Alberto Bruzos

[email protected]                                                             

Alberto Bruzos (Ph.D. in Linguistics) has been working at Princeton University since 2005. Since 2011 he has held a position as director of the Spanish Language Program and co-director of the study abroad program Princeton in Spain. 

He received his Bachelor’s degree in Spanish Linguistics and Ph.D. in Linguistics at the University of León (Spain), with a dissertation on the pragmatics of ironic discourse. During his doctoral studies, he was a visiting scholar at K. U. Leuven (Belgium) and the Université René Descartes, Paris V (France). Before joining Princeton University, he taught Spanish language and culture at the Fazekas Mihály Gimnázium in Debrecen (Hungary).

Dr. Bruzos’s view of foreign language education is informed by a wide range of theories and approaches, which include sociocultural theory and critical pedagogy. As director of the Spanish Language Program at Princeton, he supervises and facilitates the work of around 25 instructors, both lecturers and graduate student assistants in instruction. In the same role, he has overseen the redesign of the whole Spanish language curriculum since 2012, including the development of the language-learning platforms Aprendo and ConTextos.

Currently, his research focuses on the relationship between linguistic theory and language ideologies, exploring the ways in which historical change and changes in the political economy influence how language is understood, theorized, and managed. As part of this wider project, he is also interested in the history and politics of Spanish in the United States. His work is interdisciplinary and employs theories and methods from a variety of disciplines including applied linguistics, language policy, linguistic anthropology, educational linguistics, sociolinguistics, and critical discourse analysis. He has presented his research at national and international conferences and has published articles in journals such as Critical Inquiry in Language Studies, International Journal of Bilingual Education and Bilingualism, Language Policy, and Spanish in Context. In 2018, he received the Outstanding Scholarly Publication Award from the American Association of Teachers of Spanish and Portuguese for the best scholarly article published in Hispania in 2016-2017.

During 2018-2023, he collaborated as a visiting professor with the MA program in Spanish Language Teaching at the Instituto de Lengua y Cultura Españolas (ILCE), University of Navarra. 

Since 2022, he has been one of the organizers of the seminar "Language, Power and Capital" at the Museo Reina Sofía’s Study Programme in Critical Museology, Artistic Research Practices and Cultural Studies.

Recent publications

Can language be commodified? Toward a Marxist theory of language commodification. Critical Inquiry in Language Studies

La visión de los métodos de enseñanza de lengua de George Ticknor en relación con las orientaciones a la enseñanza del español en Estados Unidos. In Del Pino, J. (Ed.), George Ticknor y la fundación del hispanismo en Estados Unidos. Iberoamericana / Vervuert, 2022

Review of José del Valle, Daniela Lauria, Mariela Oroño, and Darío Rojas (Eds). 2021. Autorretrato de un idioma: Crestomatía glotopolítica del español. Madrid: Lengua de Trapo. Journal of Sociolinguistics

Reseña de Jennifer Leeman and Janet Fuller. 2021. Hablar español en Estados Unidos. La sociopolítica del lenguaje. Bristol (Reino Unido): Multilingual Matters. Estudios de lingüística del español

‘Language hackers’: YouTube polyglots as representative figures of language learning in late capitalismInternational Journal of Bilingual Education and Bilingualism

Linguistic landscape as an antidote to the commodification of study abroad language programs: A case study in the center of Madrid. In S. Dubreil, H. Maxim and D. Malinowski (Eds.) ​Language Teaching in the Linguistic Landscape​. Springer, 2020

Who Pays for Cheap Language Instruction? Boston Review, July 14 2020

The path to naturalization in Spain: Old ideologies, new language testing regimes and the problem of test useLanguage Policy, 17(4), 419-441

“Encuentros con el español:” A case study of critical service learning in the Latino community. In S. Dubreil and S. Thorne (Eds.), AAUSC Volume 2017: Engaging the World: Social Pedagogies and Language Learning

El futuro de los programas de español y portugués en los departamentos de lenguas modernas: Visiones alternativasHispania, 100/5, 2017, 192-193

Apuntes para una visión del ELE como campo. Revista Electrónica del Lenguaje, 4, 2017

“De camareros a profesores” de ELE: La mercantilización del español y de su enseñanza como lengua extranjeraSpanish in Context, 14/2, 230–249

“Import / export”: aproximación crítica a los discursos sobre el español como recurso económico en el campo del español como lengua extranjera (ELE). marcoELE, 23

Paradojas de la enseñanza universitaria del español como lengua extranjera en Estados Unidos. En Panhispanismo y variedades en la enseñanza del español L2-LE, 2017

El capital cultural del español y su enseñanza como lengua extranjera en EE.UU. Hispania, 99/1, 2016, 5-16 [AATPS Outstanding Scholarly Publication Award 2018]