New Cabell Hall 464
Office Hours: Tues & Thurs 3:20-4:30pm & by appt

Research Summary

A native of Madrid (Spain) Esther Poveda’s love for languages, literature and traveling started at a young age, when she decided to complete a B.A. in English Philology at the Universidad Complutense in Madrid. Since then she has lived in Ireland, the United States, Spain and Guatemala, and she has travelled extensively in Europe and the Americas.

Ms. Poveda holds several higher education degrees: an M.A. in Spanish and a Graduate Certificate in Latin American Studies from the University of North Carolina at Chapel Hill, an M. A. in Amerindian Studies from Casa de América and the Universidad Complutense in Madrid. While in Guatemala, she conducted research for her dissertation on the literature of the Maya Movement.

Esther Poveda is interested in twentieth century Latin American narrative, specifically indigenista novels, testimonial writing and more recent indigenous literature.

Ms. Poveda’s teaching career started in 1994. Since then she has taught all levels of Spanish language and Spanish and Latin American literature and culture at UNC-Chapel Hill, Kalamazoo College, NYU in Madrid, Universidad Complutense de Madrid, Instituto de Empresa (Madrid), James Madison University, Easter Mennonite University, and the University of Virginia. She has loved every minute of it.

Education

A.B.D., Romance Languages. University of North Carolina at Chapel Hill (1999)

• Field Research in Guatemala on the literary productions of the Maya Movement.
• Graduate Certificate in Latin American Studies (1998), Duke-UNC Consortium in Latin American & Caribbean Studies

M.A., Estudios Amerindios. Departamento de Geografía e Historia, Universidad Complutense de Madrid, y Casa de América (Madrid, España) (2002)

M.A., Romance Languages. University of North Carolina at Chapel Hill (1996)

B.A., English. Universidad Complutense de Madrid. Spain (1992)

Research Interests

• 20 th -21 st century Latin American Literature
• Indigenous literature
• Indigenous movements and activism
• Social movements and activism
• Teaching Spanish as a Second Language
• Language for the Professiosn
• High-Impact Learning Practices
• Community engagement courses

Teaching

At UVa:

• SPAN 3040 (Business Spanish)
• SPAN 3030 (Cultural Conversations / Sí se puede: Community Engagement in Spanish Speaking Charlottesville)
• SPAN 3300 (Texts and Interpretation)
• SPAN 3010 (Grammar and Composition I)
• SPAN 3020 (Grammar and Composition II)
• SPAN-2020 (Intermediate Spanish II)

Summer Language Intensive Programs:

Middlebury College (Vermont) - Escuela Española (Summer 2015 and 2016)

• Communication, Levels 3 & 4

Monterey Institute of International Studies (California) - SILP (Summer IntensiveLanguage Program) (Summer 2013 and 2014)

• Advanced Intermediate Spanish
• Advanced Spanish

Study Abroad:

Instituto de Empresa (Madrid, Spain) (Fall 2003 and 2006)

• Curso intensivo de español avanzado para el MBA Internacional

New York University in Madrid (Spain) (2001-2003)

• One Hundred Years of Solitude and Magical Realism in Latin America
• Readings in Spanish American Literature
• Intermediate Spanish
• Intensive Introductory Spanish

Universidad Complutense de Madrid (Spain) (Spring 2002)

• Advanced Composition in Spanish

Universidad de Alcalá de Henares (Madrid, Spain) -- American Study Abroad Programs (Fall 2001)

• 19th and 20th Century Spanish Literature

Publications

“Luis Cardoza y Aragón”. Modern Spanish American Poets. Ed. María A. Salgado. Detroit: Gale, 2003.

“Otto Raúl González”. Modern Spanish American Poets. Ed. María A. Salgado. Detroit: Gale, 2003.

Academic translations

Mahler, Anne Garland. “’Todos los negros y todos los blancos y todos tomamos café’: Raza y desigualdad laboral en Coffea arábiga de Nicolás Guillen-Landrián,” trans. Esther Poveda. In Guillén Landrián: por un cine salvaje, eds. Julio Ramos and Dylon Robbins. Leiden, NL: Almenara Press, 2018.

Presentations

"Getting Real: The Role of e-Portfolios in Business Spanish Courses". The AAEEBL Southeast Conference: Eportfolio as a High Impact Practice: How Does Eportfolio Energize Liberal Education? Virginia Tech, October 2016.

“Using e-portfolios in the Second Language Classroom: The UVA Experience” (Roundtable). MIFLIC Mountain Interstate Foreign Languages Conference. James Madison University, Harrisonburg, October 2016.

“La literatura maya actual en Guatemala”. Seguir cantando: Voces de mujeres en indígenas en nuestras letras”. Spanish School at Middlebury College. June 2016.

“Electronic Portfolios for Learning and Assessment in Language Courses”. (Group Presentation). Institute of World Languages Spring Round Table Series. The University of Virginia, Charlottesville. March 2015

“From Sentence To Paragraph(s): Teaching Writing and Critical Thinking in the Foreign Language Classrooms”. (Group Presentation). Roundtable on Foreign Language Teaching and Learning. The University of Virginia, Charlottesville. October 2014.

“Turn up the Heat: The Creative Use of Games in the Classroom”. (Group Presentation). Roundtable on Foreign Language Teaching and Learning. The University of Virginia, Charlottesville. February 2014.

Grants & Awards

Learning Technology Incubator Grant. The University of Virginia, Charlottesville. September 2014 - June 2016.

Faculty Seminar on the Teaching of Writing. The University of Virginia, Charlottesville. May 2015.

Dissertation Completion Award, University of North Carolina, Chapel Hill, Graduate School, 2000-2001.

Off-Campus Dissertation Research Fellowship, University of North Carolina, Chapel Hill, Graduate School. 2000.

Tinker Field Research Grant, University of North Carolina, Chapel Hill, Institute of Latin American Studies. 1999.