| Aausc 2013 Volume - Issues in Language Program Direction: Individual Differences, L2 Development, and Language Program Administration: From Theory to Contributor(s): Sanz, Cristina (Author), Lado (Author), Bourns, Stacey Katz (Author) |
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ISBN: 1285760581 ISBN-13: 9781285760582 Publisher: Cengage Learning OUR PRICE: $62.65 Product Type: Paperback Published: January 2014 |
| Additional Information |
| BISAC Categories: - Education | Professional Development - Foreign Language Study - Language Arts & Disciplines | Linguistics - General |
| Dewey: 418.007 |
| Physical Information: 288 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: The democratization of schooling and greater access to higher education, together with the implementation of language requirements in colleges and universities across the United States, has led to a higher degree of diversity in language classrooms. One usually thinks of gender, ethnic, racial, or social diversity, but individual differences, including learning disabilities and special needs, also contribute to diversity and have an impact on assessment, placement, and curriculum. In their role as administrators and teacher educators, Language Program Directors (LPDs) seek to integrate current practices and research in applied linguistics into program design and administration, including assessment. To make individual differences a theoretically grounded integral component of their decision-making processes, LPDs need resources that provide cutting-edge primary and secondary research on the conceptualization, measurement, and consequences of individual differences on language development in the classroom. This volume provides LPDs with the means to transmit information to their instructors in effective ways so that the instructors develop a sophisticated understanding of individual differences, including learning disabilities, special needs, and strategies for dealing with diverse student populations. In addition, this volume creates a forum for reflections about and solutions to challenges related to diversity as it relates to individual differences. |
Contributor Bio(s): Sanz, Cristina: - Cristina Sanz is an expert on bilingualism and second language acquisition. She has published several books and over 60 book chapters, articles, and reviews in venues such as the Journal of Cognitive Neuroscience, Language Learning, Applied Psycholinguistics, the Modern Language Journal, and the Handbook of Hispanic Linguistics. Her volume Mind and Context in Adult Second Language Acquisition received the 2006 MLA's Mildenberger Prize. Sanz is interested in the interaction between pedagogical context, including study abroad, and individual differences (aging, experience, motivation, and cognitive capacity). Sanz directs the Georgetown-at-Barcelona Summer Program and the Intensive and School of Foreign Service Spanish Programs. She has educated Spanish teachers in the United States, Spain, and the Philippines.Bourns, Stacey Katz: - Stacey Katz received her Ph.D from the University of Texas, Austin, in French Linguistics. Stacey Katz is currently the Director of Language Programs in Romance Languages and Literatures at Harvard University. She has published several pedagogical texts and presented her research at major conferences. Stacey's research interests include Applied French Linguistics, French syntax and French pragmatics. |