Research and Teaching Interests
Professor Brown’s research broadly deals with how languages interact within the multilingual mind. She is currently focusing on whether and how a fully-developed adult first language system is affected by acquisition of a second language. In addition to traditional analyses of speech production, she conducts analyses of co-speech hand gestures to address this question. Her work is published in journals related to second language acquisition, language and cognition, language and gesture, and language assessment. She is the general advisor in the Interdisciplinary MA Program in Linguistic Studies and concentration advisor for the Language Teaching (TESOL/FLT) concentration. She is the founding co-ordinator of the Certificate of Advanced Studies in Language Teaching: TESOL/TLOTE, and teaches core classes in second language teaching and learning.
Crosslinguistic Influence in First and Second Languages: Convergence in Speech and Gesture, by Amanda Brown, Ponsen & Looijen (2007), 354pp., ASIN: B0019DX7AW
LIN 321/621 Introduction to Methods for Language Teaching (TESOL/FLT)
LIN 422/622 Advanced Methods for Language Teaching (TESOL/FLT)
LIN 392/692 Second Language Acquisition
LIN 400/600 Special Topics: Research Design in Linguistics / Community-based TESOL
ENL 620 Advanced Oral Communication in Teaching
URP 450 / LIN 490/690 Interactions Between First and Second Languages
- Ph.D., Applied Linguistics, Boston University, USA / Max Planck Institute for Psycholinguistics, The Netherlands (2007)
- M.A., English Language Teaching, University of Essex, UK (1997)
- B.A., Economic and Social History, York University, UK (1992)
- Associate Professor, Linguistics, Syracuse University (2014-present)
- Assistant Professor, Linguistics, Syracuse University (2007-2014)
- Senior Lecturer, Center for English Language and Orientation Programs, Boston University (1999-2007)
- Instructor, British Council, Ecuador (1997-1999)
- Brown, A., Lally, R. & Lisnyczyj, L. (in press) Monolingual versus Multilingual Classroom Practices in English for Academic Purposes: Learning Outcomes, Student Attitudes, and Instructor Observations. In C. Bardel, C. Hedman, K. Rejman, & E. Zetterholm. (eds.). Exploring language education. Global and local perspectives. Stockholm University Press.
- Brown, A. & Bhatia, T. K. (2021). Chapter 37: Testing Bi/Multilinguals. In P. Winke & T. Brunfaut (Eds). The Routledge Handbook of SLA and Language Testing.
- Brown, A. (2016). Chapter 13: Gestures. In V. Cook & L. Wei (eds). Cambridge Handbook of Linguistic Multicompetence, pp. 276-297. Cambridge University Press: Cambridge, UK.
- Brown, A. (2010). Gesture viewpoint in Japanese and English: Cross-linguistic interactions between two languages in one speaker. In M. Gullberg & K. de Bot (eds), Gestures in Language Development. John Benjamins, Amsterdam, pp. 113-134. [Reprint of Brown, 2008, Gesture]
- Özyürek, A., Kita, S., Allen, S., Furman, R., Brown, A. (2007). How does linguistic framing influence co-speech gestures? Insights from crosslinguistic differences and similarities. In K. Liebal, C. Mueller, S. Pika (eds.) Gestural communication in nonhuman and human primates, pp. 199-219. John Benjamins, Amsterdam.
Recent Journal Articles
Brown, A. (2021). Monolingual versus multilingual FLT: French and Arabic at beginning levels. Language Teaching Research. Online FirstView:https://doi.org/10.1177/1362168821990347
Brown, A. & Kamiya, M. (2019). Gesture in contexts of scopal ambiguity: Negation and quantification in English. Applied Psycholinguistics, 40(5):1141-1171.
Brown, A. & Lally, R. (2019). Immersive versus non-immersive approaches to TESOL: A classroom-based intervention study. TESOL Quarterly, 53(3): 603-629.
Brown, Amanda & Ruiz, Heather. 2017. Equity and enrichment in the TESOL practicum. The ELT Journal, 71(3): 284–294.
- Brown, A. & Ruiz, H. (2017). Equity and enrichment in the TESOL practicum. The ELT Journal, 71(3): 284–294
- Brown, A. (2015). Universal development and L1-L2 convergence in bilingual construal of manner in speech and gesture in Mandarin, Japanese, and English. The Modern Language Journal, 99(1): 66-82
- Brown, A. (2013). Multicompetence and Second Language Assessment. Language Assessment Quarterly, 10(2): 219-235.
- Brown, A. & Chen, J. (2013). Construal of Manner in Speech and Gesture in Mandarin, English, and Japanese. Cognitive Linguistics, 23(4): 605-631.
- Brown, A. & Gullberg, M. (2013). L1-L2 Convergence in Clausal Packaging in Japanese and English. Bilingualism: Language and Cognition, 16(3): 477-494.
- Brown, A. & Gullberg, M. (2012). Multicompetence and native speaker variation in clausal packaging in Japanese. Second Language Research, 28(4): 415-442.
- Brown, A. & Gullberg, M. (2011). Bidirectional cross-linguistic influence in event conceptualization? Expressions of Path among Japanese learners of English. Bilingualism: Language and Cognition, 14(1): 79-94.
- Brown, A. & Gullberg, M. (2010). Changes in encoding of path of motion after acquisition of a second language. Cognitive Linguistics, 21(2): 263-286.
- Brown, A. (2008). Gesture viewpoint in Japanese and English: Cross-linguistic interactions between two languages in one speaker. Gesture, 8(2): 256-276.
- Brown, A. & Gullberg, M. (2008). Bidirectional Crosslinguistic Influence in L1- L2 Encoding of Manner in Speech and Gesture: A Study of Japanese Speakers of English. Studies in Second Language Acquisition, 30(2): 225-251.
- Özyürek, A., Kita, S., Allen, S., Furman, R., Brown, A., & Ishizuka, T. (2008). Development of cross-linguistic variation in speech and gesture: Motion event expressions in English and Turkish. Developmental Psychology, 44(4): 1040- 1054.
- Allen, S., Özyürek, A., Kita, S., Brown, A., Furman, R., & Ishizuka, T. (2007). Language-specific and universal influences in children’s syntactic packaging of Manner and Path: A comparison of English, Japanese and Turkish. Cognition, 102(1): 16-48.
- Kita, S., Özyürek, A., Allen, S., Brown, A., Furman, R., & Ishizuka, T (2007). Relations between syntactic encoding and co-speech gestures: Implications for a model of speech and gesture production. Language and Cognitive Processes, 22(8): 1212-1236.
(March 2, 2020)
Team will examine how that nation is preparing for the Tokyo 2020 Summer Olympics.
(Nov. 15, 2016)
Conference returns to Syracuse for first time in 12 years, exceeds expectations