As the Coordinator of Portuguese at Northeastern University since 2018, I have not only worked diligently to increase the visibility for my language, but I have also been supportive of all Less Commonly Taught Languages and my department as a whole. Thus, I am aware of the challenges that face different languages and understand that a variety of solutions are necessary to overcome challenges that we face.

I am part of a Visibility and Sustainability committee that works to identify top-down and bottom-up solutions to bolster recruitment and retention. As part of this committee I coordinated efforts on behalf of all faculty but was also involved in doing a lot of the leg work, such as class visits and emails to various university entities where I saw opportunities for synergy. I have also corresponded with a past board member to learn about some of the responsibilities, such as organizing meetings, reviewing applications for awards, and correspondence with members, all tasks that I have done numerous times across different groups at my university.

In the Vice President role, I look forward to learning from the President and supporting current initiatives as well as brainstorming future ideas. I want to hear from Language Section Conveners and what their specific needs are. Also, I want to know from the Graduate Student Representative what the challenges are that face those who will be the future of our profession. Rather than coming in with a exhaustive list of ideas, I plan for it to be a learning experience where I will be well-poised to take on the President role.

My general goal is to foster a creative atmosphere where all ideas that can support and heighten the profile of world languages are considered. I only limit myself to my imagination, and I am not afraid to ask others why something is being blocked or seemingly out of reach.

Ayman Mohamed is an advanced assistant professor of Arabic at Michigan State University (MSU). His research interests include task-based learning, incidental vocabulary acquisition, second language reading using eye-tracking techniques, and Arabic sociopragmatics. Articles by Dr. Mohamed were published in journals such as the Studies in Second Language Acquisition, Journal of the National Council of Less Commonly Taught Languages (NCOLCTL), Foreign Language Annals, and Critical Multilingualism Studies. In these publications, he focuses on conditions that maximize learning Arabic such as task-based collaborative learning and translanguaging in L2 and heritage contexts. Dr. Mohamed’s major programmatic and curricular innovations over the past ten years include development of hybrid and online tools that facilitate Arabic learning and increasing recruitment and retention in the basic Arabic program. He was recently awarded the MSU Excellence in Teaching with Technology Award for his use of technology to advance open education and inclusive pedagogy in LCTLs. Also, he was nominated for the AAUSC Award for Innovation in Language Program Direction. His book-making experience include a co-authored textbook for Contemporary Egyptian Arabic (forthcoming) by Georgetown University and an open-source textbook by MSU. Both projects advance teaching and learning Arabic as a multidialectal language.

In leading the AAUSC Arabic section, I will draw upon my decade-long experience in programmatic innovation in Arabic L2 learning and building a professional community of practitioners. I plan to organize a cluster of panels on emerging trends in the field. The first panel will underscore the significance of research-informed practices in teaching Arabic from a multidialectal perspective. Teaching Arabic dialects is not a mere luxury. Rather, it is a must that connects learners with real-life Arabic usage. The panel will inform teachers about innovative approaches fostering sociopragmatic competence across dialects through multimedia and real-life scenarios. Observations indicate a stark decline in enrollment trends, juxtaposed with curricula that no longer resonate with Generation Z. A second panel will offer pathways for taking action to reverse this trend. Leveraging my expertise with using technological tools, a third panel will discuss the proliferation of AI tools that offer opportunities that we cannot afford to overlook. I will discuss how AI tools can bolster task-based classrooms and harness plethora of resources to learner advantage. I will also organize a professional development workshop on inclusive pedagogy that places students at the forefront and gives them voice in shaping their own curriculum. In leading these events, I will leverage my collaborative style, networking, and organizational skills.

After finishing my Ph.D in Second Language Acquisition and Teaching from the University of Arizona in 2023, I accepted the position of French Language Program Supervisor at the University of Georgia. My research interests include multiliteracies and critical pedagogies, language teacher professional learning, and technology use in the language classroom. As supervisor of the French Language Program, I oversee the TAs and instructors and have begun working with a textbook evaluation committee to choose a textbook and align our curriculum with the mutliliteracies framework.

