Cynthia S. Wiseman

Professor
Academic Literacy and Linguistics

Office: N-499C

Office Hours: By Appointment

Phone: +1 (212) 220-8373

Professor Cynthia S. Wiseman served as a U.S. Fulbright Scholar, Vietnam (2015) at Pham Van Dong University in Quang Ngai, Central Vietnam where she worked with English language teachers in the Department of Foreign Languages.

Professor Wiseman has taught English as a Second/Foreign Language for more than 40 years, teaching English as a Foreign Language in Senegal, West Africa; Catalao, Brazil; Colima, Mexico; Paris, France; Shilou, Xinzhou & LinXian, Shanxi Province; QingLong and Shizhizhuang, Hebei Province; Chifeng Inner Mongolia; Binhai, Haiuan, and Xinghua, Jiangsu Province; Xinzhou, Wuhan Province; and Huang Ping County, Guizhou Province in China; and English as a Second Language (ESL) in New York, Maryland, Vermont and New Jersey in the United States. She has also taught French and Spanish in high school and middle school, as well as Linguistics and Evaluation and Assessment in MA teacher training programs in New York.

Dr. Wiseman is active in professional organizations including the American Association of Applied Linguistics (AAAL), Teachers of English to Speakers of Other Languages (TESOL) and New York State Teachers of English to Speakers of Other Languages (NYSTESOL). She served as President of NYS TESOL from 2000-2001 and currently serves as Business Manager. Professor Wiseman earned an Ed.D. in the Applied Linguistics program at Teachers College, Columbia University. Her doctoral dissertation focused on assessment of second language writing.

Expertise

Linguistics, Language and Literacy, English Education, Distance Learning, Assessment of Second Language Writing, Evaluation & Assessment, Curriculum Design, Program Development, Critical Thinking, English for Specific Purposes

Professional Development/Service

National Screening Committee, Fulbright US Student Program, Reviewer, 2021-2024.

Volunteer Peer Reviewer for CEA. Attended CEA Reviewer Training in White Plains, NY in November 2019. Volunteer peer reviewers for CEA must undergo an application process whereby a committee of the CEA Commission reviews applications and chooses candidates based on their knowledge of and experience in English language teaching and/or administration; their commitment to professional service in the field; and their experience with program evaluation and/or accreditation. Qualified applicants are invited to participate in an initial Reviewer Training Workshop, and successful completion of this workshop allows applicants to become active peer reviewers for CEA. Serving as a peer reviewer requires knowledge of the CEA Standards for English Language Programs and Institutions, training in CEA‘s site visit procedures, and an ability to work collaboratively with fellow review team members to carry out fair, standards-based site reviews. The process involves: extensive preparation time and detailed planning before the site visit; typically, a three-day site visit that involves interviews, on-site observations, and document review; and completion of a report, in collaboration with the other members of the review team, following the site visit. Peer reviewers do not make accreditation decision, and do not speak for the CEA Commission. peer reviewers ar obligated to follow strict codes of conduct, confidentiality, and conflict of interest protocols.

Fulbright Scholar Discipline Peer Reviewer, Fulbright Discipline Peer Review Committee, Council for International Exchange of Scholars (CIES), 2017-2018 Peer Review Cycle; 2018-2019 Peer Review Cycle.

Peer Reviewer, Fulbright ESL/EFL Teacher Trainer for English Teaching Assistantship Program, US Department of State Bureau of Education and Cultural Affairs (ECA), January-February 2016.

Proposal Reviewer, Evaluation/Assessment Strand, TESOL Annual Convention, 2016-Present.

Proposal Reviewer, Higher Education & Teacher Education Strands, NYS TESOL Annual Conference. 2017-PresentProposal.

Reviewer, MEXTESOL Journal, 2020.

Reviewer, VietTESOL International Convention 2019 (VIC2019), Hue University of Foreign Languages, Hue City, Vietnam, October 2019.

NYSTESOL Journal, Reviewer, 2019-Present.

