I am an applied linguist. In my teaching and research, I explore the role of language in many domains of everyday life. I am primarily interested in how our linguistic choices (both conscious and subconscious) communicate social information to others about who we are, as people – where we are from, what we do, what we want others to think about us, and so on. And beyond matters of language and identity, I am also intrigued by how language mediates our relationships with others: for example, what is the linguistic work that we do, in order to "perform" our roles as parents, children, lovers, bosses, workers, teachers, learners, friends, community members, etc….and how do others, in turn, use language to respond to us? For instance, in what ways do other people let us know that our utterances are acceptable and appropriate…or not? In what ways do we use language to signal our alignment with (or distance from) others?
I came to language studies with an academic background in Art History, and this prior education in the Humanities has informed my scholarly perspective as an applied linguist. In a broader sense though, I have actually been a student of language my entire life. I grew up in a bilingual family. I studied French, Italian, German, and Thai in formal classroom settings. I later acquired Spanish as an adult. And I have taught English in the U.S., the Czech Republic, Thailand and Argentina. I earned a Ph.D. in Applied Linguistics from Northern Arizona University.
Currently, I am a Professor of Applied Linguistics at the University of South Florida (USF). At USF, I enjoy teaching students enrolled in our programs: Ph.D. in Linguistics and Applied Language Studies (LALS), MA in Applied Linguistics/TESL, and B.A. concentration in Applied Linguistics. I regularly teach courses such as Language of the Internet, Discourse Analysis, Sociolinguistics, Cross-Cultural Issues in Language Teaching, and Qualitative Research Methods.
I work in Tampa, but I live across the Bay in St. Petersburg, Florida. I appreciate the diversity of my city, my neighborhood, and my community. When I'm not working, I love to travel around the world.
The past decade has seen the emergence of many social media platforms associated with new digital affordances and distinctive user practices. My latest book project, Language, Creativity and Humour Online (Routledge), explores the ludic dimensions of our online interactions in social media. Drawing on the related Bakhtinian notions of voicing, polyphony, and heteroglossia, I offer insights into the creative discourse practices found in diverse digital contexts. Among these is a focus on the various forms of social identity work that are accomplished through such practices. "Non-serious" online content is easily dismissed as trivial, and is often overlooked in academic scholarship on social media discourse. However, the large-scale dissemination and circulation of creative and humorous content points to its mass appeal to a large group of users of digital technology. Offering close analyses of discourse found in novelty Twitter accounts, chat posts on Tumblr, and parody product reviews on Amazon, Language, Creativity and Humour Online sheds light on the linguistic and interactional mechanisms underlying various types of creative, playful and humorous online texts.
Find the book at Routledge
My 2014 book, The Discourse of Online Reviews, Bloomsbury Publishing, examines a corpus of over 1,000 consumer reviews and discusses many of the discourse features that are characteristic of this rapidly growing, computer-mediated, and primarily text-based, genre. In it, I investigate the language used by reviewers as they forge connections with their audiences to draw them into their stories, as they construct their expertise and authority on various subjects, as they evaluate and assess their consumer experiences, and as they display their knowledge about the very genre in which they are participating. Adopting an eclectic approach to the analysis of discourse, which employs techniques from narrative analysis to corpus linguistics, this book explores topics such as evaluation, identity, and intertextuality, as they occur in online reviews of hotels, restaurants, recipes, films, and other consumer products.
Business Discourse Online
Zhang, Y., & Vásquez, C. (2014). Hotels' responses to online reviews: Managing consumer dissatisfaction. Discourse, Context & Media, 6, 54-64.
Chik, A., & Vásquez, C. (2017). A comparative multimodal discourse analysis of restaurant reviews from two geographical contexts. Visual Communication, 16 (1), 3-26.
Bridges, J., & Vásquez, C. (2018). If nearly all Airbnb reviews are positive, does that make them meaningless? Current Issues in Tourism, 21 (18), 2057-2075.
Vásquez, C., & Chik, A. (2015). "I am not a foodie…": Culinary capital in online reviews of Michelin restaurants. Food & Foodways, 23 (4), 231-250.
Vásquez, C. (2015). Right now versus back then: Recency and remoteness as discursive resources in online reviews. Discourse, Context & Media, 9, 5-13.
Vásquez, C. (2015). "Don't even get me started…": Interactive metadiscourse in online consumer reviews. In E. Darics (Ed.), Digital business discourse (pp. 19-39). London: Palgrave Macmillan.
