Cecilia Tocaimaza Hatch
Cecilia Tocaimaza Hatch
- Assistant Professor
Refereed Journal Articles
Tocaimaza-Hatch, C. C. (Accepted). Addressing the challenges of service-learning in broad access institutions of higher education. Journal of Applied Research in the Community College.
Tocaimaza-Hatch, C. C., & Bloom, M. (2019). Promoting intercultural thinking and reflection through U.S. history. Foreign Language Annals, 52(3), 507-528.
Tocaimaza-Hatch, C. C. (2019). Linguistic and social affordances in the translation and interpretation course via service-learning. Cuadernos de ALDEEU, 33, 53-86.
Tocaimaza-Hatch, C. C. & Ganeshan, A. (2018) Praxis: How does service-learning promote understanding and control of verbal aspect in Spanish L2 learners? Journal of Linguistics and Language Teaching, 9(2).
Walls, L. & Tocaimaza-Hatch, C. C. (2018). Exposing vocabulary learning in service-learning. International Journal of Research on Service-Learning and Community Engagement, 6(1), Article 17.
Tocaimaza-Hatch, C. C. (2018). Affordances for learning and maintenance of bilingual children’s home language through service-learning. The Reading Matrix, 18(2), 94-116.
Tocaimaza-Hatch, C. C. (2018). A comparison of formal register through lexical choices in heritage and second language speakers of Spanish. The Linguistics Journal, 12(18), 70-96.
Tocaimaza-Hatch, C. C. (2018). Speaking is doing and doing is learning: Vocabulary learning in service-learning. Journal of Spanish Language Teaching, 5(1), 66-80.
Tocaimaza-Hatch, C. C., (2014*). El vocabulario de la crisis hipotecaria o ‘subprime’ en las ediciones electrónicas de los diarios La Nación y El Mundo. International Journal of the Linguistic Association of the Southwest, 33(2), 1-29.
Tocaimaza-Hatch, C. C. (2017). Metatalk in advanced Spanish L2 and heritage learners when solving lexical problems. Heritage Language Journal, 14(2), 100-127.
Tocaimaza-Hatch, C. C. & Walls, L (2017). Service-learning as an ecological resource: Providing learning opportunities for mixed second- and heritage-language classrooms. In M. Bloom & C. Gascoigne (Eds.) Creating experiential learning opportunities for language learners: Acting locally while thinking globally. Buffalo, NY: Multilingual Matters.
Tocaimaza-Hatch, C. C. and Walls, L. (2016). Service-learning as a means of vocabulary learning for L2 and heritage language learners of Spanish. Hispania, 99(4), 650-665.
Tocaimaza-Hatch, C. C., (2016). Mediated vocabulary in NS-L2 interactions during an oral portfolio activity. Foreign Language Annals, 49(2), 336-354.
Tocaimaza-Hatch, C. C. (2015). An analysis of Spanish L2 learners' orientation through activity theory. Foreign Language Annals, 48(3), 490-510.
Tocaimaza-Hatch, C. C. (2011). Anglicisms in the kitchen: Inventory and analysis of culinary terminology in the magazine Cucina Moderna. Rivista di Studi Italiani, 29(1), 243-262.
Blanco, J., Tocaimaza-Hatch, C. C. (2013) Enlaces: Nivel intermedio, curso intensivo. Boston, MA: Vista Higher Learning.
Blanco, J., Tocaimaza-Hatch, C. C. (2007) Imagina: Español sin barreras. Boston, MA: Vista Higher Learning.
Blanco, J., Tocaimaza-Hatch, C. C. (2007) Sueña: Español sin barreras. Boston, MA: Vista Higher Learning.