professorluli

professorluli.com

Professor Luli Marx
Professional Page

Good news!!
In the Spring, 2007, I was approved for a continuing contract at PBCC!
I am a tenured professor!

I joined PBCC in the fall of 2004. Since my time at the college, I have taught all levels of English for Academic Purposes (EAP). EAP courses are academic writing, grammar, and reading courses offered to speakers of English as a second language.

Aside from my responsibilities as an associate professor, I have also become very involved in my campus community. I am the faculty advisor for the Spanish and Latino Student Association (SALSA), and the chair of the South Campus diversity committee.

In 2005-2006, I was selected to participate in the Leadership Enhancement and Advancement Program (LEAP). As a LEAP scholar, I attended leadership conferences, made valuable contacts, and was responsible for completing a project. My LEAP project is the planning and implementation of a Women's Center on campus. Click here to see the project presentation.

The PBCC Women's Center opened in the Fall 2006 semester! The women involved in the leadership of the center have done a FANTASTIC job. They form part of the Golden Z Club, the collegiate chapter of the International Zonta organization.

Research Interests:

My main research during graduate school dealt with bilingualism and code-switching. Code-switching is the alternation of more than one language or dialect in a bilingual person's speech. I presented a paper at the 7th Hispanic Linguistics Symposium dealing with Adolescent Spanish-English code-switching. The participants in my study were high school heritage speakers.

I am very interested in issues of second language acquisition which is why I chose to teach languages. Other research interests I have within the scope of linguistics are cross-cultural communication, pragmatics, syntax, and gender & language.

Since coming to PBCC, I have become very interested in the "1.5 generation". The 1.5 generation is that group of immigrants who came here during adolescence. Thus, they came at an age too young to fully acquire the academic form of their first language. At the same time, their acquisition of English began after the Critical Period, which means that their English is almost native-like, but not quite there. 1.5 generation students require special teaching needs, and while I am here I hope to work on figuring out what some of those needs are.

In 2004, my colleagues and I participated in an EAP panel discussion at the FCEA (Florida College English Association) Conference in Lake Worth, Florida. Click here to see our presentation.

Previous Teaching Experience:

1998-2001: I taught Spanish 1, 2, 3, and AP Spanish Language at Eastern Senior High School in Washington, DC.

2001-2003: I taught Listening & Speaking, Reading & Writing, and Grammar courses at all levels at the University of Florida's English Language Institute.

Summer and Fall 2003: I taught LIN 3010 Introduction to Linguistics and LIN 2000 Linguistics from a Humanities Perspective to undergraduate students at the University of Florida.