Associate Professor, Director of Graduate Studies (MAT)
Former Executive Member for the Cervantes Society of America, Resident Director of the Rutgers Summer Study Abroad Program in Salamanca
Ph.D., Purdue University
Early Modern Literature and Culture, Visual Studies, Race Theory, and Material Culture
Professor Laguna holds a Ph.D in Comparative Literature from Purdue University. Her research focuses on the literature and culture of sixteenth-and seventeenth-century Spain, exploring how literature reflects and shapes prominent artistic and socio-political anxieties. Her work has been awarded fellowships by the National Endowment for the Humanities, the Program for Cultural Cooperation Between Ministry of Culture of Spain and United States Universities, and the Rutgers Research Council. In 2008, she was the recipient of Rutgers Chancellor Award for Distinguished Teaching.
Cervantes and the Pictorial Imagination. Lewisburg, PA: Bucknell University Press, 2009.
- “Fuchs, Barbara, Larissa Brewer-García, and Aaron J. Ilika, “The Abecencerraje” and “Ozmín and Daraja” Two Sixteenth-Century Novellas from Spain. Philadelphia, PA: University of Pennsylvania Press, 2014. Review. Renaissance Quarterly 68.3 (2015): 1116-17.
“Life is a Dream and the Fractures of Reason.” MLN 129.2 (2014): 238-254.
“On Quixote, Francoist Mythologies, and Generation Q.” Anuario de estudios cervantinos. Vigo: Academia del Hispanismo, 2014. 309-22.
Alonso Jerónimo de Salas Barbadillo. Don Diego de noche. Ed. Enrique García Santo-Tomás. Review. Cincinnati Romance Review 46.3 (2012): 571-574.
- “Antonio Pérez and the Art of Influence.” Signs of Power in Habsburg Spain and the New World. Ed. Jason McCloskey and Ignacio López. Lewisburg, PA: Bucknell University Press 2013. 133-52.
- De Armas, Frederick, Ovid in the Age of Cervantes. Toronto: U of Toronto P, 2010. Review. Revista de Estudios Hispánicos 46.3 (2012): 571-574
- Dopico Black, Georgina y Francisco Layna Ranz, USA Cervantes. 39 Cervantistas en Estados Unidos. Madrid, Consejo Superior de Investigaciones Científicas, 2009. Review. 2012. http://www.academiaeditorial.com/web/39-cervantistas-en-estados-unidos/
- “The Unlikely Friendship of Cervantes and David Smith” exhib. cat. New York: Craig F. Starr Gallery, 2010
- “Cervantes en Hollywood. El curioso impertinente en Kissing a Fool (1998)”. Don Quijote, cosmopolita: Nuevos estudios sobre la recepción internacional de la novela cervantina Colección Humanidades. Toledo: Publicaciones de la Universidad de Castilla La Mancha, 2010. 369-82.
- “Entre el museo y el teatro: oportunidades didácticas de la entrada real de Ana de Austria en Madrid.” Bulletin de Comediantes. 61.2 (2009): 51-69.
- “Through the Bonfires of Petrarchism: Flemish Aesthetics in Cervantes’s El coloquio de los perros.” Hispanic Review 75. 1 (2007): 23-45.
- “An Exemplar Case of Jealousy. Cervantes’s Jealous Old Man from Extremadura: Fall and Rise of Virtue as an Operative Principle.” Hispanófila 143 (2005): 1-19.
- “Ekphrasis in the Prologue to Don Quijote I: Urganda ‘the Unknowable’ and the Mirrors of Fiction.” Ekphrasis in the Age of Cervantes. Ed. Frederick de Armas. Lewisburg, PA: Bucknell University Press, 2005. 135-57.
- “Carmen Martín Gaite. Ecos postmodernos.” Romance Languages Annual 9 (1997): 505-07.
Latin American and Latino Studies Co-director,
Ph.D., New York University
Fin-de-siècle Spanish American literatures, Southern Cone literature and culture, Latin American Modernismo, Post-colonial theory, Feminist Theory, and Gender Studies
Associate Professor Carla Giaudrone holds a PhD in Hispanic literature from New York University, with a specialization in fin-de-siècle Spanish American literatures and Southern Cone literature and culture. Additional research areas include post-colonial theory, Latin American Modernismo, feminist theory, and gender studies. Currently, she is working on a book-length study that analyzes how the relationship between image and text impacts on cultural identity issues through the examination of commemorative illustrated books of the centennial celebrations of independence in Argentina, Paraguay, and Uruguay.
- La degeneración del Novecientos. Modernismo y modelos estético-sexuales de la cultura. Montevideo: Editorial Trilce, 2005. Honorary mention. Premio Anual de Literatura. Ministerio de Educación Cultura, Uruguay, 2007.
- El pudor y la cachondez de Julio Herrera y Reissig. Carla Giaudrone and Nilo Berriel edition, introduction, and notes. Montevideo: Arca, 1992.
