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Marianna V. Ryshina-Pankova
Curriculum Vitae



Georgetown University 4600 Cheltenham Dr.

German Department, Washington DC Bethesda, MD, 20814

(202) 687-5723 (301) 951-0596

ryshinam@georgetown.edu mryshina@yahoo.com



PROFESSIONAL HISTORY:
2008--present Assistant Professor of German, Director of Curriculum, German Department, Georgetown University, Washington DC
2006--2008 Assistant Professor of German, Program Coordinator, Department of Modern and Classical Languages, George Mason University, Fairfax, VA
January 2008 Program Abroad Director, George Mason University, Berlin, Germany
Summer 2006 German Instructor, Curriculum Developer, Foreign Service Institute, Arlington, VA

RESEARCH INTERESTS:

Advanced foreign language (FL) learner, FL writing and literacy development, discourse analysis, systemic functional and genre theory, curriculum design and pedagogy, teacher education, program evaluation, FL assessment, computer-mediated language learning
EDUCATION:
Spring 2006 Georgetown University, Washington DC

Ph.D. in German Applied Linguistics; primary concentration in Second Language Acquisition and Discourse Analysis

Dissertation: Constructing coherent and cohesive textual worlds in advanced foreign language learner writing (Advisor: Dr. Heidi Byrnes)
2003 Spring Comprehensive Ph.D. Exam: passed with distinction
1997 Spring Lawrence University, Appleton, WI

Bachelor of Arts

Majors: Linguistics and German
ADDITIONAL EXPERIENCE:
2002 Spring Universität Trier

Exchange student


2000 Summer Eberhard-Karls Universität, Tübingen

Summer language institute




HONORS AND AWARDS:


Initiative on Technology Enhanced Learning (ITEL) Grant, Spring 2014 AAUSC/CERCLL stipend for the workshop "Implementing literacy-based instruction in collegiate FL programs,” University of Arizona, Tucson, June 2012

Junior Faculty Semester Fellowship Grant, Georgetown University, 2011

Summer Academic Grant, Georgetown University, 2011

Nominated for the ACTFL Emma Birkmaier Award, 2007



Best Student Abstract Award, GURT 2005, Washington, DC


PUBLICATIONS:
REFEREED JOURNAL ARTICLES

  1. Eigler, F., & Ryshina-Pankova, M. Educating scholar-teachers: Envisioning the PhD of the future. Response to the report of the MLA Task Force on Doctoral Study in Modern Language and Literature. ADFL Bulletin, 44. (Forthcoming February 2016).




  1. Ryshina-Pankova, M. (2015). A meaning-based approach to the study of complexity in L2 writing: The case of grammatical metaphor. Journal of Second Language Writing, 29, 51-63.




  1. Mozgalina, A., & Ryshina-Pankova, M. (2015). Meeting the challenges of curriculum construction and change: Revision and validity evaluation of a placement test. Modern Language Journal, 99, 346-370.1



  1. Ryshina-Pankova, M. (2013). Understanding ‘Green Germany’ through images and film: A critical

literacy approach. Unterrichtspraxis, 46, 163-184.


  1. Ryshina-Pankova, M., & Byrnes, H. (2013). Writing as learning to know: Tracing knowledge construction in L2 German compositions. Journal of Second Language Writing, 22, 179-197.




  1. Liamkina, O., & Ryshina-Pankova, M. (2012). Grammar dilemma: Teaching grammar as a resource for

making meaning. Modern Language Journal, 96, 270-289.



  1. Ryshina-Pankova, M. (2011). Developmental changes in the use of interactional resources: Persuading the reader in FL book reviews. Journal of Second Language Writing, 20, 243-256.




  1. Ryshina-Pankova, M. (2010). Toward mastering the discourses of reasoning: Use of grammatical

metaphor at advanced levels of foreign language acquisition. Modern Language Journal, 94, 181-197.
REFEREED BOOK CHAPTERS

  1. Ryshina-Pankova, M. Scaffolding advanced literacy in the FL classroom: Implementing a genre-driven content-based approach. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills. (Forthcoming March, 2016).




  1. Ryshina-Pankova, M. (2015). Foreign language curriculum as a means of achieving humanities learning goals: Assessment of materials, pedagogy and learner texts. In J. Norris, J. Davis, & Y. Watanabe (Eds.),

Student learning outcomes assessment in college foreign language programs (pp. 249-274). Honolulu: University of Hawai'i National Foreign Language Resource Center.


