Isabelle Drewelow teaches undergraduate French language courses, French for Specific Purposes (Marketing and Business), and graduate courses. She is the recipient of the 2017 Alabama World Language Association’s Educator of Excellence Award for post-secondary educators. Her research focuses on teaching culture through stereotypes, developing learners’ critical cultural awareness, affective dimensions of foreign language learning, and designing experiential project-based simulations.

• Drewelow, I. & Granja Ibarreche, X. (2022). Grit and resilience in WLSPs: The potential of blending translation and indirect service learning. Global Advances in Business and Communication, Vol. 10, Article 4.
• Drewelow, I. & Granja Ibarreche, X. (2021). Developing students’ solidarity disposition: A case for translation in Community-Based Service Learning. Foreign Language Annals, 54(3), 800-822.
• Drewelow, I. (2020). A positive psychology perspective on designing a technology-mediated learning experience: Engagement and personal development. Journal for the Psychology of Language Learning, 2(1), 90-115.
• Drewelow, I. & Finney, S. (2020). Developing intercultural empathy through a strategy-based simulation in intermediate Spanish. The Language Learning Journal, 48(6), 754-767.
• Drewelow, I., Koronkiewicz, B., & Range, R. (2019). Rethinking and shifting discourses and practices of “testing” – From accuracy to engagement with situated contexts. In B. Dupuy & K. Michelson (Eds.), Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education (pp. 53-82). Boston, MA: Cengage.
• Drewelow, I. (2017). A socio-constructivist approach to developing intercultural empathy. In S. Dubreuil & S. L. Thorne (Eds.), Engaging the world: Social pedagogies and language learning (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.