Ph.D., Florida State University
Assistant Professor of Spanish Linguistics
Director of the Spanish Basic Language Program
Areas of Expertise
Spanish and Linguistics
Office Phone: 561-297-0497
Dr. Justin Patrick White is an Assistant Professor of Spanish, and Director of the Spanish Basic Language Program in the Department of Languages, Linguistics and Comparative Literature at Florida Atlantic University. His primary research interests and most recent endeavors are based in the area of instructional Second Language Acquisition (SLA). His most recent work, "The effect of input-based instruction type on the acquisition of Spanish accusative clitics" (submitted), project from the role of input in SLA to various input types. Of interest are isolated implicit variables inherent in Structured Input (SI) activities compared with other input-based instructional types such as Input Flood, Text Enhancement, alone, and in combination with, each other. The principal point of departure addresses the cognitive processes involved in language acquisition and the effect of exposure to various input types. Other current research interests include native and non-native speakers' processing strategies, working memory capacity, and perspectives on language teaching.
Dr. White trains Brazilian Jiu Jitsu and he would love to talk more with you about it. If you are interested in starting up a student club, please contact him, as he would volunteer to serve as the Faculty Advisor to the club. Additionally, he trains Capoeira (a Brazilian martial art) and would also like to have a student club started for Capoeira. If you are interested, please contact him.
White, J. P. (In press). The effect of input-based instruction instruction type on the acquisition of Spanish accusative clitics. Hispania.
White, J. P. (In press). Frequency effects of structured input: Primary and secondary effects. Southern Journal on Linguistics.
White, J. P., & Ariza, E. (In press). What teachers need to know about language acquisition. In The Experience of learning another language. Not for ESL teachers: What every classroom teacher needs to know about the linguistically, culturally and ethnically diverse student. Boston: Cengage.
White, J. P., & DeMil, A. J. (2013). Primary and secondary effects of PI: A replication of Leeser and DeMil. International Journal of Language Studies , 7, 59–88.
White, J. P., & Almonte, Mauricio. (2013). Academic Service-Learning: On and off campus. Academic Exchange Quarterly, 17, 35–42.
White, J. P. (2012). The role of input-based activities for implementation into hybrid language programs. Florida Foreign Language Journal, 9, 49–69.
Palm Beach State College, Lake Worth, Florida. Acquisition in Hybrid Language Courses: Maximizing Interaction in the Classroom. March 2014.
University of Greenwich, England. Processing Instruction: Twenty Years of Theory, Research, and Application. Topic – Primary and Secondary Effects of PI. August 2013.
Undergraduate Psychology Club (Broward campus, FAU). Topic – Second Language Acquisition Research. November 2012.
Undergraduate Psychology Club (Broward campus, FAU). Topic –L1 and L2 Acquisition. November 2011.
World Languages Experience Symposium sponsored by Heinle-Cengage and LLCL (FAU). Topic – Constructing an Interactive Class: Group work that works! February 2010.
Italian Teachers Association of America in association with the LLCL (FAU). Topic – Meaningful Interaction and Communication in the Classroom: It's out of your hands. November 2009.
International Conference Presentations
"Frequency Effects of Structured Input: Primary and Secondary Effects." Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March 2014.
"Acquisition Oriented Hybrid Language Course Design." Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March 2014.
"Research-based Task by the Learners, for the Learners." American Council of Teachers of Foreign Languages (ACTFL). Orlando, Florida, November 2013.
"Input-based Activity Types Suitable for Hybrid." International Association of Language Learning and Technology (IALLT). Fort Lauderdale, Florida, June 2013.
"Explanation versus structured input in processing instruction: primary effects and transfer-of-training effects." The American Teachers of Spanish and Portuguese (AATSP). Washington, DC, July 2011.
"The current state of language teaching: perceptions, practice and creating effective group work." The American Teachers of Spanish and Portuguese (AATSP). Guadalajara, Mexico. July 2010.
"Does Input Flood Hold Water with Processing Instruction?" Tenth Annual Applied Linguistics Forum, Universidad de Las Americas (UDLA), Puebla, Mexico, May 2006.
National Conference Presentations
"The Effect of Input-Based Instruction Type on the Acquisition of Spanish Accusative Clitics." L2 Processing and Parsing, Texas Tech University, Lubock, Texas, May 2009.
"The Effects of Various Input Enhancement Types." University of Cincinnati, Cincinnati, Ohio, May 2009.
"The Effects of Input-Based Instruction Type on the Acquisition of Spanish Accusative Clitics." Texas Tech University, Lubbock, Texas, May 2009.
"Input Enhancement Techniques, Their Effects on Acquisition." University of Cincinnati, Cincinnati, Ohio, May 2007.
"Spanish Prepositions Por and Para in a Universal Mythology Contextualized Choose Your Own Adventure Style CALL Tool." Computer Assisted Language Instruction Consortium (CALICO), Michigan State University, Ypsilanti, Michigan, May 2005.