Previously published volumes

Issues in Language Program Direction: Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues

Editors: Fernando Rubio (U Utah)and Joshua J. Thoms (Utah State University)

ISBN-13: 978-1285174679

Hybrid language teaching and learning, also referred to as blended learning, has become an increasingly popular model for the delivery of foreign language (FL) courses at the college level in the United States. HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES addresses a number of theoretical and applied topics related to hybrid/blended contexts. The volume is useful for readers unfamiliar with hybrid approaches, as several chapters highlight practical concerns and contain suggestions from authors who have experience implementing and maintaining college-level hybrid FL courses. In addition, the volume serves to disseminate empirical work that focuses on the linguistic outcomes of learners in hybrid FL learning contexts. Finally, the issue of open educational resources/open access is discussed in the context of hybrid FL courses.

Educating the Future Foreign Language Professorate for the 21st Century

Editors: Heather Willis Allen (U Wisconsin-Madison) and Hiram Maxim (Emory U)
ISBN-13: 978-1133312789

Critical and Intercultural Theory and Language Pedagogy

Principles and Practices of the Standards in College Foreign Language Education

Conceptions of L2 Grammar: Theoretical Approaches and their Application in the L2 Classroom

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.

From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program

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.

Internet-mediated Intercultural Foreign Language Education

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.

Language Program Articulation: Developing a Theoretical Foundation

Advanced Foreign-Language Instruction

The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, the Near-native and the Non-native Speaker

SLA and the Literature Classroom: Fostering Dialogues

Mentoring Foreign Language TA's, Lecturers, and Adjunct Faculty

Form and Meaning - Multiple Perspectives

Research Issues and Language Program Direction

New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education