ד"ר איריס אלישע-פרימו
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
2019-2020
Israeli Hope: Multicultural Sensitivity Project. Content and Pedagogical Design and Development
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)
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
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.
Teaching Materials
Teaching Materials for the Undergraduate and Graduate level
Israeli Hope: Multicultural Sensitivity Project - Content and Pedagogical Design and Development, 2019-2021
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: Mutilcultural Sensitivy Project focusing on Food (Ungraduate Level).
The unit is part of the EFL multicultural sensitivity project within "Israeli Hope in Academic at BIU".The project aims to promote multicultural awareness and sensitivity in the classroom among students participating in EFL courses, using the four modalities of language learning (reading, writing, speaking, and listening). For the purposes of the project, instructional resources, including academic texts, video clips, TED talks, and interactive activities were compiled, focusing on the topic of food.
Unit 2: 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 3: 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 4: 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
EDULEARN 21 Connecting Technology with Education (2021)
Creating Connections despite "Social Distancing" . Co authors: Simone Sandler, Anna Lyubman, Zhanna Feldman, Noa Levy-Tauber. July 5-7; Palma de Majorca, Spain.
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
תאריך עדכון אחרון : 11/09/2022
