Jennifer Lacroix

Doctoral Candidate

Jennifer (Jen) Lacroix has been involved in language teaching, teacher education, and graduate programs for over 18 years. She has presented widely at regional and international conferences and has also published on Second Language Acquisition pedagogy. As a doctoral fellow at Boston University (BU), she is working on her Ed.D. in the area of developmental studies (language education) under the guidance of Dr. Beth Warren. She also holds a Bachelor’s of Arts (BA) in English, a Master’s of Arts (MA) in Intercultural Relations & International Higher Education, a graduate certificate in TESOL, and a TEFL certificate.

Pronouns: She/Her/Hers

Dissertation:

Jennifer and her collaborators are developing a new approach to language teaching called Strategy Based Metacognitive Instruction (SBMI). Her dissertation focuses on her journey from ESL practitioner to education researcher as she explores how English Language Teachers treat listening and listening instruction in academically-oriented Intensive English Programs.

BA, The University of Vermont, Major: English; Minor: Sociology

MA, Lesley University: International Education and Intercultural Relations

Boston University: TESOL graduate certificate

Ed.D Boston University, Developmental Studies: Language Education

Jen has served as a Teaching Assistant/Facilitator for RS600, LS560, and ED410/412 served as a guest lecturer in LS626. Jen has also taught multiple courses as a Senior Lecturer at the Center for English Language and Orientation Programs (CELOP) in and served as an Instructor at Tufts University, Dean College, and Pine Manor College.

Jen's work is epistemologically situated within a Vygotskian sociocultural framework. Within this framework, she is exploring scaffolding metalinguistic teacher and student feedback in listening for Academic Purpose within a Strategy-Based Metacognitive Instructional (SBMI) approach.

Lacroix, J., Reed, M., Harbaugh, A. (2016). The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills. In J. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Dallas, TX, October 2016 (pp.). Ames, IA: Iowa State University.

Lacroix, J. (2012). Using intercultural role-plays in the ESOL classroom. In TESOL Connections (Feb).

Lacroix, J. (May, 2018). Professional development for incorporating strategy-based metacognitive listening instruction. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference, Framingham, MA, USA.

Lacroix, J. (March, 2018). Academic listening pedagogy: University-based IEP teachers’ cognitions and practices. TESOL International Convention & English Language Expo, Chicago, IL, USA.

Lacroix, J. (August, 2017). Voices from the field: Examining the connections between English language teachers’ beliefs and practices in teaching listening, EuroSLA, University of Reading, Reading, England.

Lacroix, J. (June, 2017). Teaching academic listening skills doesn’t equal teaching note-taking. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference, Framingham, MA, USA.

Lacroix, J. (April, 2017). Do you hear what I hear? Puzzling EAP listening pedagogy. Applied Linguistics Winter Conference (ALWC), Borough of Manhattan Community College, New York City, NY, USA.

Lacroix, J. (March, 2017). Lost opportunity? Why university IEP instructors don’t teach listening. TESOL International Convention & English Language Expo: Doctoral Research Forum, Seattle, WA, USA.

Lacroix, J., Reed, M., and Harbaugh, A.G., (March, 2017). Engaging in action research: The effects of metacognitive listening instruction. TESOL International Convention & English Language Expo, Seattle, WA, USA.

Lacroix, J., Reed, M, and Harbaugh, A.G. (April, 2016). Metacognitive strategy instruction improves L2 skills in processing aural input. Boston University School of Education Teaching and Research Conference, Boston, MA, USA.

Lacroix, J. and Reed, M. (March, 2016). Improving listening skills instruction: TESOL training program and IEP collaboration, Applied Linguistics Winter Conference (ALWC), Teachers College Columbia University, New York, NY.

Lacroix, J. and Reed, M. (December, 2015). Teaching effective listening skills: Connected speech and non-standard stress. Teaching English to Speakers of Other Languages (TESOL) Asia, National Institute of Education, Singapore.

Lacroix, J. and Reed, M. (November, 2015). Metacognitive strategy instruction improves L2 skills in processing aural input. Pronunciation in Second Language Learning and Teaching Conference (PSLLT), Texas A&M University, Dallas, TX.

Lacroix, J. and Reed, M. (May, 2015). Cutting-edge and relevant teaching, not testing, of listening and speaking. Massachusetts Educators of English Language Learners (MATSOL) Conference, Framingham, MA.

Lacroix, J. and Reed, M. (March, 2015). English connected speech, stress, and intonation: students’ perspectives and progress. Applied Linguistics Winter Conference (ALWC), Teachers College Columbia University, New York, NY.

Reed, M. and Lacroix, J. (March, 2015). Strategies for processing aural input at metacognitive and skill levels. Applied Linguistics Winter Conference (ALWC), Columbia University, New York, NY.

Lacroix, J. et al. (March, 2015). TESOL standards publications and updates.
Teaching English to Speakers of Other Languages (TESOL) International Association, Toronto, Canada.

Lacroix, J. et al. (March, 2014). TESOL standards publications as practical resources – teacher training and adult education. Teaching English to Speakers of Other Languages (TESOL) International Association Convention Program, Portland, OR.

Kohn, N. and Lacroix, J. (May, 2013). Arabic and Chinese collaboration accelerates the acquisition of mathematics registers. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference,
(MATSOL) Conference, Framingham, MA.

Kohn, N. and Lacroix, J. (March, 2013). Acquisition of mathematics registers by college bound Arabic ELLs. Teaching English to Speakers of Other Languages (TESOL) International Association Convention Program, Dallas, TX.

Lacroix, J., Beqari, S., and Taub, S. (May, 2012). Faculty-staff collaboration to support scholarship students in intensive English programs. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference, Framingham, MA.

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