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College of Arts and Letters | Michigan State University


Le Anne Spino-Seijas

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Le Anne earned her Bachelor’s degree in 2009 at The College of New Jersey. She majored in Psychology (Cognitive) and Spanish and minored in Linguistics and French. Currently, she spends the majority of her time teaching and conducting research. At MSU, she has taught various Spanish language classes, a methods of second and foreign language teaching class, and an introduction to SLA class. She also spent three years working as a Coordinating Assistant to Bill VanPatten in the Department of Romance and Classical Studies. Her responsibilities included developing online activities for the Spanish language textbook Sol y viento, writing departmental tests, and observing teachers. She also worked for the Residential College of Arts and Humanities for one year planning and leading two Integrative Language Options (ILOs) on Venezuelan culture. In her spare time she enjoys running, traveling, and visiting family on the Outer Banks (NC) and in Venezuela.


Research Interests

Her research interests include L2 Spanish processing, grammatical gender agreement, language instruction, statistical practices in SLA, vocabulary acquisition, verbal protocol reactivity, and CALL. 

Le Anne’s research is divided into three main areas. The first, which is also the topic of her dissertation, focuses on how learners process different types of grammatical gender agreement. She is particularly interested in determining whether agreement complexity affects processing.

Her second main area of inquiry focuses on the interface (or perhaps lack thereof?) between second language acquisition researchers and modern language teachers. Through her research she hopes to strengthen communication between these two groups. 

Her third and final main area of research focuses on the validity of online processing measures. She is conducting a study with Dr. Aline Godfroid that explores the potential reactivity of eye-tracking and think-aloud protocols. They analyze their data by using equivalence tests, which are new to the field of SLA. In a separate study, they explore another issue relating to internal validity: the potential nonveridicality of think-alouds. They do this by pairing think-alouds with another concurrent secondary behavioral methodology: finger tracking.

 

Publications

  • Godfroid, A. & Spino, L. (under review). Low level awareness: Exploring the incompleteness of think-alouds through finger tracking.
 
  • Godfroid, A. & Spino, L. (under review). Reconceptualizing reactivity of think-alouds and eye-tracking: Absence of evidence is not evidence of absence. 
 
  • Loewen, S. Lavolette, E., Spino, L. Papi, M. Schmidtke, J., Sterling, S., & Wolff, D. (2013). Statistical literacy among applied linguists and second language acquisition researchers, TESOL Quarterly, 48(2), 360-388.
     
  • Inceoglu, S. & Spino, L. (2013). Research in second language studies at Michigan State University. Language Teaching, 46(2), 1-6.

 

Teaching Experience

Spanish Instructor 
Michigan State University
SPN 101, 102, 201  

Language Methodology Instructor 
Michigan State University
LLT 307 - Methods of Second and Foreign Language Teaching 

Intro to SLA Instructor
Michigan State University
LLT 361 - Second and Foreign Language Learning

Spanish for Kids Instructor
Michigan State University
(CeLTA Language School)                                                                        

English as a Foreign Language
VenUSA (Mérida, Venezuela)

                                                                        

Recent SLA-Oriented Presentations

  • Spino, L. (2014, October). Does theory inform practice? Modern language teachers’ knowledge of second language acquisition. Paper presented at SLRF, Columbia, SC.
 
  • Godfroid, A. & Spino, L. (2014, March). Reconceptualizing reactivity research: Absence of evidence is not evidence of absence. Paper presented at Georgetown University Round Table, Georgetown, DC.
     
  • Godfroid, A. & Spino, L. (2013, October) The finger, the voice and the brain: Revisiting the effectiveness of L2 reading for vocabulary acquisition. Paper presented at SLRF, Provo, UT.
     
  • Godfroid, A. & Spino, L. (2013, August). How complete are think-alouds? A comparison of verbal reports and finger tracking during L2 reading. Poster presented at IRIS Project Colloquia, York, England.

    [Awarded the IRIS Project Colloquia Poster Prize]
  • Godfroid, A. & Spino, L. (2013, August).  One size fits all? The role of working memory in thinking aloud and task performance. Paper presented at EUROSLA, Amsterdam, Netherlands.
     
