Publications
Peer-reviewed Research
Neubauer, D. & Riggs, R. (2024). Chapter 5 Pedagogical language play in a beginning L2 Chinese classroom. In D. LaScotte & E. Tarone (Ed.), Heteroglossia and Language Play in Multilingual Speech: Pedagogical and Theoretical Implications (pp. 91-116). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110787696-005
Riggs, R. (2018). Dynamic Interfaces in Beginning L2 Mandarin Construction Learning: A Usage-Based Corpus Investigation of Frequency Distribution, Communicative Function, and Salience [Dissertation]. ProQuest LLC. https://scholarspace.manoa.hawaii.edu/handle/10125/62309
Riggs, R. (2017). Early Mandarin Literacy in a Class-created Reading Library. Journal of the National Council of Less Commonly Taught Languages, 21, 209-239. https://ncolctl.org/journals/past-editions/
Riggs, R. (2017). Event structure metaphor: Mapping from the Chinese classifier 'chang'. Published in Proceedings of the 20th Annual College of Languages, Linguistics & Literature Graduate Student Conference. Retrievable from Scholarspace: https://scholarspace.manoa.hawaii.edu/handle/10125/43738
Riggs, R. (2018). Dynamic Interfaces in Beginning L2 Mandarin Construction Learning: A Usage-Based Corpus Investigation of Frequency Distribution, Communicative Function, and Salience [Dissertation]. ProQuest LLC. https://scholarspace.manoa.hawaii.edu/handle/10125/62309
Riggs, R. (2017). Early Mandarin Literacy in a Class-created Reading Library. Journal of the National Council of Less Commonly Taught Languages, 21, 209-239. https://ncolctl.org/journals/past-editions/
Riggs, R. (2017). Event structure metaphor: Mapping from the Chinese classifier 'chang'. Published in Proceedings of the 20th Annual College of Languages, Linguistics & Literature Graduate Student Conference. Retrievable from Scholarspace: https://scholarspace.manoa.hawaii.edu/handle/10125/43738
Newsletter and Book Contributions
Riggs, R. (2023). While Grammar Is the Topic. The Word, 33(1), 29-30. Hawai‘i TESOL.
Retrievable from link (2023 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2023). Defining "comprehensive comprehensible input" and its goals. The Word, 32(3), 22-24. Hawai‘i TESOL.
Retrievable from link (2023 May): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2023). Natural re-use of language through open topic spaces. The Word, 32(2), 15-17. Hawai‘i TESOL.
Retrievable from link (2023 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2022). Water metaphors for managing student expectations. The Word, 31(3), 11-13. Hawai‘i TESOL.
Retrievable from link (2022 May): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R., & Neubauer, D. (2022). Defining “practice” for our profession. The Word, 31(2), 6-8. Hawai‘i TESOL.
Retrievable from link (2022 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2021). What we talk about when we talk about “repetition”. The Word, 31(1), 7-9. Hawai‘i TESOL.
Retrievable from link (2021 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2021). When we talk about "meaning". The Word, 30(2), 10-12. Hawai‘i TESOL.
Retrievable from link (2021 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2020). Contingency teaching for contingency learning. The Word, 30(1), 10-13. Hawai‘i TESOL.
Retrievable from link (2020 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2020). TULIP: Experiencing instructional practices from a learner’s perspective. The Word, 29(2), 23-24. Hawai‘i TESOL.
Retrievable from link (2020 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R., & Wyatt, R. (2019). IMASCK: A goals checklist to aid curricular decisions. The Word, 29(1), 19-20. Hawai‘i TESOL.
Retrievable from link (2019 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2018). Novice High Level Chinese Unit Goals and Standards. In C. Glynn, P. Wesely, & B. Wassell (Eds.). Words and Actions: Teaching Languages through the Lens of Social Justice (2nd ed.), (pp. 37, 40, 43, 73). Alexandria, VA: American Council on the Teaching of Foreign Languages (ACTFL).
Retrievable from link (2023 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2023). Defining "comprehensive comprehensible input" and its goals. The Word, 32(3), 22-24. Hawai‘i TESOL.
Retrievable from link (2023 May): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2023). Natural re-use of language through open topic spaces. The Word, 32(2), 15-17. Hawai‘i TESOL.
Retrievable from link (2023 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2022). Water metaphors for managing student expectations. The Word, 31(3), 11-13. Hawai‘i TESOL.
Retrievable from link (2022 May): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R., & Neubauer, D. (2022). Defining “practice” for our profession. The Word, 31(2), 6-8. Hawai‘i TESOL.
Retrievable from link (2022 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2021). What we talk about when we talk about “repetition”. The Word, 31(1), 7-9. Hawai‘i TESOL.
Retrievable from link (2021 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2021). When we talk about "meaning". The Word, 30(2), 10-12. Hawai‘i TESOL.
Retrievable from link (2021 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2020). Contingency teaching for contingency learning. The Word, 30(1), 10-13. Hawai‘i TESOL.
Retrievable from link (2020 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2020). TULIP: Experiencing instructional practices from a learner’s perspective. The Word, 29(2), 23-24. Hawai‘i TESOL.
Retrievable from link (2020 Feb): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R., & Wyatt, R. (2019). IMASCK: A goals checklist to aid curricular decisions. The Word, 29(1), 19-20. Hawai‘i TESOL.
Retrievable from link (2019 Sep): https://hawaiitesol.org/news/newsletter/newsletter-archive/
Riggs, R. (2018). Novice High Level Chinese Unit Goals and Standards. In C. Glynn, P. Wesely, & B. Wassell (Eds.). Words and Actions: Teaching Languages through the Lens of Social Justice (2nd ed.), (pp. 37, 40, 43, 73). Alexandria, VA: American Council on the Teaching of Foreign Languages (ACTFL).
