Biography

My past research has focused on first and second language acquisition, language assessment, bilingual education, research methods, and the application of evolutionary theory and perceptual control theory to understanding human behavior, learning and education.

I am currently focusing my research activities on what I call Autonomous Technology-Assisted Language Learning (ATALL). ATALL involves using and developing technology, in particular Internet media and communication tools, to enhance education in foreign-languages and cultures.

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Key Professional Appointments

ProfessorDepartment of Educational Psychology, University of Illinois at Urbana-Champaign, 1998 - present

Associate ProfessorDepartment of Educational Psychology, University of Illinois at Urbana-Champaign, 1986 - 1998

Assistant ProfessorDepartment of Educational Psychology, University of Illinois at Urbana-Champaign, 1979 - 1986

Post-Doctoral Research FellowQuébec Ministry of Education, Université de Montréal, Faculté des sciences de l'éducation, Section de mesure et évaluation, 1978 - 1979

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Education

Ph.D., Psychology, McGill University, Montreal, 1978

M.A., Psychology, McGill University, Montreal, 1975

B.A., Psychology, Queen's College of the City University of New York, 1974

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Awards, Honors, Associations

Research/Teaching Award for Chile, Feb.-June 2008Fulbright Program, 2006 - 2008

Research & Service

My past research has focused on first and second language acquisition, language assessment, bilingual education, research methods, and the application of evolutionary theory and perceptual control theory to understanding human behavior, learning and education.

I am currently focusing my research activities on what I call Autonomous Technology-Assisted Language Learning (ATALL). ATALL involves using and developing technology, in particular Internet media and communication tools, to enhance education in foreign-languages and cultures.

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Publications

Cziko, G. Without miracles: Universal selection theory and the second Darwinian revolution. (Chinese ed.). . East China Normal University: Shanghai, .

Cziko, G. (2005). Exploiting the internet for foreign language input: Resources, tools and techniques for accessing text and audio. Selected papers from the Fourteenth International Symposium on English Teaching. English Teachers’ Association: Taipei, Taiwan.

Cziko, G. (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st century. Computer-Assisted Language Instruction Consortium Journal, 22(1), 25-39.

Cziko, G., Park, S. (2003). Internet audio communication for second langauge learning: A comparative review of six programs. Language Learning and Technology, 7(1), 15-27. link>

Cziko, G. (1995). Without miracles: Universal selection theory and the second Darwinian revolution. . MIT Press (A Bradford Book): Cambridge, .

Cziko, G. (1992). The evaluation of bilingual education: From necessity and probability to possibility. Educational Researcher, 21(3), 10-15.

Cziko, G. (1992). Purposeful behavior as the control of perception: Implications for educational research. Educational Researcher, 21(9).

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Grants

Co-Principal InvestigatorCollaborative Research: Translating Prosody in an English-Chinese Language Tutoring Systems, National Science Foundation, 2007

Principal InvestigatorProposal to Establish a Low-Power Campus Radio Station at UIUC for Spanish-Language and Latino Programming, Office of the Chancellor, 2005

Principal InvestigatorElectronic Network for Language and Culture Exchange (ENLACE), National Center for Supercomputing Applications, 2004

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Service

MemberBicycle and Pedestrian Advisory Commission, City of Urbana, 2006 - 9999

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Courses

Undergraduate Open Seminar Course Information: Approved for both letter and S/U grading. May be repeated.

Educational Statistics Designed for terminal value for professional training of students not intending to pursue advanced graduate work, and for introductory value for students continuing graduate study in education; descriptive statistics, introduction to correlation and regression, the normal curve, statistical inference, and the presentation and interpretation of statistical data in educational literature. Course Information: 4 undergraduate hours. 4 graduate hours.

Developments in Educ Psyc Foundational theories and practices of educational psychology, including learning and development. Course Information: 2 or 3 undergraduate hours. 2 or 4 graduate hours. Approved for letter and S/U grading. May be repeated to a maximum of 8 hours. Undergraduate and graduate work load will be commensurate with the requirements. Class Schedule Information: Note: Meets educational psychology foundation requirement.

Gary Cziko

Professor Emeritus, Cognitive Science of Teaching and Learning

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