Angel Añorga

Teaching at heart...

"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." Nelson Mandela

Throughout my years of experience as an educator, particularly as an applied linguist, I have discovered that one of the critical components in this field (and other fields by replication) is to assist students in impacting and empowering their world with new knowledge acquired in the physical or virtual classroom. When students contextualize what they learned, they relate the purpose of learning to their needs, goals, personal interests, and immediate surroundings. Nothing is more challenging and dull but an education that distances from the unique world of each student. Thus, my pedagogical craft evolves as student needs and contexts change; it is easier to teach when I hear what they (students) have to say about the subject, and my pedagogy - remarkably, when they (students) talk about themselves and who they are. Indeed, they enhance my classroom, but more importantly, they enrich me as a person, first and then as someone who facilitates education. With this in mind, I start class every day excited to evolve and expectant to see them grow and succeed. Ultimately, we all grow together. Teaching at heart is to guide them to fly away beyond the subject, beyond the biases and stereotypes, beyond the status quo and its limiting factor. Teaching "is believing" or "having faith" that they will get where they want to be.  


Research at heart...

"If we knew what we were doing, it would not be called research, would it?." Albert Einstein

Research at heart is to find answers to the question, "who am I?" That is the starting point, at least. Once we know the minimum about ourselves, we bring who we are and where we come from into the research field. That is when research starts to make sense, at least for the time a spark lasts.

My interest in second language pronunciation began during my undergraduate studies in Peru, in the English Phonology class with Dr. Yony Cardenas Cornelio (an extraordinary, inspirational educator and linguist at San Marcos University). Fascinatingly, humans learn to articulate sounds way before they start writing. My experiences learning English as a new language in the sixth grade and throughout the years have inspired me to tie up subject-specific and classroom research to enhance my teaching craft and inspire and empower students. When students (and speakers in general) feel confident with their pronunciation, they may speak more using the target language. I am interested in developing innovative pronunciation techniques by emphasizing a Cognitive Phonology framework that focuses on a usage-based approach. As an applied phonetician, I allow students to dedicate time to developing an awareness of their pronunciation and to reflect on their improvements and challenges.  Additionally, I provide personalized feedback to improve pronunciation in the target language. Mainly, I focus on implementing CALL (Computer Assisted Language Learning, including AI assistance) to enhance second language pronunciation. 

For years, I have consistently situated my research practice over qualitative inquiry, particularly implementing case studies and phenomenological approaches. I have also transitioned into Action Research with an emphasis on Autoethnography. Currently, I have started polishing my quantitative skills with the end goal of utilizing Mixed Methods. I am particularly interested in how to integrate accurately qualitative and quantitative data. I implement statistical measures and software such as SPSS and RStudio to attain this end.

Doctor of Education (Ed.D.), Second Language Studies: University of Cincinnati (Applied Linguistics, Second Language Acquisition - Dissertation Adviser: Holly Johnson PhD - Dissertation Title: "Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad")

Master of Education (M.Ed.): University of Granada, Spain. (Teaching & Learning Spanish Language and Culture)

Master of Arts (M.A.): University of California, San Diego. (Spanish Linguistics)

Bachelor of Arts in Education (B.A.Ed.): National University of San Marcos, Lima, Peru,, (English - Spanish Education)

Mixed Methods Research: How do we integrate quantitative and qualitative data effectively?
Cognitive Phonology and Second Language Pronunciation: How do Cognitive Phonology principles assist the development of second language pronunciation?
Task-Based Language Learning in the Classroom or at the Study Abroad Context: How can language learners abroad or in the classroom participate in task-based activities to develop language skills?
Best Practices in Technology Enhanced Learning: What makes eLearning effective?
Computer-Assisted Language Learning (CALL) and Second Language Pronunciation:  What are effective ways to aid second language pronunciation through CALL?
Artificial Intelligence (AI) and Language Learning:  Why do learners feel more confident interacting with a Chatbot as a language learning medium than with an in-person instructor?

