ד"ר איריס אלישע-פרימו

ד"ר
ד"ר איריס אלישע-פרימו
טלפון: 
משרד: 
שעות קבלה: 

קורות חיים

                                                                                          

Education

1990 - 1997  

Ph.D. in Linguistics, specializing in First Language Acquisition, at the Graduate School and University Center of the City University of New York

The topic of my dissertation: “Functional Categories and Null Subjects in Hebrew and Child Hebrew”

1993

Graduated from a training program for Ulpan Hebrew teachers

1989 - 1990

English “Teaching Certificate Program” in the Education Department

1986 - 1989  

B.A.  Linguistics (major subject) and French (minor subject) (Bar Ilan University). Graduated Suma cum Laude

 

Experience

Teaching EAP Courses

2010 - present      

Academic Writing for PhD Students (Law and Humanity students). EFL Department (Bar Ilan University).

1996 – present  

Critical Reading in EAP: advanced and intermediate level undergraduate courses. EFL Department (Bar Ilan University)

1996 – present    

Critical Writing for Academic Purposes: graduate students. EFL Department (Bar Ilan University)

 1997 – 2001 

Reading Legal English: advanced and intermediate level courses in College of Legal Studies, “Sha’arei Mishpat”

The curriculum included: all aspects of reading comprehension with an emphasis on legal topics and legal vocabulary.

1990 - 1993   

English for Bagrut for children of the Israeli Consulate in New York, at the Israeli High School “Shalhevet”

 

Teaching Courses in Linguistics

1998 - 1999    

“The Acquisition of Syntactic Structure” (Graduate courses) English Department (Bar Ilan University) 

1996 - 1999   

“Introduction to Linguistics” (Undergraduate courses) English Department (Bar Ilan University)

1998 (spring)

"Morphology" (Undergraduate course) English Department (Bar Ilan University) 

1993 –1994  

“The Acquisition of Syntactic Structure” (Graduate courses) English Department (Bar Ilan University) 

  

Administrative Experience and Jobs

1998 – present

Coordinator of the English as a Foreign Language summer courses at Bar Ilan University

In charge of the administrative and professional aspects of running the EFL summer courses at the university including the undergraduate levels (from beginners to the exist level) and the graduate levels: from registration to final exams and appeals, working vis-à-vis the administrative staff, teachers, and students.

1998 - 2001

Coordinator of the English as a Foreign Language Academization Program in the summer at Bar Ilan University 

In charge of the administrative and professional aspects of running the academization EFL courses for all pre-exit levels: including devising materials based on special course needs and working vis-à-vis the professional departments administrating academization programs and with EFL teachers, administrative staff, and students.

1990 - 1993

Head Resident Assistant of the Graduate School’s dormitory, working under the Director of Residence Life of the Graduate School and University Center of the City University of New York.

In charge of a staff of Resident Assistants; mediating between the student body at the dormitory and university representatives on various issues concerning the cohabitation in a New York dormitory, from academia and culture to maintenance.

In charge of the professional maintenance coordinating, preparing for the new academic year, and problem solving at the maintenance level in the dormitory.

 

Extra-Curricular Activities

2013 - 2014

Member of the High Academic Council of Bar-Ilan University.

2011 - 2015.

Treasurer of the Junior Staff Organization of Bar-Ilan University. 

2010 - present        

Advisor for the TASP MA Program: A joint program for the School of Education and the English Department; Bar Ilan University.

2006 - 2007

Consultant for writing exit level exams for EFL purposes in a new founded college

2005 - present       

Graduate Level Curriculum Renewal Project

2005              

E-Learning by Design. Workshop developed and taught by William Horton (from William Horton Consulting) and organized by TDS (Training Documentation Solutions.) June 26-27; Tel Aviv, Israel         

2002 - 2006  

Coordinator of the Exit Level Exam Committee for the Learning Disabled and Special Population Students

Writing, editing, and recording exams and texts (exist level), for special population students and students with learning disabilities. 

