Cecilia Tocaimaza Hatch
- Associate Professor
- Department Chair
- 402.554.4841
Additional Information
Research Interests
- Experiential learning
- Heritage language learners
- Second language acquisition
Education
Ph.D., Hispanic Linguistics, The University of Texas at AustinM.A., Hispanic Linguistics, Brigham Young University
Recent Publications
Tocaimaza-Hatch, C. C., & Koike, D. A. (2024). Affordances in the international service-learning context for Spanish learners. Language Awareness, 1–18. https://doi.org/10.1080/09658416.2024.2402015
Koike, D. & Tocaimaza-Hatch, C. (2024). L2 interactional competence in a short-term service-learning and study abroad program. Study Abroad Research in Second Language Acquisition and International Education, 9(2), 157-187.
Cummins, S., Ritzman M., Tocaimaza-Hatch C., Benenson J., Weare, A. (2023). Promoting service-learning through an interdisciplinary and decentralized faculty fellows program. Metropolitan Universities Journal, 34(4), 88-106.
Tocaimaza-Hatch, C. C. & Koike D. (2022). Interactional competence in the heritage language during a study abroad service-learning program: A case Study. Heritage Language Journal, 19(1), 1–27. https://doi.org/10.1163/15507076-12340026
Tocaimaza-Hatch, C. C. & Santo, J. (2020). Social interaction in the Spanish classroom: How proficiency and linguistic background Impact vocabulary learning. Language Teaching Research, 1-25.
Tocaimaza-Hatch, C. C. (2020). Instruction on metaphors during a study-abroad program: Students' perceptions and understandings. Íkala, Revista de lenguaje y cultura. 25(3), 625-642.
Tocaimaza-Hatch, C. C. (2019). Addressing the challenges of service-learning in broad access institutions of higher education. Journal of Applied Research in the Community College, 26(2), 99-110.
Tocaimaza-Hatch, C. C., & Bloom, M. (2019). Promoting intercultural thinking and reflection through U.S. history. Foreign Language Annals, 52(3), 507-528.
Tocaimaza-Hatch, C. C. (2019). Linguistic and social affordances in the translation and interpretation course via service-learning. Cuadernos de ALDEEU, 33, 53-86.
Tocaimaza-Hatch, C. C. (2018). Affordances for learning and maintenance of bilingual children’s home language through service-learning. The Reading Matrix, 18(2), 94-116.
Community Engagement
Service-learning (SL) is a defining feature of an education at UNO, and it also defines my teaching. So far, I have been involved in multiple SL endeavors; they all have three common goals: celebrating diversity, fostering inclusion, and overcoming language barriers.
The majority of the upper-level courses I teach include SL experiences. These have ranged from translating signage with animal profiles for a zoo, conducting a reading program in Spanish for bilingual children at non-profit organizations, translating materials for several non-profits such as NAMI and Family Housing Advisory Services, and organizing the Hispanic Cultural Festival in partnership with the Joslyn Museum of Art.
Additional Information
Research Interests
- Experiential learning
- Heritage language learners
- Second language acquisition
Education
Ph.D., Hispanic Linguistics, The University of Texas at AustinM.A., Hispanic Linguistics, Brigham Young University
Recent Publications
Tocaimaza-Hatch, C. C., & Koike, D. A. (2024). Affordances in the international service-learning context for Spanish learners. Language Awareness, 1–18. https://doi.org/10.1080/09658416.2024.2402015
Koike, D. & Tocaimaza-Hatch, C. (2024). L2 interactional competence in a short-term service-learning and study abroad program. Study Abroad Research in Second Language Acquisition and International Education, 9(2), 157-187.
Cummins, S., Ritzman M., Tocaimaza-Hatch C., Benenson J., Weare, A. (2023). Promoting service-learning through an interdisciplinary and decentralized faculty fellows program. Metropolitan Universities Journal, 34(4), 88-106.
Tocaimaza-Hatch, C. C. & Koike D. (2022). Interactional competence in the heritage language during a study abroad service-learning program: A case Study. Heritage Language Journal, 19(1), 1–27. https://doi.org/10.1163/15507076-12340026
Tocaimaza-Hatch, C. C. & Santo, J. (2020). Social interaction in the Spanish classroom: How proficiency and linguistic background Impact vocabulary learning. Language Teaching Research, 1-25.
Tocaimaza-Hatch, C. C. (2020). Instruction on metaphors during a study-abroad program: Students' perceptions and understandings. Íkala, Revista de lenguaje y cultura. 25(3), 625-642.
Tocaimaza-Hatch, C. C. (2019). Addressing the challenges of service-learning in broad access institutions of higher education. Journal of Applied Research in the Community College, 26(2), 99-110.
Tocaimaza-Hatch, C. C., & Bloom, M. (2019). Promoting intercultural thinking and reflection through U.S. history. Foreign Language Annals, 52(3), 507-528.
Tocaimaza-Hatch, C. C. (2019). Linguistic and social affordances in the translation and interpretation course via service-learning. Cuadernos de ALDEEU, 33, 53-86.
Tocaimaza-Hatch, C. C. (2018). Affordances for learning and maintenance of bilingual children’s home language through service-learning. The Reading Matrix, 18(2), 94-116.
Community Engagement
Service-learning (SL) is a defining feature of an education at UNO, and it also defines my teaching. So far, I have been involved in multiple SL endeavors; they all have three common goals: celebrating diversity, fostering inclusion, and overcoming language barriers.
The majority of the upper-level courses I teach include SL experiences. These have ranged from translating signage with animal profiles for a zoo, conducting a reading program in Spanish for bilingual children at non-profit organizations, translating materials for several non-profits such as NAMI and Family Housing Advisory Services, and organizing the Hispanic Cultural Festival in partnership with the Joslyn Museum of Art.