Last Update

2015-10-17T00:00:00.000Z

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Background Information

Employment History

Professor of Graduate Education

California State University , Dominguez Hills

Community College ESL Instructor, University Professor, Researcher and Consultant

U.S. Department of Labor

Community College ESL Instructor, University Professor, Researcher and Consultant

National Science Foundation

Consultant

Cambridge University Press

Affiliations

Long-Standing Member
TESOL Inc

Education

B.A. Degree

University of California

M.A. degree

University of California

Ph.D.

Instructional Technology

University of Southern California

Web References (194 Total References)


Forefront Publishers

www.forefrontpublishers.com [cached]

Suzanne Medina,Ph.D. | click here Forefront Publishers

...
Dr. Suzanne Medina - Professional Biography
Dr. Medina is a second language methodologist. She attended Mount St. Mary's College and the University of California, where she received her B.A. and M.A. degrees. Her interdisciplinary Master's Degree allowed her to focus upon the Linguistic, Psycholinguistic sand Sociolinguistic aspects of second language acquisition. She earned a Ph.D. from the University of Southern California in Instructional Technology, with a specialization in Second language Instructional Design. Upon graduation, she received the departmental award for her doctoral dissertation, an empirical investigation of the impact of music upon the language acquisition of English language learners.
Throughout her thirty-year career, she has worked as a community college ESL instructor, university professor, researcher and consultant for such organizations as the Kumon Institute, the National Science Foundation, and the U.S. Department of Labor. She has also served as a consultant to numerous publishers including Cambridge University Press, Prentice-Hall, Pearson, Heinle & Heinle, McGraw-Hill, St. Martin's Press and Sage publishing house.
While a professor of Graduate Education at California State University, Dominguez Hills, Dr. Medina instructed courses in second language acquisition, testing and assessment of second language learners, and TESOL (Teaching English to Speakers of Other Languages) methodology. In 2005, she received the university's highest award for outstanding university teaching.
She is a long-standing member of TESOL (Teaching English to Speakers of Other Languages), an organization in which she served as an officer.
Strongly committed to her field, she currently dedicates herself to developing innovative materials for ESL students and their teachers.


Suzanne L. Medina, ...

www.forefrontpublishers.com [cached]

Suzanne L. Medina, Ph.D. School of Education Graduate Education Department

...
More specifically, it suggests that illustrated story-songs may produce greater vocabulary acquisition than illustrated traditional spoken stories (Medina, 1993).
...
If the song's cadence is too brisk, your learners will be unable to capture new vocabulary words (Medina, 1993).
...
Medina, S. (1993). The effect of music on second language vocabulary acquisition. FEES News (National Network for Early Language Learning , 6 (3), 1-8.
Copyright © 2000 Suzanne L. Medina. All rights reserved.


Teaching English | ESL Teaching

www.totalesl.com [cached]

In a paper written by California State University's Suzanne Medina, music has been shown to have a positive impact on language acquisition, suggesting a higher degree of effectiveness in terms of vocabulary building compared to traditional stories that are just illustrated and directly spoken.


Classroom Management | ESL Teaching

www.totalesl.com [cached]

In a paper written by California State University's Suzanne Medina, music has been shown to have a positive impact on language acquisition, suggesting a higher degree of effectiveness in terms of vocabulary building compared to traditional stories that are just illustrated and directly spoken.


Lesson Planning | ESL Teaching

www.totalesl.com [cached]

In a paper written by California State University's Suzanne Medina, music has been shown to have a positive impact on language acquisition, suggesting a higher degree of effectiveness in terms of vocabulary building compared to traditional stories that are just illustrated and directly spoken.

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