University Lecturer. Director of the Spanish Language Program                                                             

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

As director of the Spanish Language Program at Princeton, he has overseen the redesign of the whole Spanish language curriculum. His view of foreign language education is informed by a wide range of theories and approaches, which includes sociocultural theory, discourse analysis and critical pedagogy. 

He has published on linguistic relativism, semantic motivation, the pragmatics of irony, the commercialization and institutionalization of language education, language policy and the use of service learning and the linguistic landscape in L2 teaching. Currently, his research interest lies in language ideologies, Marxist linguistic thought and the relationship between language and political economy.

Since 2018, he collaborates as visiting professor with the MA program in Spanish Language Teaching (Enseñanza de Español como Lengua Extranjera) at Instituto de Lengua y Cultura Españolas (ILCE), University of Navarra. 

Recent publications

‘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]


Interview at the Teachers as Workers SIG blog. October 2020

Princeton Alumni Weekly profile. January 2020

Profesorado ELE: las kellys de la enseñanza. El Salto. June 2018

Entrevista en TVProfeDeELE sobre el análisis del discurso sobre ELE. December 2016

Radio Ambulante: Entering the classroom with Alberto Bruzos Moro. February 2016