THE ROUTLEDGE HANDBOOK OF LANGUAGE PROGRAM DEVELOPMENT AND ADMINISTRATION (HB 2025)

Second language program development and administration is a long-standing area within the larger field of applied linguistics. In many ways, it is the quintessential applied linguistics field, as it crosses disciplinary boundaries while balancing the rigors of scholarly inquiry with the demands of practical application without losing sight of concrete learner outcomes.

The Routledge Handbook of Language Program Development and Administration provides a scholarly rigorous, yet practically relevant treatment of issues implicated in program development and administration with 52 chapters written by leading scholars in the field. Authors not only address the theoretical underpinnings of their respective topics but also provide actionable, evidence-based recommendations concerning eminently practical matters. In this way, the volume provides both novice and experienced language program administrators with important guidance on how to think about the work that they do and how best to go about it, while also validating language program administration as a scholarly area of inquiry.

The Routledge Handbook of Language Program Development and Administration is essential reading for practicing second language program administrators at the post-secondary level, in-service and pre-service second language instructors, graduate students in applied linguistics, and even upper-level undergraduate education students considering second language teaching as a future career.

Chapters 9 and 11 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Alan V. Brown is Professor of Spanish Applied Linguistics at the University of Kentucky in Lexington, United States. His research has explored a variety of topics related to Spanish language teaching and learning, from course grades to metalinguistic awareness to the relationship between temporal fluency, lexical diversity, and proficiency.

Cori Crane is Associate Professor and German Language Program Director at the University of Alabama, United States. Dr. Crane’s research interests align to her curriculum development and teacher mentoring work, with recent and current projects located in language teacher education, second language literacy development, and practitioner research.

Beatrice C. Dupuy is Professor of French, Public and Applied Humanities, and Second Language Acquisition and Teaching at the University of Arizona, United States. She directs the Center for Educational Resources in Culture, Language, and Literacy. Her scholarship focuses on multiliteracies in language education and language educator professional learning.

Estela Ene is Professor of English at Indiana University Indianapolis, United States. She chairs the English Department, directs the English for Academic Purposes Program, and teaches EAP and TESOL. Her research focuses on EAP/ESL writing, teacher and program development, CALL (including corpus and e-feedback), internationalization, and intercultural competence/communication.