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: The Standards and the undergraduate foreign language curriculum. In V. M. Scott (Ed.), Principles and practices of the Standards in 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). The Cultural project. 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 of Français 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.

Schulz, R. A. (1980). TA training, supervision, and 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.

von Hoene, 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.