I am an Interactional Linguist, and I have recently joined the OU as a Research Associate at the School of Languages and Applied Linguistics. I am co-developing research with the Head of School, Prof. Rosina Márquez Reiter, carrying out interactional socio-pragmatic studies of language use, analysing interactional data in Spanish and English collected in different institutional and everyday settings. I have recently completed my PhD in Language and Communication at the Department of Language and Linguistic Science at the University of York, working on the multimodal and sequential design of co-productions in English interaction.
I started my academic career as an EFL teacher and teacher educator. Before doing my PhD in the UK, I lectured in Practical Phonetics for over a decade and briefly also in Discourse Analysis at different undergraduate and graduate programmes in Buenos Aires, Argentina (ISP Joaquín V González, ENSLV Sofía B de Spangenberg, Profesorado del Consudec, Universidad de Belgrano, and others), training EFL teachers and translators, pre- and in-service, in face-to-face and distance learning programmes.
I hold an MA in English Language with an orientation towards socio-pragmatic studies (Universidad de Belgrano, Buenos Aires). I have done independent and also team research on prosody-discourse interfaces in English, and on the teaching of prosodic configurations of different speech genres from the perspectives of Systemic Functional Linguistics and Discourse Intonation (Universidad Nacional de La Pampa).
I also occasionally blog and curate resources on pronunciation and phonetics teaching and learning, and I have made a number of professional development presentations and lead training sessions for in-service English language teachers.
I am particularly interested in the study of phonetics and gesture as resources deployed and oriented to by participants in everyday talk-in-interaction, and how these interact with other semiotic systems, such as lexico-grammar. I study different forms of co-production in talk, and explore the ways in which these are used to enact collective identities and multi-person parties in interaction. I am currently exploring the conversational practice of co-animation (i.e. joint reported speech) in English interaction, analysing its sequential, prosodic, and gestural design in different interactional activities. I mainly work with the methodological and theoretical perspectives of Conversation Analysis and Interactional Linguistics.
I have engaged in the past in the study of discourse-pragmatic approaches to the teaching of pronunciation and intonation of English as a Foreign Language, and the description of different prosodic configurations of speech genres in English from a Systemic Functional Linguistic perspective.
I hold over a decade of experience lecturing in Phonetics and Phonology in Higher Education institutions. In Buenos Aires, Argentina, I lectured in Practical Phonetics and Discourse Analysis modules in ELT and Translation programmes. In the UK, I have taught in several modules at the University of York, including introductory Phonetics and Phonology, The Prosody of English, and Social Interaction and Conversation Analysis, among others. I hold a Vice-Chancellor's Teaching Award (UoY, 2019), and Associate Fellowship from the Higher Education Academy (Advanced HE, 2017) in the UK, and a degree in English Language Teaching (ISP Dr Joaquín V González, 2004).
I have participated widely in public engagement activities, showcasing my research to different audiences. I was a finalist in the Three Minute Thesis competition in York in 2018, and in Falling Walls Lab London in 2019, and got third prize in the UoY 2018 Humanities Research Centre Poster Competition. I took part in several science exhibitions with interactive activities on conversation analytic research for kids and adults such as YorNight, and the Festival of Ideas. I am featured in the Linguistic Horizons section of the February 2020 Babel Magazine issue, discussing my work on CA-IL and co-animations.
I am currently part of the founding and coordinating committee of the EMCA Remote Data Sessions project (#EMCARemote) with Dr. Jack Joyce and Natalie Flint (Ulster University). Since 2017, we have held online data sessions with other postgraduate students and early career researchers from around the world, enabling academics from different points of the globe to exchange knowledge and feedback. The project is now sponsored by the International Society of Conversation Analysis (ISCA).
Prosodia y estructura genérica en inglés: Co-construyendo “stories” en la radio (2017)
Rivas, Lucía and Cantarutti, Marina Noelia
In: Mattioli, E.I. and Mónaco, F. eds. Contribuciones al estudio de las relaciones entre ideología, discurso y sociedad (pp. 115-128)
ISBN : 978-987-692-163-3 | Publisher : Universidad Nacional del Litoral | Published : Santa Fe
Hacia una caracterización textual y prosódica del género expositivo oral: En busca de un marco de referencia para estudiantes del Profesorado de Inglés (2015-03-04)
Cantarutti, Marina Noelia
In: Luchini, Pedro Luis; García Jurado, María Amalia and Alves, Ubiratã eds. Fonética y Fonología: Articulación entre enseñanza e investigación (pp. 303-312)
ISBN : 9789875446335 | Publisher : Universidad Nacional de Mar del Plata | Published : Mar del Plata
Questioning the teaching of “question intonation”: the case of classroom elicitations (2017)
Cantarutti, Marina Noelia
In : Proceedings of the Phonetics Teaching and Learning Conference (9-11 Aug 2017, University College London) (pp. 21-25)
Teaching the Prosodic Configuration of Lectures: Thematic Structure, Intonation, and L1 Interference (2015)
In : Phonetics Teaching and Learning Conference (5-7 Aug 2015, UCL, London) (pp. 23-28)