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page last updated: March 13, 2007

  • August 2002- August 2006: Doctorate at Purdue University, English Department, West Lafayette, Indiana , USA
    • Primary area of study: English as a Second Language
    • Secondary area of study: Higher Education Administration
    • Dissertation: The nonnative English-speaking English as a Second Language teacher: Student attitudes, teacher perceptions, and Intensive English Program administrator beliefs and practices. Dissertation Chair: Margie Berns. (ERIC Document Reproduction Service No. ED492599)
  • 1996-2002: Brigham Young University, Provo, Utah
    • TESOL (Teaching English to Speakers of Other Languages) Master of Arts (April 2002). Thesis: English as a Second Language Students' Reactions to Nonnative English-speaking Teachers. Thesis Chair: Lynn Henrichsen. (ERIC Document Reproduction Service No. ED 468 879)
    • TESOL Certificate (April 2000)
    • Bachelor of Arts (Majors: English, emphasis in writing and teaching, and Design, emphasis in History of architecture) (April 1999)
  • 1992-1995: University of Lausanne, Switzerland
    • Demi-License de Lettres (Majors: English, emphasis in translation, and Spanish, emphasis in translation; minor: Computer Sciences) (June 1995)
    • Psychology (1992-1993)
  • 1981-1992: Piano student in the Conservatoire de Musique, Lausanne, Switzerland

 

more about education - back to the top

 

  • August 2006-present: Ryerson University, Toronto, Ontario, Canada: Assistant Professor, Applied Linguistics Coordinator
    • Teaching ESL courses
    • Designing and upgrading the ESL curriculum and methods of assessment and delivery
    • Mentoring and evaluating the ESL faculty
    • Providing leadership and support for the Writing Centre and the Language Resource Centre
  • August 2002-August 2006: Purdue University, Lafayette, Indiana, USA: Graduate Teaching Assistant
    • Teaching of undergraduate, advanced, and graduate Composition and Written Communication courses for English-speaking and international students
  • January 2000-August 2002: ESL teacher, English Learning Center, Brigham Young University, Provo, Utah
    • Teaching of Grammar, Writing, Reading classes, and TOEFL (Test of English as a Foreign Language) preparation classes to students of intermediate and advanced levels
    • Teaching of Integrated community classes of beginning and advanced levels
    • Co-administratoring a community ESL program
    • Mentoring of ESL student-teachers and new ESL teachers
    • Tutoring in the Writing Lab
    • Tutoring as assistant in the computer labs
  • August 1998-April 2000: French 201 teacher, BYU
    • Teaching of an integrated intermediate class one hour every day
    • Working with supervisors on placement tests and standardized tests for the French 101, 102, and 201 classes of the department
  • 1996-1999: Teaching Assistant to Professor Robert Erickson, and French Writing Lab.
  • 1992-1995: Piano Accompanist for the Waldorf School, Lausanne, Switzerland
  • 1988-1995: Private Piano and Music Theory teacher for children and adults in Switzerland

 

more about experience - more about teaching - back to the top

 

  • Moussu, L. (2007). TESOL Caucuses Are about Who We Are. Essential Teacher, 4(1).
  • Moussu, L. (2006). Native and nonnative English-speaking English as a Second Language teachers: Student attitudes, teacher self-perceptions, and Intensive English Program administrator beliefs and practices. Doctoral Thesis, Purdue University, West Lafayette, IN (ERIC Document Reproduction Service No. ED492599)
  • Moussu, L. (2006). [Review of the edited book Learning and teaching from experience: Perspectives on nonnative English-speaking professionals, by Lia D. Kamhi-Stein]. TESOL Quarterly, 40(2).
  • Moussu, L. (2006, May). Why did I become the Caucus' Chair? NNEST Newsletter, 8(1).
  • Moussu, L. & Braine, G. (2006, April). The attitudes of ESL students towards nonnative English language teachers. TESOL Reporter, 39(1), 33-47.
  • Moussu, L. (2005, October). RESEARCH or research? A letter from the Chair. NNEST Newsletter, 7(2).
  • Moussu, L. (2005, fall). In love and war: nonnative English-speaking Composition teachers and university ESL students. INTESOL Journal, 2(1), 49-54.
  • Moussu, L. (2004, Spring). What is 106i? ICaP News, Purdue University, 6(2), 2, 6.
  • Moussu, L. (2003, Fall). Course Description—English 106I. tesolin’ 22(3), 1, 3, 8.
  • Moussu, L. (2002) English as a Second Language Students' Reactions to Nonnative English-speaking Teachers. Master’s Thesis, Brigham Young University, Provo, UT (ERIC Document Reproduction Service No. ED468879)

