CV

Washington, DC

Quality Instruction Towards Access and Basic Education Improvement 2 (QITABI 2), USAID, Lebanon, May 2019 to present

• HQ QITABI 2 Technical Coordinator for components 1 and 2 (languages, math, and social and emotional learning). QITABI 2 is a $90m USAID project in Lebanon’s public schools, grades 1-6

• HQ English Specialist, providing technical input and international best practices/ research oversight on curriculum, teaching and learning materials, and training

• Co-developing with local specialists all e-lessons for English grades 1-6 . These are for both distance and in-person learning, supplemented with teachers' guides that provide guidance on differentiated learning, universal design for learning (UDL), and social and emotional learning (SEL)

• Co-developing with local specialists diagnostic, formative, and summative assessments for English grades 1-6

Uzbekistan Youth Employability Skills (YES) project, USAID, January 2022 to present

• Lead 2.5 day-long Foundational Best Practices workshops for members of the Ministry of Public Education, Republican Education Centre, and partners. Topics included

  • Universal Design for Learning (UDL)

  • Positive Youth Development (PYD)

  • Skills acquisition

  • How to update a national curriculum

  • Gender equity and social inclusion (GESI)

• Select and adapt classroom observation tool for economics and entrepreneurship classes and afterschool clubs for grades 8-11

  • Prepare user’s manual for observation tool and train enumerators

• Train curriculum team on Universal Design for Learning (UDL) and Experiential Learning

Online Professional English Network (OPEN), U.S. Department of State (ECA), 2016 to present

• Lead content author and technical designer of The Integration of Critical Thinking into the Exploration of Culture in an EFL Setting (ICT)

  • Read about its MOOC version, offered for fourth year in a row in fall of 2021

• Lead content author and technical designer of Content-based Instruction

• More than 30,000 educators have completed those two courses, either as 8-week instructed courses or as a 5-week MOOC

Reading for Success – National Program for Reading, USAID, Morocco, June 2020 to December 2021

• Technical lead on World Learning’s support to National Program for Reading (NPR), led by Creative Associates. 

• Supported the development, implementation, and monitoring and evaluation of 4 massive open online courses (MOOCs) for the training of public Arabic primary school teachers through training and coaching of development team from The Ministry of National Education, Vocational Training, Higher Education and Scientific Research

• Related blog

Syrian Refugee Kids Can Code, Catalyst Foundation for Universal Education, Arbat Refugee Camp in Sulaymaniyah, Iraq, June 2018 to June 2019

• Developed the English and psychosocial support curricula for the Syrian Refugee Kids Can Code project

• Trained teacher trainers

• Provided ongoing support to teachers and teacher coordinator

• Video 1, which has me in it; video 2

World Learning’s Global STEM toolkit, www.globalstemlearning.org, Cisco, March to Aug. 2019

• Lead editor and program manager

The Education Consortium for the Advancement of STEM in Egypt (ECASE), USAID, Egypt, March 2016 to Dec. 2016

• Developed English for STEM e-lessons to be used in STEM high schools throughout the country

Valparaíso, Chile, September 2015 – Feb. 2016

• Founded an English language center in Chile, focused on providing transformative experiential learning activities for various groups, from primary school children to business professionals, to develop their communicative English 

• Conceptualized and ran programs using innovative paradigms including theatre, interactive and improvisational formats, and immersion camps, in order to enhance the learning experience with soft skills and cultural context 

Department of Languages, Literatures and Cultures, Saint Louis, MO, Fall 2007-Spring 2015

• Taught both undergraduate and graduate courses, including 

  • First through third year Spanish courses

  • Spanish Sociolinguistics

  • Second Language Acquisition

  • Methods and Technology for the Teaching of Spanish

  • Spanish Phonology and Phonetics

  • Language and Thought

  • Learning Texts: Tradition, Authenticity and Virtuality

• Director of Basic Spanish Program 2007-2009

• Director of Spanish Graduate Program, Summer 2010 - Summer 2013

  • Updated Spanish MA curriculum and exam reading list

  • Began new recruitment campaign, and enrollment went up 30%

• Trained and supervised department’s foreign language teachers and teaching assistants (TAs) by serving as supervisor, giving monthly workshops, organizing annual orientation week, mentoring 1-4 TAs per semester

