Associate Professor of French and Applied Linguistics
- 212 BB Comer Hall
- (205) 348-8463
- PhD, University of Wisconsin-Madison, 2009
- Maîtrise de Langues Etrangères Appliquées, Université Michel de Montaigne-Bordeaux III
- Licence de Langues Etrangères Appliquées, Université Michel de Montaigne-Bordeaux III
Drewelow, I., Koronkiewicz, B., & Range, R. (2019). “Rethinking and Shifting Discourses and Practices of ‘Testing’ – From Accuracy to Engagement With Situated Contexts,” Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education, ed. B. Dupuy & K. Michelson, (pp. 45-74). Boston, MA: Cengage.
Drewelow, I. & Finney, S. (2018). “Developing intercultural empathy through a strategy-based simulation in intermediate Spanish,” The Language Learning Journal.
Drewelow, I. (2017). “A socio-constructivist approach to developing intercultural empathy.” In S. Dubreuil & S. L. Thorne (Eds.), Social pedagogies and entwining language with the world (pp. 255-265). Boston, MA: Cengage.
Drewelow, I., & Mitchell, C. (2015). An exploration of learners’ conceptions of language, culture, and learning in advanced-level Spanish courses. Language, Culture and Curriculum, 28(3), 243-256.
Drewelow, I. (2015). Liberté et République: Using familiar constructs to cultivate learners’ awareness of diverse perspectives. The Language Educator, 10(3), 48-50.
Drewelow, I. (2015). Developing cross-cultural awareness at the introductory level through stereotypes and digital storytelling. The French Review, 88(3), 71-90.
Drewelow, I. (2013). Exploring graduate teaching assistants’ perspectives on their roles in a foreign language hybrid course. System, 41(4), 1006-1022.
Drewelow, I. (2013). Impact of instruction on shaping or reshaping stereotypical cultural representations in an introductory French course. Foreign Language Annals, 46(2), 157-174.
Drewelow, I. (2012). Learners’ perceptions of culture in a first-semester foreign language course. L2 Journal, 4(2), 283-302.
Drewelow, I. (2012). Twitter in the teaching methods course: Foreign language graduate teaching assistants’ perspectives. Paper accepted for publication. The JALTCALL Journal, 8(2), 129-143.
Drewelow, I. (2011). Learners’ selective perceptions of information during instructed learning in French: Consequences. Modern Language Journal, 95(s1), 27-41.
Drewelow, I. (2011). American learners of French and their stereotypes of the French language and people: A survey and its implications for teaching. The French Review, 84(4), 748-762.
Drewelow, I., & Theobald, A. (2007). A Comparison of the Attitudes of Learners, Teachers and Native French Speakers about the Pronunciation of French: An Exploratory Study. Foreign Language Annals, 40(3), 491-520.