Ana Paula Huback came to Columbia University in Fall 2010. She completed her M.A. (2003) and her Ph.D. (2007) in Linguistics at the Universidade Federal de Minas Gerais, in Brazil. Her dissertation and thesis focus on Cognitive Linguistics and analyze how the daily usage of language interferes with linguistic variation and change.
Ana Paula Huback taught Linguistics in numerous Brazilian universities, until she moved to the USA in 2007, and began teaching Portuguese as a foreign language. She has presented the findings of her research in Brazil, USA, Portugal, England, France, and Germany. She has also published several articles on Second Language Acquisition and Cognitive Linguistics, both in the USA and in Brazil. Her textbook "Gramática Básica do Português Brasileiro" was published in 2018.
O ensino da pronúncia em cursos elementares de Português como Língua Estrangeira. (Teaching pronunciation in elementary courses of Portuguese as a second language), Alfa: Revista de Linguística. Submitted, 2020.
Que língua os materiais didáticos de Português como Língua Estrangeira ensinam? (What kind of language variety do Portuguese textbooks teach?) Revista Brasileira de Linguística Aplicada. Belo Horizonte, Submitted, 2020.
Frequência de tipo e de ocorrência: Estudos de casos do português brasileiro. (Type and token frequency: cases studies in Brazilian Portuguese). Revista Trabalhos em Linguística Aplicada, Unicamp, São Paulo, Submitted, 2020.
Estratégias metodológicas no ensino de português como segunda língua (Teaching Portuguese as a second language: methodological strategies). Porto das Letras: Universidade Federal do Tocantins, Submitted, 2020.
Degraus ou degrais? Esquemas locais em plurais do português brasileiro (Degraus or degraus (steps)? Local schemas in Brazilian Portuguese plurals). Revista Linguística: Universidade Federal do Rio de Janeiro. Submitted, 2020.
A redução da preposição para em relação à palavra precedente (The reduction of the word para (to, for) with regards to the previous word. Revista D.E.L.T.A. PUC São Paulo. Submitted, 2020.
A interferência da frequência em fenômenos linguísticos. (The interference of frequency on linguistic phenomena). Revista D.E.L.T.A. 29:1, p. 79-94, 2013.
Portuguese: A reference grammar (book review). Hispania 96:1, p. 185-185, 2013.
Chunking and the reduction of the preposition para ‘to, for’ in Brazilian Portuguese. Studies in Hispanic and Lusophone Linguistics, 5.2, p. 277-29, 2012.
Celpe-Bras: O exame do Celpe-Bras e os materiais didáticos de português como língua estrangeira. (Celpe-Bras proficiency exam and teaching materials for Portuguese as a foreign language). Revista (Con)Textos Linguísticos 7.7, p. 31-46, 2012.
A perda de distinção fonética entre [l] e [u] em fim de sílaba e consequências para a pluralização. (The loss of phonetic distinction between [l] and [u] and its consequences for pluralization). Cadernos de Letras da Universidade Federal Fluminense 44, p. 359-380, 2012.
Irregular plurals in Brazilian Portuguese: an exemplar model approach. Language Variation and Change 23.2, p. 1-12, 2012.
A aquisição de SER e ESTAR no ensino de português como língua estrangeira. (The acquisition of SER and ESTAR (‘to be’) in Portuguese as a foreign language). Grupos de Estudos da Linguagem 8.1, p. 91-107, 2011.
Plurais irregulares do português brasileiro: efeitos de frequência. (Irregular plurals in Brazilian Portuguese: frequency effects). Revista da Associação Brasileira de Linguística 9.1, p. 11-40, 2011.
Plurais em [ão] do português brasileiro: efeitos de frequência. (Plural of [ão] ending words in Brazilian Portuguese: frequency effects). Revista Linguística 6.1, p. 9-28, 2010.
Language, usage and cognition (book review). Revista da Associação Brasileira de Linguística v. 8.2, p. 209-213, 2009.
Cancelamento do R final em nominais: uma abordagem difusionista. (Final R deletion in noun forms: a diffusionist approach). Scripta (Pontifícia Universidade Católica de Minas Gerais) 9, p. 13-30, 2006.
Invited Talks and Talks in Conferences
Estratégias na aquisição de segunda língua – Metodologia de Tarefas e Instrução Baseada em Conteúdos. (Strategies in second language acquisition – Task-Based and Content-Instruction Methodologies). Universidade Federal do Espírito Santo, 2020.
Internacionalização em casa – o ensino de português como língua estrangeira em tempos de coronavírus. (Internationalization at home – teaching Portuguese as a second language in times of Coronavirus). Universidade Estadual do Centro-Oeste, Santa Catarina, 2020.
The phonetic realization of R in coda position in Brazilian Portuguese: Discussing language attitudes. Linguistic Association of the Southwest 49. Baton Rouge, Louisiana, 2020 (online). (coauthored with Raquel Márcia Fontes Martins).