  1. Ryshina-Pankova, M. (2014). Exploring academic argumentation in course-related blogs through ENGAGEMENT. In G. Thompson, & L. Alba (Eds.), Evaluation in context (pp. 281-302). Philadelphia: John Benjamins.




  1. Ryshina-Pankova, M. (2013). Connecting languaging and knowing through genre: Exemplifying the link in a curricular progression. In J. Plews, & B. Schmenk (Eds.), Traditions and transitions: Curricula for German Studies (pp. 227-251). Waterloo, ON: Wilfrid Laurier University Press.




  1. Ryshina-Pankova, M., & Kugele, J. (2013). Blogs: A medium for intellectual engagement with course

readings and participants. In D. Tannen, & A. Trester (Eds.), Discourse 2.0. Language and the new media

(pp.183-200). Washington DC: Georgetown University Press.




  1. Ryshina-Pankova, M. (2012). Preparing graduate student teachers for advanced content-based

instruction: Exploring content through grammatical metaphor, In H. Willis-Allen, & H. Maxim

(Eds.), Educating the future foreign language professoriate for the 21st century (pp. 82-104). Boston:

Heinle.


  1. Ryshina-Pankova, M. (2006). Creating textual worlds in advanced learner writing: The role of complex

theme. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky

(pp. 164-183). London: Continuum.




  1. Crane, C., Liamkina, O., & Ryshina-Pankova, M. (2003). Fostering advanced level language abilities in

foreign language graduate programs: Applications of genre theory. In H. Byrnes, & H. Maxim

(Eds.), Advanced foreign language learning: A challenge to college programs (pp. 150-177).

Boston: Heinle.
BOOK REVIEW


  1. Sprachliches Wissen: Einführung in moderne Theorien der grammatischen Beschreibung, by Günther

Grewendorf, G., Hamm, F., & Sternefeld, W. Asterisk IX, 4, (2000), 268-273.
UNDER PREPARATION

  • Systemic Functional Linguistics and advanced proficiency, in A. Benati, & P. Malovrh (Eds.), The handbook of advanced proficiency in second language acquisition, Wiley-Blackwell Handbooks in Linguistics series

  • Discourse moves and intercultural learning in telecollaborative chats, submitted to Language Learning and Technology




  • Narrative and foreign language learning: Curricular and pedagogic perspectives,

under contract with Mouton de Gruyter, a joint project with C. Crane, University of Texas at Austin

2 chapter drafts (on narrative typology and narrative sequencing) and an Introduction by August, 2015, one additional chapter draft (on narrative pedagogy) by June, 2016; project completion date: December 2016.




  • Appropriating grammatical metaphor/nominalizations as a conceptual and pedagogical tool for teaching FL literacy




  • Linguistic choices for building interpersonal relationship: Analysis of telecollaborative chats between advanced learners in the US and students in Germany




  • Negotiation of cultural differences in course-based telecollaborative blogs: Alignment and confrontation strategies


CURRICULAR WORKSHOPS AND PRESENTATIONS:
INVITED

March 2016 Advanced Literacy and Complex Language Use, lecture and workshop

New Haven, CT Southern Connecticut State University
October 2015 Developing a Well-articulated Undergraduate German Curriculum

Washington, DC 3-day Seminar, German Studies Association (GSA), with Hiram Maxim


October 2013 and 2014 Faculty Seminar on Curriculum Development at the College Level

Washington, DC 3-day AATG Workshop, Georgetown University, with Heidi Byrnes
February 2013 Curriculum Reform: Towards Language Learning as Development of Meaning-

New Haven, CT Making Capacity Across Contexts, FLL Workshop, Yale University


April 2011 Humanities Assessment, “Consortium on Useful Assessment in

Atlanta, GA FL Programs,” Emory University


August 2010 Fostering Advanced Foreign Language Abilities in the Integrated Literacy-

Waterloo, Ontario oriented German Curriculum, Transitions and Traditions: German Curricula Conference


June 2007 Taking Task to Text: Exploring Text-Based Tasks in Content-Based

Minneapolis, MN Instruction, pre-conference workshop, International Conference on Language

Teacher Education (CARLA)

LOCAL

September, 2015 Selecting and Sequencing Texts for a Content- and Language-Integrated Curriculum, Washington, DC German Department, Georgetown University


September 2013 Humanities Learning Outcomes Assessment Project, German Department, Georgetown