Sage Open Manuscript, Article Editor, 2015.

Language Assessment Quarterly, Reviewer, 2009-Present.

Iranian Language Testing Journal, Editorial Board & Reviewer, 2011-Present.

TESOL Journal, Reviewer, Fall 2012-Present.

Applied Linguistics, Reviewer, Fall 2009-2012.

Assessing Writing, Reviewer, 2013.

Journal of Pragmatics, Reviewer, 2012-Present.

Common Ground Publishing, Reviewer, 2013.

Degrees

M.S. School for Professional Studies CUNY 2017, Business Leadership and Management
B.A. University of Mississippi, English, 1974
M.A. School for International Training, Brattleboro, VT, ESL/French Pedagogy, 1983
Ed.D. Teachers College, Columbia University, Applied Linguistics, 2009

Courses Taught

3 CRS.3 HRS. ANT 115 ANT 115 (Language and Culture (Same as LIN 100)): This course will introduce students to linguistics, the study of language, and language in multicultural urban settings, including topics such as children's language acquisition, bilingual families and bilingual education, language and gender, different varieties of English and contemporary language use. The readings will draw on works in linguistics, literature, sociology, anthropology, and related topics. Students will improve critical reading and thinking skills and produce reflective and expository writing based on the readings in connection with their own experiences and backgrounds.
3 CRS.3 HRS.NULL LAB HRS. CRT 100 CRT 100 (Critical Thinking (Same as PHI 115)): Critical Thinking (Same as CRT 100) is designed to develop the mind and help students learn to think clearly and effectively. Through substantive readings, structured writing assignments and ongoing discussions, students will examine concrete examples from their own experience and readings and contemporary issues in the media to learn how to analyze issues, solve problems, and make informed decisions in their academic, professional, and personal lives.
6 HRS.NULL LAB HRS. ESL 94 ESL 94 (English as a Second Language): This advanced level course emphasizes writing and reading skills; however, oral skills are not neglected. In writing, students focus on introducing, developing, supporting, and organizing their ideas in expository essays as well as in narrative and descriptive writing.
6 HRS.NULL LAB HRS. ESL 95 ESL 95 (Intensive Writing): This intensive writing course for ESL students focuses on basic components of effective writing, including paragraph development and structure, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing.
3 CRS.3 HRS. LIN 100 LIN 100 (Language and Culture (Same as ANT 115)): This course will introduce the student to the study of Language and Culture. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connections with their own experiences and backgrounds.
3 CRS.3 HRS.NULL LAB HRS. LIN 110 LIN 110 (The Structure of English): This course is designed to provide students with an understanding of the grammatical structures of standard American English, allowing them to read, write, and interpret written texts critically and efficiently Through analysis and discovery, students will learn to evaluate the grammaticality of the written work they produce in their academic coursework. In addition, students will explore a variety of writing genres and styles, and learn to manipulate language more effectively, enriching both their production and understanding of written texts.
3 CRS.3 HRS.NULL LAB HRS. LIN 220 LIN 220 (Language Teaching Practices): This course will provide students with an understanding of the theoretical foundations and principles of language instruction and language learning. Special emphasis will be on studying pedagogical approaches to TESOL that address the learning needs of diverse language learners in multiple settings (e.g. one-on-one or small group tutoring vs. classroom). Topics will include relationships between and identities of practitioners and learners (e.g. racial, ethnic, linguistic, typical and atypical), research-based methodologies, teaching for productive and receptive language skills, and the relationship between curriculum planning, assessment, and feedback. Prerequisites: [ENG 100.5 or ENG 101] and LIN 120 or Departmental Approval
3 CRS.3 HRS.NULL LAB HRS. LIN 250 LIN 250 (Forensic Linguistics): This three credit, 200-level course will explore the complex relationship between language and the law. The course critically considers the role of language and its power in the legal process. Three branches of forensic linguistics (handwriting, phonology, and discourse analysis) will be discussed. We will examine the work of dialectologists, creolists, and graphologists who have used linguistic evidence to interpret evidence (e.g., blackmail and ransom notes), and voice and spectrogram analysis will also be discussed. The course will also examine how linguists are involved in the legal process when they serve as expert witnesses. Prerequisite: ENG 201

Research and Projects

Communicative Language Teaching: Teacher Training in Vietnam

Dr. Wiseman completed a Fulbright at a local university in Central Vietnam doing teacher training and conducts teacher training in language education in China each summer. She is interested in examining the communicative approach in English language learning in English as a Foreign Language contexts, particularly in China and Southeast Asia.

