Baralt, Melissa
- Associate Professor, Modern Languages , Steven J. Green School of International and Public Affairs
Overview
research interests
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Psycholinguistics
Bilingualism and second language acquisition
Bilingual language development in children
Sociocultural and environmental factors that affect parent-child interaction
Bilingual education; classroom vs. online language learning
Methodologies of language teaching
Language teacher education and cognition
Minority student experiences in the foreign language classroom
Scholarly & Creative Works
selected publications
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Article
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2022How family needs informed an early literacy family reading program in multilingual and multicultural Miami-Dade CountyFull Text via DOI: 10.1177/14687984221093242 Web of Science: 000792994800001
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2022Habla conmigo, daddy! Fathers' language input in North American bilingual Latinx familiesFull Text via DOI: 10.1111/infa.12450 Web of Science: 000744320100001
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2021Innovating Maternal and Child Health: Incentive Prizes to Improve Early Childhood DevelopmentFull Text via DOI: 10.1007/s10995-021-03219-y Web of Science: 000685384000002
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2020Bilingualism and the executive function advantage in preterm-born childrenFull Text via DOI: 10.1016/j.cogdev.2020.100931 Web of Science: 000572356800009
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2020Hablame Bebe: A phone application intervention to support Hispanic children's early language environments and bilingualismFull Text via DOI: 10.1177/0265659020903779 Web of Science: 000512847400001
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2020Infant-directed language following a brief behavioral parenting intervention: The importance of language qualityFull Text via DOI: 10.1016/j.infbeh.2019.101419 Web of Science: 000525804200023
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2017
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2015Bilingualism as a Potential Strategy to Improve Executive Function in Preterm Infants: A ReviewFull Text via DOI: 10.1016/j.pedhc.2014.08.015 Web of Science: 000352484900004
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2014Does the medium really matter in L2 development? The validity of CALL research designsFull Text via DOI: 10.1080/09588221.2013.839569 Web of Science: 000341335900003
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2014EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODESFull Text via DOI: 10.1017/S0272263113000363 Web of Science: 000332957600001
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2013THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKSFull Text via DOI: 10.1017/S0272263113000429 Web of Science: 000326443100004
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2011USING WORDLES TO TEACH FOREIGN LANGUAGE WRITINGWeb of Science: 000297810300003
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2011Comparing learners' state anxiety during task-based interaction in computer-mediated and face-to-face communicationFull Text via DOI: 10.1177/0265532210388717 Web of Science: 000288337000005
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Book
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2015A psycholinguistic approach to technology and language learningFull Text via DOI: 10.1515/9781614513674
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2015
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Book Chapter
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2022El enfoque por tareas en el aprendizaje del Español como lengua de herencia. 81-96.Full Text via DOI: 10.4324/9780429443657-9
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2018Chapter 10. Becoming a task-based teacher educator. 266-192.Full Text via DOI: 10.1075/tblt.12.11bar
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2018Becoming a task-based teacher educator A case study. 265-285.Full Text via DOI: 10.1075/tblt.12.11bar Web of Science: 000611818400012
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2018Becoming a task-based teacher educator: A case study. 265-285.Full Text via DOI: 10.1075/tblt.12.11bar
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2015Where do we go from here?. 259-264.
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201510. Uptake, task complexity, and L2 development in SLA: An online perspective. 199-218.Full Text via DOI: 10.1515/9781614513674-013
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2015Working Memory Capacity, Cognitive Complexity and L2 Recasts in Online Language Teaching. 248-269.Web of Science: 000388588600016
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2014
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2014Task Complexity and Task Sequencing in Traditional Versus Online Language Classes. 95-122.Web of Science: 000377775900004
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2014Teachers' Application of the Cognition Hypothesis when Lesson Planning: A Case Study. 179-206.Web of Science: 000377775900007
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Book Review
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2019Reflections on Task-Based Language Teaching. Ed. 73.Full Text via DOI: 10.1093/elt/ccz005 Web of Science: 000469510800019
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Conference
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2016Bilingualism and Executive Inhibitory Control in 4-and 5-Year-Old Preterm Born Children: A Pilot Study. E9-E9.Full Text via DOI: 10.1097/ANC.0000000000000283 Web of Science: 000377147100013
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Review
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2020A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. 157-178.Full Text via DOI: 10.1016/j.ecresq.2019.06.001 Web of Science: 000504513600013
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Research
principal investigator on
- FIU Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality awarded by U.S. Department of State 2021 - 2023
- Háblame Bebé: Improving health information access for low-income Hispanic children's early language environments awarded by National Library of Medicine 2019 - 2023
- Improving Spanish-language teacher retention and success among black Spanish-language learners: An HSI-HBCU collaboration. awarded by National Endowment for the Humanities 2019 - 2022
- Video- and App-based naturalistic Language Instruction (VALI) for Spanish-speaking caregivers to support bilingual language development in children with language delays awarded by Institute of Education Sciences 2020 - 2022
- Helping nurses coach Spanish-speaking at-risk mothers in Language Nutrition awarded by Baptist Health South Florida 2020 - 2021
- Helping nurses coach Spanish-speaking caregivers in Language Nutrition awarded by Health Resources & Services Administrati 2019 - 2021
- Háblame bebé: Helping Hispanic families reduce the word gap and promote bilingualism awarded by Health Resources & Services Administrati 2017 - 2021
- The benefits of bilingualism for children born premature awarded by Language Learning 2014 - 2018
- The benefits of bilingualism for children born premature awarded by Baptist Health South Florida 2016
- BILINGUALISM AND COGNITIVE DEVELOPMENT IN PRETERM HISPANIC INFANTS awarded by Baptist Health South Florida 2014 - 2015
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Contact
full name
- Melissa Baralt
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