Dr. Paul A. Garcia has been Visiting Associate Professor in the USF College of Education and Interim Director of the SLA/IT Ph.D. program since 2008. A former President of the American Council on the Teaching of Foreign Languages (ACTFL), of the National Association of District Supervisors of Foreign Languages (NADSFL), Advocates for Language Learning (ALL), and the Foreign Language Association of Missouri (FLAM), he brings to his students and colleagues a 44-year record of teaching and achievement at all levels -- Kindergarten through doctoral. He served primarily as a teacher of German and Spanish in Kansas City, became the district supervisor and creator of the largest immersion language program for the Kansas City, Missouri schools (French, German, Spanish, over 4,000 students).
After joining the University of Kansas (KU) in 1998, he was the successful writer/project director of a $1.5 million Title III ESL Professional Development Grant for KU. As a workshop presenter, Dr. Garcia has conducted over 150 workshops and keynotes nationally and internationally on three continents (Europe and North and South America). His research career began with the early short fiction of Thomas Mann and has continued to broaden into the fields of listening comprehension, immersion program buidling and strategies, language methods and best practices. His current research activities explore educational policy and teacher preparation and learning Hungarian.
Academic Background:
Ph.D., 1972, University of Illinois.
Dissertation: The Role of Perception in the Early Works of Thomas Mann
Teaching
- Teacher of German, Spanish, 1965-1998, in New York, Illinois, Ohio, Kansas, and Missouri
- Project Director and Associate Professor, University of Kansas School of Education, Second Language Methods, Multicultural Issues in ESOL, supervision of student teachersl
- Adjunct faculty, University of South Florida College of Education, ESOL Methods
Research (selected publications)
"Information Gap Activities: A Standards-Based Strategy for Promoting Oral Proficiency in a Thematic Context." Florida Foreign Language Journal, Fall 2007, 10-17.
"Rediscovering Sponge Activities and Time on Task," Vida Hispanica (Fall 2006).
"Preface," to Rita Roth, The Story Road to Literacy/ESL. Greenwood, 2006.
"High School Teachers' Online Resource Environment (HSTOR-E)" with Kathleen Roberts, AACESITE, 2006.
"New millennium, new visions: Early fruits for foreign languages." American Language Review, V. 2 (Mar/Apr), 2001, 33-34.
"Preface," Teaching Heritage Learners: Voices from the Classroom. John B. Webb & Barbara L. Millers, Eds. Yonkers: ACTFL, 2000, 1-3.
"Reshaping the Future of Language Teaching," with Erwin A. Petri, in American Language Review, March/April 2000, 26-30.
"Recruitment & Retention," With Sheri Spaine Long, New Visions in Foreign Language Education. Position Paper. Ames: Iowa State University, and Yonkers (NY): ACTFL, 1999, 1-7.
"On Implementing an Elementary School Language Program: Reflections & Considerations," in: Myriam Met, ed., Critical Issues in Second Language Learning, Chicago: Addison-Wesley, 1998.
"A Delicate Balance: Continuing Immersion in U.S. Middle and High Schools," in: Carol Klee, ed., Research and Practice in Immersion Education. (CARLA Working Paper Series #10, February, 1998), Minneapolis: University of Minnesota Press, 1998, 45-50.
"Allegro Sostenuto: Concerns for the FLES* Administrator," in Gladys Lipton, ed., A Celebration of FLES*: Sequential FLES, FLEX, and Immersion, Lincolnwood: National Textbook Company, 1998, 29-44.
"Together, For A Change: The High School Florida Chair and the District Supervisor," in: Sam Slick, ed., Managing the Public School Foreign Language Department, Lincolnwood: National Textbook Company, 1996, 25-32.
"Immersion Programs Enter the Middle School: Research, Strategies, and Considerations," in: Richard Donato, Robert Terry, Eds., Foreign Languages: The Journey of a Lifetime, National Textbook Company, 1995, 37-74.
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