Teresa Hernandez Gonzalez, PhD

Educaton

PhD (2012) Teaching Methods in Social Studies, Universidad Complutense de Madrid
MEd (2000) Intercultural Communication, University of Pennsylvania
MA (1998) Sciences of Education, University of Salamanca

Professional experience

Undergraduate TESL programs Director, Department of Education, Concordia University (2012-present)
Senior Lecturer, Department of Education, Concordia University (2009-present)
Assistant Professor, University of Valladolid, Spain (2008-2009)
Faculty Associate in Postgraduate Degree, University of Valladolid, Spain (2007-2012)
Teacher trainer for British Council, Spain (2006 to present)
In-site Practicum Supervisor, University of Worcester and University of Leeds, UK (2005-2009)
English Teacher in Primary Education, Spain’s Ministry of Education – British Council (2000-2009)

 

Selected Publications:

Oxford, R. L., Gu, P., Gunning, P., & Hernández González, T. (2024). Considerations in designing and validating the Diagnostic Inventory for Self-Regulated Language Learning (DISLL): Status of the process. Language Teaching Research Quarterly, 41, 4–20.

Hernández Gonzalez, T., Arora, R., Barahona, M. L., & Bakarally, S. (2024). “Let’s try this again.” Apprendre et Enseigner Aujourd’hui, 13(2).

Gunning, P., Hernández González, T., White J, (2023). Implementing a Strategy Instruction Framework: Challenges of Classroom-Based Research at the Elementary Level. In M von Blanckenburg & C. M. Amerstorfer (Eds.), Activating and Engaging Learners and Teachers: Perspectives for English Language Education. Tübingen: Narr Francke Attempto.

Hernández González, T., & McDonough, K. (2015). The effect of instructor stance on ESL speakers' language production in a conversation group setting. System, 55, 21-29.

McDonough, K., & Hernández González, T. (2013). Language production opportunities during whole-group interaction in conversation group settings. In K. McDonough & A. Mackey, (Eds.) Second language interaction in diverse educational contexts (pp. 293-314). Amsterdam: John Benjamins.

McDonough, K., & Hernández González, T. (2012) Conversation groups for ESL speakers: What language production opportunities do they provide? Contact, 38(2), 90-109.

Hernández González, T. (Ed.) (2011). Retos de la Educación Bilingüe. Madrid: Centro de Formación del Profesorado, Investigación e Innovación, Ministerio de Educación.

Hernández González, T. (2009). Tecnologías al servicio de la Educación Bilingüe. In Miguel F. Ruiz Garrido and Ana Mª Saorín Iborra (Eds.) Hacia una Educación Plurilingüe: Experiencias Docentes AICLE. Castellón de la Plana: Publicacions de la Universitat Jaume I.

Hernández González, T. (2009) “Assessment for Learning”: Planning and implementation. In C. Alario Trigueros (Ed.) Inmersión Temprana en Lenguas Extranjeras. Santander: Universidad Internacional Menéndez Pelayo.

Selected Talks

Ruiz de Zarobe, Y. & Hernandez Gonzalez, T. “The Diagnostic Inventory for Self-Regulated Language Learning (DISLL): A Qualitative Examination Across Contexts”, 5th International Conference on the Situating Strategy in Use: Embracing Strategy Diversity in the Multilingual World, Warsaw, Poland, September 4, 2024.

Hernandez Gonzalez, T. “Emerging Technologies in Education: Shaping Potential, Managing Pitfalls”, Invited Expert Panelist, SALTISE, Concordia University, June 4, 2024.

Hernandez Gonzalez, T., Ruiz de Zarobe, Y., Gunning, P., Oxford, R., Gu, P. (2024) “Qualitative validation of the DISLL”, International Conference Psychology of Language Learning, Madrid, Spain.

Hernandez Gonzalez, T. “Using your Ipad in teaching and grading” Digital-Skill Share Days, Concordia University, February 22, 2024.

Hernandez Gonzalez, T., Arora, R., Bakarally, S. (2022) Let’s try this again: Deliberate practice in teacher education using virtual reality scenarios. SALTISE 11th Annual Conference, Montreal.

Hernandez Gonzalez, T. & Gunning, P. (2019) Success for all: Gamifying strategy-based instruction in language learning. 3rd International Conference on Situating Strategy Use: Stepping into a New Era of Strategy Research and Practice. Osaka, Japan.

Hernandez Gonzalez, T. (2019). Gamification, more than points and badges: Using gamification to ‘level up’ research, teaching, and assessment. Pre-conference workshop. American Association of Applied Linguistics, Chicago, US.

Gunning, P., Hernandez Gonzalez, T., & Bures, E. (2019). Ins and outs of using portfolios. Workshop facilitated at Center for Teaching and Learning (CTL), Concordia University, Montreal, Quebec.

Hernandez Gonzalez, T. (2018). Gamification as a refinement of pedagogy. American Association of Applied Linguistics, Chicago, US.

Hernandez Gonzalez, T. (2017). Gamification and TBLT: Combining two traditions in search of a refinement of pedagogy. Paper presented at Task-Based Language Teaching International Conference, Barcelona, Spain

Hernandez Gonzalez, T. (2017). Gamifications as a refinement of L2 Pedagogy. Paper presented at the American Association of Applied Linguistics Annual Conference, Atlanta, USA.

Hernandez Gonzalez, T. (2013). Trans-Atlantic Epistemological Conversations on Intercultural Education. Paper presented at Annual meeting American Anthropological Association, Chicago, USA.