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Dr Adriana Diaz
Dr

Adriana Diaz

Email: 
Phone: 
+61 7 336 56883

Overview

Background

I am originally from Buenos Aires, Argentina where I achieved a tertiary level degree as a teacher of English as a Foreign Language. In the year 2000, after completing these studies, I came to Australia as an international student to complete a BA (Hons) in Languages and Applied Linguistics. I then continued my postgraduate studies in the area of critical intercultural language pedagogy. For nearly two decades, I have been involved in teaching across Applied Linguistics, English, Italian and Spanish language programs in Australian higher education. I am a passionate languages and intercultural education scholar whose theoretical and empirical work centre on how insights from critical pedagogy and decolonial theories can help us un/re-learn the ways in which we engage with the world. In my teaching practice, I am committed to creating innovative and inclusive, liberatory learning experiences for language learners and fellow language educators to become critically aware of intersectional, power-bound dynamics in everyday interaction.

Availability

Dr Adriana Diaz is:
Available for supervision

Qualifications

  • Bachelor of Arts, Griffith University
  • Bachelor (Honours), Griffith University
  • Doctor of Philosophy, Griffith University

Research interests

  • (Critical) intercultural communication pedagogies

  • Intercultural language learning

  • Blended learning in language teaching contexts

  • Critical Translation Studies

  • Research interests and Current projects:

    My current research interests and ongoing research projects have two main strands: a) (critical) intercultural language teaching, and b) hybrid/blended language learning pedagogies. My primary area of research interest is the development and implementation of critical intercultural language teaching (ILT) approaches. I am currently involved in three projects that centre on the ‘critical’ turn in ILT; these projects study – from different perspectives – the development of cosmopolitan speakers and what it means to be a socially responsible, critically aware citizen of this world. The development and implementation of hybrid/blended language learning pedagogies has become my secondary interest area of research. At present, I am exploring the complementary nature of face-to-face and online learning with a view to progressing toward mixed-mode deliveries. I am particularly interested in exploring ways of optimising current use of technology-enhanced language teaching (TELL), specifically through the use of active learning tools and how they may support language learners’ individual learning paths and empower them.

Works

Search Professor Adriana Diaz’s works on UQ eSpace

38 works between 2008 and 2024

21 - 38 of 38 works

2017

Book Chapter

Epilogue

Dasli, Maria and Diaz, Adriana Raquel (2017). Epilogue. The critical turn in language and intercultural communication: Pedagogy theory, research and practice. (pp. 217-228) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Routledge. doi: 10.4324/9781315667294

Epilogue

2017

Book

The critical turn in language and intercultural communication pedagogy: theory, research and practice

Maria Dasli and Adriana Raquel Diaz eds. (2017). The critical turn in language and intercultural communication pedagogy: theory, research and practice. Routledge Studies in Language and Intercultural Communication, New York, United States: Taylor & Francis. doi: 10.4324/9781315667294

The critical turn in language and intercultural communication pedagogy: theory, research and practice

2017

Book Chapter

Cosmopolitanism meets language education: considering objectives and strategies for a new pedagogy

Kennedy, Claire, Diaz, Adriana and Dasli, Maria (2017). Cosmopolitanism meets language education: considering objectives and strategies for a new pedagogy. The Critical Turn in Language and Intercultural Communication Pedagogy. (pp. 162-179) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Routledge. doi: 10.4324/9781315667294-20

Cosmopolitanism meets language education: considering objectives and strategies for a new pedagogy

2017

Book Chapter

Tracing the 'critical' trajectory of language and intercultural communication pedagogy

Díaz, Adriana Raquel and Dasli, Maria (2017). Tracing the 'critical' trajectory of language and intercultural communication pedagogy. The critical turn in language and intercultural communication pedagogy: theory, research and practice. (pp. 3-21) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Routledge. doi: 10.4324/9781315667294

Tracing the 'critical' trajectory of language and intercultural communication pedagogy

2017

Book Chapter

Prologue

Dasli, Maria and Diaz, Adriana (2017). Prologue. The critical turn in language and intercultural communication pedagogy: theory, research and practice. (pp. xiii-xxiv) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Taylor & Francis.

Prologue

2016

Other Outputs

Languages literature review: Senior syllabus redevelopment

Iwashita, Noriko, Rochecouste, Judith, Diaz, Adriana, Hanna, Barbara, Kennett, Belinda and Kim, Sun Hee Ok (2016). Languages literature review: Senior syllabus redevelopment. South Brisbane, Australia: Queensland Curriculum and Assessment Authority.

Languages literature review: Senior syllabus redevelopment

2016

Journal Article

Intercultural language teaching and learning

Diaz, Adriana Raquel (2016). Intercultural language teaching and learning. Language and Intercultural Communication, 16 (1), 117-119. doi: 10.1080/14708477.2015.1059551

Intercultural language teaching and learning

2016

Book Chapter

Exploring the professional chasm in exam-driven English language education contexts

Guo, Xuhong, Diaz, Adriana and Liyanage, Indika (2016). Exploring the professional chasm in exam-driven English language education contexts. Global language policies and local educational practices and cultures. (pp. 215-232) edited by Shirley O'Neill and Henriette van Rensburg. Blue Mounds, WI United States: Deep University Press.

