Language teaching and learning in revitalization contexts
Riestenberg, K. (2020). Meaningful interaction and affordances for language learning at a Zapotec revitalisation programme. The Language Learning Journal. doi:10.1080/09571736.2020.1722205. [pdf]
Riestenberg, K. (2020). Supporting rich and meaningful interaction in language teaching for revitalization: Lessons from Macuiltianguis Zapotec. In W. de Lima Silva and K. Riestenberg (Eds), Collaborative Approaches to the Challenges of Language Documentation and Conservation: Selected papers from the 2018 Symposium on American Indian Languages (SAIL). Language Documentation & Conservation Special Publication, 20, 73-88. Honolulu: University of Hawai’i Press. [pdf]
Riestenberg, K. & Cruz Manzano, R. (2019). Teaching task-based writing in Zapotec in Oaxaca, Mexico. In A. Sherris & J. Kreeft Peyton (Eds.), Teaching writing to children in Indigenous languages: Instructional practices from global contexts. New York: Routledge.
Riestenberg, K. & Sherris, A. (2018). Task-based teaching of Indigenous languages: Investment and methodological principles in Macuiltianguis Zapotec and Salish Qlipse revitalization. Canadian Modern Language Review. Special issue on Indigenous language teaching, learning, and identity, 74(3), 434-459. 2019 Recipient of International Association for Task-based Language Teaching Research Article Award. [pdf]
Riestenberg, K. (2017). Acoustic salience and input frequency in L2 lexical tone learning: Evidence from a Macuiltianguis Zapotec revitalization program. (Unpublished doctoral dissertation). Georgetown University, Washington, D.C.
Implicit and explicit L2 learning and processing
Earlier in my research trajectory, I published with various co-authors on the roles of “implicit” versus “explicit” learning, knowledge, and processing among adult language learners. I am still fascinated by this area, and I draw on this background when thinking about how to design effective language teaching.
Riestenberg, K., Jan, H., Maimone, L., & Sanz, C. (2015). Cross-linguistic effects of Arabic experience on L3 learning and explicit knowledge. Arizona Working Papers in SLA and Teaching, 22, 1-25. [pdf]
Rebuschat, P., Hamrick, P., Riestenberg, K., Sachs, R., & Ziegler, N. (2015). Triangulating measures of awareness: A contribution to the debate on learning without awareness. Studies in Second Language Acquisition, 37(2), 299-334. [pdf]
Rebuschat, P., Hamrick, P., Sachs, R., Riestenberg, K., & Ziegler, N. (2014). Implicit and explicit knowledge of form-meaning connections: Evidence from subjective measures of awareness. In J. Bergsleithner, S. Frota, & J. K. Yoshioka (Eds.), Noticing: L2 Studies and essays in honor of Dick Schmidt (pp. 255-275). University of Hawai’i Manoa, National Foreign Language Resource Center.
I also have a background in language proficiency testing. I worked in language testing as a research assistant and consultant at the Center for Applied Linguistics from 2009-2014. In my current work, I draw on this background to support teachers in revitalization programs in developing appropriate learning goals and assessments for their students.
Riestenberg, K., Di Silvio, F., Donovan, A. E., & Malone, M.E. (2010). Development of a computer-based workshop to foster language assessment literacy. Journal of the National Council of Less Commonly Taught Languages, 9, 21-42. [pdf]
Riestenberg, K. (2016). Book review of Grüter & Paradis (2014) Input and experience in bilingual development. Available online at linguistlist.org/issues/27/27-676.html.