Advanced Foreign Language Learning, 2003 AAUSC Volume

Advanced Foreign Language Learning, 2003 AAUSC Volume

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Description

The popular AAUSC series of annual volumes for directors of university language programs strives to further scholarship in second language acquisition and teaching with regard to undergraduate programs with multi-section courses. Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.
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Product details

  • Paperback | 288 pages
  • 151 x 226 x 15mm | 324g
  • Heinle
  • Florence, KY, United States
  • English
  • New edition
  • New edition
  • 1413000401
  • 9781413000405

Table of contents

1. LITERACY AS A CONCEPTUAL FRAMEWORK FOR COLLEGIATE ADVANCED LEARNING.
Richard Kern: Literacy and advanced foreign language learning: Rethinking the curriculum; Janet Swaffar: A template for advanced learner tasks: Staging genre reading and cultural literacy through the precis; Heidi Byrnes and Katherine A. Sprang: Fostering advanced L2 literacy: A genre-based, cognitive approach.
2. HERITAGE LEARNERS AS ADVANCED LEARNERS.
Dan Villa: Heritage language speakers and upper division language instruction: Findings from a Spanish linguistics program; Olga Kagan and Kathleen Dillon: Heritage speakers'' potential for high level language proficiency.
3. CONTEXTS FOR ADVANCED LEARNING.
Casilde Isabelli: Study abroad for advanced foreign language majors: Optimal duration for developing complex structures; Astrid Weigert: What''s Business got to do with it?: The Unexplored Potential of Business Language Courses for Advanced Foreign Language Learning; Cori Crane, Olga Liamkina, and Marianna Ryshina-Pankova: Fostering advanced level language abilities in foreign language graduate programs: Applications of genre theory.
Postscript: Hiram H. Maxim: Expanding visions for collegiate advanced foreign language learning
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Review quote

1. LITERACY AS A CONCEPTUAL FRAMEWORK FOR COLLEGIATE ADVANCED LEARNING. Richard Kern: Literacy and advanced foreign language learning: Rethinking the curriculum; Janet Swaffar: A template for advanced learner tasks: Staging genre reading and cultural literacy through the precis; Heidi Byrnes and Katherine A. Sprang: Fostering advanced L2 literacy: A genre-based, cognitive approach. 2. HERITAGE LEARNERS AS ADVANCED LEARNERS. Dan Villa: Heritage language speakers and upper division language instruction: Findings from a Spanish linguistics program; Olga Kagan and Kathleen Dillon: Heritage speakers' potential for high level language proficiency. 3. CONTEXTS FOR ADVANCED LEARNING. Casilde Isabelli: Study abroad for advanced foreign language majors: Optimal duration for developing complex structures; Astrid Weigert: What's Business got to do with it?: The Unexplored Potential of Business Language Courses for Advanced Foreign Language Learning; Cori Crane, Olga Liamkina, and Marianna Ryshina-Pankova: Fostering advanced level language abilities in foreign language graduate programs: Applications of genre theory. Postscript: Hiram H. Maxim: Expanding visions for collegiate advanced foreign language learning
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About Heidi Byrnes

Hiram Maxim received his B.A. from Washington and Lee University, his M.A. from Middlebury College, and his Ph.D. from the University of Texas at Austin. He taught two years at the University of Tennessee-Knoxville and then six years at Georgetown University before joining the Department of German Studies at Emory University in August 2007 as Associate Professor and Director of Undergraduate Studies. In addition, he has taught German at the high school level in Virginia and Istanbul, Turkey and has been awarded yearlong grants by the German Academic Exchange Service (DAAD) to study at the Johannes-Gutenberg-Universitat in Mainz and the Freie Universitat in Berlin. His scholarship has been recognized twice for distinction by the American Council on the Teaching of Foreign Languages (ACTFL). His research focuses on instructed adult second language acquisition with specific interest in curricular models that support the longitudinal nature of second language development. His forthcoming co-written monograph, REALIZING ADVANCED L2 WRITING DEVELOPMENT IN COLLEGIATE EDUCATION: CURRICULAR DESIGN, PEDAGOGY, ASSESSMENT, documents the potential for the longitudinal development of foreign language learners' writing abilities when a coherent curricular framework is in place. Dr. Maxim is also interested in foreign language teacher education and is currently editing a volume on graduate student teacher education at the college level. Dr. Maxim happily teaches all levels of German as well as courses in applied linguistics. For the past couple of years, he has focused his attention on the first two years of instruction. In addition to his departmental home in German Studies, he is a Core Faculty Member in the Linguistics Program and Director of the Emory College Language Center. Sally Sieloff Magnan received her Ph.D. from Indiana University. She is a Professor of French and Director of the University of Wisconsin-Madison Language Institute. She is also Editor of the Modern Language Journal. She teaches courses at the graduate and undergraduate levels in college teaching methods, second language studies, French language, and topics in French immigration. She received the honor of Chevalier dans l'Ordre des Palmes Academiques and several teaching awards.
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