Educational Background:

• Ph. D.: Northern Arizona University, 2004, Applied Linguistics

Dissertation: Validation of reading-to-write assessment tasks performed by second language learners.

• Master in Education Degree: Universidad Pedagógica Experimental Libertador, 1999, Teaching English to Speakers of Other Languages

Thesis: Estrategias de producción de textos académico-expositivos utilizadas por estudiantes docentes de inglés clasificados como escritores eficientes e ineficientes

• Master in Arts Degree: Universidad Simón Bolívar, 1996, Applied Linguistics

Thesis: Estrategias de comprensión oral usadas por aprendices de inglés con diferentes niveles de suficiencia

• Bachelor in Sciences of Education: Universidad Pedagógica Experimental Libertador, 1991, Teaching English to Speakers of Other Languages

Professional Experience:

• Northern Arizona University, Department of Modern Languages, 1999 to the present:

Primary duties: Research, teaching and serving as the Spanish lower Division Coordinator, and Department assessment coordinator

• Universidad Pedagógica Experimental Libertador - Instituto Pedagógico de Caracas, Department of Modern Languages, 1995-1999 - English Teacher, and Language Teacher Educator

Research - Publications:

Blackman, C., & Asención Delaney, Y. (2016). Retroalimentación de la escritura de estudiantes de español con screencasts: Beneficios y retos. MarcoELE Revista de Didáctica de Español Lengua Extranjera, 23. Retrieved on August 1, 2016 from: http://marcoele.com/retroalimentacion-con-screencasts/

Asención Delaney, Y., & Fernández, J. (2016). Spanish speech acts. In C. Chapelle (Eds.), The Encyclopedia of Applied Linguistics, 1-8.

Asención Delaney, Y., Collentine, J., Collentine, K., Colmenares, J., & Plonsky, L. (2015). El potencial de la enseñanza del vocabulario basada en corpus: optimismo con precaución. Journal of Spanish Language Teaching, 2(2), 140-151

Asención Delaney, Y. (2014). A multi-dimensional analysis of advanced written L2 Spanish. In T. Berber Sardihna & M. Veirano Pinto (Eds.), Multi-dimensional analysis, 25 years on. A tribute to Douglas Biber (pp. 329-369). Amsterdan/Philadelphia: John Benjamins.

Asención Delaney, Y. (2012). Research on mentoring language teachers: Its role in language education. Foreign Language Annals, 45(1), 184-202.

Asención Delaney, Y., & Collentine, J. (2011). A multidimensional analysis of written L2 Spanish. Applied Linguistics, 32(3), 299-322.

Collentine, J., & Asención Delaney, Y. (2010). A corpus-based analysis of the discourse functions of Ser/Estar + adjective in three levels of Spanish FL learners. Language Learning, 60 (2), 409-445.

Suby, J., & Asención Delaney, Y. (2009). El uso del español del profesor en las clases de principiantes. Hispania, 92 (3), 584-598.

Asención Delaney, Y. (2008). Investigating the reading-to-write construct. Journal of English for Academic Purposes, 7 (3), 140-150.language

Asención Delaney, Y. (2007). Escribir en un segundo idioma. De la teoría a la práctica. In G. Gunterman (Ed.), AP Series - Special Focus: Spanish Language (pp. 5-33). Board of Colleges.

Asención, Y. (2006). Summarizing by Spanish beginner learners. Hispania, 89 (4), 937-949.

García, P., & Asención, Y. (2001). Interlanguage development of language learners. Comprehension, production, and interaction. Canadian Modern Languages Review, 57, 377-401.

Interests:

Language Assessment

Technology and language learning

Spanish in the United States