- Narrativas del Centenario y Bicentenario de la independencia en Latinoamérica. Carla Giaudrone and Shelley Garrigan (eds.). Dossier Iberoamericana. América Latina, Portugal, España 39 (2010): Iberoamericana-Vervuert.
Recent Articles in Refereed Publications
- “Milonga del asimilado. Batllismo, nativismo y tolerancia en el Centenario”. ¿Más allá de la tolerancia? Ciudadanía y diversidad en el Uruguay contemporáneo. Laura Gioscia (ed). Montevideo: Trilce, 2014, 25-45.
- “Identidad y cultura visual del Centenario: imágenes del gaucho en publicaciones conmemorativas de 1910 en Argentina.” Construir bicentenarios latinoamericanos en la era de la globalización. Margarita Gutman, Rita Molinos (eds).Observatory Latin America, New School. Buenos Aires: Infinito, 2012, 423-438.
- “Territorial Imagination and Visual Culture in the Centenary: The Construction of the National Landscape in Uruguay’s Centenary Book (1926).” Journal of Latin American Cultural Studies: Travesía, 20:4, 2011, 355-375.
- “‘La esbeltez de los barcos que están casi en el aire’: El cenáculo y el barco como heterotopías del 900”. “Los raros uruguayos: nuevas miradas”. Valentina Litvan and Javier Uriarte (eds.). Cahiers de LI.RI.CO 5 (Université Paris 8) (2010): 189-204.
- “Representaciones de lo vernáculo en el primer Centenario de la independencia del Paraguay”. Narrativas del Centenario y Bicentenario de la independencia en Latinoamérica. Carla Giaudrone and Shelley Garrigan (eds.). Dossier Iberoamericana. América Latina, Portugal, España 39 (2010): 177-195.
- “El gaucho en el ámbito iconográfico del Centenario uruguayo (1925-1930)”. Revista Hispánica Moderna 61.2 (2008): 149-165.
- “Nuevos sujetos en el espacio urbano de la escritura modernista rioplatense”. Hispania 91.2 (2008): 310-319.
Assistant Professor of Spanish Applied Linguistics,
Ph.D., University of Massachusetts, Amherst
Sociocultural Theory and Second Language Learning, Spanish Second Language Acquisition and Pedagogy, Second Language Evaluation and Assessment, Technology Enhanced Language Learning.
Assistant Professor Próspero N. García holds a PhD in Hispanic Linguistics from the University of Massachusetts, Amherst, with a focus on Applied Linguistics and Language Program Direction and Administration. His research interests lie in the fields of Spanish Second Language Acquisition, Sociocultural Theory & Teaching, and Second Language Evaluation and assessment. His most recent work explores the role of verbalizing in the internalization of grammatical categories through the use of Concept-based Instruction in the Second Language Classroom. Additionally, Dr. Garcia has been nominated on two occasions to the Distinguished Teaching Award at the University of Massachusetts, Amherst, one to the Chancellor’s award for teaching excellence at Rutgers University, Camden, and his pedagogical materials have been published in several textbooks.
Recent Refereed Publications
- Negueruela, E. & García, P. N. (2016). Sociocultural Theory and the Language Classroom. In G. Hall (Ed.) The Routledge Handbook of English Language Teaching. New York: Routledge, 295-309.
- Negueruela, E., García, P. N. & Buescher, K. (2015). From inter-action to intra-action: the internalization of talk, gesture, and concepts in the second language classroom. In N. Markee (Ed.) The Handbook of Classroom Interaction. Malden: Wiley-Blackwell, 233-249.
- García, P. N. (2014). “Verbalizing in the Second Language Classroom: Exploring the Role of Agency in the Internalization of Grammatical Categories. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (eds.) Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches. Bristol, England: Multilingual Matters, 213-231.
- García, P. N. (2011). “Dynamic Assessment and the Spanish Classroom: Implications for Teaching”. Proceedings from the IX Congreso Internacional de Lingüística General. Valladolid, Spain. June 21st -23rd, 2010. 949-963. ISBN: 987-84-693-6786-5.
Refereed Book Reviews
- García, P. N. (2014). Review of Ruiz Fajardo, Guadalupe (2012) Methodological Developments in Teaching Spanish as a Second and Foreign Language. Newcastle upon Tyne, UK: Cambridge Scholars Publishing. Hispania, 97, 3. 529-530.