2016 -To Present Associate Professor of Spanish, University of Cincinnati Blue Ash College, Cincinnati, OH

2013 -2016 Assistant Professor of Spanish, University of Cincinnati Blue Ash College, Cincinnati, OH

2013 -2013 Invited Scholar , Taught English Phonology at the Graduate School of English and Linguistics during one Summer Session , Xi'an International Studies University, Xi'an, China

2009 -2013 Instructor of Spanish, University of Cincinnati Blue Ash College, Cincinnati, OH

2005 -2009 Adjunct Instructor of Spanish , Tulsa Community College, Tulsa, OK

2005 -2009 Language Resource Center Coordinator - , Tulsa Community College, Tulsa, OK

2001 -2005 Spanish Teacher, San Diego Unified School District, San Diego, CA

2003 -2005 Adjunct Instructor of Spanish , San Diego Mesa College, San Diego, CA

2002 -2003 Graduate Associate , San Diego State University, San Diego, CA

1999 -2001 English as a Second Language Tutor, San Diego Mesa College STAR Program, San Diego, CA

1997 -1998 English as a Foreign Language Instructor, Universidad Nacional Mayor de San Marcos, Escuela de Postgrado, Lima, Peru

1997 -1998 English as a Foreign Language Teacher, Colegio Santa Rosa de Lima -, Lince, Lima Peru

1995 -1996 English Teacher and English Language Coordinator, Colegio Harley - , Monterrico, Lima, Peru

Peer Reviewed Publications

Añorga, A. G. (2016. ) Students’ Self-Efficacy Perceptions of Second Language Learning: Experiences in a Short-term Study Abroad [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438207 .

A. Añorga, R. Benander (2015. ) Creating a Pronunciation Profile of First Year Spanish Students.Foreign Language Annals, , 48 (3 ) ,434-446 More Information

A. Woods, A. Añorga, T. Roig-Torres (2012. ) The Dilemma of Once-a-Week Courses: Challenges and Suggested Adjustments .AURCO Journal, , 18 ,140 - 151

Other Publications

Añorga, A. (2021. ) Implementing task-based language interactions in a short-term study abroad program .Proceedings, 978 (84 ) ,7621-7625 INTED2021

Añorga, A. (2021. ) Unveiling the invisible online instructor: A self-study and auto-ethnography to improve instructor’s presence in online classes .Proceedings, 978 (84 ) ,7827-7831 INTED2021

A. Añorga (2015. ) What is Content-Based: A Discussion of Essential Models of Content-Based Education .Ohio TESOL Journal,

A. Añorga (2012. ) The TESOL journey: how did we get where we are? .Ohio TESOL Journal, 4 (3 ) ,4-8.

Poster Presentations

A. Añorga (2018. ) “International Students' Language and Cultural Barriers: Self-Efficacy Perceptions” . Ohio TESOL Annual Conference in conjunction with the Lau Resource Center, Ohio Department of Education, “Breaking Through Language Barriers: Success Across Content.” Columbus, OH. .

A. Añorga (2017. ) “Self-efficacy and ESL International Students” . Indiana TESOL Annual Conference, “Action and Advocacy in an Age of Uncertainty.” Indianapolis, IN. .

Paper Presentations

A. Añorga (2021. ) “Unveiling the Invisible Online Instructor: A Self-Study and Auto-Ethnography to improve Instructor’s Presence in Online Classes" . 15th annual International Technology, Education and Development Virtual Conference (INTED2021). Valencia, Spain.

A. Añorga (2021. ) “Implementing Task-based Language Interactions in a Short-term Study Abroad Program” . 15th annual International Technology, Education and Development Virtual Conference (INTED2021). Valencia, Spain.

M. Apalategui, A. Añorga (2019. ) “Teaching with the Pace Model” . Foreign Language Council of San Diego - Annual World Language Jamboree: World Language Teachers Building Communicative Practices Together. San Diego, CA.

A. Añorga (2018. ) “Authentic Tasks in Multiple Language Learning Contexts: Fostering Negotiation of Meaning with Native Speakers” . EDULEARN18 - 10th Annual International Conference on Education and New Learning Technologies. Palma de Mallorca, Spain. With M. Benedetti.

A. Añorga, B. Hunter (2015. ) "Technology to Facilitate Conversation Outside the Classroom" . Central States Conference on the Teaching for Foreign Languages (CSCTFL) Annual Conference. Minneapolis, MN.

A. Añorga (2015. ) “Self-efficacy in Short-term Language Study Abroad Programs” .American Council on the Teaching of Foreign Languages (ACTFL) Annual Conference. San Diego, CA.

A. Añorga, R. Benedetti (2015. ) "Research-based Teaching Strategies to Improve Pronunciation" .American Council on the Teaching of Foreign Language (ACTFL) Annual Conference. San Diego, CA.

A. Añorga (2014. ) "Transforming the Language Lab into a Collaborative Learning Center: A Plan of Renovation" . Computer Assisted Language Instruction Consortium (CALICO) with International Association of Language Learning and Technology (IALLT) Annual Conference “Open, Online, Massive: The Future of Language Learning" Ohio University, Athens, Ohio.