Reduction of the preposition para ‘to, for’ in Brazilian Portuguese. Linguistic Association of the Southwest 49. Baton Rouge, Louisiana, 2020 (online).
As tecnologias no ensino de português como segunda língua. (Technology applied to Portuguese as a second language). III Congresso Internacional de Ensino de Língua Portuguesa. Universidade Estadual do Rio de Janeiro, 2020. (Abstract accepted, but conference postponed to next year due to the pandemic.)
Práticas de leitura em segunda língua. (Reading practices in second language). 22o Congresso de Leitura do Brasil. Unicamp, Campinas, 2020. (Abstract accepted, but conference postponed to next year due to the pandemic.)
Ensinando português no exterior – experiências diretamente da sala de aula. (Teaching Portuguese Abroad - experiences from the classroom). Colégio Santo Agostinho, Bom Jardim, Rio de Janeiro, 2019.
Chair of the Panel Addressing the growing field of Portuguese as a foreign language. 44th Convention of the Northeastern Modern Language Association. Boston, MA, 2013.
Variation in inflectional morphology in Brazilian Portuguese. Morphological Complexity Conference. University of Surrey, London, UK, 2012. (Coauthored with Gisele Breder)
Formação irregular de plural em português. Irregular formation of plurais in Brazilian Portuguese. Invited talk at Faculdade de Letras: Universidade Federal de Minas Gerais: 2011.
O ensino de língua portuguesa como mediador da ciência e da cultura brasileira. 1o Congresso Europeu – Pós-graduandos e pesquisadores brasileiros – 4o Congresso. King’s College London, UK, 2011. (Coauthored with Gisele Breder)
Brazilian Portuguese dialects and their most important traits. International Conference on Language and Linguistics, Portugal, 2011. (Coauthored with Gisele Breder)
SER ou ESTAR? A challenging issue in Portuguese. Department of Spanish and Portuguese at Columbia University, 2010.
Learning SER and ESTAR in Portuguese: a cognitive approach. 31st Annual NYS TESOL Applied Linguistics Winter Conference. Teachers College, Columbia University, New York City: USA, 2010.
English verbs in Brazilian Portuguese: Frequency effects. Linguistics Spring Colloquium. University of North Carolina at Chapel Hill, 2009.
Brazilian Portuguese plurals: how language usage reshapes grammar. Morphology of the World’s Language Conference. University of Leipzig: Germany, 2009.
Brazilian Portuguese plurals: how language usage reshapes grammar. Third International AFLiCo Conference, University of Paris 10, Paris: France, 2009.
Challenging issues in Brazilian Portuguese: subject deletion & SER and ESTAR. Southwest Conference on Language Teaching, University of Oklahoma: USA, 2009.
A interferência da frequência nos plurais em [–ão] do português brasileiro. (The interference of frequency on [–ão] plurals in Brazilian Portuguese). IX Semana de Letras - As Letras e seu Ensino, Universidade Federal de Ouro Preto, Mariana: Brasil, 2006.
A perda de distinção fonética entre [l] e [w] em fim de sílaba no português brasileiro: consequências para a pluralização. (The loss of phonetic distinction between [l] and [w] at syllable endings in Brazilian Portuguese). IX Congresso Nacional e III Congresso Internacional de Fonética e Fonologia, Universidade Federal de Minas Gerais: Brasil, 2006.
Cancelamento do R final em nominais: Modelo Neogramático ou Difusão Lexical? (Final R deletion in nominal forms: Neogrammarian Model or Lexical Diffusion?). IX Congresso Nacional e III Congresso Internacional de Fonética e Fonologia,Universidade Federal de Minas Gerais: Brasil, 2006.
Desenvolvendo competências linguísticas: a utilização de jogos de escrita no processo de alfabetização. (Developing linguistic competence: the use of games in teaching children to read and write). 7o Encontro Nacional sobre Aquisição da Linguagem, Pontifícia Universidade Católica do Rio Grande do Sul: Brasil, 2006.
Dominando as relações grafema/fonema do português brasileiro: reflexões lógicas sobre o sistema sonoro. (Mastering the relations between sounds and phonemes in Brazilian Portuguese: logical reflexions about the sound system). 7o Encontro Nacional sobre Aquisição da Linguagem, Pontifícia Universidade Católica do Rio Grande do Sul: Brasil, 2006.
Plurais em –ão do português brasileiro: diacronia e sincronia.” ([–ÃO] plurals in Brazilian Portuguese: diachrony and synchrony). XI Simpósio Nacional & I Simpósio Internacional de Letras e Linguística, Universidade Federal de Uberlândia, 2006.
Plurais em –ão do português brasileiro: efeitos de frequência de tipo e de ocorrência. ([–ão] plurals in Brazilian Portuguese: effects of type and token frequency). 54º Seminário do GEL, Grupo de Estudos da Linguagem, 205. Araraquara: São Paulo, 2006.