As a candidate for French Section Convener, I'm deeply aware of the concerning downward trend in enrollment across languages, including French, with some language requirements facing complete elimination. In this challenging landscape, I envision creating a space for French language program administrators and instructors to come together, share our challenges, and co-create solutions. In such a space, we can facilitate the sharing of resources, such as syllabi and teaching materials, as well as innovative instructional strategies to revitalize and strengthen French language education. Together, I think we can build a vibrant community that can demonstrate the indispensable value of effective French language instruction and learning.

Lawrence Williams has a Ph.D. in French (Applied Linguistics) from Penn State. His educational background also includes a master’s degree in translation from Arizona State University and a master’s degree in Teaching English as a Second Language, also from ASU. He is currently Professor of Applied Linguistics and French at the University of North Texas, where he teaches—among other things—grammar; phonetics; sociolinguistics, foreign language instruction and assessment; and linguistic landscape. He is a member of the University of North Texas Faculty Senate. His background in professional service includes elected positions on the Executive Board of CALICO, the Division on Applied Linguistics of the MLA, and the ACTFL Research SIG as well as evaluating educator preparation programs for ACTFL and NCATE/CAEP over the past several years. His research focuses on teaching, learning, and understanding communication and language variation in educational and non-educational contexts. His work has been published in various journals, such as Applied Linguistics, Canadian Modern Language Review, Classroom Discourse, Foreign Language Annals, French Review, Intercultural Pragmatics, Journal of French Language Studies, Language Awareness, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, and others.

If elected to serve as the Language Section Convener for French, I will work with colleagues to advance the mission of the AAUSC, which includes focusing on foreign/second language instruction, strengthening development programs for graduate student instructors, promoting research, and exchanging ideas, experiences, and materials. As a language section convener, I will also promote membership in the AAUSC and serve as a liaison between the French Section and the organization. Over the past two decades, I have had different roles and responsibilities at my institution and in professional organizations. These experiences have allowed me to develop a comprehensive understanding of language program supervision, coordination, and direction from various perspectives. As the Language Section Convener for French, interacting with the members of the French Section will be my priority since this will be the best way to understand what my colleagues expect from me, from the French Section, and from the AAUSC.

Sara Dallavalle is an Assistant Instructional Professor of Italian at the University of Chicago, where she teaches all levels of the Italian language, coordinates the first-year sequence, manages the social media and website of the Italian Program, organizes the Program’s cultural activities, administers language assessments in Italian, and mentors graduate student instructors.

Sara holds a PhD in Italian studies focusing on Italian comics (Indiana University, 2020) and a MA in Specialized Translation in English and Spanish (IULM University, Milan, 2013). Her research interests include comics studies, translation studies, and foreign language pedagogy. Her most recent article, “Teaching Italian (with) comics,” appeared in the edited book "Italian as a foreign language: Teaching and acquisition in higher education" (ed. Regagliolo, Vernon Press, 2023). She is also the guest editor for the forthcoming special issue of "Italica," titled “Emerging Horizons: New Directions in Italian Culture and Language Pedagogy” (2024).

In addition to her teaching and research, Sara has years of experience organizing and participating in panels at international conventions (NeMLA, AAIS, ACTFL, etc.) on topics related to foreign language pedagogy. These events enable Sara to establish an ongoing, fruitful dialogue with scholars from different fields and to engage in interdisciplinary research.

As Italian Section Convener, I intend to foster collaboration and engagement among members while ensuring effective communication between the language group and the main organization. For years, I have eagerly embraced service opportunities that facilitate connections with colleagues at my institution and help me empower younger scholars to develop professionally. I prioritize establishing meaningful relationships with colleagues and maintaining an open line of communication. By sharing my experience and knowledge while also seeking constant input from others, I aim to promote collaborative practices and professional growth within our community. Furthermore, I actively seek out professional development opportunities within the broader language teaching community and advocate for direct engagement in organizing conferences and talks. These endeavors have facilitated connections with Italian teaching faculty across the United States, providing valuable insights into other institutions' activities. These exchanges are at the core of tackling timely issues in language teaching, advancing methodologies, and refining pedagogical approaches. Finally, I consider networking essential not only for establishing a supportive community but also for fostering robust pedagogical research. This research illuminates the invaluable efforts of teaching faculty in their continuous endeavors to enhance language programs, ultimately reshaping the paradigms of language instruction.

