Ellen Johnson Serafini

Ellen Johnson Serafini is an Associate Professor of Spanish Applied Linguistics and Director of Graduate Studies in the Department of Modern and Classical Languages at George Mason University. Her research and teaching focus on integrating Task-Based Language Teaching, Critical Language Pedagogy, and Service-Learning to foster Critical Language Awareness (CLA) in diverse language learning environments, particularly for heritage and second language speakers of Spanish. She holds a Ph.D. and M.S. in Spanish Applied Linguistics from Georgetown University and an M.A. in Hispanic Linguistics from the University of Arizona.

• Ph.D., Spanish Applied Linguistics | Georgetown University (2013)
• M.S., Spanish Applied Linguistics | Georgetown University (2010)
• M.A., Hispanic Linguistics | University of Arizona (2006)
• B.A., Spanish & English | University of Arkansas (2004)

Her research explores the dynamic interplay between individual, pedagogical, and social factors in language learning outcomes. She has published extensively on topics such as:

• Task-Based Language Teaching (TBLT) in Spanish for Specific Purposes
• Critical Language Awareness in heritage language education
• Service-Learning as a pedagogical framework
• Working memory and cognitive resources in L2 development
• Equity discourses in mixed HL/L2 classrooms
• Inclusive language practices in Spanish education

The 15 most recent articles highlight her contributions to advancing CLA, TBLT, and social justice in Spanish education. Her work bridges theoretical frameworks with practical applications across heritage language pedagogy, bilingual education models, and interdisciplinary collaborations.

As Director of Graduate Studies, she oversees curriculum development and mentors graduate students in Spanish language teaching. She has presented at numerous national and international conferences, including AAAL, FLAVA, and TBLT Biennial Conference, addressing topics like inclusive language, task-based curriculum design, and equity in language education.

Her research has been published in leading journals such as The Modern Language Journal, Studies in Second Language Acquisition, and Hispania. She advocates for community-based learning and critical teacher autoethnography to enhance cultural and linguistic competence in language education.