I was born and raised in Buenos Aires, Argentina. When I moved to the US at the age of 19, I was a biology major. I distinctly remember the joy I felt when I discovered that teaching Spanish as a second language in college was a professional path I could take in this country. I immediately changed my plans and didn’t stop until I completed my PhD.
- Second language acquisition and pedagogy
- Technology integration
- Heritage language learners
- Teacher training
My primary research interests involve instructed adult second language acquisition of Spanish, both via computer-assisted instruction as well as in a formal classroom setting. The goal of my research is to empirically evaluate the extent to which different pedagogical tools may be beneficial to second language (L2) and heritage language (HL) learners. I am interested not only in the linguistic gains that may result from different pedagogical practices, but also in the learners' perceptions and attitudes.
Ph.D. in Spanish Linguistics with a concentration in Second Language Acquisition and Teacher Education (SLATE), University of Illinois at Urbana-Champaign, 2013.
M.A. in Spanish Linguistics, University of Illinois at Urbana-Champaign, 2008.
B.A. in Spanish, Summa Cum Laude, California State University San Marcos, 2005.
ACTFL Oral Proficiency Interview (OPI) Tester, Full Certification in Spanish, 2017-Present.
- American Association of Teachers of Spanish and Portuguese (AATSP) Mid-Career Travel Grant.
- National Federation of Modern Language Teachers Association Travel Grant.
- Provost’s Faculty Retreat Grant for course and program enhancement.
- Academic Professional Development Fund Travel Grant.
- Teaching Advancement Board Travel Grant.
Awards and Honors
- Marie Sheppard Memorial Award, International Association for Language Learning Technology (IALLT), 2021.
- Academic Professional Award, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 2019.
- Excellence in Language Instruction Award, University of Illinois at Urbana-Champaign, 2018.
- Darlene F. Wolf Fellowship for Outstanding Academic Achievement and Teaching Excellence, University of Illinois at Urbana-Champaign, 2009.
- SPAN 102: Beginner Spanish II
- SPAN 122: Intensive Elementary Spanish
- SPAN 103: Intermediate Spanish
- SPAN 141: Introduction to Spanish Grammar
- SPAN 142: Spanish in the Professions
- SPAN 200: Readings in Hispanic Texts
- SPAN 204: Advanced Spanish Grammar in Context
- SPAN 208: Oral Spanish
- SPAN 228: Spanish Composition
- SPAN 228A: Spanish Composition for Heritage Learners
- SPAN 252: Introduction to Spanish Linguistics
- SPAN 305: The Structure of Spanish
- SPAN 307: Bilingualism
- SPAN 308: Spanish in the US
- SPAN 471: Introduction to Second Language Teaching and Learning
- SPAN 477: Spanish Grammar for Communicative Language Teaching
- SPAN 478: Topics in Secondary Language Teaching
- SPAN 571: Proseminar for Foreign Language Teaching
- LAS 291/292: Global Perspectives for Study Abroad
- “Elementary Spanish” (Intensive Foreign Language Instruction Program open to the community)
Additional Campus Affiliations
Director of Advanced Spanish, Spanish and Portuguese
Service to the profession (2021):
- Member of the Board of Directors of the American Association of Teachers of Spanish and Portuguese (AATSP).
- Vice-president of the Downstate Illinois Chapter of the American Association of Teachers of Spanish and Portuguese (AATSP).
- Editorial Board member for FLTMAG, a publication by the International Association of Language Learning Technology (IALLT).
- Editorial Advisory Board member for The Language Educator, a publication by the American Council on the Teaching of Foreign Languages (ACTFL).
Invited talks and workshops (2019-2021)
- "Scaffolding and Assessing Interpersonal Communication." Center for Urban Language Teaching and Research (CULTR), Georgia State University, July 2021.
- “Technology-Enhanced Activities Targeting the Three Modes.” Mississippi State University, June 2021.
- “Fostering community and student engagement in online language courses.” Université du Québec à Montréal (Canada), June 2021.
- Keynote: “Separating facts from fads: Research-informed pedagogy to foster proficiency development.” MALT Colloquium, University of Nebraska, February 2021.
- “Communicative activities in online courses.” Consejería de Educación de la Embajada de España, February 2021.
- “Performance-based assessments: why, what, and how.” Consejería de Educación de la Embajada de España, February 2021.
- “Synchronous and asynchronous interaction in online language courses.” Virtual talk for Maynooth University (Ireland), December 2020.
- “Technology-enhanced interpretive communication activities.” Virtual presentation for Global CRED, December 2020.
- “Assessment in proficiency-oriented language instruction.” Virtual workshop for MiraCosta College, October 2020.
- “Successful teaching strategies for online language courses.” Virtual talk for Yale University, October 2020.
- “Strategies and tools to foster interaction in remote language courses.” Virtual talk for Penn State University, October 2020.
- “Fostering community in the online classroom.” Virtual talk for Texas Tech University, September 2020.
- “How to maximize language development through comprehension-based activities.” Virtual workshop for MiraCosta College, September 2020.