Washington, DC University, with Heidi Byrnes


September 2012 Grammatical Metaphor: A Critical Resource for Literacy Discourse, FLL Faculty Washington, DC Workshop, Georgetown University
April 2012 Using Visual Media to Develop Critical Literacy in FL Instruction, FLL Faculty

Washington DC Workshop, Georgetown University


September 2009 What Is in a Good Story? Assessing Narrative Competence of Intermediate

Washington DC FL Learners, German Department, Georgetown University


November 2008 Fostering Advanced Language Abilities in the German Curriculum, FLL Curriculum

Washington DC and Assessment-Development Workshop, Georgetown University


October 2008 Understanding Text Analysis for Pedagogical Practice in the GUGD

Washington DC Curriculum, German Department, Georgetown University


December, 2005 From Narration to Argumentation: Re-construing Processes as Things,

Washington, DC workshop on advanced FL writing, German Department, Georgetown University



REFEREED RESEARCH PRESENTATIONS:

NATIONAL/INTERNATIONAL

June, 2016 Integrating Content and Language through the Construct of Genre for a Revised Palermo, Italy Placement Test, Language Testing Research Colloquium (LTRC)


May, 2016 Scaffolding Foreign Language Literacy: Implementing The Genre-based Approach,

Providence, RI keynote lecture at the Consortium for Language Teaching and Learning Conference, Brown University


March, 2016 Sequencing Narratives for a Content- and Language-integrated FL Curriculum

Orlando, FL part, of the colloquium “Narrative Analysis for L2 Literacy Development:

A Systemic Functional Approach,” with C. Crane, R. Harman, and K. Saunders, American Association of Applied Linguistics Conference (AAAL)
November, 2015 Multiple Literacies through the Genre-based Classroom, with J. Feldhaus

San Diego, CA and E. Berroth, American Council on the Teaching of Foreign Languages (ACTFL)


October, 2015 Assessing ‘Humanities Learning’ in a FL Curriculum, with P. Pfeiffer,

Washington, DC Consortium on Useful Assessment in Language and Humanities Education (CUALHE), Georgetown University


July, 2015 Discourse Structure and Appraisal Choices in Online Course-based Telecollaboration

Aachen, Germany Chats, 42nd International Systemic Functional Congress (ISFC)

April, 2015 Connecting Linguistic Complexity to Semantic Complexity of Advanced Literacy

Atlanta, GA Contexts: Implications for FL Curriculum and Pedagogy, invited lecture, The Emory College Language Center
March, 2015 Teaching Film in the Multiliteracies Framework

Columbus, OH invited lecture, Department of Germanic Languages and Literatures, The Ohio State University

March, 2014 Development and Evaluation of a Curriculum-based German C-test for Placement

Portland, OR Purposes, with A. Mozgalina, American Association of Applied Linguistics Conference

(AAAL)
February, 2014 Writing as Knowledge Construction in L2 Compositions

Paris, France International Conference on Writing Research


November 2013 Literacy-based Instruction in Graduate Student Teacher Education, American Council

Orlando, FL on the Teaching of Foreign Languages (ACTFL)


November 2013 History in the FL classroom: From Narration to Explanation to Exposition, with P. Orlando, FL Pfeiffer and A. Weigert, American Council on the Teaching of Foreign Languages (ACTFL)
March 2013 A Meaning-based Approach to Complexity, part of the colloquium “New Developments

Dallas, TX in the Study of L2 Complexity,” American Association of Applied Linguistics

Conference (AAAL)
November 2012 Teaching FL Teachers about Grammatical Metaphor as a Key Resource of Literacy

Philadelphia, PA Discourse, American Council on the Teaching of Foreign Languages (ACTFL)


November 2012 Going to the “C” of Culture Assessment: A Language-based Approach,

Philadelphia, PA with H. Byrnes, American Council on the Teaching of Foreign Languages (ACTFL),


July 2012 Assessing ‘Humanistic Learning’ in Advanced FL Writing: Holistic Ratings vs. Sydney, Australia Analysis of ‘Verticality’ Choices Used, 39th International Systemic Functional Congress

at the University of Technology (ISFC)


March 2012 SFL-based Narrative Analysis for Content- and Language-integrated FL Curriculum,

Boston, MA part of the colloquium “Interdisciplinary SFL-based Research in Higher Education:


Generating Pedagogical Tools to Enhance Language and Content Integration”, American Association of Applied Linguistics Conference (AAAL)
January 2012 Integrated Curriculum Construction as the Basis for Bringing about the Humanistic Seattle, WA Inquiry in Foreign Languages, part of the Roundtable “Responses to a Changing World:

