Cynthia Blayer
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. 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 and LinXian, Shanxi Province, QingLong and Shizhizhuang, Hebei Province, Chifeng Inner Mongolia, Binhai and Xinghua Jiangsu, and HuangPing County, Guizhou Province, 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 teacher training programs. 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 2001-2002 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
- Critical Thinking
- Assessment of Second Language Writing
- Assessment and Evaluation
- Curriculum Design
Degrees
- MS, Business Leadership & Management, (2017), School for Professional Studies CUNY
- EdD, Applied Linguistics, (2008), Teachers College, Columbia University
- MAT, ESL/French Pedagogy, (1983), School for International Training, Brattleboro, VT
- BA, English, (1974), University of Mississippi, English
Courses Taught
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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
- 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 101 or Departmental Approval
Research and Projects
Communicative Language Teaching: Teacher Training in Vietnam
- In 2015 Dr. Wiseman returned from Central Vietnam doing teacher training at a local university. 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 is currently investigating 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?
Publications
- 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: 978-604-2018, Ho Chi Minh City University of Food Industry ELT Upgrade Conference 2018.
- Cultivating global competencies in a diverse world: Pedagogical strategies and assessment of student learning in the community college classroom.(2018), Proceedings from NYU FRN National Symposium November 17, 2017
- Wiseman, C. (2017). Subordinating Teaching to Learning. Language Magazine, December 2017.
- Washback effects of the gao kao on Communicative Language Teaching (CLT) in the EFL Classroom in China. (2016). In J. Fox & S.V. Aryadoust (Eds). Trends in Language Assessment Research and Practice: The Middle East & Pacific.2016, Cambridge Scholars Publishing.
- Integrating global competencies in the curriculum. (2016). In Ramos, F. Editor, & Sanz, I. Editor. Proceedings of the II International Colloquium on Languages, Cultures, Identity, pp. 1-11.2016, Los Angeles, CA: Loyola Marymount University & LA School of Education.
- Wiseman, C. & McConnell, S. (2016). The Value of Game Play and Collaboration. Asian Journal of Education and eLearning 4(3), pp. 104-119.2016, Asian Journal of Education and eLearning.
- Integrating Global Competencies into the Curriculum. In FRN National Symposium Proceedings from Teaching a New Generation of Students. (November 18-19, 2016).2017, Faculty Resource Network (FRN)
- Wiseman, C. (2015). Using web 2.0 applications to support collaboration in the language learning classroom.2015, Lembaga Bahasa & Pendidikan Profesional LBPP LIA International Conference Journal 8(1)
- McNamara, G., Rennis, L. & Wiseman, C. Measurement of College Students attitudes, beliefs, and behaviors regarding sustainability. (2014).2014, The International Journal of Sustainability Education, 9(3), pp. 31-46.
- Glisson, L., McConnell, S., Palit, M., Schneiderman, J., Wiseman, C. & Yorks, L. Looking in the Mirror of Inquiry: Knowledge in Our Students and in Ourselves (2014), Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), pp. 7-20
- Cultivating global competencies in the BMCC classroom: A BMCC strategic steering committee on globalization initiative. 2014, BMCC Faculty Focus
- A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing. 2012, Iranian Journal of Language Testing(2)1, pp. 59-92.
- Wiseman, C. & Juza, P. (2013). Compliment Response Behaviors of ESL and Bilingual Speakers in an Urban College. 2013, The Linguistics Journal, 7(1), pp. 68-81.
- Wikis: A Knowledge Platform for Collaborative Learning in ESL Reading2013, TESOL Journal, Vol 4, Issue 2, start page 359
- Rater effects: Ego engagement in rater decision-making (2012), Assessing Writing(17), pp. 150-173.
- Identifying Components of a Successful Academic Advisement Program: BMCC Faculty Advisors Reflect on Academic Advisement, NACADA(30)2: pp. 35-52 2010, National Academic Advising Association
- Book review of Language Development Over the Lifespan by Kees de Bot and Robert W. Schrauf (Eds), 2009. New York: Routledge. Pp. v + 313. In Working Papers in TESOL & Applied Linguistics,2010, Vol. 10, No. 2. 2010, Teachers College Columbia University
- Rubrics: A Compass to Navigate the Way.2009, Faculty Focus, BMCC
- Investigating selected facets in measuring second language writing ability using holistic and analytic scoring methods (2008), ProQuest-CSA, LLC
- Blogging into L2 Writing. Idiom, 37(1), 1, 21. 2007, NYSTESOL
- 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 University2012, Working Papers in TESOL & Applied Linguistics, 12(1), pp. 55-58. New York: Teachers College, Columbia University.
- 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. 2007, Cambridge University Press
- Salzburg Seminar: Professional development in a global village. Inquirer 13, 84-89.2006, BMCC
- Are there any alternatives? Portfolio Assessment. Idiom, 36(1), 13, 27. .2006, NYSTESOL
- Revisiting Educational Solutions at 99 University Place, Idiom, 35(3), 1, 20-21.2005, NYSTESOL
- 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.2005, Working Papers in TESOL & Applied Linguistics, Teachers College, Columbia University
- Purpura, J.E, Graziano-King, J., Grabowski, K., Dakun, J.W., Kim, J.H., Crohn, N., & Wiseman, C. “An Analysis of the Foreign Language Needs of SIPA “2003, Unpublished study sponsored by SIPA Columbia University and the Mellon Foundation.
Honors, Awards and Affiliations
- Travel Award to Associate Professors 2018 CUNY Academy and the Central Office of Research, April 2018
- Fellowship Award for Academic Year 2017-2018. Project to investigate impact of curriculum enhanced to integrate global competencies in the Humanities. AY2017-18.
- 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 to lecture and do teacher training 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 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.
- Special Award for Tireless Advocacy Efforts on Behalf of Part-time Instructors. Special Award, NYSTESOL, presented at 33rd Annual NYSTESOL Conference at Rye Brook, NY, November 8, 2003.
- Professional Development Award, TESOL San Antonio 2005.
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.