• Supervised between 220 to 450 community service hours (per semester) done through several of my undergraduate and graduate service learning courses (Springs 2009, 2010, 2011, and 2013)

• Average student evaluations of me as instructor in all courses over 8 years: 74% excellent, 20% very good, 4% good, 2% fair 

• Earned tenure in 2013

University of Talca in Talca, Chile, March 1999 – Dec. 2001

• Planned and taught a wide variety of English courses to undergraduate and graduate students, as well as to faculty: Business English, English for Law, Reading, Speaking, English for Computer Scientists

• Rewrote English reading placement exam 

• Designed department website

• Created digital English course as one of 5 seed computer programs for the launching of university’s "Autodidactic Center"

Graduate Teaching Assistant
University of Arizona, Tucson, AZ (USA), Fall 2003-Spring 2007
Taught basic Spanish; teacher assistant in Methods of Teaching English to Speakers of Other Languages, Structure of Mind & Behavior, Psycholinguistics, and Academic Writing in ESL.

Research Assistant
University of Arizona, Tucson, AZ, Fall 2003-Spring 2006
Worked on a variety of research projects in ESL pedagogy, a collaborative learning project, and psycholinguistics. The researchers in charge of these multiple projects were: Dr. Jun Liu (then President of TESOL), Dr. Mary E. Wildner-Bassett, Sarah Callahan under Dr. David Swinney, Dr. Ken Forster and Dr. Janet Nicol, and Dr. A.J. Figueredo.

Teacher Trainer
Center for English as a Second Language, Tucson, AZ, Spring 2006
Planned and taught classes on using technology in EFL classes. The participants were visiting South Korean public school teachers.

Testing Monitor for Foreign and Heritage Language Placement Exams
University of Arizona, Tucson, Arizona, Summer 2004
Monitored testing for incoming freshman and graded and advised students taking the Heritage Spanish Exam.

ESL Teacher, Supervisor and Teacher Trainer
Intensive English classes for Tsuda College students (Japan) at IUPUI, Indianapolis, IN (USA), Summers 1998, 2003, 2004, 2005

• Planned curriculum

• Taught written and oral English courses

• Planned and participated in cultural events, field trips, and weekend trips

• Supervised student teachers.

Software Consultant
Indiana Center for Intercultural Communication, IUPUI, Indianapolis, IN, Summer 2002
For project to Kabul University in Afghanistan. Consulted on software procurement for library and learning centers.

Spanish Instructor
Purdue University, West Lafayette, IN (USA), January - May 2002
Taught four 300-level Spanish classes

Spanish and Portuguese Instructor, Graduate Teaching Assistant
Purdue University, West Lafayette, IN, August 1994 - May 1997
First-year Portuguese and first- and second-year Spanish courses

English Instructor
Instituto Audio Visual Oral de Inglés Sam Marsalli in Santiago, Chile, March – August 1993

Discussant for “Integrating SEL, UDL in Math During Changing Contexts: Cases from Lebanon, Ghana, and Guatemala” at CIES, Minneapolis, MN, April 2022

Soft Sciences for Hard Times: Healthy Prioritization for the Future of Second Language Acquisition and Teaching. SLAT Roundtable, University of Arizona, February 2022

Teaching Creative and Critical Thinking: Paving the Way for Student Success in the 21st Century, Virtual Exchange: Embedding Life and Career Skills in Language Instruction, DOS, October 2021

“Training and mentoring situated online: Affordances and constraints of a rapid pivot” at CIES 2021

Cripps, J. & McBride, K. “Signed Languages and Performance Arts: Then and Now,” International Inclusive Early Childhood Forum, November 2020. https://youtu.be/tcW5eNL48RI

McBride, K. & Kaloustian, G. Embedding Universal Design for Learning (UDL) and social and emotional learning (SEL) into distance teaching and learning materials in a low resource context. National Conference for the Teaching of English, Costa Rica/online, June 2020. (See participant feedback here.)