Language, Literature and Learning in the 21st Century,” Modern Languages Association (MLA)

November 2011 Understanding ‘Green Germany’ through Visual Images and Film, American Council Denver, CO on the Teaching of Foreign Languages (ACTFL)
November 2011 Transcending the Divide: Integrating Content and Language in FL Instruction,

Denver, CO Session Organizer at the American Council on the Teaching of Foreign Languages

(ACTFL)
October 2011 What Evidence does ENGAGEMENT Analysis Provide for Intellectual

Madrid, Spain Engagement through Blogs?, International Workshop on the Evaluating Function of

Language: Evaluation across Text Types and Cultures
June 2011 Developmental Changes in the Use of Interactional Resources: Persuading the Reader

Taipei, Taiwan in FL Book Reviews, Symposium of Second Language Writing


March 2011 Blogs, a Medium for Intellectual Engagement with Course Readings and

Washington, DC Participants, with J. Kugele, Georgetown University Roundtable in Languages and Linguistics (GURT)


March 2011 Connecting Languaging and Knowing through Genres: Exemplifying the Link in a

Chicago, IL Curricular Progression, American Association of Applied Linguistics Conference (AAAL)


September 2010 Doing Our Business as Language and Literature Professors: Constructing a

Washington, DC Course on Environmental Economics,Wirtschaftsdeutschkonferenz/Business German Conference, Goethe Institut


March 2010 Development and Main Features of the German Placement Test, roundtable, Mid

Washington, DC Atlantic Association for Language Learning Technology Conference (MAALLT)
March 2010 Capturing FL Writing Development through Quantitative and Qualitative

Atlanta, GA Analysis of Grammatical Metaphor in Texts by FL Learners, American

Association of Applied Linguistics Conference (AAAL)
March 2009 Between Imitation of the Native-like and Expression of

Denver, CO Creativity: Functions of Intertextuality in FL Learner Narratives, American Association of Applied Linguistics Conference (AAAL)


November 2008 Grammar Dilemma: Teaching Grammar as a Resource for Making Meaning,

Orlando, FL conference workshop, with O.Liamkina, American Council on the Teaching

of Foreign Languages (ACTFL)
May 2008 Towards Mastering the Discourses of Reasoning: Use of Grammatical

Columbus, OH Metaphor at Advanced Levels of FL Acquisition, Symposium on Linguistic Variation across the Lifespan


September 2007 Exploring the Role of Information Structuring Patterns Used by Advanced L2

Nagoya, Japan and NS Writers for Generating Coherent and Cohesive Texts, Symposium on



Second Language Writing (SSLW)

June 2007 Lost in Translation, Gained in Translation: Developing L1 and L2 Social

Minneapolis, MN Semiotic Awareness in a Translation Course, International Conference on

Language Teacher Education (CARLA)


July, 2005 Fostering Syntactic Complexity in Curriculum-based L2 Writing Development,

Madison, WI part of the symposium “Revisiting L2 Writing Development: A Curriculum-based Study of Syntactic Complexity”, 14th World Congress of Applied Linguistics (AILA)

July, 2005 Explicit Teaching as Teaching toward Literacy: Expanding the Construct,

Sydney, Australia part of the invited colloquium, International Systemic-Functional Congress (ISFC)


June, 2005 Exploring FL Teachers’ Notions of Genre in Pedagogy and Curriculum,

Minneapolis, MN with C. Crane, International Conference on Language Teacher Education (CARLA)


March, 2005 The Problem of Text Construction and the Advanced Language Learner:

Washington, DC Coherence and Cohesion in Book Reviews by Advanced Learners of German,

Georgetown University Roundtable in Languages and Linguistics (GURT)

March, 2005 Implementing Genre-Based Pedagogy for the Advanced Learner: Materials, Washington, DC Tasks, and Assessment, pre-conference workshop, with H. Maxim,

C. Crane, and O. Liamkina, Georgetown University Roundtable in Languages and

Linguistics (GURT)


May, 2004 Explicit Teaching as Teaching toward Literacy: Expanding the Construct,

Portland, OR American Association of Applied Linguistics (AAAL) conference, part of the

colloquium “Expanding Notions of Explicit Instruction: The Potential of Genre-

based Tasks”

October, 2002 Advanced Level Language Abilities in Foreign Language Graduate Programs:

