AMERICAN ASSOCIATION OF UNIVERSITY SUPERVISORS, COORDINATORS, AND DIRECTORS OF LANGUAGE PROGRAMS

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  • 09 Dec 2020 4:27 PM | Anonymous

    Innovation in Language Program Direction Award: Racial/social justice

    Timothy McCormick, Language Program Assistant Director (2016-2019), Georgetown University

    Jorge Méndez Seijas, Preceptor in Romance Languages and Literatures (Harvard University). Language Program Assistant Director (2016-2018), Georgetown University

    Cristina Sanz, Professor of Spanish Linguistics, Language Program Director (1995-present), Georgetown University


    Executive summary. In 2016, prompted by University-wide curricular changes that affected matriculation numbers at our institution in the Northeast, we began a two-year process that completely revamped the curriculum of the third-year advanced Spanish courses. Four new and innovative courses emerged, with goals, content, tasks, and assessment rubrics newly tailored to match the needs of the students and to reflect this moment in history. The new curriculum, organized in a theme-based model of sustained content language teaching (Murphy & Stoller, 2001), explores historical, sociocultural, and geopolitical topics from a transatlantic perspective, thus connecting the Americas and Spain through shared social justice challenges that are both local and global (e.g., gender and race discrimination; hegemonic power within language, policy and economics; collective and individual identities and their relationship to language policies or ideologies). The transatlantic approach also corrects an injustice built into the previous advanced language sequence (as noted by students in needs-analysis surveys), which gave the same curricular time to Spain as to the whole of Spanish-speaking America, a hand-me-down of Europe’s colonialist past that failed to prepare students for their future careers.

    Curricular context. Advanced courses require prior completion of the intermediate level of the language sequence. Of the five courses to be renewed, three were targeted to the many foreign affairs majors that choose Spanish to prepare for the advanced oral proficiency exam (OPE), a school-wide requirement. The OPE assesses their ability to use the target language professionally by demonstrating appropriate lexicogrammatical and sociocultural knowledge at roughly the equivalent of ACTFL’s Advanced Highlevel in Oral Communication. The other two were intensive courses with dwindling registration numbers as intensive coursework was eliminated from language major requirements. Over time, intensive courses had become alternatives for students who needed to quickly move through the language sequence. It is within this context that the Language Program Director and two Assistant Directors conducted needs- analysis interviews and surveys of students, administrators and faculty to modernize the curriculum and better meet the needs of stakeholders. The four resulting courses are: 1) an advanced 2-course sequence; 2) its intensive equivalent; and 3) an option that expands linguistic skills and sociocultural knowledge for students who need additional OPE preparation or who declare the Spanish minor.

    Curricular goals: Beyond linguistic and critical sociocultural knowledge and awareness, we wanted these courses to impact our students’ sense of global citizenship by establishing the following goals: 1) critically analyze major aspects of the language, culture, and society of the Spanish-speaking world; 2) demonstrate the ability to articulate their own perspectives and develop informed, nuanced insights on fundamental human issues with regards to the Spanish-speaking world; 3) question their own values and reflect on the assumptions underlying their views of Spanish-speaking populations in the US and around the world; 4) understand and express ideas in Spanish at concrete and abstract levels in written and oral forms; 5) demonstrate the ability to be effective “cultural translators” (Pratt, 2002) of the Spanish-speaking world, that is, cultural mediators aware of subtle, yet important, linguistic and sociocultural differences; and 6) demonstrate critical awareness of matters of social justice that affect minority/minoritized communities in the Spanish-speaking world.

    Innovation: Curriculum design at all levels of language instruction in Higher Education is heavily influenced by commercial textbooks, which not only dictate sequencing, but also the linguistic and cultural content. This overreliance on commercial textbooks carries pernicious consequences. On the one hand, most of these textbooks largely disregard research-based practices from instructed second language acquisition (SLA; Cubillos, 2014), and therefore threaten the development of language proficiency. On the other hand, they offer only a “restricted and restricting tourism discourse and shallow treatment of diversity as multiplicity, not difference” (Kramsch & Vinall, 2015, p. 22), limiting students’ intercultural competence. Such misleading discourse may give learners the false impression that there are practically no differences between their culture and the target cultures (Kramsch, 1988). For instance, elements related to class, race, and gender are often hidden (Morales-Vidal & Cassan, 2020), thereby neglecting discussion of social justice that are central to understanding the target cultures and our own.