McBride, K. & Khalil, R. Using an experiential learning approach to online training in Lebanon. Basic Education Coalition (BEC) webinar. May 2020. 

McBride, K. Teachers reflecting and making changes: Massive courses, small but significant steps for the panel, How teachers learn: Making teacher professional development through education technology effective. vCIES, online, March 2020.  https://vimeo.com/401051227#t=3457s

McBride, K. Bridging policy and practice: Skilling girls for better life outcomes through STEM – panel. Brookings Institute, Washington DC, October 2019.

McBride, K. Can charisma be taught to EFL students? Invited opening plenary, National Teachers’ Conference, Instituto Guatemalteco Americano, Guatemala City, November 2018. 

McBride, K. Questions that engage critical thinking, TESOL-Kosovo (KETNET), Prishtina, Kosovo, June 2018.

Popovic, R. & McBride, K., Language teacher education in the digital age, Teachers of English to Speakers of Other Languages (TESOL), Chicago, March 2018.

Birds of a feather: Teacher-led professional development in Palestine, invited keynotes for the Palestinian English Language Teachers’ Association (PELTA) Conference, July 20 in Ramallah, July 25 in Gaza Strip, 2017. 

McBride, K. & Popovic, R., Professor ex-machina: Developing GOCs into MOOCs, Computer-Assisted Language Instruction Consortium (CALICO), Flagstaff, AZ, May 2017.

Tracing the development of a nascent teachers’ association through critical discourse analysis, Comparative and International Education Society (CIES), Atlanta, GA, March 2017.

SLA, MOOCs, NGOs, and a high tolerance for ambiguity, invited keynote at the Second Language Acquisition and Teaching Roundtable, University of Arizona (Tucson), February 2017.

Dynamic, high-status speech markers: L1 versus L2 perceptions, Roundtable presentation at TESOL (Teachers of English to Speakers of Other Languages), Toronto, Canada, March 2015. 

Can charisma be taught to ESL students? ABS International, Buenos Aires, Argentina, February 2015.

Not all ESL accents are equal: Prestige models, familiarity, gender, and discourse markers to the language department at the Universidad Nacional de Córdoba in Cordoba, Argentina on March 2014.

McBride, K. & Gu, J., New language, new way of thinking: Enhancing motivation and retention, American Council on the Teaching of Foreign Languages (ACTFL), Orlando, FL, November 2013.

Sex, status, nativeness and accents: Implications for testing and instruction, invited plenary talk at the National University Association of English Teachers (ANUPI) of Mexico conference, Huatulco, Mexico, October 2013.

Invited plenary speaker for SLU’s ESL program’s 50th anniversary celebration. Delivered the paper Multiple paths to multilingualism: How the field of second language acquisition is plagued and blessed by diversity, October 2013.

Invited panel speaker for Center for Intercultural Studies’ forum, Is intercultural dialogue possible? SLU, September 2013. 

New language, new way of thinking? How believing so can enhance second language acquisition (delivered in Spanish as ‘¿Nuevo idioma, nueva forma de pensar? Estrategias y motivación en la adquisición de segundas lenguas’), invited talk at Centre d’Ensenyament Superior Alberta Giménez, Palma de Mallorca, Spain, June 2013.

Do L2 learners’ beliefs about linguistic relativity affect their L2 development? poster presented at the American Association of Applied Linguistics (AAAL) conference in Dallas, March 2013.

Do the folk believe that they can speak their way into interculturality? Perspectives on Interculturality, Center for Intercultural Studies at Saint Louis University, March 2013. 

Women love a man with a foreign accent: The factors of sex and nativeness in the perception of L2 pronunciation, American Association of Applied Linguistics (AAAL), Boston, March 2012.

Accuracy is in the ear of the listener, American Council on the Teaching of Foreign Languages (AAAL), Denver, November 2011.

