Stacey Margarita Johnson

 

Stacey Margarita Johnson

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Stacey is Assistant Director at the Center for Teaching. She also holds an appointment as a Senior Lecturer of Spanish in the Department of Spanish and Portuguese, is Affiliated Faculty in the Center for Second Language Studies, and has been Adjunct Faculty in Peabody College’s Masters program in English Language Learners.

 

In fall 2019 and 2021, Stacey taught SPAN 1101: Elementary Spanish I, a course she loves and has been teaching for more than 20 years. In the SLS program, Stacey often teaches SLS 6030 – Foreign Language Learning and Teaching, a methods-oriented course that explores principles and practices of teaching a second language with concentration on recent interactive and communicative models of foreign language instruction. Stacey also regularly teaches SLS 7040 – Second Language Acquisition: Current Theories and Research, a graduate seminar that explores second language development from the perspectives of cognitive and sociocultural theories. You can check out some of Stacey’s students’ work on the course blog Second Language Studies.

Stacey has also taught in the Peabody School of Education in the English Language Learners program. For the last several years, she has taught EDUC 6580 – EFL Methods, a course that explores the methods and classroom practices that best support foreign language learning in international contexts. Most recently, she was able to teach EDUC 3720 – Principles for Teaching ELL Students, a course for non-ELL education majors that prepares them to understand and support English language learners they may have in their classrooms.

Stacey’s research interests include classroom practices, hybrid/blended instruction, and adult language learning including transformative learning and the development of intercultural competence. Her first book, Hybrid Language Teaching in Practice: Perceptions, Reactions, and Results, co-authored with Berta Carrasco, was published in March 2015, and her second book, Adult Learning in the Language Classroom, came out later that same year. Currently she is working on several projects:

• an edited collection entitled “How We Take Action: Social Justice in PreK-16 Language Classrooms”
• a study of adjunct language faculty’s professional development,
• and her third book, co-authored with Claire Knowles with expected publication in 2023, about the potential of a problem-based model for language and culture instruction.

Stacey’s hybrid teaching experience and expertise in educational technology are central to her CFT role supporting Vanderbilt instructors as they explore how Brightspace and other online learning platforms can be more effectively used to enhance student learning. She also works with language faculty in support of language teaching on campus.

Recent Publications

Books

Johnson, S.M. (2015). Adult learning in the language classroom. Bristol, United Kingdom: Multilingual Matters.

Carrasco, B., & Johnson, S.M. (2015). Hybrid language teaching in practice: Perceptions, reactions, and results. Dordrecht, The Netherlands: Springer.

Articles and Chapters

Johnson, S.M., & Hawkins, M. (forthcoming). Peer Observation of Teaching: A University Profesora and a Lower-school Maestra Learn from Each Other. Hispania.

Abel, J., & Johnson, S.M. (2021) Connections: Exploring Charles Moravia’s Le fils du tapissier: épisode de la vie de Molière in the Introductory French Language Classroom. Dimension, 42-55.

Johnson, S.M. (2020) Authentic Resources and Critical Reflection as Contributors to Transformative Learning. In B.L. Leaver & D. Davidson (Eds.), A Transformative Philosophy of Foreign Language Education: Theory, Praxis, and Programs.

Johnson, S.M. (2018). An interview with Terry A. Osborn. Dimension, 9-15.

Finch, V., & Johnson, S.M. (2017, Oct/Nov). Collecting Authentic Language and Culture. The Language Educator, 12(4), 47-48.

Grenfield, J., Johnson, S.M., & Finch, V. (2017). Students as producers, curators, and consumers of authentic resources through participatory pedagogy on-campus and abroad. In S. Dubreil & S.L. Thorne (Eds.), Engaging the world: Social pedagogies and language learning (pp. 227-252). AAUSC Issues in Language Program Direction. Boston, MA: Heinle.

Randolph, L.J., & Johnson, S.M. (2017). Social justice in the language classroom: A call to action. Dimension, 9-31.

Johnson, S.M., & Randolph, L.J. (2015, Aug/Sep). Critical pedagogy for intercultural language learning: Getting started. The Language Educator, 10(3), 36-39.

 

 

Podcasts

We Teach Languages

I started this podcast as part of my work with the podcasting faculty learning community at Vanderbilt, in part in order to provide my graduate students in my SLA and language teaching methods courses with both content related to our course as well as opportunities to participate in the production of the podcast.

I have produced 148 weekly episodes and 93 newsletters including more than 200 guests and contributors as of 1/12/22.

In 2022, my plan is to expand the podcast website to create space for an open, online methods course for teachers that draws on the podcast content.

Leading Lines

This podcast explores innovative uses of technology in education and is a collaboration of the Associate Provost of Digital Learning and the Vanderbilt University Library.

Episodes I have produced:

Episode 6: Lee Forester and Bill VanPatten
Episode 15: Bill Pannapacker
Episode 25: Elizabeth Self
Episode 34: Derek Price, Kyle Romero, and Terrell Taylor
Episode 36: Melissa Mallon
Episode 46: Gabriele Dillmann
Episode 53: Kylie Korsnack
Episode 73: Robert Elliott
Episode 75: Jennifer Townes and Joshua Eyler