Francisco Salgado-Robles’ line of inquiry explores three interrelated avenues in the field of Spanish Applied Linguistics: language pedagogy, language acquisition, and sociolinguistics. Specifically, he examines how contextual factors help to understand differences in Spanish second language (L2) and heritage language (HL) acquisition.
Since his arrival at The College of Staten Island (CSI) in Fall 2013, he has taught different courses from the Division of Humanities and Social Sciences (Spanish language and Hispanic linguistics courses) and the School of Education (World Language Adolescence Education courses). On the one hand, by applying the communicative teaching approach, he helps students to recognize the importance of Spanish at the same time as they enhance their language competence and acquire a new understanding of the Hispanic world. For instance, in the intermediate and advanced Spanish classes, students work in small groups researching and collecting data on social and political issues affecting the Spanish-speaking community in New York City, particularly the availability of social services to low-income people (both governmental and non-governmental). Their projects are usually presented at the CSI Undergraduate Conference on Research, Scholarship, & Performance. This pilot experience corroborates that the implementation of community service-learning projects is an effective and valid tool for achieving cultural understanding and for preparing Spanish learners for the multicultural society in which we live. On the other hand, his approach to teaching World Language Adolescence Education courses is to guide teacher candidates through the process of their certification while addressing theoretical considerations, e.g., lesson and unit plan design, teacher self-reflection, the incorporation of differentiated instruction, the integration of culture into the classroom, the use of technology, etc.
Upon his arrival in 2013 at CSI, Professor Salgado-Robles took the lead in revising the Spanish language curriculum at the Department of World Languages and Literatures (WLL). To that end, he has coordinated on a rotating-basis all multi-section courses in the lower division Spanish program. Additionally, he has developed new curricula for courses in Hispanic Linguistics in the upper division Spanish program. He has also promoted international education among CSI (and CUNY-wide) students. For Winter 2015 and Winter 2016, he created and directed the first study-abroad program at CSI that incorporated service-learning into a Spanish for specific purposes course. In Spring 2015, he launched the National Collegiate Hispanic Honor Society (Sigma Delta Pi) and has since served as the faculty advisor for the Alpha Alpha Delta Chapter. Furthermore, he has also sat on several committees: Institute for Language Education in Transcultural Context (at the Graduate Center-CUNY), CUNY Council on World Language Study (at Baruch College-CUNY), as well as Teacher Education Advisory Committee, Undergraduate Curriculum Committee, Latin American, Caribbean, and Latina/o Studies, International Studies, Linguistics Program, and Adolescent Education Program Committee (at CSI).
One contribution to student development he has made which he has found very fulfilling is mentoring students through the process of applying for teaching fellowships and graduate school not only across the United States, but also in special programs sponsored by the government of Spain and Mexico. He has made a point of introducing students to career paths and advanced study that they may not have otherwise contemplated pursuing. As a faculty mentor, Professor Salgado-Robles feels a sense of generativity and creative synergy in working closely with talented students, and a tremendous satisfaction in preparing the next generation of teachers and researchers.
Ph.D., University of Florida
M.Ed., Universidad Pablo de Olavide
M.A.T., Universidad de Extremadura
M.A., University of Missouri
Licenciatura, Universidad de Sevilla
Scholarship / Publications
Selected Publications Include:
- Salgado-Robles, F. (2018). Desarrollo de la competencia sociolingüística por aprendices de español en un contexto deinmersión en el extranjero [Development of sociolinguistic competence by Spanish learners in an abroad immersion context]. Linguistic Insights Series. Bern, Switzerland: Peter Lang.
- Salgado-Robles, F. (Ed.). (2019). Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community. Revista Signos. Estudios de Lingüística, 52, 900–1075.
- Salgado-Robles, F. (Ed.). (2018). Service-learning and Spanish for specific purposes in U.S. higher education. Cuadernos de ALDEEU, 33, 1–315.
- Salgado-Robles, F., & George, A. (2019). The sociolinguistic impact of service-learning on heritage learners sojourning in Spain: Vosotros vs. ustedes. Heritage Language Journal (HLJ), 16(1), 71–98.
- Salgado-Robles, F., & Lamboy, E. M. (2019). The learning and teaching of Spanish as a heritage language through community service learning in New York City. Revista Signos. Estudios de Lingüística, 52(101), 1057–1077.