From across borders: How are Spanish as a foreign language accents perceived? (Delivered in Spanish as ‘Del otro lado de las fronteras: ¿Cómo se perciben los acentos del español como lengua extranjera?’). Invited plenary for the Second International Conference on Phonetics and Phonology, National University of Cordoba in Cordoba, Argentina, September 2011. 

How nonnative Spanish accents are perceived: Implications for instruction, American Association of Teachers of Spanish and Portuguese (AATSP), Washington, D.C., July 2011.

Intercultural competence and foreign language education, invited talk for the Regional Collaboration in Languages and Culture Forum on Intercultural Competence, Saint Louis University, March 2011.

McBride, K. & Horn, E. The way Spanish is really spoken: Oral language workshop mashups, electronic poster at American Council on the Teaching of Foreign Languages (ACTFL), Boston, November 2010. 

Oral language workshops: Pronunciation, listening comprehension, and culture through authentic materials, at Computer Assisted Language Instruction Consortium (CALICO) in Amherst, MA, June 2010.

Creation and re-creation with social networking sites at American Association of Applied Linguistics (AAAL) in Atlanta, GA, March 2010. 

Reciprocity in service learning: Intercultural competence through SLA studies at the Second International Conference on the Development and Assessment of Intercultural Competence in Tucson, AZ, January 2010.

Mobile learning: When the voice inside your head speaks English, invited plenary for the conference celebrating the 14th anniversary of the BA program in teaching English as a second language at the University of Sonora in Hermosillo, Mexico, November 2009.

Social networking sites, foreign language education and self-authorship, online presentation for LARC’s (Language Acquisition Resource Center at San Diego State University) Social Media Workshop, August 2009.

Taking the computer lab out of the computer lab at American Association of Teachers of Spanish and Portuguese (AATSP), Albuquerque, NM, July 2009.

McBride, K. & Tallant, R. Promoting critical awareness of language and history through file sharing at Missouri Modern Languages and Modern Technologies Conference, Columbia, MO, June 2009.

Grammar workshops within a communicative framework at American Council on the Teaching of Foreign Languages (ACTFL), Orlando, FL, November 2008.

Asdjodi, M., McBride, K. & C. Ernst. A comprehensive overview of TESOL’s resource center at Teachers of English to Speakers of Other Languages), New York, April 2008. 

Writing the self while learning about others, Modern & Classical Languages Department at St. Louis University Spring Colloquium, April 2008. 

Self-authoring projects: Structure, implementation and evaluation at CALICO (Computer Assisted Language Instruction Consortium), San Francisco, CA, March 2008. 

Foreign language listening comprehension online: Issues of testing method, training effects and motivation. Poster presented at AAAL (American Association of Applied Linguistics), Costa Mesa, CA, April 2007. 

TESOL International Research Foundation (TIRF) research on the effectiveness of grammar instruction. Panel at TESOL (Teachers of English to Speakers of Other Languages), Seattle, March 2007. 

The maze task as learning activity and testing method at Computer Assisted Language Instruction Consortium (CALICO), Honolulu, May 2006. 

Can beginners handle fast talk? at Teachers of English to Speakers of Other Languages (TESOL), Tampa, FL, March 2006.

Speed, automaticity and control: L2 processing of spoken language, at Second Language Acquisition and Teaching (SLAT) Roundtable, University of Arizona, February 2006. 

McBride, K. & Goulart, S. Nobody does it better–than you! at Chile TESOL (Teachers of English to Speakers of Other Languages), Concepcion, Chile, October 2005.

Cultura americana y su situación actual (American culture today) for the university community at the University of Rancagua, Rancagua, Chile, September 2005.

CALL: Incorporating technology into the EFL curriculum at the 2nd Annual English as a Foreign Language Symposium, Rancagua, Chile, September 2005.

Quantifying complexity in the CMC environment at AILA (the World Congress of Applied Linguistics), Madison, WI, July 2005.

Wildner-Bassett, M.E. & McBride, K. CMC, complexity and critical social-constructivist pedagogy: A site and a project, at Digital Stream Conference, Monterey, CA, March 2005.

Documenting complexity: Collecting and reporting data in CMC contexts, at the Second Language Acquisition and Teaching Roundtable, University of Arizona, February 2005. 

