AAUSC 2018 Volume - Issues in Language Program Direction: Understanding Vocabulary Learning and Teaching: Implications for Language Program Development

Endorsed by the AAUSC and published by Cengage Learning, the Issues in Language Program Direction series strives to further AAUSC goals-- improving second language instruction by developing language training programs, promoting research in second language acquisition, and establishing a forum for exchanging ideas, experiences, and materials among language programs.

Johanna Watzinger-Tharp is Associate Professor in the Department of Linguistics at the University of Utah. She earned her MA and PhD at the University of Texas at Austin. Her research focuses on dual language immersion, L2 methodology and teacher education, and language variation, and has been published in scholarly venues such as Foreign Language Annals, the Modern Language Journal and Unterrichtspraxis/Teaching German. Her publications also include co-edited volumes and German language textbooks. In 2010, the American Council for the Teaching of Foreign Languages (ACTFL) awarded her the Anthony Papalia Award for Excellence in Teacher Education. She has served in leadership positions of national professional organizations and serves as the co-chair of Utah�s World Language Council, which produced the Utah Language Roadmap for the 21st Century that helped establish Utah�s Dual Language Immersion Program.

Kate Paesani (Ph.D., Indiana University) is Director of the Center for Advanced Research on Language Acquisition (CARLA) and affiliate faculty in the Departments of French and Italian and Curriculum and Instruction at the University of Minnesota. Her research focuses on literacy-based curriculum and instruction and foreign language teacher development, couched within the frameworks of multiliteracies pedagogy and sociocultural theory. Her work has appeared in journals such as Annual Review of Applied Linguistics, Foreign Language Annals, The French Review, L2 Journal, and Reading in a Foreign Language. She is co-author of the book A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson, 2016), for which she received the 2016 Board of Governors Faculty Recognition Award from Wayne State University. She is also past president of AAUSC and co-editor of the 2004 AAUSC volume, Language Program Articulation: Developing a Theoretical Foundation.

Peter Ecke (Ph.D., University of Arizona) is Professor of Second Language Acquisition in the Department of German Studies and the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching at the University of Arizona. His research areas are lexical development in multilingual speakers, language and intercultural competence development during study abroad, and the learning and teaching of German in the United States.

Susanne Rott (Ph.D., University of Illinois at Urbana-Champaign) is Associate Professor of Germanic Studies and Linguistics and Head of the Department of Germanic Studies at the University of Illinois at Chicago. Her research focuses on the incremental development of individual words and collocations, the relationship between input factors, learning, and output, as well as computer assisted language learning. Her publications have appeared in Applied Linguistics journals, such as Language Learning, Calico Journal, and Reading in a Foreign Language.