 

  • Moussu, L. & Llurda, E. (commissioned article to be published in July 2007). Native and non-native English-speaking ESL teachers: History and Research. Language Teaching (proposal accepted).
  • Moussu, L. (Ed.) (in preparation). Intensive English Program administrators vs. teacher educators. Intended publication: TESOL Publications (proposal accepted).
  • Moussu, L. (in preparation). ESL students' responses to native and nonnative English-speaking teachers. Submitted to TESOL Quarterly.
  • Moussu, L. (in preparation). [Review of the edited book The politics of Second Language writing, by Paul Kei Matsuda, Christina Ortmeier-Hooper, and Xiaoye You]. Intended publication: English for Specific Purposes.

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  • "IEP Administrators vs. TESOL Teacher Educators," (organizer; with Silvio Avendano, Emily Day, and Stephanie Vandrick). TESOL Conference, Seattle, WA, March 2007 (accepted).
  • "ESL Students' Attitudes Towards NESTs and NNESTs." TESOL Conference, Seattle, WA, March 2007 (accepted).
  • Pre-conference leadership forum (with Luciana de Oliveira, Lia Kamhi-Stein, Rosie Maum, Alyse Breitbach, Wen-Chi Lu, and Shao-Wei Wang): “New Leaders’ Forum,” TESOL Conference, Tampa, FL, March 13, 2006.
  • “From International Students to Successful Scholars,” (organizer; with Seran Aktuna, Soohyang Kim, Enric Llurda, Gloria Park, and Youngjoo Yi), TESOL Conference, Tampa, FL, March 16, 2006.
  • “Exploring NNESTs’ Language Proficiency,” (co-organizer; with Ahmar Mahboob, Antoinette Gagne, Ofra Inbar, Lia Kamhi-Stein, Ebru Ezberci, and Bill Snyder). TESOL Conference, Tampa, FL, March 17, 2006.
  • All Caucus Colloquium (with Jose Castillo, Karen Asenavage, Marinus Stephan, Eleanor Pease, Tomas Wallis, Rosemary Schmid): “Caucus Strategies for Leading TESOL Internationally,” TESOL Conference, Tampa, FL, March 17, 2006.
  • “Second Language Writing Curriculum Design: A Case Study,” (with Tony Silva, Yufeng Zhang, Tom Glass, Elizabeth Patton, and Brita Banitz), CCCC Convention (Conference on College Composition and Communication), Chicago, IL, March 22, 2006.
  • Invited speaker: “The Graduate Student Experience: Challenges and Achievements,” (with Jeanne Lee, Edelmira Nickels, and Karl E. Uhrig), INTESOL Conference (Indiana TESOL), Indianapolis, IN, October 21, 2005.
  • " World Englishes and (Socio)Linguistic Innovations ," (with Margie Berns, Thomas Glass, Robert Nelson, and Dilbarhon Hasanova), AILA/AAAL Conference (14th World Congress of Applied Linguistics), Madison, Wisconsin, July 29, 2005.
  • "The 'Native Speaker' in TESOL: Discrimination or Necessity?" IAWE Conference (International Association for World Englishes), Purdue University, Lafayette, Indiana, July 23, 2005.
  • Board Sponsored Colloquium (with Elza Major, Tünde Csepelyi, Luciana de Oliveira, and Lia Kamhi-Stein): "NNES teachers as mentors and cultural mediators," CA-TESOL Conference, Long Beach, California, March 4, 2005.
  • "Nonnative English-speaking teachers and student feedback on a blog," IN-TESOL Conference, Indianapolis, Indiana, November 6, 2004.
  • "Sociolinguistic profile of English in Switzerland," IAWE Conference, Syracuse University, Syracuse, New York, July 15, 2004.
  • Featured Colloquium (with Paul Matsuda, Karen Johnson, Catherine Walter, George Braine, and Lía Kamhi-Stein): "Addressing Nonnative-English-Speaking Teachers' and Teacher Educators' Needs," TESOL Conference, Long Beach, California, April 1, 2004.
  • "A Study of the Relationship between Nonnative English-speaking ESL/EFL Teacher and Students' Reactions to Non-nativeness," TESOL PhD Forum, Long Beach, california, March 31, 2004.
  • " Empowering NNES MATESOL in career development " TESOL Conference, Baltimore, Maryland, March 2003
  • "ESL students' reactions to nonnative teachers," TESOL Graduate Forum, Salt Lake City, Utah, April 2002
  • "Nonnative English-speaking ESL teachers: Reactions of their students" I-TESOL Conference (Intermountain TESOL), Ogden, Utah, October 2001

