Carla Chamberlin-Quinlisk

Professor of Applied Linguistics/ Communication Arts & Sciences, Early Childhood/Elementary Education
Co-Coordinator, Center for Intercultural Leadership and Communication (CILC)
Sutherland, 328

Research/Creative Interests and Innovations:

Dr. Chamberlin-Quinlisk’s teaching and research focus on intercultural communication and second language learning and teaching in new media environments. She is interested in how personal and group identities are created through language and media and how mediated identities interact with attitudes toward language policy and intercultural education. Her current research agenda examines discourses of mass media as they portray second language learners and bilingualism in the United States. Dr. Q. presents her work at international conferences and is a member of Teachers of English to Speakers of Other Languages (TESOL), the International Association for Intercultural Education (IAIE), the International Society for Language Studies (ISLS), the American Association for Applied Linguistics (AAAL), and the National Association for Media Literacy Education (NAMLE). She serves on the Editorial Board of the journal Intercultural Education. Dr. Q. works with area school districts and community leaders to create professional development opportunities for educators. Her program “Teachers as Intercultural Leaders” is offered through Penn State Abington’s Office of Continuing Education. She also teaches in Penn States’ ESL Specialist Certificate Program, a state-approved program that prepares K-12 educators to work with English language learners in their schools and classrooms.

Selected Awards, Grants, Patents, Honors:

Ogontz Career Development Professor, Abington College (2011- 2013)
Abington College Distinguished Faculty Service Award (2009)
Editorial Board Member, Journal of Intercultural Education (2008- present)
Top Paper Award in Intercultural Communication for “Cultivating the intercultural imagination: Initiating interaction in multicultural communities,” Eastern Communication Association’s 97th Annual Convention, Philadelphia (April 2006).
Abington College Faculty Scholar Award (2004).
Abington College Diversity Award, (2001).
Graduate Student Research Exhibition, 2nd place in Liberal Arts competition, The Pennsylvania State University (Spring 1998).
Fulbright Award Recipient for France, 1987.

Selected publications/exhibitions/performances:

Chamberlin-Quinlisk, C. R. (Ed.) (forthcoming, 2013). “Media, technology and intercultural education,” Special Topics Issue of Intercultural Education, 24.3.

Chamberlin-Quinlisk, C.R. (in press). Media education in TESOL: Navigating our screen-saturated worlds. TESOL Quarterly.

Chamberlin-Quinlisk, C.R. (2010). Language learner-native speaker interactions: Exploring adaptability in intercultural encounters. Intercultural Education, 21, 365-377.

Chamberlin-Quinlisk, C.R. (2010). Cooperative learning as method and model in second language teacher education. Intercultural Education, 21, 243-255.

Senyshyn, R. & Chamberlin-Quinlisk, C. (2009). Assessing effective partnerships in intercultural education: transformative learning as a tool for evaluation. Communication Teacher, 23, 167-178.

Chamberlin-Quinlisk, C.R. (2008) Understanding nonverbal communication in second language teaching (pp. 25-44). In McCafferty, S. & Stam, G. (Eds.) Gestures: Second language acquisition and classroom research . New York: Lawrence Erlbaum Publishers.

Chamberlin-Quinlisk, C.R. (2005) Across continents or across the street: Using local resources to cultivate intercultural awareness. Intercultural Education, 16, 5, 469-479.

Chamberlin-Quinlisk, C. R. (2004). Communicator status and expectations in intercultural communication: Implications for language learning in a multicultural community. Communication Research Reports 21, 1, 84-91.

Chamberlin-Quinlisk, C.R. (2003). Media literacy in the ESL/EFL classroom: Reading cultural images and stories. TESOL Journal, 12,3, 35-40.

Chamberlin, C. R. (2002). Towards a model for understanding intercultural interaction in TESOL, TESOL in Action, 16(2), 5-7.

Chamberlin, C. R. (2002). “It’s not brain surgery”: Construction of professional identity through personal narrative. Teaching and Learning: The Journal of Natural Inquiry and Reflection, 16, 69-79.

Chamberlin, C. R. (2002). TESOL and the expectations of intercultural communication. TESL Reporter, 32, 2, 1-15.

Chamberlin, C. R. (2000). Pre-service ESL teachers’ perceptions of trust in supervisors. TESOL Quarterly, 34, 4, 653-673.

Chamberlin, C. R. (2000). Nonverbal behaviors and initial impressions of trustworthiness in the teacher-supervisor relationship. Communication Education, 49, 352-364.

Ph.D. TESL/Speech Communication, The Pennsylvania State University, PA
M.A. TESL (Applied Linguistics), The Pennsylvania State University, PA
B.A. French, Ball State University, Muncie, Indiana

CAS 471: Intercultural Communication
CAS 455/WMST 455: Gender Roles in Communication
STS 408: The Cultural Foundations of Communication
APLNG 200: Language, Culture, and Social Interaction
APLNG 493: Teaching English as a Second Language
CAS 200: Language, Culture and Communication
C&I 280: Introduction to Teaching English as a Second Language