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Dustin Crowther

photo of Professor Crowther

Assistant Professor

PhD, Michigan State University

Moore Hall 552
dcrowth@hawaii.edu
dustincrowther.weebly.com

My primary research agenda emphasizes the attainment of intelligible speech for additional language speakers, inclusive of both speaker- and listener-based variables. Specifically, I take into account the linguistic and intercultural considerations that define native-nonnative and nonnative-nonnative interaction. Given the increased global spread of English, much of my current research is informed by scholarship derived from Global Englishes (inclusive of world Englishes, English as an international language, and English as a lingua franca). Additional foci include the effectiveness of language preparatory courses in international students’ academic and social adjustments during university study and the promotion of methodological rigor within applied linguistics research. As an experienced English language instructor, my long-term scholarly objective is to link research to pedagogy. As an early academic who has greatly benefited throughout my graduate studies from the collaborative opportunities afforded to me, I recognize the value of providing similar hands-on guidance and opportunities to my current and future students.

Areas of Expertise:

  • Second language speech perception (inclusive of both speaker and listener variables)
  • Mutual intelligibility in multilingual & multicultural interaction
  • Global Englishes (inclusive of world Englishes, English as an international language, English as a lingua franca)
  • Methodological practices in applied linguistics (specifically SLA) research

Selected Publications

Edited Volumes

De Costa, P. I., Crowther, D., & Maloney, J. (Eds.). (2019). Investigating World Englishes: Research methodology and practical applications. New York: Routledge. [Link]

Peer Reviewed Articles

Crowther, D. (in press). Language investment during university adjustment: The divergent path of two Chinese freshmen. Journal of Language, Identity, and Education.

Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2018). Linguistic dimensions of L2 accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition, 40(2), 443-457. [Link]

De Costa, P. I., & Crowther, D. (2018). SLA and World Englishes: Establishing a dialogue and common reserve. World Englishes, 37(1), 19-33. [Link]

Crowther, D., & De Costa, P. I. (2017). Developing mutual intelligibility and conviviality in the 21st century classroom: Insights from English as a lingua franca and intercultural communication. TESOL Quarterly, 51(2), 450-460. [Link]

Crowther, D., Trofimovich, P., & Isaacs, T. (2016). Linguistic dimensions of second language accent and comprehensibility: Nonnative listeners’ perspectives. Journal of Second Language Pronunciation, 2(2), 160-182. [Link]

Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2015). Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly, 49(4), 814-837. [Link]

Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? Modern Language Journal, 99(1), 80-95. [Link]

Book Chapters

Crowther, D., & Gass, S. (2019). Speaking. In J. W. Schwieter & A. Benati (Eds.). The Cambridge handbook of language learning (pp. 258-282). Cambridge: Cambridge University Press. [Link]

De Costa, P. I., Maloney, J., & Crowther, D. (2018). Global Englishes.In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave handbook of applied linguistics research methodology (pp. 719-739). London: Palgrave Macmillan. [Link]