AAUSC 2018 Volume - Issues in Language Program Direction,
1st Edition

Acknowledgments
Editorial Board
Annual Volumes of Issues in Language Program Direction
Abstracts

Introduction: Peter Ecke (University of Arizona) & Susanne Rott (University of Illinois at Chicago), Vocabulary Learning and Teaching: Variables, Relationships, Materials, and Curriculum Development

PART 1:
Vocabulary Learning and Use: Variables and Relationships
Chapter 1: Nan Jiang (University of Maryland), Semantic Development and L2 Vocabulary Teaching
Chapter 2: Ulf Schuetze (University of Victoria), Supporting your Brain Learning Words
Chapter 3: Maria Rogahn, Denisa Bordag, Amit Kirschenbaum & Erwin Tschirner (University of Leipzig), Minor Manipulations Matter: Syntactic Position Influences the Effectiveness of Incidental Vocabulary Acquisition During L2 Reading
Chapter 4: Erwin Tschirner (University of Leipzig), Jane Hacking & Fernando Rubio (University of Utah), The Relationship Between Reading Proficiency and Vocabulary Size: An Empirical Investigation

PART 2: Vocabulary Teaching, Materials, and Curricula
Chapter 5: Claudia Sánchez-Gutiérrez (University of California, Davis), Nausica Marcos Miguel (Denison University), Michael K. Olson (Tennessee Technological University), Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks
Chapter 6: Jamie Rankin (Princeton University), der|die|das: Integrating Vocabulary Acquisition Research into an L2 German Curriculum
Chapter 7: Nina Vyatkina (University of Kansas), Language Corpora for L2 Vocabulary Learning: Data-Driven Learning across the Curriculum
Chapter 8: Alla Zareva (Old Dominion University), Setting the Lexical EAP Bar for ESL Students: Lexical Complexity of L2 Academic Presentations
Chapter 9: Joe Barcroft (Washington University in St. Louis), The Input-Based Incremental Approach to Vocabulary in Meaning-Oriented Instruction for Language Program Directors and Teachers

Editors
Contributors

• Johanna Watzinger-Tharp

  Johanna Watzinger-Tharp is Associate Professor in the Department of Linguistics at the University of Utah. She earned her MA and PhD at the University of Texas at Austin. Her research focuses on dual language immersion, L2 methodology and teacher education, and language variation, and has been published in scholarly venues such as Foreign Language Annals, the Modern Language Journal and Unterrichtspraxis/Teaching German. Her publications also include co-edited volumes and German language textbooks. In 2010, the American Council for the Teaching of Foreign Languages (ACTFL) awarded her the Anthony Papalia Award for Excellence in Teacher Education. She has served in leadership positions of national professional organizations and serves as the co-chair of Utah’s World Language Council, which produced the Utah Language Roadmap for the 21st Century that helped establish Utah’s Dual Language Immersion Program.

• Kate Paesani

  Kate Paesani (Ph.D., Indiana University) is Director of the Center for Advanced Research on Language Acquisition (CARLA) and affiliate faculty in the Departments of French and Italian and Curriculum and Instruction at the University of Minnesota. Her research focuses on literacy-based curriculum and instruction and foreign language teacher development, couched within the frameworks of multiliteracies pedagogy and sociocultural theory. Her work has appeared in journals such as Annual Review of Applied Linguistics, Foreign Language Annals, The French Review, L2 Journal, and Reading in a Foreign Language. She is co-author of the book A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson, 2016), for which she received the 2016 Board of Governors Faculty Recognition Award from Wayne State University. She is also past president of AAUSC and co-editor of the 2004 AAUSC volume, Language Program Articulation: Developing a Theoretical Foundation.

• Peter Ecke

  Peter Ecke (Ph.D., University of Arizona) is Professor of Second Language Acquisition in the Department of German Studies and the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching at the University of Arizona. His research areas are lexical development in multilingual speakers, language and intercultural competence development during study abroad, and the learning and teaching of German in the United States.

• Susanne Rott

  Susanne Rott (Ph.D., University of Illinois at Urbana-Champaign) is Associate Professor of Germanic Studies and Linguistics and Head of the Department of Germanic Studies at the University of Illinois at Chicago. Her research focuses on the incremental development of individual words and collocations, the relationship between input factors, learning, and output, as well as computer assisted language learning. Her publications have appeared in Applied Linguistics journals, such as Language Learning, Calico Journal, and Reading in a Foreign Language.

• This volume provides insights into vocabulary learning mechanisms and discusses how these are relevant for effective language learning and teaching, material and textbook design, and curriculum development.

• This volume on social pedagogies, broadly described, helps us to reimagine language education by providing pedagogical frameworks for the integration of instructional settings with community engaged learning.

• Some of the contributions to this volume showcase a particular course while others propose pedagogical initiatives that span language programs or curricula. All contributors include explicit suggestions for expanding curricula and language learning opportunities in ecologically embedded ways.

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