<div>An overview of current issues and developments in foreign language education, designed for instructors of language, literature, and culture at any stage of their careers A contemporary guide to language teaching, this book presents the latest developments and issues in the field of applied linguistics. Written by scholars with expertise in theoretical linguistics, literary and cultural studies, and education, the book encourages readers to examine their beliefs about language teaching and to compare these perspectives with the tenets of current research-supported frameworks and approaches. It also leads instructors to make vital connections between theory and practice while linking language and content pedagogy so that they may develop innovative lesson plans, classroom activities, and course materials that align with the specific contexts in which they teach. Serving as a textbook for teaching methods courses, as well as a reference for instructors with varying levels of experience and diverse specializations, the book is applicable to all levels of instruction and provides guidelines and models that prepare instructors to teach in a rapidly evolving field.</div>

Perspectives on Teaching Language and Content

Reference

Krueger, Cheryl

Bourns, Stacey Katz

Mills, Nicole

Words, Language & Grammar

Yale University Press

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.

AAUSC 2012 Volume--Issues in Language Program Direction: Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues (Professional Development)

Rubio, Fernando

Thoms, Joshua J.

Foreign Language Study & Reference

Cengage Learning'

The democratization of schooling and greater access to higher education, together with the implementation of language requirements in colleges and universities across the United States, has led to a higher degree of diversity in language classrooms. One usually thinks of gender, ethnic, racial, or social diversity, but individual differences, including learning disabilities and special needs, also contribute to diversity and have an impact on assessment, placement, and curriculum. In their role as administrators and teacher educators, Language Program Directors (LPDs) seek to integrate current practices and research in applied linguistics into program design and administration, including assessment. To make individual differences a theoretically grounded integral component of their decision-making processes, LPDs need resources that provide cutting-edge primary and secondary research on the conceptualization, measurement, and consequences of individual differences on language development in the classroom. This volume provides LPDs with the means to transmit information to their instructors in effective ways so that the instructors develop a sophisticated understanding of individual differences, including learning disabilities, special needs, and strategies for dealing with diverse student populations. In addition, this volume creates a forum for reflections about and solutions to challenges related to diversity as it relates to individual differences.

AAUSC 2013 Volume - Issues in Language Program Direction: Individual Differences, L2 Development, and Language Program Administration: From Theory to Application (World Languages)

Sanz, Cristina

LADO

Many foreign language departments have developed innovative curricula with the goal of overcoming two-tiered structures that often separate language instruction at the lower levels from upper division content coursework. However, language departments rarely extend their articulation efforts to include pre-collegiate experiences even though recent educational reforms have significantly altered not only the skill sets, but also needs and expectations of students entering college. In addition to attending to vertical interfaces, successful language curricula integrate horizontally with academic and professional units outside the language department. This volume furthers the existing knowledge base on the collegiate foreign language curriculum by providing a K-20 perspective on the achievement of curricular coherence. It is intended for a broad audience, but in particular language program directors, to help them address the critical transitions that language learners face during their progression from public schools through undergraduate programs and into graduate education.

AAUSC 2016 Volume - Issues in Language Program Direction: The Interconnected Language Curriculum: Critical Transitions and Interfaces in Articulated K-16 Contexts

Watzinger-Tharp, Johanna

Urlaub, Per

Under current geo-political conditions of social, environmental, and economic fragility and instability, the need for education to cultivate empathy, heighten attentiveness to the biosphere, and augment commitment to civic engagement imposes itself with urgency (Rifkin, 2012). As fundamentally social-relational phenomena, semiotic agility and critical language awareness serve as critical resources for ameliorating and transforming selves, communities, and societies. These points suggest that instructed language education would benefit from greater integration with a variety of real world contexts and communities. In response to this need, contributions to this volume propose approaches to pedagogically mediated second language learning that link classroom activities with relevant social practices occurring outside of instructional settings.

AAUSC 2017 Volume - Issues in Language Program Direction: Engaging the World: Social Pedagogies and Language Learning

Dubreil, Sebastien

Thorne, Steven L.

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.

AAUSC 2008: Conceptions of L2 Grammar: Theoretical Approaches and Their Application in the L2 Classroom (World Languages)

Blyth, Carl

Heinle

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