Look Who’s Talking: Investigating characteristics of L2 writing: ESL, Generation 1.5, and NS of English

Dr. Wiseman investigated characteristics of L2 writing among three populations of emerging writers: Native speakers of urban dialects, Generation 1.5 English speakers, and ESL speakers. The purpose of the study is to identify surface grammatical features, e.g., systematic spelling errors, lexical choices, grammar errors, and syntactical complexity that characterize the writing of these populations.

Technology and Education

What are the pedagogical uses of technology such as wikis, digital storytelling, online games, and ePortfolios in the ESL writing classroom? How do these technologies promote language acquisition and writing skills? How have these online tools become critical during and since the pandemic?

Publications

Wiseman, C., Carvalho, F., & Michiele, G. (2019). ePortfolios: Tapping into the Imagination to Motivate Learning. In (Rodriguez Hernandez, J.M. (Ed). ANUPI-COPEI Conference (October 17, 2019) Proceedings from The Impact of New Approaches to Research and Practice in ELT, pp. 1-12. ISSN: 1870-2074. Retrieved from https://0f557b88-f9a4-4948-a956-305696789c14.filesusr.com/ugd/fb81a3_873d96ddcba141c8a9d729cd7414796d.pdf

Belknap, J., Tran, M.D., & Wiseman, C. (2018). Using Newsela to support reading and writing. In Ho Chi Minh City University of Food Industry ELT Upgrade Conference 2018 (December 1, 2018) Proceedings of A Focus on Fluency, pp. 505-512. ISBN: 978-604-67-1159-9. Retrieved from http://www.lulu.com/shop/nghi-tran-tin/proceedings-of-conference-on-english-language-teaching-conference-proceedings/ebook/product-23912227.html

Wiseman, C. (April 2018). Cultivating global competencies in a diverse world: Pedagogical strategies and assessment of student learning in the community college classroom. In NYU FRN National Symposium (November 17, 2017) Proceedings from Engaging with Diversity in the College Classroom. Retrieved from https://facultyresourcenetwork.org/publications/engaging-with-diversity-in-the-college-classroom/cultivating-global-competencies-in-a-diverse-world-pedagogical-strategies-and-assessment-of-student-learning-in-the-community-college-classroom/

Wiseman, C. (December 2017). The subordination of teaching to learning. Language Magazine. December 2017, pp. 18-21. https://www.languagemagazine.com/december-2017-flipbook//

Wiseman, C. (2017). Integrating global competencies into the Curriculum. In FRN National Symposium Proceedings from Teaching a New Generation of Students. Retrieved from http://facultyresourcenetwork.org/publications/teaching-a-new-generation-of-students/cynthia-s-wiseman-integrating-global-competencies-into-the-curriculum/

Wiseman, C. (2016). Integrating global competencies in the curriculum. In Ramos, F. (Ed). Proceedings from the II International Colloquium on Languages, Cultures, Identity, in School and Society (pp. 1-11). Retrieved from http://digitalcommons.lmu.edu/internationalcolloquium/1/

Wiseman, C., & McConnell, S. (2016). The value of collaboration and game play. Asian Journal of Education and e-Learning (4)3, pp. 104-119.

Wiseman, C. (2016). Washback effects of the gao kao on Communicative Language Teaching (CLT) in the EFL Classroom in China. In J. Fox & S.V. Aryadoust (Eds). Trends in Language Assessment Research and Practice: The View from the Middle East and the Pacific Rim. Cambridge: Cambridge Scholars Publishing, pp. 464-485.

