Endorsed by the AAUSC and published by Cengage, the Issues in Language Program Direction series strives to further AAUSC goals. The 2019 volume seeks to understand the reasons that large-scale paradigm change toward teaching language and culture as integrated and situated practices has not yet occurred. It evaluates why large-scale paradigm change is hard to achieve and presents models for curriculum development within paradigm change.
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.
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Beatrice DuPuy
Beatrice Dupuy (Ph.D., University of Southern California) is Professor in the Departments of French and Italian and Public and Applied Humanities, Chair of the graduate interdisciplinary program in Second Language Acquisition and Teaching (SLAT), and Co-Director of the Center for Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona. Her research interests include text-anchored instructional approaches and teacher professional learning both informed by the multiliteracies framework.
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Kristen Michelson
Kristen Michelson (Ph.D., University of Arizona) is Assistant Professor of French and Applied Linguistics in the Department of Classical and Modern Languages and Literatures at Texas Tech University, and director of the first and second year French program. Her research is anchored in intersections between human experience and cultural texts, with a particular focus on pedagogical and technological innovations in foreign language teaching and learning that call explicit attention to affect, identities, and ideological discourses. Recent research focuses on the integration of multiliteracies pedagogies in foreign language curricula and collaborative meaning-making through digital social annotated reading.
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This volume seeks to understand the reasons there has not been a large-scale paradigm change to teach language and culture as integrated and situated practices.
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This volume provides all those with responsibility for language program direction and instruction with insights around the struggles that come with paradigm change in many collegiate language programs.
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The contributions in this volume should awaken the field to the urgency of reasserting the relevance of second language (L2) education in individual learning endeavors and institutional practices, and should lead to the large-scale paradigm change that so many have called for before, ultimately making foreign language instruction an interdisciplinary humanistic enterprise.