Sara Mattavelli holds a Ph.D. in Italian with a minor in Second Language Acquisition from the University of Wisconsin-Madison, a master’s degree in Italian from the University of Virginia, and a laurea magistrale in Language Sciences and Foreign Literature from the Università Cattolica in Milan (Italy). Dr. Mattavelli is Program Director and Assistant Professor in Italian Studies at Chapman University (Orange, CA) and she's part of the leadership board of the American Association of Teachers of Italian. She has extensive experience teaching language and culture courses at various levels, advising students and clubs, and mentoring colleagues. Her research interests include second language acquisition, literacy-based approaches to L2 instruction, translanguaging, and contemporary Italian literature. She has previously taught at Duke University, William & Mary, the University of Wisconsin-Madison, the University of Virginia, and Scripps College.

As a member of AAUSC, I have long championed the association's mission to serve as a conduit for educators of all levels to exchange scholarly research, innovations, and instructional resources. Central to this mission is the creation of a supportive forum where LPDs can both champion the significance of their endeavors and address the challenges confronting our field and programs. The recent findings from the MLA report underscore the urgent need for collective action within language education. The decline of 16.6% in enrollment for languages other than English from 2016 to 2021, with Italian experiencing a decrease of 20.4%, highlights the critical juncture at which we find ourselves. It is incumbent upon us, now more than ever, to unite in advocacy for the preservation and advancement of foreign and second language acquisition.

If elected as Section Convener for Italian, I aim to foster a cohesive community among educators across diverse institutions. Beyond facilitating the exchange of scholarly research and innovative pedagogies, I envision our collective efforts extending to strategic initiatives aimed at elevating the prominence of Italian studies within the K-16 educational landscape. Additionally, I am committed to actively recruiting new members to bolster our Italian community within AAUSC, thereby fortifying our advocacy efforts and ensuring the enduring vitality of Italian language education

I am a PhD candidate with 13 years of experience teaching Mandarin Chinese and Spanish in K-16 public and private school contexts. As a teacher and language program administrator (level coordinator, placement test coordinator, etc.), I have worked over many years to improve between- and within-program articulation. My research work, including publications in journals like Foreign Language Annals, Research Methods in Applied Linguistics, and Studies in Second Language Acquisition, focuses on the existing and potential interfaces of applied linguistics and instructed SLA with language pedagogy and program practice and language program (dis)enrollment and articulation. During graduate school so-far, I have also served as the Assistant to the Editors for one major and one smaller, newer journal in applied linguistics (Language Learning and TASK: Journal on Task-Based Language Teaching, respectively). My dissertation is a participatory program evaluation of a 1000-student basic language program in the United States. I am eager to combine my professional experiences working in language classrooms and programs and my research and editorial experiences and interests in a way that can benefit the many graduate students who are not (necessarily) in programs which afford as much mentorship and professional development experience as mine does.

I am a PhD candidate with 13 years experience teaching Chinese and Spanish in K-16 public and private school contexts. In my capacity as the graduate student representative, I will work to build bridges with graduate students interested broadly in additional language pedagogy and language program administration. As graduate students, we often occupy multiple roles (i.e., researcher, teacher, teacher educator, colleague, student) and learn to do many of them in a “learn-on-the-job” (or “trial-by-fire”) way. We also have access to a variety of levels of mentorship and professional training for the many language education/program administration roles in higher education we might be interested in beyond our graduate studies. Specifically, I would like to organize three initiatives in my role as the graduate student representative: (1) a cross-institutional faculty-student mentorship meeting before or during SOLPHE for students interested in diverse careers in research, teaching, and/or administration; (2) a workshop for graduate students to learn about how to broadly publish their projects in practitioner-facing and scholarly publication venues; and (3) a graduate student networking event during or after SOLPHE (and possibly in person at conferences like ACTFL) to build a sense of community among our emerging generation of additional language education scholar-teacher-administrators.

