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Jackie Gianico

Jackie Gianico

  • Associate Teaching Professor of Applied Linguistics
  • Associate Director of Academics
More about Jackie Gianico...

Jackie Gianico has been teaching since 2006 and joined the IECP faculty in 2012 after having previously worked for the program as a teaching assistant. She has been IECP Academic Coordinator since 2013. Originally from New York, Jackie earned an M.A. in Italian from Middlebury College and an M.A. in Applied Linguistics from Teachers College, Columbia University. In addition to having taught at the intensive English programs of New York University and Columbia University prior to moving to State College, Jackie has also worked as a product developer and editor for Kaplan’s English Programs in New York City. She is interested in exploring and improving teacher practices with her involvement in the Center for Research on English Language Learning and Teaching (CRELLT) here in the Department of Applied Linguistics. Jackie’s main interests in language learning and teaching include hypothetical discourse in the classroom, teacher practices, and program team-building and professional development.  Outside of the IECP, Jackie enjoys acting, singing, and painting, and she often brings her experience with theatre and art into the classroom.

Recent research activity:

  • Gianico, J.M. (2016, April). Pushing the boundaries of oral placement exams: assessing interactional competence. Presentation at the annual meeting of TESOL, Baltimore, MD.
  • Gianico, J.M. (2015, November). In vivo and online activities: aural explorations not oral presentations. Paper presented at the annual meeting of NYS TESOL, White Plains, NY.
  • Gianico, J.M. & Jadlocki, M. (2014, March). Real and hypothetical voicing as displays of interactional competence in a lesson on informal register in a post-secondary ESL class. American Association of Applied Linguistics American Association of Applied Linguistics, Annual Conference; Portland, OR.
  • Gianico, J.M. & Jadlocki, M. (2012, March). Instructors’ hypothetical discourse and gesture as models of potential thought and talk. American Associaiton of Applied Linguistics, Annual Conference; Boston, MA.
  • Gianico, J.M. (2011, October). Complaining and coming clean: Voicing and interactional positioning in a staff meeting of a university mental health clinic. Language and Social Interaction, First Annual Conference; Teachers College, Columbia Univeristy, New York, NY.
  • Gianico, J.M. (2011, March). Hypothetical quotation and gesture in the demonstration of teacher talk and thought by an ITA. American Associaiton of Applied Linguistics, Annual Conference; Chicago, IL.
Tom Spencer

Tom Spencer

  • Assistant Teaching Professor / Associate Director of Student Affairs and Special Programs
More about Tom Spencer...

Tom Spencer joined the IECP in 2013 having begun his career in TEFL/TESL overseas in 2001, teaching young adults, members of parliament, and starting the EFL program for Johnson & Johnson Prague, Czech Republic. He graduated from Penn State’s M.A. TESL program in 2010 earning the “Student of the Year” award. Tom’s doctoral dissertation in Adult Education is a multi-site quantitative analysis of the possible relationships between studying at an on-campus Intensive English Program, and subsequent adjustment to American universities. His research and professional interests include program evaluation and improvement, campus-climate research for international students, teacher development, international student adjustment to universities, and more broadly, research methodologies in EFL contexts. 

Recent research activity:

  • Prins, E., Carrera, M., Drayton, B., Gungor, R., Miller, F., & Spencer, T. (2011). Women’s involvement in adult education and family literacy: Consequences for social networks, social support, and mental health. In S. Carpenter, S. Dossa, & B.J. Osborne (Eds.), Proceedings of the 52nd National Conference of the Adult Education Research Conference (AERX) and the 30th National Conference of the Canadian Association for the Study of Adult Education (CASAE) (pp. 543-549). Toronto: Ontario Institute for Studies in Education