CCLF 2018 Pre-Conference Workshop Reading Lists

CCLF 2018 Home Program Presentations Workshops Invited Speakers Location Accommodations Video

Teaching with the Heritage Arabic eBook

  • Albirini, A., & Chakrani, B. (2016). Switching codes and registers: An analysis of heritage Arabic speakers’ sociolinguistic competence. International Journal of Bilingualism, 1, 23.
  • Albirini, A. (2013). Toward understanding the variability in the language proficiencies of Arabic heritage speakers. International Journal of Bilingualism, 18(6), 730-765.
  • Albirini, A. (2014). The role of the colloquial varieties in the acquisition of the standard variety: The case of Arabic heritage speakers. Foreign Language Annals, 47(3), 447-463.
  • Bale, J. (2010). Arabic as a Heritage Language in the United States. International Multilingual Research Journal 4, 125-151.
  • Elsaadany, K. (2003). Code-alternation among Arab speakers in America. Journal of Educational, Social Sciences and Humanities, 15(2), 67–92.
  • Ibrahim, Z., & Allam, J. (2006). Arabic learners and heritage students redefined: Present and future. Handbook for Arabic language teaching professionals in the 21st century, 437-446.
  • Martinez, G. (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1-14.
  • Sehlaoui, A. S. (2008). Language learning, heritage, and literacy in the USA: The case of Arabic. Language, Culture and Curriculum 21(3), 280-291.
  • Wahba, K. M. (2006). Arabic Language Use and the Educated Language User. In K. M. Wahba, Z. A. Taha, and L. England (eds.)
  • Younes, M. (2006) Integrating the Colloquial with FusHa in the Arabic-as-a-Foreign-Language Classroom. In K. M. Wahba, Z. A. Taha, and L. England (eds.) Handbook for Arabic Language Teaching Professionals in the 21st Century (pp. 157-166). Mahwah, NJ: Lawrence Erlbaum Associates.

Working with the Data: the Students and Instructors of Languages at Community Colleges Surveys

  • Bonemery, A.M. (2013). Influences on the Retention of Students from the First to the Second semester of Foreign Language Study at the Community College Level. Ph.D. dissertation, American International College.
  • Carreira, M. & Kagan, O. (2011). The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development. Foreign Language Annals, 44(1), 40-64.
  • Community College Survey of Student Engagement. (2015). Engagement Rising: A Decade of CCSSE Data Shows Improvements Across the Board. Austin, TX: Center for Community College Student Engagement.
  • Goldberg, D., Looney, D., & Lusin, N. (2015). Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2013. New York, NY: The Modern Language Association of America.
  • Fechter, S.A. (2010). The Community College: A Position for Curricular Change in a New Era. Hispania, 93(1), 76-79.
  • Lusin, N. (2005). Successful College and University Foreign Language Programs, 1995-99: Part 3 Program Features Associated with Rising Enrollments in AA-Granting Institutions. ADFL Bulletin, 36(3), 63-78.
  • Teranishi, R.T., Suárez-Orozco, C., & Suárez-Orozco, M. (2011). Immigrants in Community Colleges. The Future of Children, 21(1), 153-169.
  • Sax, L.J., Gilmartin, S.K., Lee, J.J., & Serra Hagedorn, L. (2008). Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias. Community College Journal of Research and Practice, 32(9), 712- 729.

Integrating Task Based Language Teaching into Language Courses

  • Bygate, M, Skehan, P. & Swain, M. (Eds.). (2001) Researching Pedagogic Tasks, Second Language Learning, Teaching and Testing. London: Longman.
  • Doughty, C & Long, M. (Eds.). (2003). Handbook of Second Language Acquisition. Oxford: Blackwell.
  • Ellis, R. (2000). Task-Based Research and Language Pedagogy. Language Teaching Research 4 (3): 193-220.
  • Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
  • Lee, J and B. VanPatten. (2004). Making Communicative Language Teaching Happen. New York: McGraw Hill.
  • Lightbown, P. & Spada, N. (2013). How Languages Are Learned, Fourth Edition. Oxford: Oxford University Press.
  • Long, M. & Doughty, C. (Eds.). (2009). Handbook of Language Teaching. Oxford: Wiley-Blackwell.
  • Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. Malden, MA: Wiley-Blackwell.
  • Van den Branden, K., M. Bygate, & J. M. Norris, (Eds.). (2009). Task-Based Language Teaching: A Reader. Philadelphia: John Benjamins.
  • VanPatten, B. (2003). From Input to Output: A teacher’s guide to SLA. New York: McGraw Hill.
  • VanPatten, B. (2017). While We’re on the Topic: BVP on Language, Acquisition and Classroom Practice. ACTFL.
  • Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.

