Roberto Herrera

PhD in Linguistics, University of Texas at Austin
MA in Teaching English and Spanish as a Second Language, Universidad de las Américas Puebla (Mexico)
BA in English, Universidad Veracruzana (Mexico)

I earned my PhD in Linguistics from the University of Texas at Austin, and I came to Gallaudet in 2007. I teach Spanish as a Second Language, Linguistics, and ESL as well as politics, culture, history, and literature of Latin America and Spain.

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About myself...

Throughout my professional career, I have taught Spanish, English, and linguistics, consistently demonstrating enthusiasm for teaching diverse student populations, including native speakers of my language, speakers of other languages, and both undergraduate and graduate linguistics students. Teaching at Gallaudet University has given me a unique chance to enhance my pedagogical and linguistic expertise and experiences.

During my college studies, I began learning English as a second language. For several years, I had the chance to practice and enhance that language. Learning another language—ASL—at Gallaudet has been invigorating. During the first two years, I taught with the assistance of an interpreter. Although the interpreters were excellent (and remain so), I was pleased to begin teaching independently of them. This experience has given me the ability to elucidate grammar, share knowledge with kids, and foster a better connection to the Deaf community. Furthermore, acquiring a new language enables me to comprehend the internal experiences of students as they navigate the challenges of learning a third language. As a linguist, I recognize that American Sign Language, like other sign languages, is a complex and extremely sophisticated linguistic system. As with any language, whether spoken or written, mastery requires time, but, once attained, the results are always beneficial.

Gallaudet has a distinctive student demographic. As a Spanish instructor, I was exhilarated but apprehensive upon starting my teaching career. I distinctly recalled my first day of courses, particularly the initial moments. A student inquired, via the translator, if I was a new instructor. I informed her of my state, and she inquired if I was apprehensive—it was very evident. I affirmed that I was, in fact, present. She reassured me, instructing me not to be concerned, as she was certain I would do adequately. I composed myself. At that time, I realized I had arrived at the appropriate location.

I am pleased and thrilled to announce that I am employed by a distinctive department inside a singular university: we are the only department in the academic realm dedicated to instructing foreign languages to Deaf pupils. While several researchers have focused on enhancing the approach for teaching Spanish as a second language, no progress has been made in refining the methodology for Deaf students. My study has specifically concentrated on enhancing my pedagogical methods, and Gallaudet is unequivocally the optimal institution for this endeavor.