 

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  • Agust 2006-present
    • Member of the Writing Committee (Department of English, Ryerson)
    • Member of the English MA Program Committee (Department of English, Ryerson)
    • Member of the Web-design Committee (Department of English, Ryerson)
    • Member of the TESOL Publication Committee (April 2007-March 2010)
  • August 2002-August 2006
    • Local representative for the Symposium on Second Language Writing 2006, Purdue University, West Lafayette, IN
    • Chair of the Nonnative English Speakers in TESOL (NNEST) Caucus, 2005-2006
    • Web-manager and local representative for the International Association of World Englishes (IAWE) 2005 conference, Purdue University, West Lafayette, IN
    • Book reviewer for Composition textbooks by Bedford/St. Martin’s (Pearson Education) (2005)
    • Proposal reader for the Intensive English Program Interest Section, TESOL 2005 conference, San Antonio, TX
    • Web-manager for the NNEST Caucus (TESOL) (since April 2002)
    • Materials developer for the Purdue Village ESOL Program, West Lafayette, IN
    • Volunteer ESL teaching at West Lafayette Middle and High School, fall 2002
    • Volunteer at the International Students and Scholars Office, Purdue University, fall 2004
  • 1999-2002
    • Private tutor for TOEFL preparation, French, and ESL
    • Materials developer for the English Language Center, Provo, UT
    • French and English translator for Brigham Young University, Provo, UT
    • Volunteer ESL teaching at Meridian Middle and High School, Provo, UT
    • Volunteer and piano accompanist for the French Club and French choir activities

 

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  • 2007 East Carolina University & TESOL Award for an Outstanding Paper on NNEST Issues for "ESL Students' Attitudes Towards NESTs and NNESTs"
  • Purdue University Foundation, Graduate School Summar Research Grant: 2005, 2006
  • TESOL International Research Foundation (TIRF), Doctoral Dissertation Grant: 2005
  • NAFSA Region VI, Newcommer Travel Grant: 2005
  • Purdue University, Graduate School Award for Outstanding Teaching: 2005
  • Purdue University, Graduate School E-portfolio Contest, honorary award: 2005
  • Purdue University, English Department, Exemplary Teaching Portfolio, Certificate of recognition: 2004 , 2005
  • Purdue University, Information and Computer Literacy Integration Program, Library Fellowship Award: 2004
  • Purdue University, English Department, Woodman Excellence in Teaching Award: 2004
  • Purdue University, Walter J. Johnson Award for paper in ESL: 2004

 

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  • Languages: French, English, Spanish, German, (Dutch, Finnish, Italian)
  • International: study abroad in England, Germany, and Italy; extensive domestic and international traveling; experience in working with international students (children and adults) and non-native English-speaking ESL teachers; interest in international education and exchange; familiarity with immigration regulations, SEVIS, and federal legislations; understanding of the importance of diversity; strong affinity toward and appreciation of cultural differences.
  • Personal: experience in training, supervising, and evaluating new teachers; experience in recruiting, working with, coordinating, and providing leadership for volunteers; flexibility to work at and with all levels of an organization; talent for encouraging and coaching others and enhancing their performances; excellent organizational skills; excellent public speaking skills.
  • Computers: Dreamweaver, Fireworks, EndNote, Excel, Micrograde, HTML, CSS; ability to promote and integrate technology as well as multi-media programs and equipment in teaching; TESOL Webmaster training.

 

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  • Second-language writing
  • Research about nonnative ESL teachers and the reactions of their students
  • Adequacy of TESOL MA programs in the US and in other countries
  • Administration of Intensive English Programs and language schools
  • American and foreign literature, especially "magic realist" writers
  • Cultures and languages (syntax, pragmatics)
  • Pre- and post-colonial history of South America and South Asia
  • Architecture and history of art

 

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  • Teachers of English as a Second Language (TESL Ontario), 2006
  • Teachers of English to Speakers of Other Languages (TESOL), 1999-present
  • International Association for World Englishes (IAWE), 2004-present
  • NAFSA: Association of International Educators (NAFSA), 2005-2006
  • Indiana TESOL (IN-TESOL), 2002-2006
  • American Association for Applied Linguistics (AAAL), 2003-2005
  • Modern Language Association (MLA), 2005
  • California TESOL (CA-TESOL), 2005
  • Michigan TESOL (MI-TESOL), 2002-2003
  • Intermountain TESOL (I-TESOL), 1999-2002

 

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  • Available upon request

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