- “Maximizing Language Learning in the New Normal: Practical Advice and Ideas.” Virtual workshop for the Illinois Council on the Teaching of Foreign Languages (ICTFL), August 2020.
- “Are discussion forums really interactive? Ideas for purposeful asynchronous communication.” Webinar for the International Association of Language Learning Technology (IALLT), June 2020.
- “Best practices for online heritage language instruction.” Webinar for ACTFL’s Special Interest Group on Spanish for Heritage Learners, June 2020.
- “Designing and Teaching Online Language Courses: Practical and Pedagogical Considerations.” University of Virginia, February 2020.
- “Pedagogical Considerations and Practical Tips for Teaching Mixed Classes.” Virtual workshop for the Downstate Illinois Chapter of the American Association of Teachers of Spanish and Portuguese (AATSP), March 2020.
- “Beyond cool: Promoting Language Acquisition through Technology.” Workshop for the Downstate Illinois Chapter of AATSP, October 2019.
- “Technology-Enhanced Heritage Language Instruction.” Harvard University, May 2019.
- “Hybrid and Online Courses: Best (and Worst) Practices.” University of California, Irvine, April 2019.
- “Culturally-relevant communicative activities for beginning and intermediate students.” Pearson World Languages Workshop, April 2019.
- “Overview of Second Language Pedagogy and Methods." Quechua Innovation and Teaching Initiative (QINTI), March 2019.
- “Teaching spelling to heritage language learners: No drills required.” Webinar for the Spanish Teacher Success Academy, March 2019.
- Henshaw, F. (in press). Heritage and Second Language Learners’ Voices and Views on Mixed Classes and Separate Tracks. In M. Bowles (Ed.), Outcomes of University Spanish Heritage Language Instruction. Georgetown University Press.
- Henshaw, F. & Hetrovicz, L. (2021). The Role of Linguistic Background in Interaction: A Comparison of Mixed and Matched Second Language and Heritage Language Learner Dyads. Hispania 104 (1), 43-59.
- Henshaw, F. (2021). These are a Few of my Favorite Tools: Choosing the Right Tech for the Right Task. FLTMAG. https://fltmag.com/favorite-tools-choosing-tech/
- Henshaw, F. (2020). Online Translators in Language Classes: Pedagogical and Practical Considerations. FLTMAG. https://fltmag.com/online-translators-pedagogical-practical-considerations/
- Henshaw, F. (2016). Technology-Enhanced Heritage Language Instruction: Best Tools and Best Practices. In S. Beaudrie and M. Fairclough (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp. 237-253). Georgetown University Press.
- Henshaw, F. (2016). Online Courses for Heritage Learners: Best Practices and Lessons Learned. In D. Pascual y Cabo (Ed.), Advances in Spanish as a Heritage Language (pp. 281-298). John Benjamins.
- Henshaw, F. (2016). Review of Beaudrie, S., Ducar, C. and Potowski, K. (2014) Heritage Language Teaching: Research and Practice, McGraw-Hill. E-JournALL, special issue on Teaching Spanish as a Heritage Language.
- Henshaw, F. (2015). Learning Outcomes of L2-Heritage Learner Interaction: the Proof is in the Posttests. Heritage Language Journal, 12.3: 245-270.
- Henshaw, F. (2012). How effective are affective activities? Relative benefits of two types of structured input activities as part of a computer-delivered lesson on the Spanish subjunctive. Language Teaching Research, 16.3: 393-414.
- Henshaw, F. (2011). Effects of feedback timing in SLA: A computer-assisted study on the Spanish subjunctive. In C. Sanz & R. Leow (Eds.), Implicit and explicit conditions, processes, and knowledge in SLA and bilingualism (pp. 85-99). Georgetown University Press.
- Henshaw, F. & Bowles, M. (2013, 2014, 2020). Gramática práctica en (inter)acción. McGraw-Hill.
- Henshaw, F. (2014). Comunicación escrita. Pearson.
Henshaw, F., & Hetrovicz, L. (2021). The role of linguistic background in interaction: A comparison of mixed and matched second language and heritage language learner dyads. Hispania, 104(1), 43-59. https://doi.org/10.1353/hpn.2021.0009
Henshaw, F. (2020). Review of Blended basic language courses: Design, pedagogy, and implementation. Language Learning and Technology, 24(3), 45-47.
Giglio Henshaw, F. (2016). Online courses for heritage learners: Best practices and lessons learned. In D. Pascual y Cabo (Ed.), Advances in Spanish as a Heritage Language (pp. 281-298). (Studies in Bilingualism; Vol. 49). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.49.15gig
Henshaw, F. (2012). How effective are affective activities? Relative benefits of two types of structured input activities as part of a computer-delivered lesson on the Spanish subjunctive. Language Teaching Research, 16(3), 393-414. https://doi.org/10.1177/1362168812436919
Henshaw, F. G. (2011). Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive. In C. Sanz, & R. P. Leow (Eds.), Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism (pp. 85-100). Georgetown University Press. https://www.jstor.org/stable/j.ctt2tt7k0.12