Michelle Troberg

Michelle TrobergMy main interests lie in language change: correlations (what structural changes tend to co-occur), directionality, triggers (internal or external causes of change), and the acquisition process as the explanatory force behind diachronic change.

I work principally on syntactic change in the history of French and how it relates to and can inform us about changes in other Romance languages. For a number of years, I have been working on the evolution of resultative secondary predication from Latin to Modern Romance and its typological implications. I have also recently renewed my interest in primary sources of data that shed light on aspects of very early Gallo-Romance syntax. Generally, my work focuses on the first phase syntax/semantics of the verb phrase and has led me to examine various kinds of verbal arguments in Romance, both synchronically and diachronically. I am currently part of a project that investigates the possibilities and limits of a third verbal argument (the traditional view being that there should only be two). 

As a teaching-stream faculty member, I am engaged in undergraduate education from above through academic program coordination and design and on the ground through teaching writing in the discipline and integrating research into the classroom. In the not-so-distant past, I also examined the role learning analytics can play in online education and the ways critical pedagogy can effectively be implemented in large online courses.