Lynne Stallings has twenty years of experience teaching and advocating for English Language Learners in university writing courses and in K-12 settings. She provides professional development for teachers and administrators who want to effectively serve ELLs and she has published work in national journals.
2014 - Present
2006 - 2014
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PhD in Linguistics
University of Southern California, 1998
MA in Linguistics
University of Southern California, 1994
BA in Linguistics and Psychology
Pitzer College, 1991
Research and Publications
- Stallings, L. & Formo, D.M. (2014). “’Where's the Writer?’: Examining the Writer's Role as Solicitor of Feedback in Composition Textbooks.” Teaching English in the Two-Year College. 41 (3), 259-277.
- Formo, D.M. & Stallings, L. (2014). “Where’s the Writer in Response Research?: Examining the Role of the Writer as Solicitor of Feedback in (Peer) Response.” In S.J. Corbett, M. LaFrance, & T. Decker (Eds.), Peer Pressure, Peer Power: Collaborative Peer Review and Response in the Writing Classroom. 43-60. Southlake, TX: Fountainhead Press.
- Stallings, L. & MacDonald, M.C. (2011). “It’s not just the “Heavy NP”: Relative Phrase Length Modulates the Production of Heavy-NP Shift. Journal of Psycholinguistic Research, 40 (3), p. 177 – 187.