Marilyn Manley received her Doctorate from the Department of Hispanic Languages and Literatures at the University of Pittsburgh in Pennsylvania in April 2004 with a major field concentration in Hispanic Linguistics and a minor field concentration in Methodology and Applied Linguistics. Also in April 2004, she obtained a Graduate Certificate in Latin American Studies from the Center for Latin American Studies at the University of Pittsburgh.
   In August 2001, she received a Certificate in Advanced Quechua Language Study from the Centro de Estudios Regionales Andinos "Bartolomé de Las Casas", Cuzco, Peru. Earlier the same year, in April 2001, she received her Master’s in Hispanic Linguistics from the University of Pittsburgh.
   She completed her undergraduate work at Boston University in Massachusetts in May 1999. At Boston University, she completed two majors, Linguistics and Hispanic Languages and Literatures. During her undergraduate career, in 1998, she earned credit towards her Bachelor’s degree abroad while studying at the Instituto Internacional in Madrid, Spain.
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   In 2004 and 2005, Marilyn Manley worked as a consultant to the Avenue Project of Carnegie Mellon University’s Language Technologies Institute. The main goal of the Avenue Project is to develop streamlined and reduced-cost Machine Translation (MT) systems (automatic translation of one language into another by computer) for a variety of Native South American languages, including for Peruvian Quechua, Chilean Mapuche, Bolivian Aymara, and Ecuadorian Quichua and Huao. By reducing the development time and decreasing the cost of MT systems for these indigenous languages, the Avenue Project team foresees a greater availability of MT systems for these languages, thereby encouraging the continued maintenance and use of these languages.
   In 2000 and 1999, she worked as a Graduate Linguistics Research Assistant to the Project for the Documentation of the Languages of Meso-America (PDLMA), directed by University of Pittsburgh Anthropology Professor, Terrence Kaufman. The main goal of the PDLMA is to document the lexicon, phonology, and morphosyntax of living indigenous Meso-American languages, including Mije-Sokean, Sapotekan, Nawa, Oto-Pamean, and Totonakan languages. The data collected on these languages is utilized for the creation of dictionaries and grammars of these languages, as well as in order to facilitate reconstructions of the proto-Mije-Sokean and proto-Sapotekan languages, which serve as resources for the decipherment of Epi-Olmec writing and Sapotekan hieroglyphic writing, respectively.
   She has presented papers at national and international conferences on a variety of theoretical and applied linguistics topics such as Quechua/Spanish language attitudes, cross-linguistic influence of the Cuzco Quechua epistemic system on Andean Spanish, the implementation of technology in foreign language instruction, back-channel behavior, code-switching, and Quechua Language internet resources (click here to see her work-in-progress, a "Quechua Language Instructional Website").
   She also regularly participates in professional workshops dedicated to the discussion of teaching methods. Many of these workshops have been offered by Rowan University’s Faculty Center for Excellence in Teaching and Learning. Some of the topics of these workshops have included foreign language placement testing, variation in students’ learning styles, student evaluations of teaching, commenting on students’ writing, classroom assessment techniques, and creating community in the classroom.
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   In April 2004, she completed her dissertation at the University of Pittsburgh, titled "Quechua to Spanish Cross-Linguistic Influence among Cuzco Quechua-Spanish Bilinguals: The Case of Epistemology". Within her dissertation, she responds to three related research goals. In order to investigate these goals, she gathered data from 169 members of two Cuzco, Peru non-profit governmental agencies, the Asociación Civil ‘Gregorio Condori Mamani’ Proyecto Casa del Cargador , ‘Gregorio Condori Mamani’ Civil Association House of the Carrier Project’ (click here to see her website created for the Association, a work-in-progress) and El Centro de Apoyo Integral a la Trabajadora del Hogar, ‘Center for the Integral Support of Female Home Workers’. The majority of her participants speaks Quechua natively and acquired Spanish as a second language during childhood or adolescence. She collected data from these two populations through the means of ethnography, demographic questionnaires, a social network analysis, a language attitudes study, elicitation of short narratives, role play interviews and a subjective reaction test. In response to her first research goal, she examines the nature of the semantics and pragmatics of the Cuzco Quechua epistemic system, including the epistemic suffixes, -mi/-n and -si/-s, and the Quechua verb past tenses, -rqa- and -sqa-. She finds the Quechua epistemics to encode meaning beyond information source and level of certainty and to be affected by a variety of discourse factors. In her treatment of her second research goal, she finds 31 different phonetic, morphosyntactic, and calque Quechua to Spanish cross-linguistic influence features to occur in her participants’speech. She also examines the specific case of the cross-linguistic influence of the Quechua epistemic system on the Spanish spoken by her participants. The presence of cross-linguistic influence in her participants’ speech supports a model of child Second Language Acquisition in which the first language plays a significant role in the acquisition of the second language. Finally, in response to her third research goal, she finds various demographic characteristics, social network characteristics, and the language attitudes of her participants to correlate with their production of the 31 Quechua to Spanish phonetic, morphosyntactic, and calque cross-linguistic features. While presenting her results for her third research goal, she suggests that her participants may purposefully use various Quechua cross-linguistic features in order to identify themselves as Quechua speakers and distinguish themselves from native Spanish speakers, thereby creating an in-group variety of Spanish.
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"Survival Strategies: LCTL's in Context", Journal of the National Council of Less Commonly Taught Languages, v.5, Spring 2008, National Council of Less Commonly Taught Languages, Madison, WI (forthcoming) (click here to read the article).

“Cross-linguistic Influence of the Cuzco Quechua Epistemic System on Andean Spanish”, in Spanish in contact: Policy, Social, and Linguistic Inquiries, eds. Kim Potowski and Richard Cameron, 191-209, John Benjamins Publishing Company, Philadelphia, PA, 2007 (click here to read the article).

"Adaptaciones fonéticas quechuas de préstamos léxicos españoles", Revista Andina, nº 37 segundo semestre, ed. Jean-Jacques Decoster, 237-247, Centro "Bartolomé de Las Casas", Cuzco, Peru, 2003 (click here to read the article).

"Effects of Native Language and Sex on Back-Channel Behavior", Selected Proceedings of the First Workshop on Spanish Sociolinguistics, ed. Lotfi Sayahi, 96-106, Somerville, MA: Cascadilla Proceedings Project, 2003 (click here to read the article).
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List of classes taught from Fall 2004 through Spring 2008:
Spanish 1 (SPAN 05.101)
Spanish 2 (SPAN 05.102)
Spanish 3 (SPAN 05.201)
Spanish Reading and Conversation (SPAN 05.211)
Spanish Reading and Composition (SPAN 05.212)
Linguistics and Cultures of Native South America (HONR 05.390)
Introduction to Spanish Translation (SPAN 05.340)
Introduction to Anthropological Linguistics (SPAN 05.250 & ANTH 02.250)
Modern Descendants of the Incas: Quechua Language, Culture and History (HONR 05.390)
Introduction to Hispanic Linguistics (SPAN 05.302)
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CV in PDF
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