The acquisition of irregular plurals in Brazilian Portuguese. Association for the Study of Child Language Abstract Booklet: 168-169. Berlin: Germany, 2005. (Co-authored with Thaïs Cristófaro-Silva, Christina Abreu Gomes e Daniela Guimarães).
Irregular plurals in Brazilian Portuguese: evidence of the mental lexicon. XV Colloquium on Hispanic and Luso-Brazilian Literatures and Romance Linguistics, University of Texas at Austin, 2005.
O papel das representações mentais na criação de analogias. (The role of mental representations in creation of analogies). V Semana de Eventos da Faculdade de Letras da UFMG, Universidade Federal de Minas Gerais, 2004.
Sobre o papel das frequências de type e token nas representações fonológicas. (On the role of type and token frequency in phonological representations). IX Semana de Letras – As Letras e seu Ensino, Universidade Federal de Ouro Preto, 2003.
Statement on Teaching
Learning a second language can be a difficult task for students. For this reason, it is essential that language professors be professionally qualified to perform their jobs. I always try to incorporate new research findings in my daily practice. As a language professor, my main pedagogical references are Content-Based Instruction and Task-Based Learning and Teaching. Both pedagogical concepts emphasize the importance of student-centered interactions in class. Rather than being a professor who is the transmitter of knowledge, I prefer to be a facilitator who engages in discussions with the students and monitors their group activities. To maximize the learning experience, I also teach Portuguese using the target language only. This helps students get a better grasp of linguistic structures and start thinking actively in the second language. All these strategies also require that the students collaborate with each other. In the new job market, concepts such as teamwork and social skills have become increasingly widespread, and candidates are expected to meet these requirements. In this sense, group activities like the ones we have in class not only help the learning process, but also provide the students with life skills that are key for their future careers. Additionally, it is imperative to help students look for their own sources of knowledge, so that they will become individuals with an intellectual curiosity that will make them lifelong learners. In sum, students need to learn how to learn.
The usage of authentic materials and new technologies are indispensable tools for a more successful and enjoyable learning experience. In my classes, I work to develop a comfortable learning environment in which students can ask questions without being afraid of the professor’s or classmates’ disapproval. I am very open to the students’ criticism. I always feel that I am an ever-learning professor (and person!), so I often ask my students how we are doing in class and how I could help them in their learning process.
Finally, I believe that the professor’s behavior is an example that the students will keep in their minds. The professor’s attitude towards the students will shape the students’ attitudes towards their classmates and the professor. Sometimes the students comment on the fact that I always arrive in class with a smile on my face and a optimistic attitude. This positive outlook on life is something that comes naturally to me, as I am a passionate professor who likes being among students, helping them shape their core values. Sometimes I have professional or personal issues, but having the opportunity to share my knowledge with the students and also learn from them makes my life more meaningful. Being a professor is a great opportunity to make a positive difference in other people’s lives (and in my life as well). Whether teaching languages or any other topic, we are helping human beings define their core values. For that reason, it is crucial that our behavior be as fair and ethical as possible.
Statement on Advising
As far as advising goes, in the Department of Latin American and Iberian Cultures I am in charge of the Portuguese placement exams. Students who already know some Portuguese take an oral and written placement test to find out which Portuguese class is right for them. Whenever I do these language assessments I talk to the students and try to understand their goals in the university and with Portuguese specifically. Based on that and on the results they show in the placement test, I try to place the students on the class that suits their goals and their language skills.
The Department of Latin American and Iberian Cultures at Columbia University, housed in Casa Hispánica (at 612 West 116th Street in New York City), has long enjoyed an international reputation as a center for Hispanic and Lusophone studies.
In addition to providing students with a commanding linguistic preparation in Spanish, Portuguese, and Catalan, the department offers a flexible and varied undergraduate program that enables them to study the cultural manifestations of the Hispanic and Lusophone worlds in all historical periods—from the medieval to the globalized present—and in a variety of cultural contexts: the Iberian Peninsula, Latin America, the former colonies of Portugal, and the United States.
The aim of the department’s graduate program is to train students to become first-rate scholars and teachers who are theoretically sophisticated and attuned to the issues, polemics, and approaches that define the profession currently as a field of intellectual endeavor.
Casa Hispánica is also the home of the Hispanic Institute for Latin American & Iberian Cultures at Columbia University. Founded in 1920 as the Instituto de las Españas, the Institute’s central aim is to sponsor and disseminate research on Iberian and Latin American cultures. The Institute has also published since 1934 the Revista Hispánica Moderna, a distinguished journal in Latin American and Iberian criticism and theory, and recipient of the 2009 Council of Editors of Learned Journals’ Phoenix Award for Significant Editorial Achievement.