Exploring the professional chasm in exam-driven English language education contexts

2016

Journal Article

TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning

Diaz, Adriana and Hortiguera, Hugo (2016). TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning. Revista de Lenguas para Fines Específicos, 22 (1), 54-79. doi: 10.20420/rlfe.2016.0090

TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning

2016

Book Chapter

Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional language

Guo, Xuhong, Liyanage, Indika, Bartlett, Brendan, Walker, Tony and Diaz, Adriana (2016). Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional language. Global language policies and local educational practices and cultures. (pp. 233-243) edited by Shirley O'Neill and Henriette van Rensburg. Blue Mounds, WI United States: Deep University Press.

Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional language

2016

Book Chapter

Re-envisioning teacher education programmes for international students: towards an emancipatory and transformative educational stance

Liyanage, Indika, Diaz, Adriana and Gurney, Laura (2016). Re-envisioning teacher education programmes for international students: towards an emancipatory and transformative educational stance. Sociological and philosophical perspectives on education in the Asia-Pacific Region. (pp. 165-178) edited by Chi-Ming Lam and Jae Park. Singapore: Springer. doi: 10.1007/978-981-287-940-0_11

Re-envisioning teacher education programmes for international students: towards an emancipatory and transformative educational stance

2015

Book Chapter

Developing interculturally-oriented teaching resources in CFL: meeting the challenge

Diaz, Adriana Raquel (2015). Developing interculturally-oriented teaching resources in CFL: meeting the challenge. Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language. (pp. 115-135) edited by Robyn Moloney and Hui Ling Xu. Singapore, Singapore: Springer. doi: 10.1007/978-981-287-772-7_7

Developing interculturally-oriented teaching resources in CFL: meeting the challenge

2015

Journal Article

Quality assurance and foreign languages - Reflecting on oral assessment practices in two university Spanish language programs in Australia

Diaz, Adriana, Hortiguera, Hugo and Espinoza Vera, Marcia (2015). Quality assurance and foreign languages - Reflecting on oral assessment practices in two university Spanish language programs in Australia. Journal of University Teaching & Learning Practice, 12 (3).

Quality assurance and foreign languages - Reflecting on oral assessment practices in two university Spanish language programs in Australia

2014

Journal Article

Extendiendo los muros de la clase de ELE: una aproximación (neuro) cognitiva a través de la tecnología

Hortiguera, Hugo and Diaz, Adriana (2014). Extendiendo los muros de la clase de ELE: una aproximación (neuro) cognitiva a través de la tecnología. MarcoELE: revista de didactica, 19 (July-December).

Extendiendo los muros de la clase de ELE: una aproximación (neuro) cognitiva a través de la tecnología

2013

Journal Article

Intercultural understanding and professional learning through critical engagement

Diaz, Adriana (2013). Intercultural understanding and professional learning through critical engagement. Babel, 48 (1), 12-19.

Intercultural understanding and professional learning through critical engagement

2013

Book

Developing Critical Languaculture Pedagogies in Higher Education: Theory and Practice

Diaz, Adriana Raquel (2013). Developing Critical Languaculture Pedagogies in Higher Education: Theory and Practice. Bristol, United Kingdom: Multilingual Matters. doi: 10.21832/9781783090365

Developing Critical Languaculture Pedagogies in Higher Education: Theory and Practice

2012

Conference Publication

Intercultural competence through language education in Australian higher education: Mission (im)possible?

Diaz, Adriana (2012). Intercultural competence through language education in Australian higher education: Mission (im)possible?. LCNAU's Inaugural Colloquium, Melbourne, VIC Australia, 26-28 September 2011. Melbourne: Languages and Cultures Network for Australian Universities (LCNAU).

Intercultural competence through language education in Australian higher education: Mission (im)possible?

2008

Journal Article

Engaging with diversity: the construction of policy for intercultural education in Italy

Liddicoat, Anthony J. and Diaz, Adriana (2008). Engaging with diversity: the construction of policy for intercultural education in Italy. Intercultural Education, 19 (2), 137-150. doi: 10.1080/14675980801889666

Engaging with diversity: the construction of policy for intercultural education in Italy

Funding

Past funding

  • 2018 - 2019
    The invisibility of languages in universities' internationalisation processes
    UQ Early Career Researcher
    Open grant
  • 2016 - 2018
    Revitalizing language assessment: Sustainable change through international benchmarking and knowledge transfer
    UQ Teaching Innovation Grants
    Open grant

Supervision

Availability

Dr Adriana Diaz is:
Available for supervision

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Supervision history

Current supervision

  • Doctor Philosophy

    Fostering Intercultural Capability: Exploring secondary school students' perspectives on language learning

    Principal Advisor

    Other advisors: Dr Barbara Hanna

  • Doctor Philosophy

    THE ROLE OF LANGUAGE IN EARLY LITERACY POLICIES AND PROGRAMS

    Associate Advisor

    Other advisors: Associate Professor Marnee Shay, Dr Samantha Disbray

Completed supervision

Media

Enquiries

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communications@uq.edu.au