Integrating Telecollaborative Activities into Language Courses

  • Belz, J. A. (2005). Telecollaborative language study: A personal overview of praxis and research. Selected Papers from the 2004 NFLRC Symposium. Retrieved from http://nflrc.hawaii.edu/NetWorks/NW44/belz.htm
  • Chun, D. M. (2014). Cultura-inspired intercultural exchanges: Focus on Asian and Pacific languages. Manoa, HI: NFLRC, University of Hawai’i.
  • Dooly, M. (2011). Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process. Language Learning & Technology, 15(2). 69–91. Retrieved from http://llt.msu.edu/issues/june2011/dooly.pdf
  • Dooly, M., & O’Dowd, R. (2012). Researching online foreign language interaction and exchange: Theories, methods and challenges. Bern: Peter Lang.
  • Furstenberg, G., & English, K. (2016). Cultura revisited. Language Learning and Technology, 20(2), 172–178. Retrieved from http://llt.msu.edu/issues/june2016/furstenbergenglish.pdf
  • Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The Cultura project. Language Learning & Technology, 5(1), 55–102. Retrieved from http://llt.msu.edu/vol5num1/furstenberg/default.html
  • Guth, S., & Helm, F. (2010). Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century. Bern: Peter Lang.
  • Guth, S., & Helm, F. (2012). Developing multiliteracies in ELT through telecollaboration. ELT Journal Volume 66(1), 42-51.
  • Lewis, T., & O’Dowd, R. (2016). Online intercultural exchange: Policy, pedagogy, practice. New York, NY: Routledge.
  • O’Dowd, R. (2015). The competences of the telecollaborative teacher. The Language Learning Journal, 43(2), 194–207.O’Dowd, R. (2007). Online intercultural exchange: An introduction for foreign language teachers. Clevedon: Multilingual Matters.
  • Schenker, T. (2012). Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3), 449 – 470.

Developing the Writing Proficiency of Spanish Heritage Learners

  • Beaudrie, Sara, Ducar, Cynthia, & Potowski, Kim. (2014). Heritage language teaching: Research and practice. Columbus, Ohio: McGraw-Hill Education.
  • Elola, Idoia & Mikulski, Adriana. (2013a). Revisions in real time: Spanish heritage language learners’ writing processes in English and Spanish. Foreign Language Annals, 46(4), 646-660.
  • Fairclough, Marta, & Beaudrie, Sara M., Editors (2016). Innovative Strategies for Heritage Language Teaching. A Practical Guide for the Classroom.Washington, DC Georgetown University Press
  • Fairclough, Marta. (2012a). A Working Model for Assessing Spanish Heritage Language Learners’ Language Proficiency through a Placement Exam. Heritage Language Journal, 9(1), 121-138.
  • Gatti, Alberta & O’Neill, Teresa. (2017) Who Are Heritage Writers? Language Experiences and Writing Proficiency. Foreign Languags Annals In Press
  • Leeman, Jennifer. (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38(1), 35-45. ACTFL.
  • Loureiro-Rodriguez, Veronica. (2013). Meaningful writing in the heritage language class: A case study of heritage learners of Spanish in Canada. L2 Journal, 5(1), 43-58
  • Martínez, Glenn. (2007). Writing back and forth: the interplay of form and situation in heritage language composition. Language Teaching Research, 11 (1), 31-41.
  • Polinsky, Maria & Kagan, Olga. (2007). Heritage languages: In the ‘wild’ and in the classroom. Language and Linguistics Compass, 1(5), 368-395.
  • Swender, Elvira, Martin, Cynthia, Rivera-Martinez, Mildred & Kagan, Olga E. (2014). Exploring Oral Proficiency Profiles of Heritage Speakers of Russian and Spanish. Foreign Language Annals, 47(3), 423-446.

Developing the Writing Proficiency of Chinese Heritage Learners

  • Beaudrie, Sara, Ducar, Cynthia, & Potowski, Kim. (2014). Heritage language teaching: Research and practice. Columbus, Ohio: McGraw-Hill Education.
  • Carreira, Maria M. (2012). Formative Assessment in HL Teaching: Purposes, Procedures, and Practices. Heritage Language Journal, 9(1), 100-120.
  • Gatti, Alberta & O’Neill, Teresa. (2017) Who Are Heritage Writers? Language Experiences and Writing Proficiency. Foreign Languags Annals In Press
  • Hedgcock, John & Lefkowitz, Natalie. (2011). Exploring the learning potential of writing development in heritage language education. Learning to write and writing to learn in an additional language, ed. Rosa Manchón, 209-233. John Benjamins Publishing Company.
  • Llosa, Lorena. (2014). Assessing heritage language learners. The companion to language assessment, ed. Anthony John Kunnan, 440-453. Wiley.
  • Martínez, Glenn. (2003). Classroom-based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1-14.
  • Polinsky, Maria & Kagan, Olga. (2007). Heritage languages: In the ‘wild’ and in the classroom. Language and Linguistics Compass, 1(5), 368-395.
  • Swender, Elvira, Martin, Cynthia, Rivera-Martinez, Mildred & Kagan, Olga E. (2014). Exploring Oral Proficiency Profiles of Heritage Speakers of Russian and Spanish. Foreign Language Annals, 47(3), 423-446.