| Dr. Sue Barry Associate Professor of Foreign Language Education
Sue Barry is an associate professor and program coordinator for the Foreign Language Education Program in the College of Education and the Department of Curriculum and Teaching. Dr. Barry has been at Auburn University since 1993. Prior to receiving her doctorate from Purdue University, she taught high school Spanish for 25 years. Dr. Barry's teaching interests center on the development of task-based learning environments for second language acquisition that are rich in target language input. Related to that central goal are interests in school-based methods courses and development of instructional materials for communicative language learning, specifically second language reading instruction. Dr. Barry's current research interests follow two lines: (1) cross-linguistic comparisons of surface code effects on recall and inference generation for native speakers of English and native speakers of Spanish; and (2) perceptions of administrators, teachers, and students with respect to the National Standards for Foreign Languages as well as their implementation in the classroom.Academic Degrees
Professional Experience
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Sue Barry is an associate professor and program coordinator for the Foreign Language Education Program in the College of Education and the Department of Curriculum and Teaching. Dr. Barry has been at Auburn University since 1993. Prior to receiving her doctorate from Purdue University, she taught high school Spanish for 25 years. Dr. Barry's teaching interests center on the development of task-based learning environments for second language acquisition that are rich in target language input. Related to that central goal are interests in school-based methods courses and development of instructional materials for communicative language learning, specifically second language reading instruction. Dr. Barry's current research interests follow two lines: (1) cross-linguistic comparisons of surface code effects on recall and inference generation for native speakers of English and native speakers of Spanish; and (2) perceptions of administrators, teachers, and students with respect to the National Standards for Foreign Languages as well as their implementation in the classroom.