    Given textbooks’ shortcomings, building a curriculum and all corresponding materials from scratch was the only means to offer a truly innovative and stimulating learning experience. With this freedom from commercial textbooks, we developed courses that fully aligned with current understandings of SLA, critical cultural awareness, and literacy development. We couched our curricular project within the framework of critical content-based instruction (Kubota, 2016; Sato, Hasegawa, Kumagai, & Kamiyoshi, 2017) and task- based language teaching (TBLT). Our approach included carefully integrating and balancing language and cultural content (Lyster, 2017); advancing critical thinking and critical skills (Cammarata, 2016); and selecting socially-responsible and critically-oriented content. Throughout the curriculum, students analyze a wide array of multimodal texts, interacting directly with varied, authentic cultural artifacts. Our approach is oriented towards literacy, understood as “the use of socially-, historically-, and culturally-situated practices of creating and interpreting meaning through texts. It entails at least a tacit awareness of the relationship between contextual conventions and their context of use, and ideally, the ability to reflect critically on those relationships” (Kern, 2000, p.16). While traditional TBLT promotes mostly communicative exchanges of daily life, our design promoting literacy goes further by constructing task-based analyses of texts (Byrnes, Crane, Maxim, & Sprang, 2006).

    Transferability: Although the curriculum responds to specific needs of our institution’s stakeholders, this project can be easily adapted and replicated at other institutions thanks to several innovations. Linguistically, this project is grounded in SLA research and language pedagogies, proven to be effective in many different learning contexts. These theoretical approaches are therefore not exclusive to courses of any level, instruction, or content. Culturally, we utilized only authentic sources, which provide an unfiltered perspective of the target cultures. This gives learners direct access to discern how different worldviews are encoded in other languages and cultures (Eppelsheimer, Küchler, & Melin, 2014). Because the learners in our courses study foreign affairs, we assign many publicly accessible texts, such as reports from organizations like UNESCO or the World Bank. Financially, building and maintaining such a curriculum does not present a budgetary burden to institutions or, more importantly, to students. With the ever-growing cost of commercial textbooks and efforts to increase underprivileged students admitted to universities, free access to course materials was a consideration sine qua non for this project. With very few exceptions, the texts in the curriculum are accessed online at no cost (incidentally reminding students of their authenticity), and those not publicly available, such as films, are provided through the library. Finally, it warrants mention that the use of authentic texts (e.g., news articles, reports, social media) means that our “living textbook,” so to speak, is constantly updating. As a case in point, many of the texts currently in use have already integrated information related to COVID-19 and how it has affected the lives and livelihoods of Spanish-speaking communities in the US and all over the world.

    Relevance: The cultural and linguistic reflection that critical content- and literacy-based approaches allow was paramount to our curricular project: we sought to incorporate and scaffold our content in ways that developed literacy while simultaneously, and forcefully, advancing an unambiguous social justice agenda.

    In this sense, we created courses couched within a critical pedagogical framework, which continually promote awareness and concrete action (e.g., policy strategies and solutions) against structures of political, social and economic power that marginalize historically oppressed communities (Freire, 1970). For example, one weeks-long unit explores how different minoritized communities, such as Afro-Latinos or the LGTBQ+ community, suffer discrimination, both legal and social. During this unit, students critically analyze texts to learn how laws enacted in Latin America and Spain, at best, have made societies only slightly fairer or, at worst, have further marginalized these communities. We also examine how various communities within these regions experience language-based discrimination (e.g., Spanish-speaking US Latinos, Mayan-speaking rural communities in Guatemala, Euskera-speaking communities in the Basque Country), and students look for ways to somehow change the status quo.

    Impact. Since 2016, these four courses have been offered every semester to approximately 270 students in 15 sections taught by 10-17 instructors (tenure- and non-tenure-line faculty and graduate students). We work closely with those involved to create a sense of community and cooperation, ensuring that all stakeholders benefit from this new critical approach to language and culture. Thanks to the innovative design and the cooperative community of instructors, the living textbook is consistently updated to include new content as the geopolitical situation changes. Results have been overwhelmingly positive. Students surveyed as part of the implementation process reported greater confidence in understanding the cultures with which they would interact in future endeavors (e.g., study abroad, internships), particularly those students who experienced the advanced program before and after the redesign. Evaluators of the OPE have also noted a marked difference since the implementation of these new courses. Not only do they reference students’ enhanced proficiency, they also report students offering more nuanced analyses and understanding of the broader sociopolitical context of Spain and Latin America. (1500 words)

    References:

    Byrnes, H. & Crane, C., Maxim, H. & Sprang, K. (2006). Taking Text to Task: Issues and Choices in Curriculum Construction. International Journal of Applied Linguistics, 152.

