Associate Professor of French and Applied Linguistics | French Language Program Director for Beginning and Intermediate Instruction
- 212 BB Comer Hall
- (205) 348-8463
PhD, University of Wisconsin-Madison
Maîtrise de Langues Etrangères Appliquées, Université Michel de Montaigne-Bordeaux III
Research interests include instructed second language acquisition, foreign language learners’ stereotypes and beliefs, empathy, intercultural communicative competence, the teaching of culture in the foreign language classroom, and the integration of technology in language learning/teaching. Current research projects include developing intercultural competence through geosemiotic explorations of events surrounding the January 2015 demonstrations in France; using an experiencing learning approach framed within a socio-constructivist view of learning to design a learning environment conducive to the development of learners’ multimodal, multidimensional, linguistics, and intercultural skills; and examining the development of learners’ self efficacy through website design in a language course.
Dr. Drewelow is the French Language Program Director for Beginning and Intermediate Instruction and as such, prepares and mentors graduate teaching assistant throughout their years of language teaching at the University of Alabama. Recent courses taught include the following:
- FR 101: Elementary French
- FR 202: Intermediate French
- FR 323: Text, Image and Word
- FR 324: Commercial French
- FR325: Conversations and Cultures
- FR424: Globalisation, Marketing and Business
- FR 480/FR 563: French-English Translation
- FR 512: Foreign Language Teaching Methods
- FR 513/RL 513: Researching Culture in a Sociocultural Perspective
- FR 515/RL 680: Alternative Research Approaches in SLA
Drewelow, I. (2017). A socio-constructivist approach to developing intercultural empathy. In S. Dubreuil & S. Thorne (Eds.), AAUSC Volume 2017, Issues in language program direction: Social pedagogies and entwining language with the world (pp. 253-263). Cengage learning.
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.