2009
|
Editor: Virginia M. Scott (Vanderbilt University)
ISBN-13: 9781428262881
Graduate students preparing for college-level teaching often encounter
only superficial mention of the Standards of Foreign Language Learning
in their methods courses and supervised teaching. Endorsed by the
AAUSC, and published by Heinle, a part of Cengage Learning, PRINCIPLES
AND PRACTICES OF THE STANDARDS focuses on the theoretical underpinnings
and application of the Standards at the college level, particularly
among language program coordinators, language and literature teachers,
and graduate teaching assistants.
PRINCIPLES AND PRACTICES OF THE
STANDARDS, along with previous volumes, strives to further the AAUSC
goals—improving second language instruction by developing language
training programs, promoting research in second language acquisition,
and establishing a forum for exchanging ideas, experiences, and
materials among language programs.
|
| 2008 |
Editors: Stacey Katz and Johanna Watzinger-Tharp (University of Utah)
ISBN 13: 9781428231498
The
volume focuses on theoretical approaches to grammar and how they relate
to the teaching and learning of grammar and to language program
development. Practice includes, but is not limited to, articulation,
assessment, classroom culture, curriculum and materials development,
and teacher education. In keeping with the mission of AAUSC, it is our
goal to present a wide variety of languages and perspectives, and a
broad range of scholars and practitioners.
|
2007
|
Editor: H. Jay Siskin (Cabrillo College)
ISBN 13: 9781428230118
This
volume contains thirteen authoritative articles that offer multiple
strategies for eliciting and articulating beliefs and expectations from
both professors and students in foreign language instruction. The
original articles examine the topic from five perspectives: Historical
Perspectives, Curriculum Development, Student Beliefs and Learning,
Beliefs and TA Training, and Administration and Assessment. This volume
sheds light on differing perspectives of the methods, contents and
goals in the foreign language classroom in the hopes that it will
diminish the discordance between teacher and student expectations, thus
eliminating a source of common frustration in the class experience.
|
2005
|
Editors: Julie A. Belz and Steven L. Thorne (The Pennsylvania State University)
ISBN 13: 9781413029925
This
volume explores the "intercultural perspective" on foreign language
education. From this viewpoint, the focus of language learning is
redefined in terms of intercultural rather than communicative
competence. Internet-mediation is a praxiological reflex of this
conceptual shift in that it affords the embedding of foreign language
learning and instruction in the sociocultural and sociopolitical
contexts of language use and development in the form of classroom-based
intercultural collaborations between internationally dispersed
representatives of the languacultures under study. The contributions to
the volume examine the pedagogy, processes, and outcomes of NS-NNS
Internet-mediated language and culture learning partnerships in French,
German, Spanish, EFL, and Russian from a variety of theoretical and
methodological perspectives, including model learning, reflective
practice, learner corpus analysis, cultural studies, ethnography,
interactionism, and critical theory.
|
2004
|
Editors: Catherine Barrette and Kate Paesani (Wayne State University)
ISBN 13: 9781413003802
Language program articulation, i.e., how the skills level (1st and 2nd
year courses) integrate with the content level (3rd and 4th year) is a
metric used to evaluate the strength of a language department. Goals of
successful articulation are both to provide a smooth transition between
levels, and, by so doing, to encourage retention up the curriculum.
|
2003
|
Editors: Heidi Byrnes and Hiram Maxim (Georgetown University)
ISBN-13: 978-1413000405
1. LITERACY AS A CONCEPTUAL FRAMEWORK FOR COLLEGIATE ADVANCED LEARNING.
Richard Kern: Literacy and advanced foreign language learning:
Rethinking the curriculum; Janet Swaffar: A template for advanced
learner tasks: Staging genre reading and cultural literacy through the
précis; Heidi Byrnes and Katherine A. Sprang: Fostering advanced L2
literacy: A genre-based, cognitive approach.
2. HERITAGE LEARNERS AS ADVANCED LEARNERS.
Dan Villa: Heritage language speakers and upper division language
instruction: Findings from a Spanish linguistics program; Olga Kagan
and Kathleen Dillon: Heritage speakers' potential for high level
language proficiency.
3. CONTEXTS FOR ADVANCED LEARNING.
Casilde Isabelli: Study abroad for advanced foreign language
majors: Optimal duration for developing complex structures; Astrid
Weigert: What's Business got to do with it?: The Unexplored Potential
of Business Language Courses for Advanced Foreign Language Learning;
Cori Crane, Olga Liamkina, and Marianna Ryshina-Pankova: Fostering
advanced level language abilities in foreign language graduate
programs: Applications of genre theory.
Postscript: Hiram H. Maxim: Expanding visions for collegiate advanced foreign language learning
|
2002
|
Editor: Carl S. Blyth (University of Texas-Austin)
ISBN 13: 9780838405116
|
2001
|
Editors: Virginia M. Scott and Holly Tucker (Vanderbilt University)
ISBN-13: 9780838424667
|
2000
|
Editor: Benjamin Rifkin
(University of Wisconsin, Madison)
ISBN-13: 9780838416860
|
1999
|
Form and Meaning - Multiple PerspectivesEditors: James F. Lee and Albert Valdman (Indiana University)
ISBN-13:
9780838408469
|
1998
|
Research Issues and Language Program DirectionEdited by Kathy Heilenmen (University of Iowa)
ISBN-13:
9780838410233
|
1997
|
Editor: Judith Muyskens (Appalachian College Association) ISBN-13: 9780838478097
|
| 1996 |
Patterns & Policies: The Changing Demographics of Foreign Language Instruction |
| 1995 |
Redefining the Boundaries of Language Study |
| 1994 |
Faces in a Crowd: The Individual Learner in Multisection Courses |
| 1993 |
The Dynamics of Language Program Direction |
| 1992 |
Development and Supervision of Teaching Assistants in Foreign Languages |
| 1991 |
Assessing Foreign Language Proficiency of Undergraduates |
| 1990 |
Challenges in the 1990s for College Foreign Language Programs |