    Cammarata, L. (2016). Content-Based Foreign Language Teaching Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills. New York: Routledge.

    Cubillos, J. (2014). Spanish textbooks in the US: Enduring traditions and emerging trends, Journal of Spanish Language Teaching, 1:2, 205-225

    Eppelsheimer, N., Küchler, U., & Melin, C. (2014). Claiming the Language Ecotone: Translinguality, Resilience, and the Environmental Humanities. Resilience: A Journal of the Environmental Humanities, 1(2).

    Freire, P. (1970). Pedagogy of the oppressed. London, UK: Bloomsbury.

    Kern, R. (2000). Literacy and Language Teaching. Oxford: Oxford University Press.

    Kramsch, C. (1988). The cultural discourse of FL textbooks. In A. J. Singerman (Ed.), Toward a new integration of language and culture (pp. 63-88). Middlebury, VT: Northeast Conference on the Teaching of Foreign.

    Kramsch, C., & Vinall, K. (2015). The cultural politics of language textbooks in the era of globalization. In X.L. Curdt-Christiansen & C. Weninger (Eds.), Language, ideology and education: The politics of textbooks in language education (pp. 11-28). London and New York: Routledge.

    Kubota, R. (2016). Critical content-based instruction in the foreign language classroom: Critical issues for implementation. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York: Routledge.

    Lyster, R. (2007). Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam: John Benjamins.

    Morales-Vidal & Cassany (2020) El mundo según los libros de texto: Análisis Crítico del Discurso aplicado a materiales de español LE/L2, Journal of Spanish Language Teaching, 7:1, 1-19, DOI: 10.1080/23247797.2020.1790161

    Murphy, J., & Stoller, F. (2001). Sustained-Content Language Teaching: An Emerging Definition. TESOL Journal, 10(2-3), 3-5.


    Pratt, M.-L. (2002). The traffic in meaning: Translation contagion, infiltration. Profession, 25–36.

    Sato, S., Hasegawa, A., Kumagai, Y., & Kamiyoshi, U. (2017). Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI). L2 Journal, 9(3).

  • 09 Dec 2020 3:55 PM | Anonymous

    Innovation in Language Program Direction Award: Racial/social justice

    Germán Zárate-Sández
    Western Michigan University

     

    Pathways to empower Black and African American students in college-level Spanish classes

    Background and overview

    When I arrived at my large state university in Michigan five years ago, I was pleased to see a sizeable number of Black and African American students on campus and in the introductory Spanish classes I was hired to direct. Analysis of our program’s strengths and weaknesses, however, revealed that Black and African American students receive lower grades and are less likely to continue studying Spanish at higher levels than other students. As the language program director and an academic dedicated to fostering success for all students, I am determined to investigate and address this reality and to implement necessary changes.

    In this application I describe my path to deal with issues of inequity encountered by Black and African American students at my institution. The project consists of three phases: describing the problem at hand, understanding its origin (the current phase of the project), and, finally, taking concrete measures to solve the problem.

    Describing the problem

    In Spring 2020, I sought permission to compile a database for our Spanish program using students’ official demographic and academic information provided by my institution’s office of institutional research. I ran several descriptive statistics on this dataset to determine the magnitude of the problem.

    During academic year 2019-2020, enrollment in the four introductory Spanish courses I direct (Basic Spanish I and II, and Intermediate Spanish I and II) plus the two 3000-level “bridge” courses (Spanish Conversation and Spanish Composition) totaled 1,261 students, of which 209—or 16.6%—self-reported as Black or African American. I am pleased this percentage is above the 12% reported for our institution and the 14.1% for the state of Michigan. Over the last six years, the rate of Black and African American students has remained stable and represents the biggest minority group in our program.                  

    A breakdown of enrollment by course, however, reveals that the proportion of Black or African American students in our courses progressively declines in higher-level courses. Graph 3 shows that over the last six years roughly 20% of students enrolled in SPAN 1000 and 1010 were Black and African American, well above university rates. However, percentages for the 2000-level courses declined to the 11-18% range. Proportions for this student group continued to decline in 3000-level courses to figures often below university means and to an alarming six-year low of 6% in the last academic year.

