Language Program Direction: Theory and Practice
©2014 |Pearson | Available
Judith E. Liskin-Gasparro, University of Iowa
©2014 |Pearson | Available
Practical tips and theory for Language Program Directors
Language Program Direction: Theory and Practice combines helpful, practical, everyday advice with research and theory to offer a rich, contemporary resource for Language Program Directors or anyone involved in administering a language program.
Intended for current and future foreign language teaching professionals, volumes in the Theory and Practice in Second Language Classroom Instruction series examine issues in teaching and learning in language classrooms. The topics selected and the discussions of them draw in principled ways on theory and practice in a range of fields, including second language acquisition, foreign language education, educational policy, language policy, linguistics, and other areas of applied linguistics.
Chapter 1 introduces the concept, roles and responsibilities of a Language Program Director (LPD), discusses the position of the LPD in the department, as well as practical considerations like compensation.
Chapter 2 discusses the role of a mission statement, both practically and symbolically, and how to craft one for your program. Information presented here will discuss mission statements, or statements of purpose, in general, as well as issues related particularly to language programs. After discussing the resources available to consult as you write your statement, the chapter provides some sample mission statements to use as a guideline.
In Chapter 3 issues related to writing syllabi and other program materials are discussed. The topics included in this chapter range from the basic components of a syllabus to articulation across and within program levels.
Chapter 4 addresses textbook selection and use, ranging from the search process through possible complications with adoptions, and provides sample review forms for evaluating potential textbooks prior to adoption.
In Chapter 5 the ever-important topic of hiring and training instructors is examined, with information on how to develop the right structure for a program, considerations for hires, and how to most effectively train and evaluate the instructors working in your program.
Chapter 6 tackles the popular topic of technology, and how to incorporate technological tools and innovations – if necessary – into program design, training, and course delivery.
Chapter 7 discuss the process of assessing our language programs, and examines when, why and how to make changes. That chapter also offers some concluding thoughts on the future of language program direction and considers topics that will be relevant to us as we move through the coming years.
Each chapter includes questions for reflection and, if possible, discussion. These will help the readers assimilate the information presented and reflect on their own situations.
Chapter 1: Introduction
Chapter 2: The mission statement
Chapter 3: Choosing a textbook
Chapter 4: Syllabi and other administrative materials
Chapter 5: Hiring and training instructors
Chapter 6: Incorporating technology
Chapter 7: Looking to the future
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Gillian Lord received a B.S. from Vanderbilt University, an M.A. in Hispanic Literatures from the University of Virginia, and a Ph.D. in Hispanic Linguistics from the Pennsylvania State University. She joined the faculty of the Department of Spanish and Portuguese Studies (formerly the Department of Romance Languages and Literatures) at the University of Florida in 2001, where she directs the Lower Division Spanish Program and serves as Chair of the department. In her time at the University of Florida Professor Lord has won the Teacher of the Year Award, the Service Learning Faculty of the Year Award, and the Doctoral Dissertation Advisor/Mentoring Award. Professor Lord’s research focuses on language teaching and learning in both the classroom and immersion settings, focusing primarily on the acquisition of foreign language sound systems. She also works in pedagogy and teacher training with an emphasis on the role of technology in language acquisition and education. She has published articles in journals such as Foreign Language Annals, Hispania, CALICO and System, among others, and co-edited a volume with Lara Lomicka on web 2.0 tools in language teaching (2009, CALICO). Professor Lord currently serves on the Executive Committee of the Computer Assisted Language Instruction Consortium (CALICO), as Spanish Head of the American Association of University Supervisors and Coordinators (AAUSC) and as a member of the CLEP Spanish (ETS, College Board) Test Development Committee.
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