Language Program Direction Bibliography

General Resources

AAUSC. (2017).Statement of policy on the hiring of language program directors.

Benseler, D. P. (Ed.). (1993).The dynamics of language program direction. Boston, MA: Heinle & Heinle.

Guthrie, E. (2001). The language program director and the curriculum: Setting the stage for effective programs.ADFL Bulletin, 32(3), 41-47.

Katz, S., & Watzinger-Tharp, J. (2005). Toward an understanding of the role of applied linguists in foreign language departments.Modern Language Journal, 89, 490-502.

Lee, J. (1987). Toward a professional model of language program direction.ADFL Bulletin, 19(1), 22-25.

Levine, G. S., Melin, C., Crane, C., Chavez, M., & Lovik, T. (2008). The language program director in curricular and departmental reform.Profession,240-254.

Lord, G. (2014).Language program direction: Theory and practice. Upper Saddle River, NJ: Pearson.

Heineke, A. J., & McTighe, J. (2018).Using understanding by design in the culturally and linguistically diverse classroom. Alexandria, VA: ASCD.

VanPatten, B. (2015). Where are the experts?Hispania, 98(1), 2-13.

Curriculum and Instruction

Allen, H. W. (2008). In search of relevance: TheStandardsand the undergraduate foreign language curriculum. In V. M. Scott (Ed.),Principles and practices of theStandardsin college foreign language education(pp. 38-52). Boston, MA: Cengage.

Allen, H. W., & Paesani, K. Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses.L2 Journal, 2(1), 119-142.

Arnold, N. (2008). False beginners' transition to college-level foreign language classes: Beliefs, expectations, and cultures of learning. In H. J. Siskin (Ed.),From thought to action: Exploring beliefs and outcomes in the foreign language program(pp. 112-134). Boston, MA: Thompson Heinle.

Bauer, B., deBenedette, L., Furstenberg, G., Levet, S., & Waryn, Shoggy. (2006). TheCulturalproject. In J. A. Belz & S. L. Thorne (Eds.),Internet-mediated intercultural foreign language education(pp. 31-64). Boston, MA: Thompson Heinle.

Blyth, C. Opening up foreign language education with open educational resources: The case ofFrançais intéractif. In F. Rubio & J. J. Thoms (Eds.),Hybrid language teaching and learning: Exploring theoretical, pedagogical, and curricular issues(pp. 196-218). Boston, MA: Cengage.

Frantzen, D. (2002). Rethinking foreign language literature: Towards and integration of literature and language at all levels. In V. M. Scott & H. Tucker (Eds.),SLA and the literature classroom: Fostering dialogues(pp. 109-130). Boston, MA: Heinle & Heinle.

Frei, C., Allen, H. W., Swanson, B., & Levine, G. S. (2018). Implications of Advanced Placement World Language and Cultures tenets for university foreign language programs. In P. Urlaub & J. Watzinger-Tharp (Eds.),The interconnected language curriculum: Critical transitions and interfaces in articulated K-16 contexts(pp. 99-117). Boston, MA: Cengage.

Magnan, S. S., Frantzen, D., & Worth, R. (2005). Factoring in previous study of other foreign languages when designing introductory courses. In C. M. Barrette & K. Paesani (Eds.),Language program articulation: Developing a theoretical foundation(pp. 149-171). Boston, MA: Heinle & Heinle.

Menke, M. R., & Paesani, K. (2018). Analysing foreign language instructional materials through the lens of the multiliteracies framework.Language, Culture, and Curriculum.

Paesani, K. (2017). Redesigning an introductory language program: A backward design approach.L2 Journal, 9(1), 1-20.

Paesani, K., Allen, H. W., & Dupuy, B. (2016).A multiliteracies framework for collegiate foreign language teaching. Upper Saddle River, NJ: Pearson.

Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence.L2 Journal, 3, 63-92.

Teacher Professional Development

Allen, H. W., & Maxim, H. H. (2013).Educating the future foreign language professoriate for the 21st century. Boston, MA: Cengage.