I am excited to submit my candidacy for the position of Graduate Student Representative for the AAUSC. With a background in teaching German to undergraduate students, my interest in program administration, and a focus on the intersection of learning outcomes, student success, and student identity, I am eager to contribute to the AAUSC’s mission and goals of improving and strengthening foreign and second language instruction in the US. I served as MSU’s German Program Graduate Student Representative during the Academic Year 2022-2023, which allowed me to establish meaningful connections with fellow graduate students as well as facilitate workshops and get-togethers. I participate in the Leadership Fellowship program at MSU’s Graduate School. As a leader in this program, I help create an inclusive, welcoming, and resourceful campus for graduate student life. For my project, I develop a resource page for graduate students in my college on how to sustain yourself through graduate school. Together with the Director of Graduate Student Life and Wellness, and the Director of Student Wellness, I co-organize community lunches for graduate students. At ACTFL 2023, I enjoyed networking and having conversations about language program administration, and student and instructor success with AAUSC members and leaders.

Through my participation in a language program seminar, my own experience as a program assistant, and working through the CARLA language program modules, I realized the importance of conversations and exchange among practitioners. In the spirit of getting cross-program, cross-level, and cross-institutional conversations going, I am currently co-organizing a roundtable at MSU to engage in meaningful dialogue about the current landscape and future directions of language- and teacher-education regarding recruitment and retention. I would like to offer more events – online and in person – for the benefit for (aspiring) language program leaders in concert with AAUSC. I am committed to attending the Annual Meeting and other relevant activities to represent the interest of graduate student members. Language program direction continues to be professionalized. AAUSC has and continues to play an important role in the recognition of the practice and scholarship of language program directors, coordinators, and supervisors. As graduate student representative, I see my role as recruiting new members and new professionals from the graduate student spaces I navigate. With the goal of entering the world of language program administration in an atypical role, namely as education abroad director, I aim to bring conversations about education abroad to AAUSC. Thank you for considering my candidacy.

Bonjour everyone!

My name’s Lorraine Turpault d’Huvé. I am a proud first-gen PhD student in the SLAT program (University of Arizona), where I conduct research on language program vitality. I also hold an MA in French/SLAT as well as a certificate in Language Program Administration (LPA) from the University of Arizona. Over the course of my graduate studies, I have developed an extremely well-rounded familiarity with LPA through diverse experiences such as, but not limited to, co-coordinating an undergraduate French language program, teaching a wide range of French classes, leading study abroad programs in France, interviewing (many) language program leaders, attending professional conferences, taking several graduate seminars on LPA and designing one. No less importantly, my graduate studies have also enabled me to develop a well-rounded familiarity with… being a graduate student in applied linguistics! I have held multiple leadership/outreach positions that I have consistently used to advocate for my peers’ well-being and professional development (e.g. President of the UA Graduate French Students Association or Graduate Representative on my department’s Outreach Committee).

I am aware that my continuous exposure to LPA is a professional privilege that most graduate students in our field may not have, and this is exactly why I am running for AAUSC Graduate Student Representative. I believe that AAUSC is a critical organization that needs to be known to more graduate students out there while simultaneously grow more informed of its graduate members’ needs. Therefore, as your AAUSC Graduate Student Representative, I will work with the AAUSC Board of Directors to strategically (i) strengthen graduate members’ position within the organization (by conducting needs assessments and developing an outreach plan) and (ii) develop a customizable mentorship system to pair graduate members with seasoned language program administrators. Please note that I plan to keep my agenda flexible, collaborative and, mostly, bottom-up.

I believe that my familiarity with LPA, my advocacy skills, my professional network as well as my leadership/outreach experiences uniquely position me to serve as an efficient AAUSC Graduate Student Representative. It would be a genuine honor to represent you for the next two years.