ERIC ED482646: Research Issues and Language Program Direction. Issues in Language Program Direction: A Series of Annual Volumes.

293 Pages·1998·3.3 MB·English

by  ERIC

DOCUMENT RESUME
ED 482 646
FL 027 911
AUTHOR
Heilenman, L. Kathy, Ed.
Research Issues and Language Program
TITLE
Direction. Issues in
Language Program Direction: A Series
of Annual Volumes.
ISBN
ISBN-083841023-5
PUB DATE
1998-00-00
NOTE
291p.; Prepared by the American Association
of University
Supervisors, Coordinators, and Directors
of Foreign Language
Programs.
AVAILABLE FROM
Heinle & Heinle Publishers, 20 Park
Plaza, Boston, MA 02116.
Tel: [phone] (Toll Free); Fax:
800-730-2215 (Toll Free);
Web site: http://www.heinle.com.
PUB TYPE
Books (010)
Collected Works
General (020)
EDRS PRICE
EDRS Price MF01/PC12 Plus Postage.
DESCRIPTORS
Academic Standards; *Administrators;
College Admission;
College Faculty; *Educational Research;
Epistemology; Error
Correction; Evaluation Methods; Faculty
Development; French;
Higher Education; Japanese; Language
Proficiency; *Program
Administration; Second Language Instruction;
Second Language
Learning; Sociocultural Patterns;
Sociolinguistics; Student
Evaluation; Teaching Assistants
IDENTIFIERS
Hand Gestures; Professionalization;
University of California
Berkeley
ABSTRACT
This collection of papers is divided into
two parts. After
"Introduction" (L. Kathy Heilenman), Part 1,
"Research and Language Program
Directors: The Relationship," includes
"Research Domains and Language Program
Direction" (Bill VanPatten); "Language
Program Direction and the Modernist
Agenda" (Celeste Kinginger); "The Research-Pedagogy
Interface in L2
Acquisition: Implications for Language Program
Directors" (Raphael
Salaberry); and "Applications of Sociolinguistic
and Sociocultural Research
to the French Language Classroom" (Nadine
O'Connor Di Vito)
Part 2,
.
"Research and Language Program Directors:
Possibilities," includes "Beliefs
and Practices of Teacher Assistants toward
Target Language Use in Elementary
French Classes" (Michael Morris); "Gesture
in Japanese Language Instruction:
The Case of Error Correction" (Naoko Muramoto);
"Investigating the Properties
of Assessment Instruments and the Setting of
Proficiency Standards for
Admission in to University Second Language
Courses" (Micheline Chalhoub-
Deville); "Positional Pedagogies and Understanding
the Other: Epistemological
Research, Subjective Theories, Narratives, and the
Language Program Director
in a 'Web of Relationship'" (Mary E. Wildner-Basset
and Birgit Meerholz-
Haerle); and "The Professionalization of Language
Teachers: A Case Study of
the Professional Development Needs of Lecturers at the
University of
California, Berkeley" (Nelleke Van Deusen-Scholl,
Linda von Hoene, and Karen
Moller-Irving)
(Papers contain references.)
(SM)
.
Reproductions supplied by FORS
are the best that can be made
from the original document.
AAUSC
Issues in Language Program Direction
A Series of Annual Volumes
I I
U S DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMAT'ON
CENTER (ERIC)
70This oocument has
oeert reproduced as
received from the person or organization
originating it
0 Minor changes have been made
to
improve reproduction quality
Points of view or opinions stated
in this
LIT
document do not necessarily represent
official OERI position or policy
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
Heinle &
Q
Heinle
Publishers
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
BEST COPY AVAILABLE
Research Issues
and Language
Program Direction
L. Kathy Heilenman
Editor
American Association of University Supervisors, Coordinators,
and Directors of Foreign Language Programs (AAUSC)
Issues in Language Program Direction
A Series of Annual Volumes
Series Editor
Sally Sieloff Magnan,
University of Wisconsin-Madison
Managing Editor
Charles J. James,
University of Wisconsin-Madison
Editorial Board
Virginia Benmaman,
College of Charleston
David P. Benseler,
Case Western Reserve University
Diane W Birckbichler,
Ohio State University
Charles Hancock,
Ohio State University
Yukiko Hatasa,
Univeristy of Iowa
Theodore Higgs,
San Diego State University
Caro/
University of Minnesota-Twin Cities
A. Klee,
Claire Kramsch,
University of California-Berkeley
John E Lalande II,
University of Illinois
Western Michigan University
Timothy Light,
ju dith Liskin-Gasparro,
University of Iowa
Judith Muyskens,
Colby-Sawyer College
Alice Omaggio Hadley,
University of Illinois
Benjamin Rifkin,
University of Wisconsin-Madison
Harvard University
Wilga Rivers,
H. Jay Siskin,
Brandeis University
Richard Teschner,
University of Texas at El Paso
Albert Valdman,
Indiana University
Joel C. Walz,
University of Georgia
Mary Wildner-Bassett, University
of Arizona
4
Research Issues
and Language
Program Direction
L. Kathy Heilenman
Editor
Heinle & Heinle Publishers
an International Thomson Publishing company
iCtP Boston, Massachusetts 02116 U.S.A.
