Kimberly Vinall

Executive Director of the Berkeley Language Center
29 Dwinelle

Kimberly Vinall received her PhD in Education at the University of California, Berkeley and her MA in Hispanic Literature at the University of Arizona. In her teaching and research, she explores how learners’ and teachers’ understandings of cultural and linguistic differences are mediated by identity constructs, teaching materials, community engagement, digital tools, and ideologies. Central to her work are the following questions: How do learners engage with cultural and linguistic differences? How do teaching materials, pedagogical practices, and instructors’ experiences mediate this engagement? What impact does this engagement have in terms of learners’ own identity constructions? How does this engagement facilitate their learning and the development of intercultural understandings? Recent projects have focused on the impacts of machine translation on understandings of translation and language education; teaching languages and cultures with a social justice lens; the potentialities of global critical community engagement; and the development of symbolic competence.

Recent Publications

Vinall, K. (in press). Practicing solidarity in a critical community service-learning project. How we take action: Social justice in K-16 language classrooms. Charlotte: Information Age Publishing.

Vinall, K. & Hellmich, E. (forthcoming). Do you speak translate?: Introductory reflections on the nature and role of translation. L2 Journal.

Hellmich, E. & Vinall, K. (forthcoming). Student use and instructor beliefs: Machine translation in language education. Language Learning & Technology.

Vinall, K. & Hellmich, E. (2021). Down the rabbit hole: Metaphor, machine translation, and instructor identity / agency. Second Language Research and Practice, 2 (1): 99-118.

Hellmich, E. & Vinall, K. (2021). FL Instructor beliefs about machine translation. IJCALLT, 11 (4): 1-18.

Vinall, K. & Shin, J. (2018). The construction of the tourist gze in English textbooks in South Korea: Exploring the tensions between internationalization and nationalization. Language, Culture and Curriculum, 31(2): 1-18.

Vinall, K. (2016). “Got Llorona?”: Teaching for the development of symbolic competence. L2 Journal, 8 (1): 10-16.