2000 - present

Coordinator of the Exit Level Exam Committee

Locating appropriate academic texts, writing questions, providing feedback and correction for questions, piloting exams, editing, and finalizing them as part of the on-going process of making the EFL exist exams better tests of student achievement.   

1997 - 1998      

Graduate level (M.A.) Committee for Course Proposal

Designing the Advanced and Intermediate academic writing courses for graduate students in the EFL department: goals, requirements, assessment, and syllabus (including academic genres, components, and rhetorical structures to be taught).

 

Awards and Commendations

Award for "Excellence in teaching for the senior parallel track", 2016; recommended by the Dean of Humanities and awarded by the Rector, Bar-Ilan University 

Award for "Excellence in Teaching", 2015; recommended by the Dean of Humanities and awarded by the Rector, Bar-Ilan University 

"Excellent Lecturer" for 2010 award based on a committee headed by the Vice Rector, Bar-Ilan University

Bar-Ilan University Rector’s Commendation for Excellence in Teaching (1999-2005) and continued commendation based on the Survey for Excellence in Teaching (2005-2013)

Fulbright Grant and Sponsorship, awarded by the J. William Fulbright Foreign Scholarship Board and the USA Information Agency, for the duration of my Ph.D. studies (1990-1997)

University Fellowship, awarded by the Ph.D. program in Linguistics at the Graduate School and University Center of the City University of New York (1990-1996)

University Stipend, awarded by the Graduate School and University Center of the City University of New York (1990-1996)

  

פירסומים

Journals

Elisha-Primo, I., Sandler, S., Goldfrad, K. (2015). Listening to More Voices: Why Being Heard Matters. TESL-EJ, 19:3. [http://www.tesl-ej.org/wordpress/issues/volume19/ej75/ej75a4/]

Elisha-Primo, I., Sandler, S., Goldfrad, K., Ferenz, O., Perpignan, H. (2010). Listening to Students’ Voices: A Curriculum Renewal Project for an EFL Graduate Academic Program. System, 38, 457-466.

Elisha-Primo, I. & Valian, V (under revision). Two-year olds' use of  syntactic features in learning Hebrew. Language Learning and Development.

 

 

Learning Materials

Teaching Materials for the Undergraduate and Graduate levels:

Skills and Strategies for Reading English for Academic Purposes (Undergraduate Level);Department of English as a Foreign Language, Bar Ilan University; 2010

The previous book has been adapted to the department's needs and goals and used by all EFL lecturers in the exist-level courses.   

 

Reading English as a Foreign Language for Academic Purposes (Undergraduate Level);Department of English as a Foreign Language, Bar Ilan University; 2005-2009 

The book has been changed and adapted each year to match students' needs and interests and to comply with the latest in the EFL field, using current articles from students' diverse disciplines.

The book presents academic topics, such the structure and purpose of academic texts, abstracts; language issues and practice, such as sentence structure, word formation; and text organization working on topics, such as discrimination, individual rights (e.g., freedom of expression); environmental topics, and more.   

 

Graduate Level Academic and Professional English (Graduate Level);Department of English as a Foreign Language, Bar Ilan University; 2004-2010   

 

Exercises and Academic Texts for Advanced Reading Comprehension (Undergraduate Level);Department of English as a Foreign Language, Bar Ilan University; 2002-2004.

   

Exercises for Advanced Reading Comprehension, and Academic Text (Undergraduate Level);Department of English as a Foreign Language, Bar Ilan University; 2001-2002

 

On-line Teaching Units

Unit 1: Discrimination or Ghetto in the Classroom (Undergraduate Level).

The purpose of the unit is to work and reinforce both critical listening and critical writing skills.

 

Unit 2: Freedom of Expression - Comparison and Contrast (Undergraduate Level).

The purpose of the unit is to apply comparative critical skills in analyzing and discussing several texts, using new relevant vocabulary, and practicing critical writing.   

 

Unit 3: Forum for Creating an Outline for Academic/professional Purposes (Graduate Level).

