Associate Professor of French and Linguistics
Ph.D., Pennsylvania State University
Director of the French Basic Language Program
Coordinator of French, German, Italian, and Linguistics Teaching Assistants
Areas of Expertise: technology-enhanced foreign language teaching and learning sociolinguistic and pragmatic variation in French and ESL-language computer-mediated discourse
Dr. Géraldine Blattner is a Swiss native. She has obtained her Ph.D. (2007) in French and Applied Linguistics from Pennsylvania State University. She also holds a master's degree in TESOL and in French literature from the University of Mississippi (2002). Her interests are new technologies as tools for communication and for language learning and teaching, electronic French discourse, sociolinguistics, SLA and psycholinguistics. At FAU, she has been teaching a variety of undergraduate classes, including Culture et Société, Structure of Modern French, French Sociolinguistics, French Phonetics and Pronunciation, and Introduction to Linguistics. She also teaches different graduate seminars such as Principles of Linguistics, Sociolinguistics, History and Dialectology of French, Electronic Media and Foreign Language Education, Applied Linguistics and TESOL. In 2011 she received one of the eight awards for Excellence and Innovation in Undergraduate Teaching from FAU. She is also the coordinator of the university track of the Intensive English Institute (IEI) http://www.fau.edu/intensive-english/ and trains the Teaching Assistants who are in charge of the various ESL courses of this program.
Her recent publications include the following:
Blattner, G., Dalola, A. & Roulon, S. (2023). #OnYGo. Beginner French Textbook OER. http://onygofrench.com/
Articles in refereed journals
Blattner, G., Dalola, A., & Roulon, S. (2023). Disruptive French: Using OER to promote linguistic justice in the French-language classroom. Second Language Research & Practice, 4(1), 141–152. https://hdl.handle.net/10125/69884
Blattner, G., & Williams, L. (2022). Transforming corpus-based sociolinguistics research into learning opportunities. In A. Dalola (Ed.), JFLS SI “French Variation in Digital Media.”
White, J.P., DeMil, A. & Blattner, G. (2021). Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies. SCOLT journal.
Blattner, G. & Dalola, A. (2018). I tweet, you tweet, (s)he tweets: Enhancing the ESL language-learning experience through Twitter. International Journal of Computer Assisted Language Learning and Teaching, 8(2), 1-19.
Blattner, G., & Lomicka, L. (2012). Facebook: The Social Generation of Language Learners. Special issue of the Alsic (Apprentissage des Langues et Systèmes d'information et de communication) journal “social media and language learning : (r)evolution ?” 15 (1), 1-36. https://journals.openedition.org/alsic/2413
Blattner, G., & Lomicka, L. (2012). A sociolinguistic study of practices in different social forums in an intermediate French class. Instructional Technology and Distance Learning(ITDL), 9(9), 3-24. http://www.itdl.org/Journal/Sep_12/Sep_12.pdf
Blattner, G., & Lomicka, L. (2012). Facebook: The Social Generation of Language Learners. Social Media and Language Learning: (R)evolution? Special issue of the Alsic(Apprentissage des Langues et Systèmes d'information et de communication) Journal, 15(1). https://journals.openedition.org/alsic/2399
Blattner, G. (2011). Linguistic perspectives on le langage de las banlieue. Transitions Journal, 7, 71-91.
Blattner, G., & Fiori, M. (2011). Virtual social network communities: an investigation of language learners' development of sociopragmatic awareness and multiliteracy skills. CALICO, 29(1) 24-43. http://bit.ly/1I2R5jN
Blattner, G., & Williams, L. F. (2011). L'emploi variable du ne dans le discours électronique synchrone: une étude variationniste en temps apparent. Langage et Société , 138.
Blattner, G., & Fiori, M. (2009). Facebook in the Language Classroom: Promises and Possibilities. Instructional Technology and Distance Learning (ITDL), 6(1) 17-28.
Book Chapters (peer reviewed)
Blattner, G., Dalola, A., & Lomicka, L. (2016). #MindYourHashtags: A sociocultural study of student interpretations of French Native Speakers’ tags. In L. Winstead & P. Wang (Eds.), Handbook of Research on Foreign Language Education in the Digital Age (pp.33-58). Hershey, PA: IGI Global.
Blattner, G., White, J.P. (2016). Leadership in foreign language departments: It’s not just language. In V. Wang & P. Cranton (Eds.), Encyclopedia of Strategic Leadership and Management. Hershey, PA: IGI Global.
Blattner, G., Dalola, A., & Lomicka, L. (2016). Twitter in foreign language classes: Initiating learners into contemporary language variation. In V. Wang (Ed.), The Handbook of Research on Learning Outcomes and Opportunities in the Digital Age(pp. 769-797). Hershey, PA: IGI Global.
Blattner, G., Dalola, A., & Lomicka, L. (2015). Tweetsmart: A pragmatic analysis of well-known native speaker Tweeters. In E. Dixon & M. Thomas (Eds), Researching Language Learner Interaction Online: From Social Media to MOOC’s (pp. 231-236). San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO).
Blattner, G. (2011). Web 2.0 technologies and foreign language teaching. In V. Wang (Ed.). Encyclopedia of E-Leadership, Counseling and Training. Hershey, PA: IGI Global.http://bit.ly/1MgI7Wn
Blattner, G. & Williams, L. F. (2009). Teaching and Learning Linguistic and Social Dimensions of French-Language Discussion Fora. In L. Abraham & L. Williams (Eds.). Electronic Discourse in Foreign Language Learning and Teaching. Series: Language Learning & Language Teaching. Amsterdam: John Benjamins. http://bit.ly/1LoqhSf
Kinginger, C., Blattner, G., & Roulon, S. (2009). Tu ou vous, choix facilité lors de séjours linguistiques? Enquête sur la dimension méta pragmatique. In B. Peters & N. Ramière (Eds.), Projet d'ouvrage collectif: Tu et vous. L'embarras du choix. Limoges: Lambert-Lucas.
Kinginger, C., & Blattner, G. (2008). Assessing the Development of Sociolinguistic Awareness in Study Abroad: Colloquial French. In L. Ortega & H. Byrnes (Eds.), The Longitudinal Study of Advanced L2 Capacities. Mahwah, NJ: Lawrence Erlbaum. http://amzn.to/1KgTzC3