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Daniel Woolsey was raised and educated abroad in Santiago, Chile, where his parents served as missionaries for more than 25 years. He joined the Hope College faculty in 2005 where teaches and works in the Spanish section of the Department of World Languages and Cultures. Daniel teaches courses in Hispanic linguistics, foreign language teaching methods, and language and culture, and coordinates evening conversation groups for the intermediate levels. He also directs the Spanish Immersion Continuation Program that brings local high school students to campus for college-level Spanish courses. Daniel has experience in teaching in study-abroad programs, teaching online summer courses and teaching a Senior Seminar course in Spanish.

Daniel is currently working on the second-year Spanish textbook Rostros to follow the first-year book Ritmos, authored in collaboration with several faculty members at Hope. The textbook emphasizes the development of oral proficiency and cultural competency by exploring big ideas in the history, literature and culture of the Spanish-speaking world.

AREAS OF Expertise

Daniel specializes in foreign language education (FLE) and classroom second language acquisition (SLA). He has presented and published on the SLA of the Spanish verb estar with adjectives and given talks on a variety of topics in FLE. One of his ongoing interests has been to bridge the fields of SLA and FLE, bringing into classroom teaching and textbook writing sound acquisition principles. His current textbook project and the Spanish Immersion Continuation Program reflect that interest.  

EDUCATION

• Ph.D., foreign language education, Indiana University, 2006
• M.A., educational ministries, Wheaton College, 1998
• B.A., modern languages: French, Wheaton College, 1996

Selected PUBLIcations 

• Rostros: Intermediate Spanish Language and Culture, with Casarez-Heyda, C., Forester, L., Antoniuk, D. & Douma, J., Live Oak Multimedia, 2019
• Ritmos: Beginning Spanish Language and Culture, with Forester, L., and Antoniuk, D., Live Oak Multimedia, 2012
• 亚洲色吧淪econd Language Acquisition of the Spanish Verb ESTAR with Adjectives: An Exploration of Contexts of Comparison and Immediate Experience,亚洲色吧� Munich: LINCOM EUROPA, 2009
  
• 亚洲色吧淔rom theory to research: Contextual predictors of 亚洲色吧榚star + adjective亚洲色吧� and the study of the SLA of Spanish copula choice,亚洲色吧� Bilingualism: Language and Cognition 11, 2008
• 亚洲色吧淢e dijeron que el espa帽ol es m谩s f谩cil de aprender que otras lenguas, pero ahora que estoy estudiando 亚洲色吧榮er亚洲色吧� y 亚洲色吧榚star亚洲色吧�, me parece muy dif铆cil.  驴De d贸nde viene la idea de que un idioma es m谩s f谩cil que otro?亚洲色吧� in El espa帽ol a trav茅s de la ling眉铆stica: Preguntas y respuestas, Cascadilla Press, 2008
  
• 亚洲色吧淒evelopment of learner use of 'estar + adjective' in contexts of comparison within an individual frame of reference,亚洲色吧� Selected Proceedings of the 9th Hispanic Linguistics Symposium, Cascadilla Proceedings Project, 2006
• 亚洲色吧淐ontrolling contexts and clarifying intent: Instrument design and the study of the SLA of estar with adjectives,亚洲色吧� Selected Proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages, Cascadilla Proceedings Project, 2006