Victoria P. Smith Senior Lecturer in Hispanic Studies

I served as the Language Program Director for Hispanic Studies from 1984 to 2005. I design, teach and supervise language courses, train instructors, and for many years taught a graduate seminar on Theory and Methods of Foreign Language Teaching. As the recipient of numerous grants (NEH, Brown Curricular Development, Consortium for Language Teaching and Learning, Humanities Research), I've been able to create courses, develop programs to train teaching assistants, create instructional material using interactive media, and become a certified Oral Proficiency Tester. I am interested in the use of the arts and performance in my teaching and attended the 2012 HABLA summer Arts Literacy Institute for training in this area. Since 2006 I have been exploring contemplative pedagogy in foreign language education and in 2008 published a pioneering article on this topic. Additionally, in 2013 I published a book, "Yoga for College: Balance and Transformation." I have been closely involved with the development of the Concentration in Contemplative Studies (finalized in 2014), the first of its kind in the US. In 2010 I received the Sheridan Center Award for Distinguished Contribution to Teaching and Learning at Brown.

Brown Affiliations

Research Areas

scholarly work

"Cuentos imposibles: Juncal," a video review in Northeast Conference, Newsletter, 43, 1998.

"Danzón," a video review in Northeast Conference Newsletter, 44, 1998.

"Un programa universitario estadounidense," in Cuadernos Cervantes, No. 17, IV, 1998.

Biographical sketch of Sor Juana in Feminist Perspectives on Sor Juana

"Contemplative Pedagogy in Foreign Language Education." Journal of the World Universities Forum 1.3 (2008).

Yoga for College: Balance and Transformation. 2013.

research overview

Tori Smith's area of interest is foreign language education and currently includes arts literacy, performance studies, and contemplative pedagogy.

research statement

I continue to focus on issues that affect language learning such as substance use, mind-body disturbance (stress, mental illness, etc.), and learning disabilities. I have a longstanding interest in the use of music in language class and continue my interest in the role contemplative practices play in language and intercultural education. I regularly collaborate with colleagues in other disciplines, particularly performance arts and contemplative studies.