Wiseman, C. (2015). Using Web 2.0 Applications to Support Collaboration in the Language Learning Classroom. Lembaga Bahasa & Pendidikan Profesional LBPP LIA Research Journal 8(1), 643-648.

Wiseman, C. (2014). Cultivating global competencies in the BMCC classroom: A BMCC strategic steering committee on globalization initiative. BMCC Faculty Focus. http://www.bmcc.cuny.edu/facultyfocus/news_detail.jsp?news_id=1363

McNamara, G., Rennis, L., & Wiseman, C. (2014). Measurement of College Students’ attitudes, beliefs, and behaviors regarding sustainability. The International Journal of Sustainability Education, 9(3), pp. 31-46. http://ijsed.cgpublisher.com/product/pub.275/prod.48

Glisson, L., McConnell, S., Palit, M., Schneiderman, J., Wiseman, C., & Yorks, L. (2014). Looking in the Mirror of Inquiry: Knowledge in our students and in ourselves. Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), pp. 7-20. DOI: 10.2979/teachlearninqu.2.1.7. http://www.jstor.org/stable/10.2979/teachlearninqu.2.1.7

Wiseman, C., & Juza, P. (2013). Compliment Response Behaviors of ESL and Bilingual Speakers in an Urban College. The Linguistics Journal, 7(1), pp. 68-81. http://www.linguistics-journal.com/July-2013-cw.php

Wiseman, C. & Belknap, J. (2013). Wikis: A Knowledge Platform for Collaborative Learning in ESL Reading. TESOL Journal, 4(2), pp. 359-369.

Wiseman, C. (2013). The Journey to a Sustainable Future. BMCC Faculty Focus. http://www.bmcc.cuny.edu/facultyfocus/news_detail.jsp?news_id=1266

Wiseman, C. (2012). Book review of Understanding Language Testing by Dan Douglas, 2010. In Working Papers in TESOL & Applied Linguistics, 12(1), pp. 55-58. New York: Teachers College, Columbia University. DOI https://doi.org/10.7916/salt.v12i1.1380

Wiseman, C. S. (2012). Rater effects: Ego engagement in rater decision- making, Assessing Writing 17, pp. 150–173.

Wiseman, C. (2012). “A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing.” Iranian Journal of Language Testing (2)1, pp. 56-92. http://ijlt.ir/portal/images/PDF/408-2012-2-1.pdf

Wiseman, C. & Messitt H. (2011). “Academic Advisement to help students engage with the community: Faculty perspectives on the Process.” Faculty Resource Network, November 19-20, 2010, Washington, DC. Conference Proceedings. http://www.nyu.edu/frn/publications/engaging.students/Wiseman.Messitt.html

Wiseman, C. (2010). Book review of Language development over the lifespan by Kees de Bot and Robert W. Schrauf, Eds. New York: Routledge. 2009. New York: Routledge. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, (10) 2, pp. 37-40.

Wiseman, C. & Messitt, H. (2010). “Identifying Components of a Successful Academic Advisement Program: BMCC Faculty Advisors Reflect on Academic Advisement,” NACADA (30), Fall 2010.

Wiseman, C. (2009). Rubrics: A Compass to Navigate the Way. Faculty Focus. BMCC. Spring/Summer 2009.

Wiseman, C. (2008). Investigating selected facets in measuring second language writing ability using holistic and analytic scoring methods. Unpublished dissertation. Teachers College, Columbia University, New York.

Wiseman, C. (2007). Blogging into L2 Writing. Idiom, 37(1), 1, 21. New York: NYSTESOL.

Wiseman, C. (2007). “The Globalization of American Slang.” In (Eds.) Sanabria C., & Sanabria, K. Academic Listening Encounters: American Studies. Cambridge: Cambridge University Press. Contributing Lecturer

Wiseman, C. (2006). Salzburg Seminar: Professional development in a global village. Inquirer 13, 84-89.

