Language Program Direction Bibliography

186 AAUSC. (2017). Statement of policy on the hiring of language program directors. . http://aausc.org/Policy-on

161 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). Cengage.

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

166 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.

166 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.

166 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.

161 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). Thompson Heinle.

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

161 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). Thompson Heinle.

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

161 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). Cengage.

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

166 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..

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

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

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

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

161 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). Cengage.

166 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.

161 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).

161 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). Cengage.

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

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

166 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.

161 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). Cengage.

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

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

166 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.

156 Lord, G. (2014). Language program direction: Theory and practice. . Pearson.

161 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). Heinle & Heinle.

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

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

161 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). Center for Advanced Research on Language Acquisition.

156 Paesani, K., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. . Pearson.

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

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

161 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). Heinle & Heinle.

166 Schulz, R. A. (1980). TA training, supervision, and evaluation: Report of a survey.. ADFL Bulletin, 12(1), 1-8., 12(1), pp. 1-8.

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

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

161 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. (pp. 385-397). Springer.

161 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). Center for Advanced Research on Language Acquisition.

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

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