    The disadvantage that Black or African American students experience in our program becomes more pronounced when considering academic performance, as evidenced by the final grade value obtained in the course (on a 0-4 scale). The last 6 years show that Black or African American students have consistently received lower grades than their peers in our Spanish program, as depicted by boxplots in Graph 4. An extreme area of concern is academic year 2016/17, when the median (horizontal line inside box) final grade for Black or African American students was an entire grade point lower than the median for all other groups, while the mean grade (blue dot) also trailed substantially behind.

     Inequity in academic performance between Black or African American and other groups becomes increasingly worrisome when data are broken down by course, as shown in Graph 5. At every level, both mean and median grade values are below other groups, with the starkest contrast in the 3000-level courses, where the median final grade value for Black or African American students is 1.5 points below that of White students.

    In summary, Black or African American students at my institution begin Spanish education at high rates but are less likely to advance to higher-level courses and more likely to obtain lower final grades than other groups. Also, the grade gap becomes more pronounced at higher-level courses.

    Understanding the problem

    Issues of advancement and academic performance among Black or African American students are not unique to my institution. Several studies have shown Black students begin second language (L2) education at rates that reflect the general population, at both K-12 and post-secondary levels. However, their participation later declines or vanishes altogether in upper-level courses and they are less likely to major or minor in languages than peers (Charle Poza, 2013; Gatlin, 2013; Moore, 2005). Not surprisingly, low academic performance has been linked to demotivated African American students in language classes (e.g., Moore & English, 1998).

    What accounts for lower participation and performance in L2 education among Black and African American students? Previous research shows that the reasons are complex and multifaceted but overwhelmingly tied to systemic and long-standing patterns of exclusion, self-perceived inadequacies to learn languages, lack of culturally-relevant materials in the L2 curriculum, and restricted access by educational gatekeepers who discourage Black students from pursuing language study. For example, Lucas (1995) and Charle Poza (2015) reported that Black college students tended to see little value in studying French or Spanish, viewed themselves as less skilled at language learning than their peers, and experienced high levels of anxiety over the low grades they expected to receive, or actually received, in their language classes. Black students enrolled in Spanish classes at a historically black institution expressed high dissatisfaction with the scant emphasis their classes placed on the Black experience in Spanish-speaking cultures (Davis & Markham, 1991), while 128 Black students at a predominantly white university found L2 classes and materials boring or irrelevant to their African American identity (Moore, 2005). 

    I hypothesize that these patterns of exclusion explain poor retention rates and lower academic performance among Black and African American students in my institution. To better understand the problem, I am currently conducting a needs analysis informed by methodologies and findings from previous literature and composed of the following:

    1. Online surveys distributed to all students about their past and current experiences, beliefs, attitudes, and expectations regarding Spanish language education.
    2. Online or paper surveys distributed to all students’ current teachers and other stakeholders involved in forging the path that students have taken in their L2 education, including family members, high school teachers and counselors, and college academic advisors, course coordinators, and administrators.
    3. Follow-up teleconference interviews with individuals—now focusing on Black students or people related to them—from (a) and (b) on major topics that emerged from surveys.
    4. Class ethnographies and observations to assess how interpersonal relationships and classroom dynamics affect L2 Spanish learning for Black and African American students. Since all but one of 25 sections of introductory Spanish are currently being taught online due to COVID-19, I am analyzing 50 hours of recorded classes that I collected in Fall 2019. I still hope to observe and analyze online synchronous sessions in spring 2021 since my institution will continue with mostly online education due to the pandemic.

            

    Methods a-c above have been employed in research projects conducted by others. Techniques in (d), however, represent a departure from studies that limit themselves to indirect descriptions of the issues that Black students face in language programs. As Anya (2020) states, “rare are the studies where the actual language-learning interactions and activities of black students and their instructors are directly observed” (p. 101).

    Addressing the problem

    The last phase of the project will seek to remedy the disadvantages Black and African American students experience in our introductory Spanish program. As previous research has shown, Black students can thrive in L2 learning when the playing field is leveled (Anya, 2017; Flores & Rosa, 2019; Moore & English, 1998). Based on this premise, this last phase will center around two components:

    • Diversifying instruction. Black and African American students generally do not feel represented in or connected with the Spanish-speaking cultures they learn about in their classes. Afro-descendants make up a large part of Hispanics around the world, yet the Hispanic culture in textbooks and pedagogical materials typically excludes Afro-Latin Americans. To address this, I will use data from the needs analysis and existing resources (Abreu, 2016; Anya et al., 2019; Kennedy, 1987) to embed the curriculum of Basic Spanish II and Intermediate I with pedagogical modules that reflect the Black experience. I will implement these changes in at least six sections in Fall 2021 as a pilot study, assess their effectiveness, and make necessary changes for use in all future sections and extend the model to other courses.
    • Education in diversity equity and inclusion. I will work with the office of diversity and inclusion at my institution to provide workshops for instructors on how to best serve our Black and African American students, since even stakeholders with the best intentions sometimes implement practices that alienate Black students.

