Assistant Professor of Spanish Applied Linguistics,
Graduate Program Director, Spanish MAT                                              Ph.D., University of Massachusetts, Amherst / @PGarciaRU

311 N. Fifth Street, Armitage Hall
Room 434
Camden, NJ
(856) 225-2689

Assistant Professor Próspero N. García holds a PhD in Hispanic Linguistics (2012) from the University of Massachusetts, Amherst, with a focus on Applied Linguistics and Language Program Direction and Administration. As an applied linguist, his research interests lie in the fields of Spanish second language (L2) acquisition and pedagogy, Vygotsky’s sociocultural theory of mind, second language evaluation and assessment, technology enhanced language learning, educational linguistics, teacher training and development, and bilingual education.

His most recent publications studied the role of verbalizing in the conceptualization of grammatical categories, the implementation of concept-based instruction (C-BI) in the heritage and second language classrooms, and the role of agency in the development and internalization of scientific concepts. Currently, he is exploring the role of conscious conceptual manipulation in the teaching and learning of conceptual categories in the Spanish K-12 classroom, the implementation of a Dynamic Assessment approach as a tool to foster L2 learning and development in secondary education, and the role of C-BI in the grammatical and pedagogical development of K-12 native and heritage educators.

Dr. Garcia’s excellence in graduate as well as undergraduate education has been recognized at the regional and national levels. He is the recipient of several teaching awards including the 2017-2018 Graduate Faculty Teaching Award from the Northeastern Association of Graduate Schools (NAGS), the 2017 Chancellor’s award for teaching excellence at Rutgers University, Camden, and was also nominated on two occasions to the Distinguished Teaching Award at the University of Massachusetts, Amherst. He is currently project coordinator for CALPER at PennState in a multiyear grant from the Department of Education for the development of teaching materials to implement of C-BI in the Spanish classroom, and his pedagogical materials have been published in several textbooks. 

Research Interests

  • Sociocultural Theory and Second Language Learning and Teaching                                     
  • Spanish Second Language Acquisition and Pedagogy
  • Evaluation and Assessment in the Second Language Classroom
  • Foreign Language Teaching Methodology and Pedagogical Grammar
  • Language Program Direction and Administration                                           
  • Technology Enhanced Language Learning

Recent Articles in Refereed Publications

Refereed Book Reviews


  • 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]


  • García, P. N. (forthcoming, Fall 2018). Dynamic Assessment: Promoting in-Service Teachers’ Conceptual Development and Critical Language Awareness in the L2 Classroom. Language and Sociocultural Theory 4 (2).
  • García, P. N. (forthcoming, Fall 2018). Exploring the Role of Dynamic Assessment in Language Education. Language and Sociocultural Theory 4 (2).
  • García, P. N. (Forthcoming, 2018). Conscious Conceptual Manipulation for L2 Development. In J. P. Lantolf & M. E. Poehner (Eds.) The Routledge Handbook of Sociocultural Theory and Second Language Development. New York: Routledge (Double-blind; peer-reviewed).
  • García, P. N. (Forthcoming, 2018). Promoting L2 in-Service Teachers’ Emocognitive Development through Collaborative Dialogue. In M. Haneda & H. Nassaji (Eds.) Perspectives on language as action: Essays in honour of Merrill Swain. Bristol, England: Multilingual Matters (Double-blind; peer-reviewed).
  • García, P. N. (Submitted, under review). Verbalizing: A Meditational to Promoting and Ascertaining Conceptual Development in the L2 Classroom. Foreign Language Annals.
  • García P.N. & Perez-Cortes, S. (Submitted, under review). Developing Grammatical Categories of Meaning Through Mediated Verbalizations in the Heritage Language Classroom. The Modern Language Journal.
  • García, P. N. (Forthcoming, January 2018). Implementing Concept-Based Instruction in the Spanish K-12 Classroom: The Case of Por and Para. In R. A. van Compernolle (Ed.) Concept-based instruction: Principle and classroom applications. Amsterdam/Philadelphia: John Benjamins. (Double-blind; peer-reviewed).
  • Rosborough, A., Buescher, K., Garcia, P. N., Hults, A., McCafferty, S., & Negueruela-Azarola (In preparataion). A Pedagogy with People Who Feel: Teaching and Learning World Languages in a Contradictory and Complex Educational Universe. To be submitted to the Harvard Educational Review.
  • García, P.N. (in preparation). Developing aspectual awareness through Conscious Conceptual Manipulation for spatial and temporal control in the L2. To be Submitted to Language Awareness.
  • García, P. N. (in preparation). Conscious Conceptual Manipulation as a tool for Development in the Second Language Classroom. To be Submitted to Language, Teaching, Research.
  • García, P. N. (in preparation). Collaborative learning in the L2 classroom: Zones of Potential Development v. Affective factors. To be Submitted to Language Learning Journal.
  • García, P. N. (in preparation). Exploring the Role of Mediation in the Development of in-service L2 Teachers’ Critical Language Awareness. To be Submitted to Applied Linguistics.
  • García, P. N. (Work in progress). Group Dynamic Assessment in the Spanish Classroom: Towards a Model of Development-Referenced Assessment.

Courses Offered

  • Methods of Teaching Spanish
  • Acquisition of Spanish as a Second Language
  • Assessment and Evaluation in the Spanish Classroom
  • Psychological Foundations of Teaching Spanish
  • Sociocultural Theory in the Spanish Classroom: Rethinking activity
  • Technology in the Spanish Classroom
  • Spanish Grammar & Linguistics I
  • Spanish Grammar & Linguistics II
  • Introduction to Spanish Applied Linguistics
  • Introduction to Spanish Sociolinguistics
  • Concept Based Teaching in the k-12 Classroom

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