Emphasizing the importance of educating the future professoriate for the foreign language profession, this volume presents pedagogical and theoretical frameworks for graduate student development that respond to the changing landscape in the field. Specifically, the volume advances professional development models and practices that take into account the longitudinal nature of teacher education. In doing so, it questions existing educational paradigms that have not prepared graduate students adequately to address the challenges of becoming successful teacher-scholars. The volume provides the reader with specific examples from the field that explore the implications of the latest research on language use, literacy, instructional technology, and curriculum design for graduate student teacher development and gives concrete suggestions for implementing a sustainable and coherent approach to teacher education that addresses the complex components of foreign language study in higher education.
| Acknowledgments |
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| Editorial Board |
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vi | |
| Annual Volumes of Issues in Language Program Direction |
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vii | |
| Abstracts |
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ix | |
| Introduction Foreign Language Graduate Student Professional Development---Past, Present, and Future |
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Part One Reconceptualizing Teacher Development for Foreign Language Graduate Students |
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1 | (42) |
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Chapter 1 Teaching Language and Culture in a Global Age: New Goals for Teacher Education |
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3 | (14) |
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Chapter 2 Reconsidering Graduate Students' Education as Scholar-Teachers: Mind Your Language! |
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17 | (26) |
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Part Two Developing Teacher-Scholars in Foreign Language Graduate Education |
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43 | (62) |
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Chapter 3 Preparing Graduate Students to Teach: The Role of Literature Faculty |
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45 | (15) |
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Chapter 4 A Literacy-Based Approach to Foreign Language Teacher Development |
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60 | (22) |
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Chapter 5 Preparing Graduate Student Teachers for Advanced Content-Based Instruction: Exploring Content Through Grammatical Metaphor |
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82 | (23) |
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Part Three Envisioning New Forms of Foreign Language Graduate Student Professional Development |
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105 | (64) |
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Chapter 6 Beyond the Methods Course: Using Exploratory Practice for Graduate Student Teacher Development |
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107 | (21) |
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Jeeyoung Ahn Ha Peter Otiato Ojiambo |
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Chapter 7 The Acceso Project and Foreign Language Graduate Student Professional Development |
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128 | (21) |
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Chapter 8 The Relevance of Cultural Linguistics to Foreign Language Graduate Education: From "Language and Culture" to "Language as Culture" |
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149 | (20) |
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Part Four Researching Foreign Language Graduate Student Professional Development |
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169 | (62) |
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Chapter 9 Evolving Notions of Literacy-Based Foreign Language Teaching: A Qualitative Study of Graduate Student Instructors |
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171 | (21) |
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Chapter 10 Investigating Foreign Language Graduate Student Instructors' Perceptions and Use of Technology in the Classroom |
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192 | (20) |
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Chapter 11 Video Reflection in Foreign Language Teacher Development |
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212 | (19) |
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| Coda Foreign Language Graduate Student Teacher Development in the Twenty-First Century: Challenges and Opportunities for Collegiate Foreign Language Studies |
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231 | (7) |
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| Contributors |
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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. Heather Willis Allen is an assistant professor of French and Second Language Acquisition at the University of Wisconsin, Madison. Dr. Allen's research interests include foreign-language teacher development, literacy-based language instruction, and language-learning motivation. In addition to presenting at conferences, Dr. Allen's articles have appeared in the ADFL Bulletin (2010), the French Review (2009), the L2 Journal (2010), the Modern Language Journal (2010), the NECTFL Review (2008), From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program (2007), Principles and Practices of the Standards in College Foreign Language Education (2009), and Sociocultural Research on Second Language Teacher Education: Exploring the Complexities of Professional Development (2011). Heather received her Ph.D. in French/Education from Emory University in 2002.
