Stefano MaranzanaAssistant Teaching ProfessorItalian

Ph.D. in Second Language Acquisition and Teaching, University of Arizona, 2018

MA in Italian Studies, University of Minnesota, 2006

Stefano Maranzana is an Assistant Teaching Professor of Italian. Prior to joining the faculty at Emory in 2023, where he teaches Italian language courses as well as a course on the Italian American experience, Dr. Maranzana held positions at Duke University and at the Southern Methodist University (SMU). He was also nominated twice for SMU’s HOPE Professor of the Year Award (2021-2023) and Emory’s Williams Distinguished Undergraduate Teaching Award (2024).

Dr. Maranzana’s research focuses on technology for Italian and French language pedagogy and Italian immigration in the USA. More recently, his work has expanded to include the application of Artificial Intelligence in language teaching, with a particular focus on listening comprehension. His articles have been published in leading journals including the South Atlantic Review, Italica, International Journal of Computer-Assisted Language Learning and Teaching, as well as several book chapters.

Maranzana, S., & Descourtis, S. (forthcoming). Parlami: Applicazioni di AI per la comprensione mirata dell'ascolto. Cultura & Comunicazione. Guerra Edizioni.

Maranzana, S. (2023). Learning Italian with Cartoons. In A. Regagliolo (Ed.) Italian as a Foreign Language: Teaching and Acquisition in Higher Education. Wilmington, Delaware: Vernon Press.

Maranzana, S. (2023). Animated Cartoons to Promote 'Real Language' Learning: Attitudes of Undergraduate Students of Italian. In C. Scala (Ed.) How to Engage Today's Learners in Language Classes. Wilmington, Delaware: Vernon Press, 81-105.

Ayoun, D., & Maranzana, S. (2022). The second language acquisition of gender and number in Italian. In The Acquisition of Gender: Crosslinguistic perspectives. John Benjamins, 97-126.

Maranzana, S. (2022). Intermediate Learner Opinions on Captioned Video Cartoons for Language Acquisition. In Emerging Concepts in Technology-Enhanced Language Teaching and Learning. IGI Global, 232-252.

Maranzana, S. (2021). Imparare l'italiano L2 con i cartoni animati sottotitolati: Attitudini degli studenti universitari in USA. Cultura & Comunicazione. Guerra Edizioni. 19.

Ayoun, D., & Maranzana, S. (2020). Italian Grammatical Gender: A Corpus Study from a Second Language Acquisition Perspective. Italica, 97(2), 206-333.

Berti, M., Maranzana, S., & Monzingo, J. (2020). Fostering Cultural Understanding with Virtual Reality: A Look at Students' Stereotypes and Beliefs. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 47-59.

Maranzana, S. (2018). Italian Americans and the Mythology of Crime: “The Godfather Paradox”. Proceeding of the AATI Conference in Palermo [Italy], June 17-21, 2017. Section Literature. AATI Online Working Papers. ISSN: 2475-5427.

Grazzi, E. & Maranzana, S. (2016). ELF and Intercultural Telecollaboration: A case Study. In Intercultural Communication. New Perspectives from ELF, edited by L. Lopriore and E. Grazzi. Rome, Roma TrE-Press, 109-133.

Maranzana, S. (2016). Honor and Shame in the Italian Colony:  The Diary of Camillo Cianfarra. [Special Issue]. “Text as Memoir: Tales of Travel, Immigration and Exile.” South Atlantic Review, 81(1), 157-173.

Rubinstein-Avila, E., & Maranzana, S. (2015). Dual Reflections on Teaching and Learning of Autoethnography: Preparing Doctoral Students Authentically for a Career in the Academy. Qualitative Research in Education, 4(3), 243-268. doi:http://dx.doi.org/10.17583/qre.2015.1328