Dr. Justin White
Ph.D., Florida State University
Assistant Professor of Spanish Linguistics
Director of the Spanish Basic Language Program
Areas of Expertise
Spanish and Linguistics
Dr. Justin Patrick White is an Assistant Professor of Spanish, and Director of the Spanish Basic Language Program in the Department of Languages, Linguistics and Comparative Literature at Florida Atlantic University. His primary research interests and most recent endeavors are based in the area of instructional Second Language Acquisition (SLA). His most recent work, "The effect of input-based instruction type on the acquisition of Spanish accusative clitics" (submitted), project from the role of input in SLA to various input types. Of interest are isolated implicit variables inherent in Structured Input (SI) activities compared with other input-based instructional types such as Input Flood, Text Enhancement, alone, and in combination with, each other. The principal point of departure addresses the cognitive processes involved in language acquisition and the effect of exposure to various input types. Other current research interests include native and non-native speakers' processing strategies, working memory capacity, and perspectives on language teaching.
Dr. White trains Brazilian Jiu Jitsu and he would love to talk more with you about it. If you are interested in starting up a student club, please contact him, as he would volunteer to serve as the Faculty Advisor to the club. Additionally, he trains Capoeira (a Brazilian martial art) and would also like to have a student club started for Capoeira. If you are interested, please contact him.
White, J. P. (2015). Primary and secondary effects of processing instruction on Spanish clitic pronouns. International Review of Applied Linguistics in Language Teaching. Special Issue 'Processing Instruction: Twenty Years of Theory, Research and Application'. 53 (2), 151-179. https://www.degruyter.com/view/j/iral.2015.53.issue-2/iral-2015-0008/iral-2015-0008.xml?format=INT
White, J. P. (2015). The effect of input-based instruction instruction type on the acquisition of Spanish accusative clitics. Hispania, 98 (2), 264-284. http://c.ymcdn.com/sites/www.aatsp.org/resource/resmgr/hispania_open_access/Hispania_98.2_White.pdf?hhSearchTerms=%22justin+and+white%22
White, J. P., DeMil, A. J., & Rice, M. (2015). Traditional instruction and processing instruction: German dative definite articles. German as a Foreign Language, 16 (1), 1-26. http://www.gfl-journal.de/1-2015/White_DeMil_Rice.pdf
White, J.P., & Farinelli, C. (2014). Crossing the bridge of communication: An analysis of ESL materials and a hybrid solution. International Journal of Instructional Technology and Distance Learning, 11 (12), 3-18. http://www.itdl.org/Journal/Dec_14/Dec14.pdf
White, J. P. (2014). Frequency effects of structured input: Primary and secondary effects. Southern Journal on Linguistics, 38 (2), 1-46. http://secol.org/journal/
White, J. P., & DeMil, A. J. (2013). Transfer of Training in PI: The role of FREI. Studies in Second Language Acquisition, 35 (3), 519-544. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/FB226A5935B1E33352248600BA0FFA53/S0272263113000120a.pdf/transferoftraining_effects_in_processing_instruction.pdf
White, J. P., & DeMil, A. J. (2013). Primary and secondary effects of PI: A replication of Leeser and DeMil. International Journal of Language Studies , 7, 59–88. http://www.ijls.net/pages/volume/vol7no3.html
White, J. P., & Almonte, Mauricio. (2013). Academic Service-Learning: On and off campus. Academic Exchange Quarterly, 17, 35–42. https://dialnet.unirioja.es/servlet/articulo?codigo=4243515
White, J. P. (2012). The role of input-based activities for implementation into hybrid language programs. Florida Foreign Language Journal, 9, 49–69. https://ffla.wildapricot.org/Resources/Documents/ffljoct2012.pdf
White, J. P., & Ariza, E. N. W. (2015). What teachers need to know about language acquisition. In The Experience of learning another language. Not for ESL teachers: What every classroom teacher needs to know about the linguistically, culturally and ethnically diverse student. Boston: Pearson Education, Inc.
