SLA MA Students

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Katie Abadie
 
 
 
 
 
 
 
 
 
 
 
Matt Coss
 
Matt Coss, originally from Charlotte, N.C., received his B.A. in Hispanic Linguistics and Chinese from the University of North Carolina at Chapel Hill in 2016. Matt grew up bilingual (English & Spanish) and through a chain of events too long to recount here, started studying Mandarin at age 11. More recently, he has dabbled in French and Portuguese as well. Matt first worked as a Spanish teacher while he was still in high school (another long story), and since then has taught a broad range of learners in both Spanish and Chinese, from novice 3rd graders to medical school students to retired adults and beyond. The time spent in different classrooms with a range of very different students sparked an interest in what makes for successful language learning and teaching, which led Matt to UMD. Through both research and practice, Matt hopes to better understand current second language learning and teaching research and apply that research in the classroom for students of different ages. Matt’s current research interests include naturalistic vs. classroom learning, implicit vs. explicit language teaching, study abroad, age constraints on learning and motivation and aptitude as factors that influence an individual’s ability to achieve their desired language proficiency. In addition to pursuing his M.A. in SLA, Matt is currently working as a Graduate Assistant at the National Foreign Language Center. 
 
 
Yoko Eshita
 
Yoko Eshita is a student in the M.A. program in Second Language Acquisition. She is originally from Fukuoka, Japan. She holds a B.A. in English Literature from Kyoto Women’s University and a B.A. in International Relations from Linfield College in Oregon. She was trained as a Japanese teacher through the ALLEX program at Portland State University and has taught Japanese to high school students in Australia, adults in Kyoto, as well as high school students, college students, and diplomats in the US. 
Her research interests include Japanese language teaching methodology and pedagogy, task-based language teaching, and program evaluation. 
 
 
 
 
 
Anna Gallagher
 
 
 
 
 
 
 
 
 
 
 
Ryo Maie
 
Ryo joined the Second Language Acquisition program from this fall. He is interested in Age Effects, Aptitude-Treatment Interaction, Cognitive Processes in Second Language Acquisition, and Task-Based Language Teaching.
 
 
 
 
 
 
 
 
 
 
 
 

Kennesha Rodgers
 
Kennesha Rodgers is a student in the M.A. program in Second Language Acquisition. She is a Maryland native and University of Maryland Alumn, holding a B.A. degree in Psychology with a minor in Spanish language. Kennesha has primarily worked as a Social Worker since graduating, but has spent significant time teaching English as a Second Language for various community-based organizations. Currently, she works as a Research Coordinator at the National Foreign Language Center.  Her passion is to see marginalized communities thrive. Kennesha hopes to return to community work upon receiving her M.A. in SLA, working to improve language acquisition opportunities in marginalized communities.
 
 
Bradford Salen
 
Bradford graduated from the University of Maryland with a B.A. in Linguistics. He joined the Maryland Language Science community of scholars in 2016 as a member of the SLA program. His research interests include second language processing, L1 acquisition, and psycholinguistics.
 
 
 
 
 
 
 
 
 
 
 
 
 
Lucia Shoemaker
 
Lucia began her M.A. program in Second Language Acquisition in the fall of 2017. She received her BA in Biology and Psychology from UMBC and a graduate degree in Persian/Farsi through UMCP Flagship program. She currently works as a Korean Language instructor and a curriculum manager for the DoD. Lucia's research interests are in bilingualism/multilingualism and psycholinguistics.
 
 
 
 
 
Lili Zhang 
 
Lili Zhang entered the M.A Program in Second Language Acquisition in fall 2016. Her research interests are Chinese character and vocabulary Acquisition, collocation acquisition, the acquisition and processing of formulaic sequences, influence of learning environment on language acquisition, language attrition, etc.