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Kimberly A. B. Swanson

Department of French and Italian
Associate Professor
Director of French Language Program
Primary office:
785-864-9066
Wescoe Hall
Room 2060
University of Kansas
1445 Jayhawk Blvd
Lawrence, KS 66045-7594


Ph.D. Indiana University (French Linguistics and General Linguistics)

M.A. Indiana University (French Linguistics)

B.A. Hamline University (International Studies and French)

Professor Swanson specializes in second language acquisition, with special interest in phonology/phonetics, and language pedagogy. As director of the French Language Program and Graduate Teaching Assistant training, Professor Swanson is interested in how advances in second language acquisition theory can inform classroom teaching. She has published several pedagogical projects that incorporate research findings for first- and second-year French with Heinle/Cengage, McGraw-Hill and Pearson/Prentice Hall. She has also published articles in the area of phonological acquisition, as well as the syntax-semantics interface in second language acquisition. Additionally, Professor Swanson is interested in the history of the French language and has worked on language changes from Old to Middle French.

Teaching

Recent Graduate Courses Taught

Methods of French Language Instruction

History of the French Language

Recent Undergraduate Courses Taught

French Phonetics

Linguistic and Social Evolution of French

France Today

Studies in French Culture

Advanced French Conversation

Elementary and Intermediate (Honors) French

Selected Publications

Recent and Selected Publications

Anderson, R., Dolidon, A., Hackney, M., Martin, E., McMann, L., & Swanson, K. A. B. (2011/2012). Workbook/Laboratory Manual for En avant (Elementary French textbook by B. Anderson, P. Golato & S. Blatty). McGraw-Hill. Pp. i-499.

Swanson, K. A. B., & Lux, C. (2009/2010). Testing Program for Quant à Moi (Intermediate French textbook by J. Bragger & D. Rice) on CD-Rom. Heinle-Cengage. Pp. 1-116.

Swanson, K. A. B., & Lux, C. (2009/2010). Preface to Testing Program for Quant à Moi (Intermediate French textbook by J. Bragger & D. Rice) on CD-Rom. Heinle-Cengage. Pp. iii-xv.

Swanson, K. A. B., & Pons, C. (2008/2009). Testing Program for Points de départ (Elementary French textbook by A. Valdman, C. Pons and M. E. Scullen). Pearson-Prentice Hall. Pp. i-552.

Dekydtspotter, L., Sprouse, R. A., & Swanson, K. A. B. (2001). Reflexes of the mental architecture in second language acquisition: The interpretation of discontinuous combien extractions in English-French interlanguage. Language Acquisition, 9, 175-227.

Dinnsen, D. A., McGarrity, L. W., O’Connor, K., & Swanson, K. (1999/2000). On the role of sympathy in acquisition. Language Acquisition, 8, 321-361.

Dekydtspotter, L., Sprouse, R., Swanson, K., & Thyre, R. (1999). Semantics, pragmatics, and second language acquisition : The case of combien extractions. In E. Hughes, M. Hughes, & A. Greenhill (Eds.) Proceedings of the Annual Boston University Conference on Language Development, 23, 162-171. Somerville, MA : Cascadilla Press.

Current Projects

Swanson, K. A. B. (Under review). The use of dictées and goals for proficiency in the French foreign language classroom.

Swanson, K. A. B. (Under review). Learner variability in the L2 acquisition and suppression of palatalization.

Swanson, K. A. B. (Under review). The relative difficulty of constraint demotion: Evidence from French and English interlanguage.

Swanson, K. A. B. (Under review). A bi-directional study of the L2 acquisition of aspiration.

Professor Swanson is currently working on a large-scale, classroom empirical study on the effects of using dictées (dictation exercises) in the teaching of French as a foreign language.


Giving

Diversity

Our Statement on Diversity in support of Rock Chalk Invisible Hawk and the University of Kansas Black Student Union’s efforts to combat racism.
The School of Languages & Cultures serves as a gateway to understanding the diversity of the world, through learning languages, literatures, and cultures, past and present. Through its research and teaching, the SLLC offers students opportunities for deep engagement with a wide range of languages, literatures, and cultures that provide the knowledge and skills to interact with and understand the world. The faculty and students who teach, research, and learn in the SLLC consider issues of diversity fundamental to all of our work. The study of others' languages, literatures, and cultures enables us to develop deep empathy and perspective informs the way that we approach issues before us, whether on a personal, local, regional, national, or global scale. Therefore take it as axiomatic that the SLLC stands for a campus that is committed to the meaningful sharing, contemplation, and discussion of ideas that emerge from multiple cultural perspectives and experiences. We continually rededicate ourselves to the principle of diversity. We strive to create an atmosphere where all students and faculty feel comfortable and welcome to express their views as well as work together to solve conflict. Further, we view our mission as a center of diversity on a flagship campus as requiring us to lead by example.

One of 34 U.S. public institutions in the prestigious Association of American Universities
44 nationally ranked graduate programs.
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Top 50 nationwide for size of library collection.
—ALA
23rd nationwide for service to veterans —"Best for Vets," Military Times
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