Pablo Camus-Oyarzun

Pablo Camus-Oyarzun, PhD

Faculty - Full-Time
Image of Pablo Camus-Oyarzun
Assistant Professor of Spanish Language and Culture
  • PhD, Linguistics, Georgetown University
  • MA, Spanish Linguistics, Georgetown University
  • BA, Spanish & English Studies (double major), University of the Balearic Islands, Spain
  • Second-year of Spanish I (SPAN 201)
  • Reading and Writing (SPAN 311)
  • Second Language Acquisition
  • Spanish Linguistics
  • Phonetics and Phonology
  • Task-Based Language Teaching
  • Second language writing
  • Camus, Pablo. “The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops: a classroom study”. Instructed Second Language Acquisition 3, no. 1 (April 2019): 81-103.
  • The Effects of Pronunciation Instruction on the Production of Second Language Spanish: A Classroom Study. Paper presented at the American Association of Applied Linguistics. Portland, Oregon. 2017.
  • Spanish heritage language learners vs. L2 learners: What CAF reveals about written proficiency. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages 2(2), 31-49. 2015.
  • Spanish Heritage speakers and L2 learners: do writing skills differ after completing tailor-made and general content courses. Second National Symposium on Spanish as a Heritage Language (SSHL). Lubbock, Texas. 2015.
  • HL and L2 learners: On the effects of CAF after 12-weeks of instruction. Paper presented at EUROSLA. Aix-en-Provence, France. 2015.
  • The effects of explicit grammar instruction on Spanish heritage learners' written proficiency. Paper presented at the Second International Conference on Heritage/ Community Languages (NHLRC). Los Angeles, California. 2014.
  • 2017-present, Assistant Professor of Spanish, Soka University of America
  • 2016-2017, Visiting Assistant Professor of Spanish, George Washington University
  • 2014-2015, Assistant Director of the Advanced Spanish Program, Georgetown University
  • 2012-2016, Graduate Associate in Teaching, Georgetown University
  • 2016, Language Learning Journal, Doctoral Dissertation Research Grant
  • 2011-2016, Georgetown University Graduate School of Arts and Sciences yearly scholarship