Wildner-Bassett, M.E. & McBride, K. CMC, complexity and critical social-constructivist pedagogy: Challenges and adventures for SLAT. Invited inaugural speech for the Second Language Acquisition and Teaching (SLAT) Colloquium, University of Arizona, February 2005.

Technology is not the event but the occasion invited talk at IN-TESOL (Teachers of English to Speakers of Other Languages), Carmel, IN, November 2004.

i+1=you and me: Communicating with our students invited talk at IN-TESOL (Teachers of English to Speakers of Other Languages), Carmel, IN, November 2004.

Enes, E., Görtler, S., McBride, K. & Z. Otus: They think it’s fun and you have control! at the Arizona Language Fair, Tucson, AZ, September 2004.

Sifting through words and other pretty pictures on web pages at Indiana Center for Intercultural Communication (ICIC) Conference on Written Discourse and Contrastive Rhetoric, Indianapolis, IN, July 2004.

Görtler, S., McBride, K. & H. Thomas. A chat is not a chat, so what’s a good chat? at Computer Assisted Language Instruction Consortium (CALICO), Pittsburgh, July 2004.

Wildner-Bassett, M.E. & McBride, K. Lessons, tricks, pitfalls and mantras: How to optimize data collection and analysis in CALL environments at Computer Assisted Language Instruction Consortium (CALICO), Pittsburgh, July 2004.

Ene, E., Görtler, S. & K. McBride. The role of the teacher in the foreign language classroom CMC: Less is more at Computer Assisted Language Instruction Consortium (CALICO), Pittsburgh, July 2004.

Bryant, M., Görtler, S., McBride, K. & H. Thomas. CALLing success: Creating an integrated instructional environment at Computer Assisted Language Instruction Consortium (CALICO), Pittsburgh, July 2004. 

Navigating the culture of the internet at Teachers of English to Speakers of Other Languages (TESOL), Long Beach, CA, March 2004.

Spanish speakers using English web Sites: Insitu, in other contexts, at Second Language Research Forum (SLRF) at the University of Arizona, October 2003.

‘Abstract computing’ versus ‘computing abstract’: Teaching compound structures to speakers of other languages improves both information literacy and reading at 7th Annual English Conference at the Peaks, Flagstaff, AZ, April 2003. 

Compound words compound problems for ESP readers at AZ-TESOL (Teachers of English to Speakers of Other Languages), Tucson, AZ, February 2003.

CALL in South America: One perspective at Teachers of English to Speakers of Other Languages (TESOL), Salt Lake City, March 2002.

Culturally informed improvements for the foreign visiting English teacher at the Southern Cone IATEFL (International Association of Teachers of English as a Foreign Language) Conference in Curitiba, Brazil, July 2001.  

No caso a outra: A look at the role of the male narrator in Clarice Lispector’s A hora da estrela at Purdue University’s Annual Conference on Romance Languages, Literatures, and Film, September 1997.  

James H. Korn Award for Scholarship on Teaching and Learning, Reinert Center for Transformative Teaching and Learning, Saint Louis University, Fall 2012

Named Top Reviewer of the journal Computer Assisted Language Learning 2011 (Among top 20 of over 200 reviewers), Spring 2012

Russell N. Campbell Doctoral Dissertation Grant from TESOL International Research Foundation (TIRF), 2005

Named CALICO (Computer-Assisted Language Instruction Consortium) Outstanding Graduate Student, 2005

Tinker Grant to study the interface between information literacy and English in speakers of other languages in Chile, Summer 2003

Full-ride fellowship from the University of Arizona and the Second Language Acquisition and Teaching Program, 2002-2003

Research grant from Purdue University to study educational reform in post-dictatorship grade schools in rural Chile, Fall 1995

National Merit Scholarship, University of Chicago, 1988-1989

Phi Beta Kappa

English: Native speaker C2

Spanish: Full professional proficiency

Portuguese: Professional working proficiency

French: Limited working proficiency

German: Elementary

Arabic: Elementary

ASL: Elementary