Language Program Direction Bibliography

This extensive bibliography includes scholarly articles, chapters, and books organized around three main subject areas: curriculum and instruction, teacher professional development, and program administration and evaluation. 

Menke, M. R., & Paesani, K. (2018). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture, and Curriculum.
Heineke, A. J., & McTighe, J. (2018). Using understanding by design in the culturally and linguistically diverse classroom. ASCD
Davis, J. McE., & McKay, T. H. (Eds.). (2018). A guide to useful evaluation of language programs. Georgetown University Press
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. The interconnected language curriculum: Critical transitions and interfaces in articulated K-16 contexts. pp. 99-117 Cengage
AAUSC. (2017). Statement of policy on the hiring of language program directors. http://aausc.org/Policy-on
von Hoene, L. (2017). The professional development of foreign language instructors in postsecondary education. Second and foreign language education. Encyclopedia of language and education. pp. 385-397 Springer
Paesani, K. (2017). Redesigning an introductory language program: A backward design approach. L2 Journal. 9 (1), pp. 1-20
Paesani, K., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Pearson
Angus, K. (2016). Saying vs. doing: A contradiction in the professional development of foreign language graduate students. Foreign Language Annals. 49 (4), pp. 819-835
Klee, C., Melin, C., & Soneson, D. (2016). From frameworks to oversight: Components to improving foreign language program efficacy. Innovation and accountability in language program evaluation. pp. 131-153 Cengage
Ecke, P., & Ganz, A. (2016). Student analytics and the longitudinal evaluation of language programs. Innovation and accountability in language program evaluation. pp. 62-82 Cengage
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), pp. 304–320
VanPatten, B. (2015). Where are the experts? Hispania. 98 (1), pp. 2-13
Bourns, S. K., & Melin, C. (2014). The foreign language methodology seminar: Benchmarks, perceptions, and initiatives. ADFL Bulletin. 43 (1), pp. 91-100
Lord, G. (2014). Language program direction: Theory and practice. Pearson
Paesani, K. (2013). A sociocultural approach to foreign language teacher professionalization: Lesson planning and concept development. Expanding our horizons: Language teacher education in the 21st century. pp. 225-242 Center for Advanced Research on Language Acquisition
Allen, H. W., & Maxim, H. H. (2013). Educating the future foreign language professoriate for the 21st century. Cengage
Sturm, J. (2012). A graduate course in film pedagogy. Foreign Language Annals. 45 (2), pp. 246–259
Christison, M., & Stoller, F. L. (Eds.). (2012). A handbook for language program administrators. Alta Book Center Publishers
Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence. L2 Journal. 3 pp. 63-92
Allen, H. W., & Negueruela-Azarola, E. (2010). Professional development of future professors of foreign languages: Looking back, looking forward. Modern Language Journal. 94 (3), pp. 377-395
Levine, G. S., Melin, C., Crane, C., Chavez, M., & Lovik, T. (2008). The language program director in curricular and departmental reform. Profession. pp. 240-254
Allen, H. W. (2008). In search of relevance: The Standards and the undergraduate foreign language curriculum. Principles and practices of the Standards in college foreign language education. pp. 38-52 Cengage
Arnold, N. (2008). False beginners' transition to college-level foreign language classes: Beliefs, expectations, and cultures of learning. From thought to action: Exploring beliefs and outcomes in the foreign language program. pp. 112-134 Thompson Heinle
Bauer, B., deBenedette, L., Furstenberg, G., Levet, S., & Waryn, Shoggy. (2006). The Cultural project. Internet-mediated intercultural foreign language education. pp. 31-64 Thompson Heinle
Magnan, S. S., Frantzen, D., & Worth, R. (2005). Factoring in previous study of other foreign languages when designing introductory courses. Language program articulation: Developing a theoretical foundation. pp. 149-171 Heinle & Heinle
Katz, S., & Watzinger-Tharp, J. (2005). Toward an understanding of the role of applied linguists in foreign language departments. Modern Language Journal. 89 pp. 490-502
Barnes-Karol, G. (2003). Teaching Literature to the undergraduate foreign language major: A framework for a methods course. ADFL Bulletin. 34 pp. 20-27
Frantzen, D. (2002). Rethinking foreign language literature: Towards and integration of literature and language at all levels. SLA and the literature classroom: Fostering dialogues. pp. 109-130
Pfeiffer, P. C. (2002). Preparing graduate students to teach literature and language in a foreign language department. ADFL Bulletin. 34 (1), pp. 11-14
Guthrie, E. (2001). The language program director and the curriculum: Setting the stage for effective programs. ADFL Bulletin. 32 (3), pp. 41-47
Byrnes, H. (2001). Reconsidering graduate students' education as teachers: "It takes a department!" Modern Language Journal. 85 pp. 512-530
Rifkin, B. (Ed.). (2001). Mentoring foreign language teaching assistants, lecturers, and adjunct faculty. Heinle & Heinle
von Hoene, L., & Van Deusen-Scholl, N. (2001). Creating a framework for the professional development of lecturers: The Berkeley model. Research and practice in language teacher education: Voices from the field. pp. 229–241 Center for Advanced Research on Language Acquisition
Sanz, C. (2000). What form to focus on? Linguistics, language awareness, and the education of L2 teachers. Form and meaning: Multiple perspectives. pp. 3-24 Heinle & Heinle
Brandl, K. (2000). Foreign language TAs' perceptions of training components: Do we know how they like to be trained? Modern Language Journal. 84 (3), pp. 355-371.
Benseler, D. P. (Ed.). (1993). The dynamics of language program direction. Heinle & Heinle.
Walz, J. C. (Ed.). (1992). Development and supervision of teaching assistants in foreign languages. Heinle & Heinle.
Lee, J. (1989). A manual and practical guide to directing foreign language programs and training graduate teaching assistants. McGraw-Hill
Lee, J. (1987). Toward a professional model of language program direction ADFL Bulletin. 19 (1), pp. 22-25
DiDonato, R. (1983). TA training and supervision: A checklist for an effective program. ADFL Bulletin. 15 (1), pp. 34-36
Schulz, R. A. (1980). TA training, supervision, and evaluation: Report of a survey. ADFL Bulletin, 12(1), 1-8. 12 (1), pp. 1-8
Allen, H. W., & Paesani, K. Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses. L2 Journal. 2 (1), pp. 119-142
Blyth, C. Opening up foreign language education with open educational resources: The case of Français intéractif. Hybrid language teaching and learning: Exploring theoretical, pedagogical, and curricular issues.
 pp. 196-218 Cengage