Cindy Brantmeier (Ph.D. Indiana University) is Professor of Applied Linguistics and Education. She serves as Director of Applied Linguistics, which includes the undergraduate major and Phd strand in Applied Linguistics in Education. She is also Co-Director of the Graduate Certificate of Language Instruction, an interdisciplinary Phd certificate for students in literature. Professor Brantmeier was recently appointed Co-editor of Reading in a Foreign Language, a leading journal housed at the University of Hawaii.
Professor Brantmeier is principal investigator in the Language Research Laboratory. Her published work consists of experiments that examine variables involved in second language reading, language research methodology, and language testing and assessment. Professor Brantmeier leads a research group that conducts experiments to examine the relationship between individual learner difference variables, such as self-assessment, personality, and self-esteem, and second language acquisition, and another research group that investigates the effects of working memory and first language knowledge on second language reading. She is also involved in a project that analyzes the emerging world of speech neuroprosthetics: scientific, clinical, and technical considerations.
Professor Brantmeier has been a Northeast Normal University (NENU) Scholar for quantitative language research in China, where she conducts acquisition experiments with native Chinese speakers learning English. She has also been a visiting faculty member of the Department of Second Language Studies at the University of Hawaii and an Oxford University Roundtable Scholar. Professor Brantmeier has given invited presentations of her research in Argentina, Costa Rica, Malaysia, the Republic of Georgia, The Netherlands, Oxford (UK), and at many universities in the USA. Professor Brantmeier was the keynote speaker and core presenter of STARTALK 2013, and again 2015, an event sponsored by the President of the United States National Security Language Initiative (NSLI) that emphasizes the teaching and learning of strategic languages.
In addition to teaching Education and Applied Linguistics courses at the university, Professor Brantmeier also has extensive experience teaching Spanish and ESL/EFL in the USA, Nicaragua, Mexico, Spain, and Costa Rica to students of all ages. She earned her state teacher certification from Wisconsin for English, Spanish, and ESL (K-12). She was the recipient of Washington University's 2012 Emerson Excellence in Teaching Award, and is the recipient of several teaching awards from other universities and language programs.
Professor Brantmeier has held many different positions with language program direction in the USA and abroad. She was the creator and Director of SPEAC, an English Language Center in Estelí, Nicaragua, a center that won an international award for outstanding program development between the USA and other nations. For 13 years, Professor Brantmeier held supervisory positions in the department of Romance Languages and Literatures that included freshmen language placement, language program assessment, and teaching assistant training.
BOOKS AND VOLUMES
Brantmeier, C. & Pulido, D. (Eds.) (2010). Revisting the MLA Report on Reconfiguring Foreign Language Programs: The Role of Reading, Volume published in special issue of Reading in a Foreign Language, 21(2).
Brantmeier, C. (Ed.) (2009). Crossing Languages and Research Methods: Analyses of Adult Foreign Language Reading. Book series entitled Research in Second Language Learning. Greenwich, CT: Information Age Publishing.
Brantmeier, C. & Koda, K. (Eds.) (2009). Reading in languages other than English, Volume published in special issue of Reading in a Foreign Language, 20(2).
Brantmeier, C. (Ed.) (2004). Adult foreign language reading: Theory, research and implications, Volume published by Southern Journal of Linguistics. Charlotte, NC: The University of North Carolina at Charlotte Press, 27(1).
Dolosic, H., Brantmeier, C., Strube, M., & Hogrebe, M. (forthcoming, 2016). Living Language: Self Assessment, Oral Production, and Domestic Immersion. Foreign Language Annals, 49 (2).
Leuthardt, E., Peelle, J., Brantmeier, C., Cunningham, J. & Barbour, D. (forthcoming, 2016). The emerging world of speech neuroprosthetics: Scientific, clinical, and technical considerations. Frontiers of Neuroscience.
Brantmeier, C., Hammadou Sullivan, J., & Strube, M. (2014). Toward independent L2 readers: Effects of textual adjuncts, subject knowledge, L1 reading ability, and L2 proficiency. Reading in a Foreign Language. 26(2), 34-53.
Brantmeier, C. &Yu, X. (2014). Empirical research on native Chinese speakers reading in English: Data driven issues and challenges. The Reading Matrix. 14(2), 145-163.
Brantmeier, C., Strube, M. & Yu, X. (2014). Scoring recalls for L2 readers of English in China: Pausal or idea units. Reading in a Foreign Language. 26(1), 114-130.
Brantmeier, C. (2013). Acquisition of reading in second language Spanish. Acquisition in the Spanish Classroom (pp. 466-481). Geeslin, K. (Ed.). Wiley-Blackwell.
Callender, A., Medina, A. & Brantmeier, C. (2013).Textual enhancements or interference? Inserted adjuncts and L2 reading with intermediate language learners. System, 41(4), 952-964.
Brantmeier, C., Callender, A. & McDaniel, M. (2013). The role of gender, embedded questions, and domain specific readings with learners of Spanish. Hispania. 96(3), 562-578.
Brantmeier, C., Callender, A., & McDaniel, M. (2012). Textual enhancements and comprehension with adult readers of English in China. Reading in a Foreign Language. 24(1). 158-184.
Brantmeier, C., Vanderplank, R. & Strube, M. (2012). What about me? Individual self-assessment by skill and level of language instruction. System, 40(1), 144-160.
Brantmeier, C., Havard, M. & Domingo, I. (2012). Technology and the scholar-teacher. The Reading Matrix.12(2), 163-176.
