| Aausc 2019 Volume Contributor(s): Dupuy, Beatrice (Author), Michelson, Kristen (Author) |
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ISBN: 0357437985 ISBN-13: 9780357437988 Publisher: Cengage Learning OUR PRICE: $56.00 Product Type: Paperback Published: January 2020 |
| Additional Information |
| BISAC Categories: - Education | Professional Development - Foreign Language Study |
| Physical Information: 0.4" H x 6" W x 8.9" (0.83 lbs) 288 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |
Contributor Bio(s): Michelson, Kristen: - 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.Dupuy, Beatrice: - 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. |