Pablo Camus-Oyarzun, PhD
Pablo Camus received his PhD from Georgetown University in Linguistics with a concentration in Second Language Acquisition. He teaches courses on Spanish language and culture and sociolinguistic variation in the Spanish speaking world. Dr. Camus has taught several learning clusters that focus on his main research interest: multilingualism, second and heritage languages, and sociolinguistic identity. In addition, he has published scholarly articles related to sociolinguistic variation, heritage language and identity, and Spanish curriculum development. Currently Dr. Camus is working on a Spanish language course tailored for student who grew up speaking Spanish at home or in communities where Spanish is a minority language whose curriculum incorporates students’ input and experiences.
- 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