Vásquez, C. (2015). Forms of intertextuality and interdiscursivity in online reviews. In R. Jones, A. Chik & C. Hafner (Eds.), Discourse and digital practices: Doing discourse analysis in the digital age (pp. 66-80). London: Routledge.
Vásquez, C. (2014). "Usually not one to complain but…": Constructing identities in online reviews. In P. Seargeant & C. Tagg (Eds.), The language of social media: Community and identity on the internet (pp. 65-90). London: Palgrave Macmillan.
Vásquez, C. (2012). Narrativity and involvement in online consumer reviews: The case of TripAdvisor. Narrative Inquiry, 22 (1), 105-121.
Vásquez, C. (2011). Complaints online: The case of TripAdvisor. Journal of Pragmatics, 43, 1707-1717.
Linguistic Creativity and Humor Online
Vásquez, C. (2017). "My life has changed forever!" Narrative identities in parodies of Amazon reviews. Narrative Inquiry, 27 (2), 217-234 [special issue: "Storytelling in the Digital Age"].
Vásquez, C. (2016). Intertextuality and authorized transgression in parodies of online consumer reviews. Language@Internet, 13, article 6.
Vásquez, C., & Creel, S. (2017). Conviviality through creativity: Appealing to the reblog in Tumblr Chat posts. Discourse, Context & Media, 20, 59-69.
Jiang, Y. & Vásquez, C. (forthcoming, 2020). Exploring local meaning-making resources: A case study of a popular Chinese internet meme (biaoqingbao). Internet Pragmatics, 3 (1).
Aslan, E., & Vásquez, C. (2018). "Cash me ousside": A citizen sociolinguistic analysis of online metalinguistic commentary. Journal of Sociolinguistics, 22 (4), 406-431.
Kulavuz-Onal, D., & Vásquez, C. (2018). Thanks Shokran Gracias: Translingual practices in a Facebook group. Language Learning and Technology, 22 (1), 240-255.
Kulavuz-Onal, D., & Vásquez, C. (2015). Opening up worlds: Intercultural exchanges through telecollaboration in a global online community of practice. In N. Tcherepashenets (Ed.), Globalizing online: Telecollaboration, internationalization, and social justice (pp. 109-128). Frankfurt: Peter Lang.
Wang, S., & Vásquez, C. (2014). The effect of target language use in social media on intermediate-level Chinese language learners' writing performance. CALICO Journal, 31 (1), 78-102.
Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29 (3), 412-430.
Russell, V., & Vásquez, C. (2011). A web-based tutorial for the instruction of Spanish pragmatics. IALLT Journal, 41 (2), 27-55.
Reppen, R., & Vásquez, C. (2006). Using online academic writing modules in an IEP environment. In E. Hanson-Smith & S. Rilling (Eds.), Learning languages through technology (pp. 41-52). Alexandria, VA: TESOL.
Mohammad, A., & Vásquez, C. (2015). "Rachel's not here": Constructed dialogue in gossip. Journal of Sociolinguistics, 19 (3), 351-371.
Vásquez, C., & Harvey, J. (2010). Raising teachers' awareness about corrective feedback through research replication. Language Teaching Research, 14 (4), 421-443.
Vásquez, C. (2010). Exploring two explicit formulations in university discourse. Text & Talk, 30 (6), 749-771.
Vásquez, C. (2007). Comments from the classroom: A case study of a Generation 1.5 student in a university IEP and beyond. Canadian Modern Language Review, 63 (3), 345-370.
Hillyard, L., Reppen, R., & Vásquez, C. (2007). Bringing the outside world into an Intensive English Program. ELT Journal, 61 (2), 126-134.
Vásquez, C., & Reppen, R. (2007). Transforming practice: Changing patterns of participation in post-observation meetings. Language Awareness, 16 (3), 153-172.
Vásquez, C. (2004). Very carefully managed: Advice and suggestions in post-observation meetings. Linguistics and Education, 15 (1-2), 32-58.
Vásquez, C., & Fioramonte, A. (2011). Integrating pragmatics in the MA-TESL curriculum: Reflections from former students. TESL-EJ, 15 (2), 1-22.
Vásquez, C., & Sharpless, D. (2009). The role of pragmatics in MA-TESOL programs. TESOL Quarterly, 43 (1), 5-28.
Harvey, J., & Vásquez, C. (2015). Preparing for the complexities of teaching: Modeling conceptual thinking in post-observation conferences. Ilha do Desterro: Journal of English Language, Literature in English and Cultural Studies, 91-103.