  • Godfroid, A. & Spino, L. (2013, April). Effects of eye-tracking and think-alouds on text comprehension and vocabulary recognition. Poster presented at the Michigan State University Eye-tracking Mini Conference, East Lansing, MI.
     
  • Spino, L. (2013, February). Grammatical gender and number: The effects of increased time pressure on production and comprehension. Paper presented at AAAL, Dallas, TX.
     
  • Godfroid, A. & Spino, L. (2013, February). Timing is of the essence: Disentangling the roles of attention and awareness in L2 vocabulary learning. Paper presented at AAAL, Dallas, TX.
     
  • Spino, L. (2013, February). Grammatical gender and number: The effects of increased time pressure on production and comprehension. Paper presented at the Second Language Studies Symposium, East Lansing, MI.
     
  • Schmidtke, J., Spino, L., & Lavolette, B. (2012, October). How statistically literate are we? Examining SLA professors’ and graduate students’ statistical knowledge and training. Paper presented at SLRF, University of Pittsburgh, Pittsburgh, PA.
     
  • Lavolette, B. & Spino, L. (2012, April). Update on statistical literacy of applied linguists: Preliminary results. Paper presented at the Second Language Acquisition Graduate Student Symposium, Madison, WI.
 
  • Godfroid, A. & Spino, L. (2011, October). Reading in the experimental laboratory: A comparison of different data collection methods. Paper presented at SLRF, Iowa State University, Ames, IA.
     

     

Recent Language Instruction Presentations 

  • Spino, L. (2014, November). SLA knowledge and language instruction: Are we putting the cart in front of the horse? Paper to be presented as part of an ACTFL Research SIG, San Antonio, Texas.
 
  • Trego, D. & Spino, L. (2014, November). Teaching with technology: How to flip your class and not let it flop. Paper to be presented at ACTFL, San Antonio, TX.
 
  • Lavolette, E., Trego, D., Spino, L., & Kraemer, A. (2014, November). Incorporating iPads into language classes for young learners. Paper to be presented at ACTFL, San Antonio, TX.

  • VanPatten, B., Spino, L., Trego, D., & Hopkins, W. (2013, November). Creating proficiency outcomes: The Michigan State University Project. Paper presented at ACTFL, Orlando, FL. 
     
  • Spino, L. & Trego, D. (2013, November). Reduce, reuse, recycle: Strategies for planning effective immersion classes. Paper presented at ACTFL, Orlando, FL.
     
  • Spino, L. & Trego, D. (2013, November). Refocusing the classroom: Goals before grammar. Paper presented at MIWLA, Lansing, MI.
     
  • Trego, D. & Spino, L. (2013, July) “The Past Does Not Rule Me”: Putting grammar at the service of communication. Paper presented at the American Association of Teachers of Spanish and Portuguese (AATSP), San Antonio, TX. 
     
  • Spino, L. & Inceoglu, S. (2013, May). Spanish and French L2 spelling error correction: Do generic spell checkers help or hinder? Paper presented at CALICO, Honolulu, HI.
     
  • Inceoglu, S. & Spino, L. (2013, May). Monitoring online courseware: Students’ behavior and perceptions. Paper presented at CALICO, Honolulu, HI.
     
  • Trego, D. & Spino, L. (2012, November). Discovering Grammar: What happens when students make their own rules? Paper presented at ACTFL, Philadelphia, PA.
     
  • Spino, L. & Inceoglu, S. (2012, November). Did they catch that error? Students’ use of spell checkers. Poster presented at ACTFL, Philadelphia, PA.
     
  • Spino, L. & Trego, D. (2012, October). Immersion activities for kids: Maximizing target language use and minimizing prep time. Paper presented at MIWLA, Lansing, MI.
     
  • VanPatten, B., Spino, L., Trego, D., Johnston, S. (2012, October). Click here. The why, what and how of hybrid and blended language courses. Paper presented at the Michigan World Language Association (MIWLA), Lansing, MI.