- Salgado-Robles, F. (2019) Special issue: Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community. Revista Signos. Estudios de Lingüística, 52(101), 902–907.
- Salgado-Robles, F. (2018a). Efectos del contexto de inmersión en la competencia sociolingüística de EL2: La adquisición dellaísmo madrileño [Effects of immersion context on sociolinguistic competence in L2 Spanish: The acquisition of Madrilenian laísmo]. Círculo de Lingüística Aplicada a la Comunicación (CLAC), 74, 307–332.
- Salgado-Robles, F. (2018b). Guest editor’s remarks: Service-learning and Spanish for specific purposes in U.S. higher education. Cuadernos de ALDEEU, 33(1), 3–18.
- Salgado-Robles, F., & Kirven, L. (2018). Boosting intercultural competence in Spanish for social service professionals through service-learning. Cuadernos de ALDEEU, 33(1), 159–188.
- George, A., & Salgado-Robles, F. (2018). Raising awareness about heritage language learners in the L2 Spanish classroom: Teacher beliefs and attitudes. Revista de Estudios de Lingüística Inglesa Aplicada (ELIA), 18, 157–181.
- Salgado-Robles, F. (2017). Los efectos del contexto educativo en la adquisición del uso del pronombre personal sujeto en español como segunda lengua [Effects of educational context on the acquisition of subject personal pronouns in Spanish as a second language]. Revista Internacional de Lenguas Extranjeras (RILE), 7, 85–119.
- Knouse, S., & Salgado-Robles, F. (2015). Expanding the community and enhancing the experience: The dual university model and web 2.0 technologies in a Spanish community service-learning course. The Journal of Language Teaching and Learning (JLTL), 5(2), 54–73.
- Salgado-Robles, F. (2014a). Desarrollo de la competencia estratégica oral en español como segunda lengua mediante el aprendizaje-servicio en el Bluegrass de Mexington [Developing the oral strategic competence through community service-learning in the Mexingtonian Bluegrass]. Revista Estudios de Lingüística Aplicada (ELA), 59, 125–149.
- Salgado-Robles, F. (2014b). Variación dialectal por aprendices de español en un contexto de inmersión en el extranjero: Un análisis cuantitativo del uso leísta en el discurso oral y escrito [Dialectal variation by Spanish learners in an abroad immersion setting: A quantitative analysis of the leísta usage on the written and spoken discourse]. Revista Lenguas Modernas, 43(1), 97–112.
- Salgado-Robles, F. (2014c). Los efectos del aprendizaje-servicio en la adquisición de la variación regional por aprendices de español en un contexto de inmersión: El caso del leísmo vallisoletano [Effects of service-learning on the acquisition of regional variation by Spanish learners in an immersion context: The case of Vallisoletano leísmo]. Revista Electrónica de Lingüística Aplicada (RaeL), 13, 233–258.
- Salgado-Robles, F., & Díaz-Collazos, A. M. (2012). Variación lingüística en la expresión del pretérito en el español del siglo XIX de España y México: Rasgos deícticos y aspectuales [Linguistic variation in the preterit expression in the 19th century in Spain and Mexico: Deictic and aspectual features]. Boletín de Filología de la Universidad de Chile, 47(1), 187–208.
- Salgado-Robles, F. (in press). Factores influyentes en la adquisición de la variación dialectal de leísmo por aprendices de español como lengua de herencia en dos contextos diferentes de inmersión en el extranjero [The influence of factors in the acquisition of dialectal variation (leísmo) by learners of Spanish as a heritage language in two different study-abroad immersion environments]. XXIX Actas del Congreso Internacional de ASELE: Editorial Universidad de Santiago de Compostela.
- Salgado-Robles, F. (in press). [Review of the book The changing landscape of Spanish language curricula, by Alan V. Brown & Gregory L. Thompson]. Hispania.
- Salgado-Robles, F. (2018a). [Review of the book Spanish for the professions, by Marta Boris Tarré & Lori Celaya]. Hispania, 101(1), 160–161.
- Salgado-Robles, F. (2018b). [Review of the book Innovative strategies for heritage language teaching, by Marta Fairclough & Sara M. Beaudrie]. Hispania, 101(3), 471–472.