María González-Ferrer Wins UGA's Excellence in Teaching Award

María González-Ferrer, a Ph.D. candidate in Hispanic Linguistics at UGA graduating this May, has been honored with the prestigious Excellence in Teaching Award for graduate students at UGA. This recognition, jointly presented by the Graduate School, the Center for Teaching and Learning, and the UGA Teaching Academy, is awarded to a maximum of five individuals annually. María received the award for her "record of distinguished service to the instructional mission of the university while pursuing a rigorous program of study as a graduate student." María has extensive teaching experience, having taught Spanish at various levels and specialized courses like Introduction to Spanish Linguistics. She has also coordinated the UGA Valencia Study Abroad Program and participated in organizing the España en Corto film festival and the Women+'s Forum series. 

A Madrid native, María holds a BA in Translation and Interpretation from Universitat Autònoma de Barcelona and an MA in Hispanic Linguistics and Cinema from The University of Georgia (UGA). Currently, she is working on her research which focuses on Second Language Acquisition and Language Variation, specifically pronoun doubling structures in Spanish among learners, teachers, and native speakers from Argentina, Spain, and Mexico. María has received the Wilson Center Travel Grant for research in Buenos Aires and the Sigma Delta Pi Award for fieldwork in Mexico City. She is passionate about student-centered teaching, promoting linguistic diversity, and social justice. Outside academia, María enjoys watercolor painting, embroidery, cinema, traveling, thrifting, and spending time with her cat, Maui.

See below the interview conducted with her:
 

1. Congratulations on being selected as one of the Excellence Teaching Award winners this year. It is an incredible honor! Could you share with us what being a recipient of this award means to you?

This award is especially meaningful to me because I am constantly striving to become a better teacher. It serves as a reminder that my efforts are valued and appreciated, which is particularly encouraging as I navigate the job market—a process that can sometimes be challenging and filled with self-doubt. Being recognized for my teaching reaffirms that the work I have put in is making a difference, and it motivates me to continue growing as an educator.

2. The ETA is an award which recognizes students who have contributed to teaching beyond their classroom responsibilities, making a significant contribution to the instructional mission of the university. What are the specific teaching practices or techniques you've implemented that you believe contributed to this recognition?

Outside of my classroom duties, I've been actively involved in UGA’s instructional mission by bringing in creative, student-focused teaching methods that keep students engaged and empowered. I design interactive activities that let students take charge of their learning and use Spanish in real-life situations. For example, they participate in role-playing exercises, escape room challenges, and immersive simulations, making language learning both fun and practical.

One example is a mock marketing campaign project where students created and presented ads designed for Hispanic audiences. This activity not only improved their language skills but also encouraged creativity, teamwork, and critical thinking. My goal is to create an engaging classroom that helps students feel confident using Spanish in both professional and everyday situations.

Cultural integration is a big part of my teaching, helping students connect with the Spanish-speaking world both in and out of the classroom. I incorporate cultural activities and create opportunities for students to use the language in meaningful ways. For example, I encourage them to work with Spanish-speaking friends or family on class projects, which not only improves their language skills but also strengthens personal connections. By bringing learning beyond textbooks and into their daily lives, I strive to make the experience transformative—helping them grow linguistically while gaining a deeper appreciation for their place in a connected world.

3. What is your core teaching philosophy, and how has it evolved throughout your time as a graduate student at the University of Georgia?

My teaching philosophy focuses on creating an engaging, inclusive, and dynamic environment that connects language to real-world contexts. Over my time at the University of Georgia, this approach has evolved to emphasize authentic language use, student-centered engagement, and inclusivity.

A key aspect of my teaching is incorporating real-world materials to help students engage with the language. For example, I share videos of my nephew learning Spanish and use Google Maps to explore my hometown in Spain. I also encourage students to interact with Spanish outside the classroom through music, films, and local Hispanic cultural events.

Promoting inclusion is another cornerstone of my philosophy. I continuously adopt new strategies to ensure all students feel valued and supported. I offer diverse participation formats (oral, written, and technology-based) and foster collaboration in various group settings. My goal is to create a safe, empathetic environment where students feel comfortable sharing their ideas.

I emphasize a growth mindset by normalizing mistakes as part of the learning process. By sharing my own language-learning experiences, I model vulnerability and encourage students to embrace challenges. I also invite guest speakers, such as former students and colleagues, to share their journeys, making the learning experience more relatable. Over time, I’ve recorded personal language-learning stories from friends, which I now share with my students to deepen their understanding and connection.

Throughout my time at UGA, I’ve refined my ability to meet diverse student needs and empower each learner to succeed in their language-learning journey.

4. How has teaching as a PhD student shaped your own academic growth and research?

As a Ph.D. student in Hispanic Linguistics with a focus on Second Language Acquisition, my teaching has been deeply intertwined with my academic growth and research. By expanding my knowledge of linguistics and language acquisition, I have gained a deeper understanding of the challenges my students face as second-language learners. This has also allowed me to recognize the crucial role of affective factors—such as confidence, motivation, and anxiety—in shaping their learning experience.

At the same time, my teaching experience has directly influenced my research by helping me identify key areas that require further exploration. Observing my students' learning processes in the classroom has provided valuable insights that have guided my research focus and methodology. This dynamic relationship between teaching and research has not only enriched my scholarship but also allowed me to develop more effective, student-centered pedagogical approaches.

5. Looking back, what do you think is the most rewarding aspect of teaching and how has it impacted your perspective as you continue teaching in the future?

Without a doubt, the most rewarding aspect of teaching is the ability to impact students' lives by broadening their perspectives and helping them develop a deeper understanding of the world. It’s easy to become absorbed in our own independent bubbles and forget about the larger global community. In my classes, students get to ‘travel’ without leaving the room, gaining insight into different cultures and perspectives. This exposure not only expands their worldview but also helps them recognize the impact they can have on their own communities by stepping outside their comfort zones.

I strongly believe in the power of communities working together and supporting one another. As I continue teaching, I strive to instill in my students the understanding that we do not exist in isolation. We thrive when we engage with the world around us, collaborate, and care for each other. My goal is to inspire them to become active, empathetic global citizens who recognize the importance of community and cultural awareness in shaping a better future.

6. If you could give a piece of advice to graduate students working on their research and teaching skills, what would it be? 

My first piece of advice to any graduate student, one I constantly remind myself of, is to prioritize self-care. We often become so absorbed in deadlines and workloads that we forget we are human beings with basic needs. Getting enough sleep, eating well, and maintaining a social life are essential, not only for well-being but also for productivity and long-term success.

When it comes to improving as a teacher, I encourage graduate students to collaborate with their peers, engage in conversations with more experienced educators, and take advantage of resources like the Center for Teaching and Learning. Connecting with graduate students from other departments and participating in interdisciplinary discussions can provide fresh perspectives and inspire new ideas. Teaching is an ongoing learning process, and even small adjustments each semester can have a significant impact on both your effectiveness as an instructor and your students’ learning experiences.

Lastly, seek out mentors who can provide guidance and encouragement throughout your journey. Don’t hesitate to ask for help when you need it. Most people are more than willing to support you, including both fellow graduate students and faculty members.