The unit conducts itself in small learning groups who present their Work written in academic/professional English, brain-storm their ideas, and receive continuous feedback through the groups' Forum, in a controlled learning environment.

 

Conferences

Architectures and Mechanisms for Language Processing (AMLaP 2011). 

The Acquisition of Null Subjects in Hebrew: The Role of Abstract Syntactic Features. Co-author: Virginia Valian. September 1-3, 2011; Paris, France.

 

European Association for the Teaching of Academic Writing (EATAW). 

Academic Writing for EFL Graduate Students a Curriculum Renewal Project. Co-authors: Orna Ferenz, Keren Goldfrad, Hadara Perpignan, and Simone Sandler. June 30 – July 2, 2007; the Bochum Writing Centre; University Bochum, Germany

 

UTELI (University Teachers of the English Language in Israel). 

Academic Writing for Graduate Students: A Curriculum Renewal Project. Co-authors: Orna Ferenz, Keren Goldfrad, Hadara Perpignan, and Simone Sandler. February 22, 2007; Bar Ilan University, Israel

 

Series of Workshops for EFL University and College departments (part of the Bar Ilan EFL Department's Colloquium series in memory or Dr. Thea Reves)

On the topic: Teaching Reading EFL for Academic Purposes. Co-author: Chani Levene. October–November, 2005; Bar Ilan University, Ramat Gan, Israel

 

NAWeb (The Web-Based Learning Conference)

Enhancement: An Integrated Approach to Creating a Successful Learning Environment. Co-author: Chani Levene. October 16-19, 2004; the University of New Brunswick, Fredericton, New Brunswick, Canada

 

American Association for Applied Linguistics

Social, attitudinal, and Motivational factors: Effect on EFL Academic Reading. Co-authors: Orna Ferenz and Adina Levine. March 22-25, 2003; Arlington, Virginia, USA

  

IASCL-VIII International Congress for the Study of Child Language

The Acquisition of Functional Categories within the Minimal Competence Hypothesis. 12-16 July, 1999; San Sebastian, Spain

 

The 12th Annual Conference of the Israel Association for Theoretical Linguistics

The Minimal Competence Hypothesis in Functional Categories and Child Language.June 8-9, 1998; Ben Gurion University, Israel

 

The Colloquium Series of the Linguistics Department of Tel Aviv University

On the topic: The Minimal Competence Theory in Child Language. May 1997; Ramat Aviv, Israel

 

The 10th Annual Conference of the Israel Association for Theoretical Linguistics

On the topic: Inflection, Predication, and Case Assignment in Modern Hebrew. June, 1996; University of Haifa, Israel

 

Colloquium Series of the English Department at Bar Ilan University

On the topic: Agreement Patterns in Modern Hebrew and a Note on Acquisition. February, 1994; Ramat Gan, Israel

 

The CUNY Syntax Lunch of the Linguistics Department of the Graduate Center of the City University of New York

On the topic: Non-Tensed vs. Tensed Tenses in Modern Hebrew". April, 1993; New York, USA

 

תחומי מחקר

Research Fields

 

  • Language Acquisition
     
  • Theoretical Linguistics
     
  • EAP Writing

 

Research Projects

2005 - present      Curriculum Renewal Project

The project addresses the problem of teaching academic writing in English as a foreign language in university settings where graduate students are expected to use English for scholarly dissemination or for highly specialized professional needs, but not in their daily academic tasks. This in-depth study aims at developing a theoretical concept of an EFL academic writing curriculum with accompanying pedagogical practices and materials development. The study focuses on three aspects of curriculum development: 1) needs assessment, examining the self-perceived writing needs of EFL graduate students, as well their needs as perceived by the writing teaching staff, department chairs and thesis advisors, 2) criteria for curriculum development in terms of linguistic competence and acquisition of discourse community knowledge, and 3) construction of a framework for faculty development workshops that would involve teachers in curriculum development and pedagogy decision-making while training them in the use of new technologies for promoting L2 writing based on the research findings and meeting the identified needs of EFL graduate students