- García, P. N. (2014). Review of Deters, P. (2013). Identity, Agency and the Acquisition of Professional Language and Culture. London, UK: Bloomsbury. 2013. In LINGUIST List, 25.2351: http://linguistlist.org/pubs/reviews/get-review.cfm?subid=25100291
- Blanco, J., C. C. Tocaimaza-Hatch & P. N. García (2013). Enlaces. Vista Higher Learning. Boston, MA. ISBN: 978-1-60576-092-6. [Contributing writer]
- Courtad, J, K. Everly, & M. Gaspar (2012) Intrigas: Advanced Spanish Through Literature and Film. Vista Higher Learning. Boston, MA. ISBN 13 978-1-617-671036. [Contributing writer]
- Amores, M., J. L. Suárez García, & M. Morris (2012) Experience Spanish. McGraw Hill. New York, NY. ISBN 978-0-07-353439-8. [Member of the Editorial Board of Advisors]
- Blanco, J., C. C. Tocaimaza-Hatch & P. N. García (2011). Sueña, Second Edition. Vista Higher Learning. Boston, MA. ISBN: 978-1-60576-250-0. [Contributing writer]
- Blanco, J., C. C. Tocaimaza-Hatch & P. N. García (2010). Imagina, Second Edition. Vista Higher Learning. Boston, MA. ISBN: 978-1-60576-092-6. [Contributing writer]
Heritage and Second Language Acquisition, Spanish-English bilinguals, child and adult language development, Language attrition, Bilingual education, English Language Learners (ELLs).
Assistant Professor Silvia Perez-Cortes holds a PhD in Bilingualism and Second Language Acquisition from Rutgers University, New Brunswick. Her research interests lie in the areas of bilingual language acquisition and education in language contact situations. Dr. Perez-Cortes is particularly interested in analyzing the grammatical development of heritage populations (both children and adults) with the objective of exploring how syntax and the lexicon are accessed and represented in the bilingual mind. Her most recent investigations examine the acquisition and restructuring of interface properties including tense, mood and determiner use (genericity/specificity) by early and late Spanish/English bilinguals.
Recent Refereed Publications
Syrett, K., Austin, J., Sánchez, L., Germak, C., Lingwall, A., Perez-Cortes, S., Arias-Amaya, A., & Baker, H. (in press). The influence of conversational context and the developing lexicon on the calculation of scalar implicatures: Insights from Spanish-English bilingual children to appear in Linguistic Approaches to Bilingualism.
Perez-Cortes, S. (2012). The Interpretation of Present Progressive aspectual features by L2 Spanish Learners and Heritage Language Speakers, Arizona Working Papers in SLA teaching, 19, 36-55.
Perez Cortes, S. (2011). The Acquisition of idiomatic expressions through a Cognitive Linguistics-based instruction: a pilot study, Actas del IX Congreso Internacional de Lingüística General, Universidad de Valladolid, 21-23 Junio, 2010.
Assistant Professor and Coordinator of Elementary Spanish Program
M.A., University Of Pennsylvania
Judith Downing has a background in Spanish, French, and Foreign Language Education. She has been teaching at Rutgers-Camden since 2005. She teaches Elementary and Intermediate level Spanish courses as well as Intermediate level French courses. In addition, she acts as an academic advisor for the Foreign Language Department and serves as Coordinator of the Elementary Spanish program. As Coordinator of the Elementary Spanish Program, she serves as an advisor to part time instructors, introducing them to the program and materials and providing them with guidance and support throughout the semester. In this advisory capacity, she observes classes and provides feedback to the instructors regarding teaching techniques and classroom management. She is also responsible for textbook selection. She works with full time professors on course design and test development to ensure that teaching materials and evaluation tools are appropriate to program objectives. She is also active in advising students and directing them to the proper placement.
Primary among her goals as a language instructor is to give students the ability and desire to interact and communicate with native speakers, even after only one or two semesters of study. Her studies and travels have taken her to Spain, Argentina, Mexico, France, Belgium, and Canada, among other countries.
Full Time Instructor
Ph.D., Columbia University
Mauricio A. Castillo holds a PhD. in Latin American and Iberian Cultures from Columbia University. His areas of interest are the literary and visual avant-garde, twentieth and contemporary Latin American literature, intellectual history of Latin America, transnational film, and transdisciplinary studies. His book project tentatively titled Avant-garde and Mass Utopias in Latin America: Global and Local Designs, 1919-1939 is a study of socialist utopias in avant-garde cultural productions, including muralism (Diego Rivera), periodicals (Amauta), poetry (César Vallejo), and theater (Argentina). Building upon local and global geopolitical perspectives, these works constructed dreamworlds, expressions of utopian desires to transform the world, against the backdrop of art’s tendency toward new modes of production and aesthetic sensibilities in the early twentieth century. Sifting through the ruins of these cultural artifacts, the author discusses topics such as print media, poetry, the role of the intellectual, public art, state sponsorship, and the autonomy of art in the context of the intersection of politics and aesthetics in the interwar period.
- “Amauta and the Creation of an Avant-garde Intelligentsia.” Revista de Estudios Hispánicos. Forthcoming in 2015.
- “This Will Be The Proletarian Revolution: Local and Global Dreamworlds in the Murals at the Secretariat of Public Education.” Seeing in Spanish: From Don Quixote to Daddy Yankee. Twenty-Two Essays on Hispanic Visual Cultures. London: Cambridge Scholars Publishing, 2011.Center, University of Maryland. Vol. 41, No. 122, 2012, pp. 11-18.
M.A. Rutgers University
Ed.M. Rutgers University