The Routledge Handbook of Language Program Development and Administration

1. Auflage 2025
ISBN: 978-1-032-42024-0
Verlag: Routledge

Buch, Englisch, 698 Seiten, Format (B × H): 175 mm x 250 mm, Gewicht: 1367 g

Second language program development and administration is a long-standing area within the larger field of applied linguistics. In many ways, it is the quintessential applied linguistics field, as it crosses disciplinary boundaries while balancing the rigors of scholarly inquiry with the demands of practical application without losing sight of concrete learner outcomes.

The Routledge Handbook of Language Program Development and Administration provides a scholarly rigorous, yet practically relevant treatment of issues implicated in program development and administration with 52 chapters written by leading scholars in the field. Authors not only address the theoretical underpinnings of their respective topics but also provide actionable, evidence-based recommendations concerning eminently practical matters. In this way, the volume provides both novice and experienced language program administrators with important guidance on how to think about the work that they do and how best to go about it, while also validating language program administration as a scholarly area of inquiry.

The Routledge Handbook of Language Program Development and Administration is essential reading for practicing second language program administrators at the post-secondary level, in-service and pre-service second language instructors, graduate students in applied linguistics, and even upper-level undergraduate education students considering second language teaching as a future career.

Chapters 9 and 11 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Zielgruppe

Undergraduate Advanced

Autoren/Hrsg.

Brown, Alan V.

Crane, Cori

Dupuy, Beatrice C.

Ene, Estela

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

List of Tables

List of Contributors

List of External Reviewers

Language Program Development and Administration: The Cornerstone of Language Learning in Higher Education

Alan V. Brown, Cori Crane, Beatrice C. Dupuy, and Estela Ene

PART I Insights and Implications from Language Acquisition Research in Language Programs

1 Second Language Learning Theory for Program Design

Eve Zyzik and Laura Marqués-Pascual

2 Instructed SLA: Implications for Language Program Design and Administration

Ronald P. Leow

3 Individual Learner Differences: From Fixed to Dynamic

Beatriz Lado

4 Planning for and Enacting Differentiated Instruction in the Postsecondary Language Curriculum

Mandy R. Menke and Paul A. Malovrh

5 Heritage Language Acquisition

Melissa A. Bowles and Julio Torres

6 Interculturality in Language Programs
Carl S. Blyth

7 Critical Translingual Awareness in World Language Programs
Tracy Quan

PART II Assessment and Evaluation in Language Programs

8 Using Language Assessment Data for Language Program Administration

J. Dylan Burton and Paula Winke

9 Putting Students in Their Place: The Role of Placement Testing in Language Programs
Troy L. Cox and Matthew P. Wilcox

10 Language Program Evaluation
Meg Montee and Francesca Di Silvio

11 Understanding the Role of Standardized Exams in Second Language Programs
Troy L. Cox, Alan V. Brown, and Margaret E. Malone

12 Language Assessment Literacy

Johnathan Jones and Julie Hartill

13 Authentic and Alternative Language Assessment: Design and Implementation
Kim Koh and Rong Fu

14 Ungrading in Language Programs

Janice McGregor and Nicole Coleman

PART III Teacher Education and Professional Learning in Language Programs

15 Defining Effective Language Teaching: Making It Meaningful
Erin Kearney

16 Formal Language Teacher Education in Collegiate Language Programs

Julia Goetze and Jeanne Schueller

17 Continuing Professional Learning for Language Teachers

Kate Paesani

18 Certification and Credentialing Programs for Preparing Language Teachers in a Multilingual World

Rebecca Kanak Fox and Kendra N. Staley

19 The Native Versus Non- Native Speaker Teacher Debate and the Multilingual Turn

Raees Calafato

20 Classroom Observation and Feedback
Laura Baecher and Sumru Akcan

21 Practitioner Research in Post- Secondary Language Teacher Education Programmes
Judith Hanks and Martin Wedell

PART IV Curricula and Materials in Language Programs

22 Language Standards in Language Programs

Margaret E. Malone and Celia Zamora

23 Needs Analysis for Language Program Development and Administration
Ana Bocanegra-Valle

24 Developing and Renewing Collegiate Language Curricula

Hiram H. Maxim

25 Course Development in Language Programs: Putting Design Principles to Work

Beatrice C. Dupuy

26 The Evolving Landscape of Language Instructional Materials: Challenges and Opportunities

Adriana Raquel Díaz

27 Working With Commercial Language Learning Materials

Amy Rossomondo

28 Domain Analysis: One Approach to Designing Evidence-Centered Curricula for Languages for Specific Purposes
Darcy Lear and Ahmet Dursun

29 Co-and Extracurricular Language Learning

Veronika Makarova

PART V Contexts of Language Programs

30 Study Abroad in Language Programs: Considerations, Implications, and Recommendations
Emma Trentman

31 Service Learning and Community Engagement in the L2 Curriculum

Deborah Reisinger and Joan Clifford

32 Heritage Language Program Design and Administration
Sara M. Beaudrie

33 So That Our Languages Live On: Indigenous

Über Autor(innen)

Alan V. Brown is Professor of Spanish Applied Linguistics at the University of Kentucky in Lexington, United States. His research has explored a variety of topics related to Spanish language teaching and learning, from course grades to metalinguistic awareness to the relationship between temporal fluency, lexical diversity, and proficiency.

Cori Crane is Associate Professor and German Language Program Director at the University of Alabama, United States. Dr. Crane’s research interests align to her curriculum development and teacher mentoring work, with recent and current projects located in language teacher education, second language literacy development, and practitioner research.

Beatrice C. Dupuy is Professor of French, Public and Applied Humanities, and Second Language Acquisition and Teaching at the University of Arizona, United States. She directs the Center for Educational Resources in Culture, Language, and Literacy. Her scholarship focuses on multiliteracies in language education and language educator professional learning.

Estela Ene is Professor of English at Indiana University Indianapolis, United States. She chairs the English Department, directs the English for Academic Purposes Program, and teaches EAP and TESOL. Her research focuses on EAP/ESL writing, teacher and program development, CALL (including corpus and e-feedback), internationalization, and intercultural competence/communication.