Brantmeier, C., Callender, A. & McDaniel, M. (2011) The effects of embedded and elaborative interrogation questions on reading comprehension with advanced second language learners. Reading in a Foreign Language. 23(2). 187-207.
Brantmeier, C., Davis, S. & Havard, M. (2011). Reading in Other Languages: A Bibliography for the Scholar-Teacher. Reading in a Foreign Language, 23(1), 139-160.
Brantmeier, C. (2009). More than words: inferential and incorrect units recalled. In R. M. Jimenez Catalan (Ed.). Gender perspectives on vocabulary in second and foreign languages (pp. 23-43). New York, NY: Palgrave Macmillan Publishing.
Brantmeier, C. & Dragiyski, B. (2009). Toward a Dependable Measure of Metacognitive Reading Strategies with Advanced L2 Learners . In C. Brantmeier (Ed.). Crossing Languages and Research Methods: Analyses of Adult Foreign Language Reading (pp. 47-72). Book series entitled Research in Second Language Learning. Greenwich, CT: Information Age Publishing.
Brantmeier, C. & Vanderplank, R. (2008). Descriptive and criterion-referenced self-assessment with L2 readers. System, 36, 456-477.
Brantmeier, C. & Bishop, T. (Eds.) (2008). Readings on L2 reading: Publications in other venues during 2007-2008. Reading in a Foreign Language, 20(1), 278-286.
Brantmeier, C. (2008). Meeting the demands: The circularity of remodeling collegiate foreign language programs. In H. Byrnes (Ed.), Perspectives, The Modern Language Journal, 92(2), 306-309.
Brantmeier, C. and Day, R. (2007). Individual learner differences and extensive reading. In J. Mukundan, S. Menon and A. A. Hussin (Eds.), ELT Matters 3: Developments in English Language Learning and Teaching (pp. 94-105). Serdang: Universiti Putra Malaysia Press.
Brantmeier, C., Schueller, J., Wilde, J., & Kinginger, C. (2007). Gender equity in foreign and second language learning. In S. Klein (Ed.), Handbook for Achieving Gender Equity through Education (pp. 305-334). New Jersey: Lawrence Erlbaum.
Brantmeier, C. (2006). Toward a multicomponent model of interest and second language reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language, 18(2), 89-115.
Brantmeier, C. (2006). Advanced L2 learners and reading placement: Self-assessment, computer-based testing, and subsequent performance. System, 34(1), 15-35.
Brantmeier, C. (2006). Readers’ gender and test method effect in second language reading. Forum on Public Policy: A Journal of the Oxford Round Table, University of Oxford, UK, 1-36.
Brantmeier, C. (2006). The Effects of Language of Assessment and L2 Reading Performance on Advanced Reader’s Recall. The Reading Matrix: An International Online Journal, 6(1), 1-17.
Brantmeier, C., Flores, L. & Romero, G. (2006). Theory Driven Technologies: Frameworks for Individual Language Learners. The Reading Matrix: An International Online Journal, 6(3), 299-309.
Brantmeier, C. (2005). Nonlinguistic variables in Advanced L2 reading: Learner’s self-assessment and enjoyment. Foreign Language Annals, 38(4), 493-503.
Brantmeier, C. (2005). Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension. The Modern Language Journal, 89(1), 37-53.
Brantmeier, C. (2005). Anxiety about L2 Reading or L2 Reading Tasks? A Study with Advanced Language Learners. The Reading Matrix: An International Online Journal, 5(2), 67-85.
Brantmeier, C. (2004). Statistical procedures for research on L2 reading comprehension: An examination of regression models and ANOVA. Reading in a Foreign Language, Special Issue on Methods and Applications in Reading Research, 16(2), 51-69.
Brantmeier, C. (2004). Technology and the individual: Students in control of advanced second language acquisition. In Y. Saito-Abott, R. Donovan, & T. Abbot (Eds.), Emerging Technologies in Teaching Languages and Culture (pp. 279-298). San Diego, CA: LARC Press.
Brantmeier, C. (2004). Building a comprehensive theory of adult foreign language reading: A variety of variables and research methods. In C. Brantmeier (Ed.), Adult Foreign Language Reading: Theory, Research, and Implications. The Southern Journal of Linguistics (pp.1 - 6). Charlotte, NC: The University of North Carolina at Charlotte Press.
Brantmeier, C. (2004). Gender, violence-oriented passage content, and reading in a second language. The Reading Matrix: An International Online Journal, 4(2), 1-19.
Brantmeier, C. (2003). Language skills or passage content? A comparison of native and non-native male and female readers of Spanish. Applied Language Learning, 13(1), 183-205.
Brantmeier, C. (2003). The role of gender and strategy use in processing authentic written input at the intermediate level. Hispania, 86(4), 844-856.
Brantmeier, C. (2003). Technology and second language reading at the university level: Informed instructors’ perceptions. The Reading Matrix: An International Online Journal, Special Issue on Reading and Technology, 3(3), 50-74.
Brantmeier, C. (2003). Beyond linguistic knowledge: Individual differences in second language reading. Foreign Language Annals, 36(1), 33-44.
Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, (15)1, 1-24.
Brantmeier, C. (2002). The effects of passage content on second language reading comprehension by gender across instruction levels. In J. Hammadou Sullivan (Ed.), Research in Second Language Learning: Literacy and the Second Language Learner. (pp. 149-176). Greenwich, CT: Information Age Publishing.
Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities and generalizability. The Reading Matrix: An International Online Journal, 2(3), 1-14.
Brantmeier, C. (2001). Second language reading research on passage content and gender: Challenges for the intermediate level curriculum. Foreign Language Annals, 34(4), 325‑333.