     

    Review criteria

    • Relevance. This year has seen high levels of social and racial unrest in our country. Movements such as Black Lives Matters have opened our eyes to the systemic racism faced by Black and African Americans. My initial analysis shows that this type of exclusion and limited access exist in language programs, and this project seeks to help instructors and language program directors address it.
    • Innovation. New pedagogical materials and teacher training practices developed in this project are innovative, timely, and can be used by other programs in the U.S.
    • Replicability. The surveys, interview protocols, training materials, and pedagogical modules developed for this project will be made available through platforms such as the IRIS Digital Repository and our own AAUSC page. I would also like to begin an AAUSC advocacy group to discuss these issues.
    • Impact. 209 Black or African American students enrolled in the first three levels of introductory and bridge Spanish courses in AY 2019-20—a typical number in our program. Though this project is specifically intended to increase retention and improve academic performance among Black or African American students, the pedagogical modules will benefit all students by raising awareness of the positive contributions of Blacks to the cultural fabric of societies worldwide.

     

    References

    Abreu, L. (2016). Awareness of diversity in the Spanish-speaking world among L2 Spanish speakers. Foreign Language Annals, 49(1), 180–190.

    Anya, U. (2017). Racialized identities in second language learning: Speaking blackness in Brazil. Routledge.

    Anya, U. (2020). African Americans in world language study: The forged path and future directions. Annual Review of Applied Linguistics, 40, 97–112.

    Anya, U., Baralt, M., Gómez, D., Hecheverría, H., Hobbs, W., Robinson, A. (2019). Improving Spanish-language teacher retention and success among Black Spanish-language learners: An HIS-HBCU collaboration. CLASP. Retrieved from http://claspprograms.org/pages/detail/43/Publications

    Charle Poza, M. (2013). The beliefs of African American students about foreign language learning. NECTFL Review, 72, 61–77.

    Charle Poza, M. (2015). A comparative study of beliefs among elementary- and intermediate-level students at a historically black university. NECTFL Review, 76, 37–49.

    Davis, J. D., & Markham, P. L. (1991). Student attitudes toward foreign language study at historically and predominantly Black institutions. Foreign Language Annals, 24(3), 227–237.

    Flores, N., & Rosa, J. (2019). Bringing race into second language acquisition. Modern Language Journal, 103, 145–151.

    Gatlin, N. (2013). Don't forget about us: African-American college students’ newfound perspectives on foreign language motivation, foreign language anxiety, and beliefs about foreign language learning [Doctoral dissertation, University of Texas, Austin].

    Kennedy, J. (1987). Strategies for including Afro-Latin American culture in the intermediate Spanish class. Hispania, 70, 679–683.

    Lucas, R. (1995). The role of beliefs and anxiety in the attrition of African American students in foreign language study [Doctoral dissertation, Ohio State University].

    Moore, Z. (2005). African American students’ opinions about foreign language study: An exploratory study of low enrollments at the college level. Foreign Language Annals, 38(2), 191–200.

    Moore, Z., & English, M. (1998). Successful teaching strategies: Findings from a case study of middle school African Americans learning Arabic. Foreign Language Annals, 31(3), 347–357.

     

  • 15 Oct 2020 4:16 PM | Anonymous
    The inaugural issue of Second Language Research and Practice is live on the web! http://www.slrpjournal.org
  • 12 Oct 2020 10:45 AM | Anonymous

    AAUSC is pleased to announce the new Innovation in Language Program Direction Award to recognize outstanding examples of curricular and pedagogical innovation in the field of foreign/second language education within institutions of higher education.

    This year, AAUSC will give four awards worth $500 apiece: 2 awards for racial/social justice innovation and 2 awards for innovation in online/remote teaching.  In addition to receiving monetary awards, the winners will be recognized during AAUSC’s annual business meeting.

    All AAUSC members (tenure-track faculty, non-tenure track faculty, adjunct faculty and graduate students) currently employed in aninstitution of higher education are eligible to apply. Applications will be evaluated based on the following criteria:

    Relevance: How relevant is the project to language program direction and L2 education?