A. Añorga, B. Mallory, A. Lundstedt (2013. ) Expanding the Classroom: Engaging Students Beyond the Four Walls . International Society for Exploring Teaching and Learning (ISETL) Annual Conference. Orlando, FL.

A. Woods, T. Roig-Torres, A. Añorga (2012. ) Facilitating Connections between L1 and L2: Does It Influence L2 Learning . American Council on the Teaching of Foreign Language (ACTFL) Annual Conference. Philadelphia, PA.

A. Añorga, E. Bethuy (2012. ) Implementing Manipulated Animations as Pedagogical Tools . International Society for Exploring Teaching and Learning (ISETL) Annual Conference. San Antonio. TX.

T. Roig-Torres, A. Woods, A. Añorga (2012. ) Internal Service-learning: Engaging Upper-level Students as First Year Tutors . International Society for Exploring Teaching and Learning (ISETL) Annual Conference. San Antonio, TX.

A. Añorga (2012. ) Metacognitive Application of Computer Assisted Language Learning (CALL) to Improve L2 Pronunciation . Computer Assisted Language Instruction Consortium (CALICO) with International Association of Language Learning and Technology (IALLT) Annual Conference “Open Education: Resources and Design for Language Learning.” University of Notre Dame, South Bend, IN.

A. Añorga, B. Mallory, H. Moore, R. Benander (2011. ) Experiential Learning as a Form of Professional Development for Pedagogical Innovation. International Society for Exploring Teaching and Learning (ISETL) Annual Conference. San Diego, CA.

A. Añorga (2011. ) "Qualitative Study of Short-term Foreign Language Study Abroad Programs: From Profile Evaluation to Creating Rubrics" . International Society of Language Studies (ISLS) Annual Conference. Oranjestad, Aruba.

A. Añorga (2010. ) Analysis of the Effect of the Application of Integrated Performance Assessment (IPA) in the Spanish Classroom . The American Association of Teachers of Spanish and Portuguese (AATSP) Annual Conference. Guadalajara, Mexico.

A. Añorga (2010. ) "Once-a-week Foreign Language Classes: Effective Ways of Dealing With The Gap Between Sessions" . American Council on the Teaching of Foreign Language (ACTFL) Annual Conference Boston, MA.

2011 Diversity is Beautiful Award and Teaching Excellence University of Cincinnati, Blue Ash College

American Council on the Teaching of Foreign Languages (ACTFL),

Modern Languages Association (MLA),

American Association of Teachers of Spanish and Portuguese (AATSP)

American Association of Applied Linguistics (AAAL),

Ohio TESOL (OTESOL),

International Society for Exploring Teaching and Learning (ISETL),

Ohio Foreign Language Association (OFLA),

American Educational Research Association (AERA),

English Phonology

Research in Second Language Pronunciation

All levels of Spanish

All levels of English as a Foreign Language

Language Assessment and Evaluation

Spanish Film and Culture

Medical Spanish

2021 12th Annual Pronunciation in Second Language Learning and Teaching (PSLLT) Conference Virtual (with synchronous interaction). Brock University, Ontario, Canada Type:Conference Attendance

2018 Georgetown University Round Table (GURT) “Approaches to Discourse.” Georgetown University, Georgetown, Washington, D.C. Type:Conference Attendance

2017 Georgetown University Round Table (GURT) “Variable Properties: Their Nature and Acquisition.” Georgetown University, Georgetown, Washington, D.C Type:Conference Attendance

2017 4th International Workshop on Sound Change. School of Linguistics at the University of Edinburgh, Edinburgh, Scotland (U.K.) Type:Conference Attendance

2015 Georgetown University Round Table (GURT): " Diversity and Super-Diversity: Sociocultural Linguistic Perspectives in Language Teaching" Georgetown University, Washington, DC Type:Conference Attendance

2014 Georgetown University Round Table (GURT) "Usage-based Approaches to Language, Language Learning and Multilingualism." Georgetown University, Washington, DC Type:Conference Attendance

2012 European Computer Assisted Language Learning (EUROCALL): Annual Conference "CALL: Learning and Knowing." University of Gothenburg, Gothenburg, Sweden Type:Conference Attendance

2011 European Computer Assisted Language Learning (EUROCALL): Annual Conference "The CALL Triangle: Student, Teacher and Institution." University of Nottingham, Nottingham, UK Type:Conference Attendance