Deepening Your Understanding: Resources on the Roles and Work of LPDs

To further your understanding of the roles and work of the LPD, check out the practical and scholarly resources below.

Practical Resources

  • MLA Job List
  • Time tracking template
  • Free workflow management/organization apps:
    • Asana (includes to-do sharing to collaborate with members of your program direction team)
    • Clickup (includes time tracking)
    • Evernote (for organizing ideas, checklists, notes, etc.)
    • Todoist (prioritized to-do lists; can be organized by task type/project)
    • Trello (includes boards, to-do lists; integrates with many other apps)

Scholarly Resources

AAUSC. (2017). Statement of policy on the hiring of language program directors. Retrieved from  [AAUSC membership and login required]

Dvorak, T. (1986). The ivory ghetto: The place of the language program coordinator in a research institution. Hispania, 69(1), 217-222.

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.

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

Lee, J., & VanPatten, B. (1991). The question of language program direction is academic. In S. S. Magnan (Ed.), Challenges in the 1990s for college foreign language programs (pp. 113-128). Boston, MA: Heinle & Heinle.

Levine, G. S., Melin, C., Crane, C., Chavez, M., & Lovik, T. A. (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. [Chapter 1, “Introduction,” provides an overview of who LPDs are and what they do]

Moyer, A., & Gonglewski, M. (1998). Surviving the leap from graduate student to language program director: Issues, challenges, rewards. ADFL Bulletin, 30(1), 52-58.

Paesani, K., & Barrette, C. M. (2005). The role of the language program director within a three-dimensional model of articulation. In C. M. Barrette & K. Paesani (Eds.), Language program articulation: Developing a theoretical foundation (pp. 2-20). Boston, MA: Heinle & Heinle.

Panferov, S. K. (2012). Transitioning from teacher to language program administrator. In M. Christison & F. L. Stoller (Eds.), A handbook for language program administrators (2nd ed) (pp. 3-18). Miami Beach, FL: Alta Book Center Publishers.

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

Schulz, R. A. (2005). The role of basic language program director: Results of a survey. ADFL Bulletin, 36(2), 32-39.

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

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