FAU
Department of Languages, Linguistics & Comparative Literature
Dr. Justin White faculty photo
PhD, Florida State University
Assistant Professor of Spanish Linguistics, Director of the Spanish Basic Language Program

Areas of Expertise

Spanish & Linguistics

Email: jwhite94@fau.edu
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 base 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 second language acquisition 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.
 
RESEARCH PUBLICATIONS
 

 

  1. White, J.P. (In press) The effect if unput-based instruction type on the acquisition of Spanish accusatives clitics. Hispania

  2. White, J.P. (In press). Frequency effects of structured input: Primary and secondary effects. Southern Journal on Linguistics.

  3. 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.

  4. White, J.P. & DeMil, A.J. (2013). Transfer of Training in PI: The role of FREI. Studies in Second Language Acquisition, 35, 519 – 544.

  5. 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.

  6. White, J.P. & Almonte, Mauricio. (2013). Academic Service-Learning: On and off campus. Academic Exchange Quarterly, 17, 35 – 42.

  7. White, J.P. (2012). The role of input-based activities for implementation into hybrid language programs. Florida Foreign Language Journal, 9, 49 – 69.

 

PROFESSIONAL PRESENTATIONS AND ACTIVITIES  

Invited lectures  

  1. Palm Beach State College, Lake Worth, Florida. Acquisition in Hybrid Language Courses: Maximizing Interaction in the Classroom. March, 2014

  2. University of Greenwich, England. Processing Instruction: Twenty Years of Theory, Research, and Application. Topic – Primary and Secondary Effects of PI. August, 2013.

  3. Undergraduate Psychology Club (Broward campus, FAU) – Topic: Second Language Acquisition Research. November, 2012.

  4. Undergraduate Psychology Club (Broward campus, FAU) – Topic: L1 and L2 Acquisition. November, 2011.

  5. World Languages Experience Symposium sponsored by Heinle-Cengage and LLCL – FAU. Topic – Constructing an Interactive Class: Group work that works!. February, 2010.

  6. 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

 

  1. "Frequency effects of Structured Input: Primary and Secondary Effects" Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March, 2014.

  2. "Acquisition Oriented Hybrid Language Course Design" Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March, 2014.

  3. "Research-based Task by the Learners, for the Learners." American Council of Teachers of Foreign Languages (ACTFL). Orlando, Florida, November, 2013.

  4. "Click Here. The Why, What, and How of Hybrid and Blended Language Courses." The American Teachers of Spanish and Portuguese (AATSP). San Antonio, Texas, July 2013.

  5. "Input-base Activity Types Suitable for Hybrid." International Association of Language Learning and Technology (IALLT). Fort Lauderdale, Florida, June, 2013.

  6. "The Ins and Outs of Hybrid". American Council of Teachers of Foreign Languages (ACTFL). Philadelphia, PA. November, 2012.

  7. “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.

  8. "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.

  9. “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

 

  1. "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.

  2. "The effects of Various Input Enhancement Types." University of Cincinnati, Cincinnati, Ohio, May 2009.

  3. "The Effects of Input-Based Instruction type on the Acquisition of Spanish Accusative Clitics. Texas Tech University. Lubbock, Texas, May 2009.

  4. "Input Enhancement Techniques, Their Effects on Acquisition." University of  Cincinnati, Cincinnati, Ohio, May, 2007.

  5. "Spanish Prepositions Por and Para in a Contextualized Inductive Choose Your Own Adventure Style Computer Assisted Language Learning Tool."  University of Cincinnati, Cincinnati, Ohio, May, 2005.

  6. "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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 Last Modified 7/24/14