Leeser, M. J., & White, J. P. (2015). Interactive Tasks. Routledge E-Book Modules on Contemporary Language Teaching Series. New York: Routledge Taylor and Francis Group.
International Conference Presentations
"Frequency Effects of Structured Input: Primary and Secondary Effects." Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March 2014.
"Acquisition Oriented Hybrid Language Course Design." Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March 2014.
"Research-based task by the learners, for the learners." American Council of Teachers of Foreign Languages (ACTFL). Orlando, Florida, November 2013.
"Click here. The why, what, and how of hybrid and blended language courses." The American Teachers of Spanish and Portuguese (AATSP). San Antonio, Texas, July 2013.
"Input-based activity types suitable for hybrid." International Association of Language Learning and Technology (IALLT). Fort Lauderdale, Florida, June 2013.
"The ins and outs of hybrid." American Council of Teachers of Foreign Languages (ACTFL). Philadelphia, PA, November, 2012.
"Explanation versus structured input in processing instruction: primary effects and transfer-of-training effects." The American Teachers of Spanish and Portuguese (AATSP). Washington, DC, July 2011.
"The current state of language teaching: perceptions, practice and creating effective group work." The American Teachers of Spanish and Portuguese (AATSP). Guadalajara, Mexico, July 2010.
"Does input flood hold water with processing instruction?" Tenth Annual Applied Linguistics Forum, Universidad de Las Americas (UDLA). Puebla, Mexico, May 2006.
National Conference Presentations
"Frequency of Input: An analysis of the micro level of learning italian." Southeastern Conference on Linguistics (SECOL). Raleigh, North Carolina, April 2015.
"Hybrid language programs that work: Acquisition and implementation." Florida Foreign Language Association (FFLA). Miami, Florida, October, 2014.
"Students behind the camera: Pedagogical (Fil)mplications." Florida Foreign Language Association (FFLA). Miami, Florida, October, 2014.
"Frequency effects of Structured Input: Primary and secondary effects." Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March, 2014.
"Acquisition oriented hybrid language course design" Southeastern Conference on Linguistics (SECOL). Myrtle Beach, South Carolina, March, 2014. (Resulted in publication).
"The effect of input-based instruction yype on the acquisition of Spanish accusative clitics." L2 Processing and Parsing. Texas Tech University, Lubock, Texas, May 2009.
"The effects of various input enhancement types." University of Cincinnati, Cincinnati, Ohio, May 2009.
"Input enhancement techniques, their effects on acquisition." University of Cincinnati, Cincinnati, Ohio, May 2007.
"Spanish prepositions por and para in a contextualized inductive choose your own adventure-style computer-assisted language-learning tool." University of Cincinnati, Cincinnati , Ohio, May, 2005.
"Spanish prepositions por and para in a universal mythology contextualized choose your own adventure-style CALL tool." Computer Assisted Language Instruction Consortium (CALICO). Michigan State University, Ypsilanti, Michigan, May 2005.
International Invited Lectures
University of Greenwich, England. Processing Instruction: Twenty Years of Theory, Research, and Application. Topic – Primary and Secondary Effects of PI. August 2013.
National Invited Lectures
Florida State University , Tallahassee, Florida. Topic -Hybrid Language Programs. August, 2014.
Palm Beach State College, Lake Worth, Florida. Acquisition in Hybrid Language Courses: Maximizing Interaction in the Classroom. March 2014.
Undergraduate Psychology Club (Broward campus, FAU). Topic – Second Language Acquisition Research. November 2012.
Undergraduate Psychology Club (Broward campus, FAU). Topic –L1 and L2 Acquisition. November 2011.
World Languages Experience Symposium sponsored by Heinle-Cengage and LLCL (FAU). Topic – Constructing an Interactive Class: Group work that works! February 2010.
Italian Teachers Association of America in association with the LLCL (FAU). Topic – Meaningful Interaction and Communication in the Classroom: It's out of your hands. November 2009.