Loyola University Chicago

Modern Languages and Literatures

Faculty & Staff Directory

Dr. Clara Burgo

Title/s:  Undergraduate Program Director
Associate Professor

Specialty Area: Spanish Language & Linguistics

Office #:  CC217B

Phone: 773.508.8296

Email:

Degrees

  • Ph.D. Hispanic Linguistics, University of Illinois at Chicago
  • M.A. Hispanic Linguistics, University of Illinois at Chicago
  • B.A. Filología inglesa, University of Deusto (Spain)

Research Interests

  • Sociolinguistics
  • Spanish for Heritage Speakers
  • Spanish in the US

Courses Taught

  • Composition and Conversation I and II/ Native Speakers
  • Spanish Sociolinguistics 
  • Introduction to Hispanic Linguistics
  • Spanish Teaching Methods (Graduate)
  • Heritage Language Pedagogy (Graduate)

Selected Publications

Book
  • Burgo, C. (2018). Clases mixtas: L2 y lengua de herencia. Madrid: Arco Libros
Refereed Book Chapters
  • Burgo, C. (2019). Mixed classrooms: How do Spanish heritage speakers (HS) feel about the mix?​, in Thompson, G., & Alvord, S. (Eds.). Contact, Community, and Connections: Current Approaches to Spanish in Multilingual Populations(pp. 305-321). Wilmington, DE: Vernon Press. 
  • Burgo, C. (2016). Teaching Spanish in the digital age: A flipped classroom or just hybrid? In C. Wang & L. Winstead (Eds). Handbook of Research on Foreign Language Education in the Digital Age (pp. 83-103), Hershey, PA: IGI Global.  
Articles in Refereed Journals
  • Burgo, C. (2022). Best practices in teaching Spanish in higher education during COVID-19. Journal for Leadership, Equity, and Research, 8(1), 58-70. 
  • Burgo, C. (2020). The impact of study abroad on Spanish heritage language learners. Journal of Latinos and Education, 19(3), 304-312.
  • Burgo, C. (2017). Comparing advanced L2 and heritage language learners’ Spanish grammars: Some pedagogical considerations, Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 30(1), 52-73.
  • Burgo, C. (2017). Meeting student needs: Integrating Spanish heritage language learners into the second language classroom. Hispania, 100(5), 45-50.