    Innovation: Does the project leverage innovative theories, technologies and/or practices? 

    Replicability: Can the project be replicated by other language programs in the US?

    Impact:  How many students are potentially impacted? How profound is the impact?

    Applicants must submit a Word file document (approximately 1000-1500 word length) that contains their name, affiliation, and description of their programmatic innovation by October 31st to cblyth@austin.utexas.edu.

    Applications will be evaluated in a blind, peer-review process.  Winners will be contacted by November 14th, and awards will be presented during AAUSC’s annual Business meeting November 20th held via Zoom. 

  • 15 Sep 2020 7:49 AM | Anonymous

    In August 2020, AAUSC Board of Directors approved the following statement:

    AAUSC rigorously opposes all forms of racism and ethnic violence, particularly the forms that affect black, brown, and indigenous communities as well as other marginalized peoples in the US and around the world.

    As educators, researchers, administrators, and  artists whose life work centers on a deep awareness of and appreciation for linguistic and cultural difference, we stand in staunch solidarity with social movements that actively address systemic racism and other forms of injustice that impede fair and fruitful living for all. 

    We support the peaceful protests taking place across the United States; we encourage full participation in our democracy and society; and we commit to anti-racism and social justice through our scholarship, our teaching and our service to our communities.

    Permanent link

  • 25 Aug 2020 9:30 AM | Anonymous

    The schedule at-a-glance and the registration link for the Symposium on Language Pedagogy in Higher Education (SOLPHE) 2020 are now available: 

    https://solphe2020.wixsite.com/uiuc

    Please be sure to register by September 24. Registration is limited to 300 participants.

  • 03 Jun 2020 12:58 PM | Anonymous

    Due to COVID-19, the Symposium on Language Pedagogy in Higher Education will take place online (via Zoom) and will be free for everyone.

    It will still take place on October 2 & 3, 2020, and our invited speakers have all kindly agreed to present virtually:
    *       Dr. Bill VanPatten will give a plenary address on "Barriers to Innovation in Language Program Direction"
    *       Dr. Claudia Fernández will facilitate a workshop on "Re-designing the Basic Language Curriculum for the 21st Century"
    *       Dr. Cori Crane will do a workshop on "Working Towards Perspective Transformation: Fostering Critical Reflection in the Language Classroom"
    The symposium will also feature a special workshop (also online!) for language program directors and coordinators on "Conflict Resolution: A Guide to Crucial Conversations." 

    For more information about the symposium, please visit: solphe2020.wixsite.com/uiuc

    Registration opens in August. For now, I am reaching out to encourage you to submit a proposal. We have extended the deadline to submit an abstract until June 15. We welcome submissions from language program directors, graduate students, and faculty of all ranks and languages, for 20-minute presentations. Proposals may be either practice-oriented or research-oriented, as long as they have practical implications that may be relevant to different language programs in post-secondary settings. For the submission requirements or to submit an abstract, please go to:

    https://linguistlist.org/confservices/customhome.cfm?Emeetingid=6402JA4458764648406050441

  • 15 Apr 2020 6:39 PM | Anonymous

    Call for submissions: Second Language Research & Practice, Volume 2

    Second Language Research & Practice is now accepting submissions! To be considered for publication in Volume 2 (Fall 2021), research papers and reports must be received by January 15, 2021. Learn more at http://www.slrpjournal.org.

  • 05 Sep 2019 12:04 PM | Anonymous

    AAUSC will hold a session at the 2020 MLA Conference with the following presentations:

    1. Past, Present, and Future Challenges in Educating the Future Foreign Language Professoriat, Heather Willis Allen (U of Wisconsin, Madison) [#11432]

    2. Redefining Speakership: The Impact of Postmodern Sociolinguistics on Second-Language Teaching and Learning, Carl Blyth (U of Texas, Austin) [#11434]

    3. Examining L2 Learning and Teaching Issues in Hybrid, Online, and Open Environments, Joshua Thoms (Utah State U) [#11435]


    Presiding:

    Kate Paesani (U of Minnesota, Twin Cities)
    Johanna Watzinger-Tharp (U of Utah)


    For more information on the conference, visit http://www.mla.org.

  • 30 Jul 2019 11:21 AM | Anonymous

    We did it! Our fundraiser for start-up costs for the new AAUSC online journal, Second Language Research and Practice, brought in the needed resources in record time! Thanks to all who contributed. Stay tuned for news of the new publication!

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