Allen, H. W., & Negueruela-Azarola, E. (2010). Professional development of future professors of foreign languages: Looking back, looking forward.Modern Language Journal, 94(3), 377-395.

Angus, K. (2016). Saying vs. doing: A contradiction in the professional development of foreign language graduate students.Foreign Language Annals, 49(4), 819-835.

Barnes-Karol, G. (2003). Teaching Literature to the undergraduate foreign language major: A framework for a methods course.ADFL Bulletin, 34, 20–27.

Bourns, S. K., & Melin, C. (2014). The foreign language methodology seminar: Benchmarks, perceptions, and initiatives.ADFL Bulletin, 43(1), 91-100.

Brandl, K. (2000). Foreign language TAs' perceptions of training components: Do we know how they like to be trained?Modern Language Journal, 84(3), 355-371.

Byrnes, H. (2001). Reconsidering graduate students' education as teachers: "It takes a department!"Modern Language Journal, 85, 512-530.

DiDonato, R. (1983). TA training and supervision: A checklist for an effective program.ADFL Bulletin, 15(1), 34–36.

Enkin, E. (2015). Supporting the professional development of foreign language graduate students: A focus on course development and program direction.Foreign Language Annals, 48(2), 304–320.

Paesani, K. (2013). A sociocultural approach to foreign language teacher professionalization: Lesson planning and concept development. In D. Soneson & E. Tarone (Eds.),Expanding our horizons: Language teacher education in the 21st century(pp. 225-242). Minneapolis, MN: CARLA.

Pfeiffer, P. C. (2002). Preparing graduate students to teach literature and language in a foreign language department.ADFL Bulletin, 34(1), 11–14.

Rifkin, B. (Ed.). (2001).Mentoring foreign language teaching assistants, lecturers, and adjunct faculty. Boston, MA: Heinle & Heinle.

Sanz, C. (2000). What form to focus on? Linguistics, language awareness, and the education of L2 teachers. In J. F. Lee & A. Valdman (Eds.),Form and meaning: Multiple perspectives(pp. 3-24). Boston, MA: Heinle & Heinle.

r·a·舒尔茨(1980)。助教培训、监督d evaluation: Report of a survey.ADFL Bulletin, 12(1), 1-8.

Sturm, J. (2012). A graduate course in film pedagogy.Foreign Language Annals, 45(2), 246–259.

von Hoene, L. (2017). The professional development of foreign language instructors in postsecondary education. In N. Van Deusen-Scholl & S. May (Eds.),Second and foreign language education. Encyclopedia of language and education(3rd ed.) (pp. 385-397). New York, NY: Springer.

•冯•霍恩,L & Van Deusen-Scholl n(2001)。Creating a framework for the professional development of lecturers: The Berkeley model. In B. Johnston & S. Irujo (Eds.),Research and practice in language teacher education: Voices from the field(pp. 229–241). Minneapolis: Center for Advanced Research on Language Acquisition.

Walz, J. C. (Ed.). (1992).Development and supervision of teaching assistants in foreign languages.Boston, MA: Heinle & Heinle.

Program Administration & Evaluation

Christison, M., & Stoller, F. L. (Eds.). (2012).A handbook for language program administrators. Miami Beach, FL: Alta Book Center Publishers.

Davis, J. McE., & McKay, T. H. (Eds.). (2018).A guide to useful evaluation of language programs. Washington, D. C.: Georgetown University Press.

Ecke, P., & Ganz, A. (2016). Student analytics and the longitudinal evaluation of language programs. In J. Norris & N. Mills (Eds.),Innovation and accountability in language program evaluation(pp. 62-82). Boston, MA: Cengage.

Klee, C., Melin, C., & Soneson, D. (2016). From frameworks to oversight: Components to improving foreign language program efficacy. In J. Norris & N. Mills (Eds.),Innovation and accountability in language program evaluation(pp. 131-153). Boston, MA: Cengage.

Lee, J. (1989).A manual and practical guide to directing foreign language programs and training graduate teaching assistants.Boston, MA: McGraw-Hill.