Baltimore, MD A Survey, with O. Liamkina, South Atlantic Modern Language Association Convention (SAMLA)


March 2002 Genre: Where Art Thou? Tracing the Role of Genre in a Foreign Language

Irvine, CA Curriculum, with C. Crane, J. Galvanek, O. Liamkina, UC

Consortium Conference on Language Learning and Teaching,

http://data.georgetown.edu/departments/german/faculty/byrnesh/grants/genreirvinepaper2002.html



TEACHING AND ADVISING AT GEORGETOWN:
Graduate courses

Fundamentals of German Language Instruction

Literacy and Foreign Language Teaching

Evaluation in Language Across Contexts

An Introduction to Systemic Functional Linguistics

Independent Research Study Seminar



Undergraduate courses

Level I: Beginning German I, Beginning German II

Level II: Intermediate German I, Intermediate German II

Level III: Advanced German I, Advanced German II

Level IV: Text in Context, Business in Germany, Issues and Trends

Level V: Green Germany



Ph.D. Exam Committees

Lone Peterson (Fall 2009)

Steffi Ammons (Fall 2011)

Mackenzie Warren (Fall 2013)

Christina Butler (Fall 2015)

Ph.D. Dissertation Committees

Anastasia Mozgalina (Spring 2015)

Julia Goetze (current)

M.A. Committees

Mackenzie Warren (Fall 2012)

Claudia Winkler (Fall 2012)

Justin Quam (current)



SERVICE
DIRECTOR OF CURRICULUM IN THE GERMAN DEPARTMENT AT GEORGETOWN:

Coordinate the content- and task-based literacy-oriented German program:

--update schedules and syllabi, Levels I-III

--revise old materials and tests

--develop new materials and tests

Administer placement test, advise on course selection

Develop a new placement test (2012-2014)

Administer second FL exam for doctoral students

Supervise graduate student teachers at Levels I-III of the curriculum:

--bi-weekly and weekly level meetings

--class observations and observation reports

--follow-up discussions

Conduct teacher development workshops

Conduct a workshop on the teaching portfolio

ITEL (Initiative on Technology-Enhanced Learning)
ADDITIONAL DEPARTMENAL AND UNIVERSITY SERVICE

Graduate Student Admissions Committee, 2009-2011

Executive Faculty Committee for the Main Campus, 2011—2012

Research Talk Series, co-organizer, 2011-2012

Merit Committee, 2011—present

College Executive Council, 2013-2014

Humanities Assessment Working Group, convener, 2011-2013

SFS Proficiency Exam, organizer, 2013-present

Center for New Designs in Learning and Scholarship (CNDLS), liaison, 2010-present

Language Learning Technology Center (LLCT) Advisory Board, member, 2015

Telecollaboration Working Group, convener, 2015

Graduate student teacher mentor

Undergraduate and graduate student advisor
PROFESSIONAL SERVICE:

Manuscript Review (5-7 reviews per academic year):



Modern Language Journal

Journal of Second Language Writing

American Association of University Supervisors and Coordinators (AAUSC) volumes

Unterrichtspraxis/Teaching German

Canadian Journal for Teaching German

Functions of Language

GURT volumes

Language Learning

Language and Sociocultural Theory

Australian Journal of Linguistics

Bulletin of Peoples’ Friendship University of Russia

Conference Abstracts Review:



AAAL 2012

GURT 2014

Session Chair and Organizer:

Colloquium Organizer, AAAL, March 2016

Session Organizer, ACTFL, November 2013

Session Organizer, ACTFL, November 2011

Session Chair, GURT, March 2005

Vice President: The North American Systemic Functional Linguistics Association (NASFLA), 2016-2017

Program Review: Department of Modern Languages and Literatures, Southwestern University, TX, Spring 2015


MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS:

Modern Language Association (MLA)

American Association of Teachers of German (AATG)

American Association of Teachers of German-Maryland Chapter

American Council on the Teaching of Foreign Languages (ACTFL)

American Association of Applied Linguistics (AAAL)

American Association of University Supervisors and Coordinators (AAUSC)

The North American Systemic Functional Linguistics Association (NASFLA)

Computer Assisted Language Instruction Consortium (CALICO)

LANGUAGES:

Near-native proficiency in English

Near-native proficiency in German

Reading proficiency in French



Native proficiency in Russian


1 The six highlighted publications represent my most significant scholarly contributions (M.R-P).


CV Ryshina-Pankova, Marianna



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