|Department||Secondary and Higher Education|
|Office||Sullivan Building 200A|
|EDC 399||Special Topics in Educational Studies|
|EDS 792||Introduction to Tesol Methods|
|EDS 796A||Half-practicum in Teaching English As a Second Language|
|EDS 796F||Field Experience in Teaching English Language Learners in Adult Or Community Settings|
|EDS 796N||Graduate Practicum in Teaching English As a Second Language|
|EDS 799||Teaching Reading, Writing, and Vocabulary to English Learners|
|EDS 839||Research in Teaching English to Speakers of Other Languages|
|EDU 600H||Honors Research Seminar in Education|
|ENG 792||Introduction to Tesol Methods|
|ENG 839||Research in Teaching English to Speakers of Other Languages|
|ENG 965||Mat Capstone Experience, Part One: Theory and Research|
|ENG 996||Manuscript Capstone in Writing|
Melanie C. González, PhD, serves as an Associate Professor of ESL and Literacy in both the Secondary and Higher Education Department and the English Department at Salem State University. She is also the Coordinator of Graduate TESOL Programs. Professor González earned her Ph.D. in TESOL from the University of Central Florida. She has taught in a variety of English as a Second Language-related (ESL) contexts including a university-based intensive English program, English for academic purposes composition courses, community English classes, and middle school ESL prior to joining the Salem State University community. Her research interests center on second language vocabulary acquisition, second language composition, and corpus linguistics.
Second language vocabulary acquisition, second language composition, corpus linguistics, ESL teacher education
Coordinator, Graduate TESOL Programs
González, M.C., Pomerantz, F., & Condie, C. (2019). Teacher candidates learn to notice during supervisory conferences. In A. Simpson, F. Pomerantz, D. Kaufman, & S. Ellis, (Eds.), Developing habits of noticing in literacy and language classrooms: Research and practice across professional cultures (Ch.2). London, UK: Routledge.
González, M. C. (2017). Profiling lexical diversity in college-level writing. Vocabulary Learning and Instruction, 6(1), 61-74. doi: 10.7820/vli.v06.1.González
González, M.C. (2017). The contribution of lexical diversity to college-level writing. TESOL Journal, 8(4), 899–919. doi: 10.1002/tesj.342
Folse, K., González, M.C., & Youngblood, A. (2014). Five suggestions for creating a rich lexical environment in a language classroom. Sunshine State TESOL Journal, 11(1), 7-13.
Whitlow, J. & González, M.C. (2013). Beyond RETELL: Taking the lead in ongoing professional development. MATSOL Currents, 36(2), 19-20.
González, M.C., Youngblood, A., & Giltner, E. (2012). Student-initiated linguistic-based feedback versus process-oriented feedback in foreign language writing. Florida Foreign Language Journal, 9(1), 11-22.
González, M.C. (2012). Book review of Treatment of Error in Second Language Student Writing (2nd ed.) by Dana R. Ferris (University of Michigan Press). Journal of Second Language Writing, 21(3), 317-319. doi: http://dx.doi.org/10.1016/j.jslw.2012.05.001
González, M.C. (2011). Book review of Differentiating instruction and assessment for English language learners by Fairbairn, S. & Jones-Vo, S. (Calson). The Tapestry Journal, 3(1), 65-67.
Vitanova, G. & González, M.C. (2008). Research and pedagogy of English as a global language. Sunshine State TESOL Journal, 7(1), 10-21. Retrieved from http://www.sstesoljournal.org/VitanovaGLOBAL2008.html
Youngblood, A. & González, M.C. (2018, August). Three approaches to strengthen multilingual writers’ lexical resource in academic writing.Presented at the 17thAnnual Symposium on Second Language Writing, Vancouver, British Columbia.
González, M.C. (2018, August).Instructor perception of lexical quality in multilingual writers’ texts.Presented at the 17thAnnual Symposium on Second Language Writing, Vancouver, British Columbia.
Pomerantz, F., Condie, C., & González, M.C. (2018, July). How can 'noticing' contribute to inclusive approaches to literacy education? Research and practice across professional cultures.Presented at United Kingdom Literacy Association Conference, Cardiff, Wales.
Longus, O., Whitlow, J., & González, M.C. (2018, May). Professional development for content teachers: Three suggestions for interdisciplinary collaboration. Presented at MATSOL, Framingham, Massachusetts, USA.
González, M.C. (2017, June). Profiling lexical diversity in college-level writing. Presented at the 16th Annual Symposium on Second Language Writing, Bangkok, Thailand.
González, M.C. & Whitlow, J. (2017, March). Directed self-placement for multilingual writers: Five ways it empowers choices. Presented at the 51st Annual TESOL Convention and Exhibit, Seattle, Washington.
González, M.C. & Alves, M. (2016, September). The contribution of mid-frequency vocabulary to lexical diversity in L2 writing. Presented at Vocab@Tokyo, Tokyo, Japan.
González, M.C. (2016, April). The lexical profile of diverse and sophisticated academic essays. Presented at the American Association of Applied Linguistics Conference, Orlando, Florida.
González, M.C. (2016, February). 3 ways to support content and language learning through writing. Presented at Salem Public Schools Spring Professional Development Series, Salem, Massachusetts.
González, M.C. (2015, November). The lexical profile of diverse and sophisticated academic essays. Presented at the 14th Annual Symposium on Second Language Writing, Auckland, New Zealand.
González, M.C. (2014, November). Lexical diversity, sophistication, and size in academic writing. Presented at the 13th Annual Symposium on Second Language Writing, Tempe, Arizona.
González, M.C. & Whitlow, C. (2014, May). Beyond RETELL: Fostering collaboration in teacher preparation programs. Presented at MATSOL, Framingham, Massachusetts
González, M.C. (2013, December). The relationship between vocabulary size and diversity in L2 writing. Presented at the 2013 Vocab@Vic Conference, Wellington, New Zealand.
González, M.C. (2013, March). Getting them to talk: Five fundamentals for leading a conversation class. Invited Presentation at the Adult Literacy League of Central Florida Professional Development Workshop Series, Orlando, Florida.
Youngblood, A., González, M.C., & Giltner, E. (2012, May). A second look at student-initiated feedback in a foreign language classroom. Presented at the 34th Annual Sunshine State TESOL Convention, Orlando, Florida.
Youngblood, A. & González, M.C. (2012, March). Breaking down the article writing process for new academics. Presented at the 47th Annual TESOL Convention and Exhibit, Philadelphia, Pennsylvania.