Copyright © 1999
by Heinle & Heinle Publishers
an International Thomson Publishing company
No parts of this publication may be reproduced or transmitted in any form
or by any means electronic or mechanical, including photocopying, recording,
or any information storage and retrieval system, without permission in writing
from the publisher.
Manufactured in the United States of America.
ISBN: 0-8384-1023-5
10 9 8 7 6 5 4 3 2
1
CONTENTS
Acknowledgments
vii
Introduction
L. Kathy Heilenman
ix
I. Research and Language Program Directors: The Relationship
Research Domains and Language Program Direction
Bill Van Patten
3
Language Program Direction and the Modernist Agenda
Celeste Kinginger
19
The Research-Pedagogy Interface in L2 Acquisition: Implications
for Language Program Directors
Rafael Salaberry
39
Applications of Sociolinguistic and Sociocultural Research
to the French Language Classroom
Nadine O'Connor Di Vito
61
II. Research and Language Program Directors: Possibilities
Beliefs and Practices of Teacher Assistants toward
Target Language Use in Elementary French Classes
Michael Morris
101
Gesture in Japanese Language Instruction:
The Case of Error Correction
Naoko Muramoto
143
Investigating the Properties of Assessment Instruments
and the Setting of Proficiency Standards for Admission into
University Second Language Courses
Micheline Chalhoub-Deville
177
Positional Pedagogies and Understanding the Other:
Epistemological Research, Subjective Theories, Narratives,
and the Language Program Director in a "Web of Relationships"
203
Mary E. Wildner-Bassett and Birgit Meerholz-Haerle
The Professionalization of Language Teachers:
A Case Study of the Professional Development Needs
of Lecturers at the University of California, Berkeley
Nelleke Van Deusen-Scholl, Linda von Hoene,
245
and Karen Moller-Irving
277
Contributors
281
AAUSC Style Sheet for Authors
ACKNOWLEDGMENTS
Individual efforts are rare; volumes such as the present one
are always the
work of many individuals. Special thanks to the AAUSC Board Members
who read the manuscripts and offered the authors and editor advice and
counsel: David Benseler, Diane Birckbicher, Carol Klee, Claire Kramsch,
John Lalande II, Timothy Light, Judith Liskin-Gasparro, Judith Muyskens,
Alice Omaggio Hadley, Benjamin Rifkin, Wilga Rivers, Jay Siskin, and
Richard Teschner. Thanks also to Sally Sieloff Magnan, Series Editor, and
to Charles J. James, Managing Editor, for their counsel and help from be-
ginning to end of the process.
The AAUSC is grateful to Heinle & Heinle, and especially to Charles
Heinle, Stan Galek, and Vince Duggan for their continued support of the
series. Wendy Nelson, Editorial Director, and Esther Marshall, Senior Pro-
duction Services Coordinator, were indispensable in ensuring that this vol-
ume actually made it through the various editorial and production steps.
Finally, thanks to Deborah Herman, graduate student and colleague
par
excellence, whose editing help and cogent advice
were invaluable.
INTRODUCTION
L. Kathy Heilenman
The University of Iowa
This volume, Research Issues in Language Program Direction, is the ninth in
the AAUSC series of annual volumes dealing with issues in language
pro-
gram direction. The volume is divided into two parts. The first, Research
and Language Program Directors: The Relationship, deals with how research
fits into the lives of language program directors (LPDs). The second part,
Research and Language Program Directors: Possibilities, contains examples
of the variety of research that LPDs have found appropriate and useful.
Overview of Articles
The four articles in the first section address important issues in the lives
and careers of LPDs. VanPatten (Research Domains and Language Program
Direction) poses vital questions about LPDs' roles as scholars and
re-
searchers. What kinds of research are possible? How is
a research agenda
set and developed? What is the relationship between graduate studies and
the research component of an LPD's professional career? And finally,
should the field of applied linguistics/second language acquisition
con-
tinue to exist within the same academic structure (department)
as liter-
ary studies? The answers he provides have implications not only for
individual LPDs but also for the wider vistas of graduate education and
governance structures.
Celeste Kinginger (Language Program Direction and the Modernist
Agenda) provides a provocative description of the interaction between
re-
search specialization, language pedagogy, and language
program direction,
suggesting that "modernist research" is inherently limiting to the entire
en-
terprise. Kinginger suggests that LPDs should seek to establish "coherent
approaches to practice" and to resist the restrictions imposed by
a research
agenda that is distanced from practical work. In
a similar vein, Rafael Sala-
berry (The Research-Pedagogy Interface in L2 Acquisition: Implications for
1 0