Wiseman, C. (2006). “Are there any alternatives? Portfolio Assessment.” Idiom, 36(1), 13, 27. New York: NYSTESOL.

Wiseman, C. (2005). “Revisiting Educational Solutions at 99 University Place,” Idiom, 35(3), 1, 20-21. New York: NYSTESOL.

Wiseman, C. (2005). Book review of Studying Speaking to Inform Second Language Learning by Diana Boxer & Andrew H. Cohen (Eds), 2004. In Working Papers in TESOL & Applied Linguistics, 4(2). New York: Teachers College, Columbia University.

Wiseman, C. (2003). TELC faculty members help set division’s goals. TELC Faculty News. New York: LaGuardia Community College TELC.

Wiseman, C. (2001). CUNY, New Caucus elected to leadership of Professional Staff Congress (PSC). C.O.N.C.E.P.T., Newsletter of Caucus on Part-Time Employment Concerns. Washington, DC: 2001.

Wiseman, C. (2000). When film frames process. Idiom(30), 3. New York: NYSTESOL.

Purpura, J.E.; Kim, J.W.; Krohn, N.; & Wiseman, C. Unpublished. “An Analysis of the Foreign Language Needs of SIPA Students at Columbia University.” The SIPA Needs Assessment Project. Teachers College, Columbia University.

Wiseman, C. (1987). Teaching in the Silent Way with a Focus on Idioms. MA TESOL Collection. 655. https://digitalcollections.sit.edu/ipp_collection/655

Honors, Awards and Affiliations

Fellowship Award for Academic Year 2017-2018. Project to investigate impact of curriculum enhanced to integrate global competencies in the Humanities.
Travel Award to Associate Professors, 2018 CUNY Academy and the Central Office of Research, April 2018.
Award for Support for Academic/Creative Scholarship, Moving from Associate to Full Professor, CUNY Office of Academic Affairs, Fall 2017.
Faculty Publication Grant, BMCC, 2016-2017.
US Fulbright Scholar, Vietnam, AY 2014-2015. Dr. Wiseman was awarded a Fulbright Scholar grant for teaching/scholarship in teacher training/language education in Vietnam in the AY 2014-2015. The Fulbright Program is the flagship international educational exchange program sponsored by the U.S. government and is designed to increase mutual understanding between the people of the United States and the people of other countries. The primary source of funding for the Fulbright Program is an annual appropriation made by the U.S. Congress to the U.S. Department of State, Bureau of Educational and Cultural Affairs. Participating governments and host institutions, corporations and foundations in foreign countries and in the United States also provide direct and indirect support. The Program operates in over 155 countries worldwide.
Award for Professional Achievement. TESOL New York 2008. Teachers College, Columbia University, Department of Arts and Humanities.
Woman of Distinction New York State Assembly Citation for contribution in Academia, February 2008
Salzburg Seminar, Salzburg, Austria, 2005, Participant.
Award for Professional Achievement, Teachers College, Columbia University, Department of Arts and Humanities.2005
Professional Development Award, TESOL San Antonio 2005.
Special Award for Tireless Advocacy Efforts on Behalf of Part-time Instructors. Special Award, NYS TESOL, presented at 33^rd Annual NYS TESOL Conference at Rye Brook, NY, November 8, 2003.

Additional Information

Dr. Wiseman’s dissertation “Investigating selected facets in measuring second language writing using holistic and analytic scoring methods,” was an investigation of the performance of a direct assessment of L2 writing in a community college setting. The study examined the main effects of four facets of the assessment context: examinee L2 writing ability, rater severity, prompt type, and scoring rubric. This was a mixed-methods study,that employed both quantitative and qualitative methods of analysis. Multi-faceted Rasch Measurement (MFRM) was used to measure the main effects of the four facets. Verbal reports (think aloud protocols and a retrospective questionnaire) were used to further investigate rater decision-making behaviors.