Kulavuz-Onal, D., & Vásquez, C. (2013). Reconceptualizing fieldwork in a netnography of an online community of English language teachers. Ethnography in Education, 8 (2), 224-238.
Le, P., & Vásquez, C. (2011). Feedback in post-observation conferences: Mentor discourse and intern perceptions. Teacher Development, 15 (4), 453-470.
Thompson, A., & Vásquez, C. (2015). Exploring motivational profiles through language learning narratives. Modern Language Journal, 99 (1), 158-174.
Vásquez, C. (2011). TESOL, teacher identity, and the need for "small story" research. TESOL Quarterly, 45 (3), 535-545.
Vásquez, C. (2009). Examining the role of face work in a workplace complaint narrative. Narrative Inquiry, 19 (2), 259-279.
Vásquez, C., & Urzúa, A. (2009). Reported speech and reported mental states in mentoring meetings: Exploring novice teacher identities. Research on Language and Social Interaction, 42 (1), 1-19.
Urzúa, A., & Vásquez, C. (2008). Reflection and professional identity in teachers' future-oriented discourse. Teaching and Teacher Education, 24 (7), 1935-1946.
Vásquez, C. (2007). Moral stance in the workplace narratives of novices. Discourse Studies, 9 (5), 653-675.
Vorobel, O., & Vásquez, C. (2014). A teachers' perspective on peer review in ESL classes. Writing & Pedagogy, 6 (2), 307-335.
Biber, D., & Vásquez, C. (2007). Writing and speaking. In C. Bazerman (Ed.), Handbook of research on writing (pp. 535-548). Mahwah, New Jersey: Erlbaum.
April 20, 2020. Leadership discourse in response to the COVID crisis: Andrew Cuomo's press briefings. (Invited lecture, Association for Business Communication).
November 22, 2018. Considering etic and emic perspectives on webcare. Symposium on the Language of Webcare: Interdisciplinary Perspectives. (Ghent University, Belgium).
September 13, 2018. Why online reviews are good for business, and how to make them work for you. Florida Governor's Conference on Tourism. (Orlando, Florida, USA).
May 12, 2017. Fostering intercultural awareness in English language teaching and learning. TESOL Colombia II (Chia, Colombia).
June 24, 2016. Simultaneously global and local: Discourse practices online. International Conference on Language and Social Psychology (Bangkok, Thailand).
April 28, 2016. Mining review data for consumer perspectives. Global Allies/The Getty's Group 2nd Annual Fast Forward Event (Chicago, USA).
March 17, 2016. Inside the language of online reviews. Switchfly 8th Annual Thought Leadership Summit (Napa Valley, USA).
January 26, 2016. Online reviews: Opportunities for communication. Annual Hostelworld Conference (Dublin, Ireland).
October 14, 2015. Understanding the Science and Art of Online User Reviews. Skift Global Forum (NYC, USA).
November 6-7, 2014. The discursive construction of identities in online consumer reviews. School of Language, Culture and Society, Oregon State University (Corvallis, Oregon, USA).
October 15, 2014. The discourse of online consumer reviews. Homegrown Humanities Series, University of South Florida (Tampa, FL, USA).
October 9-10, 2014. The good, the bad, and the worst: Analyzing evaluation in online reviews. MLC Speaker Series, Georgetown University (Washington, DC, USA).
April 3, 2014. Analyzing the discourse of online reviews. Linguistics Colloquium, Department of Linguistics, University of Florida (Gainesville, Florida, USA).
May 24, 2013. Forms of intertextuality in online consumer reviews. Fifth International Roundtable on Discourse (Discourse and Digital Practices), Department of English, City University of Hong Kong. (Hong Kong)
July 26, 2018. Language experts weigh in: Has Megan Markle copped a British Accent?. Tampa Bay Times..
June, 2018. Looking for the truth in Airbnb reviews. The Trip Doctor (podcast).
January, 2018. Watch your language: How Word Choice can Sabotage Workplace Collaboration. Zendesk (NYC).
December 9, 2015. How to Read Customer Comments. Sparksheet.
March 28, 2015. Can you Trust Online Reviews? Rudy Maxa's World.
March 13, 2015. Loudsourcing: Inside the Mad, Mad World of TripAdvisor. Outside Magazine (April).
December 17, 2014. The Poetry of Yelp: How the Reviews Site Became a Massive Platform for Creativity. Fast Company.
November 29, 2014. The Art of the Amateur Online Review. The New York Times.
Department of World Languages
University of South Florida