Dept. of Spanish and Portuguese, MC-176
707 South Mathews Avenue
Urbana, IL 61801
Office: 4150C Foreign Languages Bldg.
classroom second language acquisition
heritage language acquisition
language testing and assessment
Georgetown University, Ph.D. (with distinction)
Georgetown University, M.S.
University of Virginia, B.A. (with highest distinction)
Awards and Honors
Helen Corley Petit Scholar (AY2011-2012), College of Liberal Arts & Sciences
Additional Campus Affiliations
Associate Professor, Spanish and Portuguese
Associate Head, Spanish and Portuguese
Associate Professor, Linguistics
Adjunct Associate Professor, Educational Psychology
Kim, H. R., & Bowles, M. (2019). How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think-Alouds. TESOL Quarterly, 53(4), 913-938. https://doi.org/10.1002/tesq.522
Kim, H. R., Bowles, M., Yan, X., & Chung, S. J. (2018). Examining the comparability between paper- and computer-based versions of an integrated writing placement test. Assessing Writing, 36, 49-62. https://doi.org/10.1016/j.asw.2018.03.006
Kim, H. R., Bowles, M. A., Yan, X., & Chung, S. J. (2018). Examining the comparability between paper-pencil and computer-mediated versions of an integrated writing placement. Assessing Writing, 36, 49-62.
Montrul, S., & Bowles, M. (2017). Instructed heritage language acquisition. In The Routledge Handbook of Instructed Second Language Acquisition (pp. 488-502). Taylor and Francis Inc.. https://doi.org/10.4324/9781315676968
Bowles, M. A., Adams, R. J., & Toth, P. D. (2014). A comparison of L2-L2 and L2-heritage learner interactions in Spanish language classrooms. Modern Language Journal, 98(2), 497-517. https://doi.org/10.1111/modl.12086