Profe Julio Torres
I am an assistant professor of Applied Linguistics and Multilingualism in the Department of Spanish and Portuguese with a courtesy appointment in the Department of Language Science at the University of California, Irvine.
I am also the Director of Spanish Language Curriculum at UC Irvine.
As a teacher educator, I work with K-16 educators in developing effective teaching strategies for heritage language learners (esp., writing skills) and implementing task-based language teaching methodology.
I am affiliated with the National Heritage Language Resource Center at the University of California, Los Angeles where I am collaborating on the development and administration of a digital repository for research tools and materials for studying heritage bilinguals.
Please feel free to contribute! http://nhlrc.ucla.edu/nhlrc/category/data
Usage-Based Approaches to Heritage & Second Language Acquisition; Multilingualism; Cognition; Task-based Language Learning; Curriculum & Instruction
My current research is guided by three general questions:
* How do adult heritage and second language bilinguals respond to pedagogical interventions – e.g., task-based instruction?
This line of research compares adult heritage bilinguals and second language learners in responding to pedagogical interventions. My interest is to examine how these learners’ individual differences in prior language experience interact with pedagogical variables, and its impact on linguistic performance and outcomes. This work is grounded on theoretical underpinnings from the field of instructed second language acquisition along with a mixed-methods methodology.
* Does and how different heritage bilinguals’ experiences affect cognitive outcomes — e.g., executive functioning?
Given the heterogeneity of heritage bilinguals’ profiles and the cognitive outcomes associated with the bilingual experience (e.g., cognitive reserve), this line of research explores the degree to which different heritage bilingual profiles affect cognition. This work is grounded on theoretical and empirical work from the field of cognitive psychology and bilingualism.
* How do societal factors (e.g., language policy) affect heritage language maintenance in the United States and how do communities respond to these issues to reverse language shift?
Recently, I have become interested on the responses from different communities and institutions to language policies and ideologies that are not favorable to the maintenance or sustainability of heritage languages in the United States. As of now, I am exploring Joshua Fishman’s theoretical proposal on examining top-down and bottom-up efforts to reverse language shift.
Ph.D. in Spanish Linguistics, Georgetown University, 2013
M.A. in Spanish Literature, Saint Louis University in Madrid, 2004
B.S. in French and Spanish Secondary Education, Kutztown University of PA, 1999