CFP: Educating the Future Foreign Language Professoriate for the 21st Century

[Francis Hult]

Via AAAL...
 
AAUSC VOLUME 2011: Issues in Language Program Direction

Educating the Future Foreign Language Professoriate for the 21st Century

Call for Papers


Papers are sought for the American Association of University Supervisors and
Coordinators¹ 2011 volume. Entitled Educating the Future Foreign Language
Professoriate for the 21st Century, this collection takes the 2007 MLA
Report and its proposed changes as a point of departure and explores
pedagogical and structural means and models for graduate student education
in light of the significant changes the FL profession is and has been
undergoing. Some of the questions to which this volume seeks to respond
include:

* Which theoretical frameworks or approaches are consistent with the goals
of FL learning called for in the MLA Report (i.e., ³translingual and
transcultural competence²)? Which pedagogical approaches, concepts, and
techniques do graduate student teachers need to understand in order to
instantiate this type of teaching?

* In light of the MLA Report¹s call to ³situate language study in cultural,
historical, geographic, and cross-cultural frames,² what types of courses as
well as professional development activities and / or materials can best help
graduate student teachers understand the interrelationships between form and
meaning and language and culture?

* What is the role of graduate teacher education in collegiate FL
departments? How do the calls in the MLA Report for collaboration and
changed governance affect teacher development practices? How can teacher
education be conceptualized to facilitate the most effective socialization
into the FL profession?

Topics that might be addressed by contributors include:

-      Proposing new frameworks for FL teacher development (e.g.,
sociocultural theory, functional perspective, literacy-oriented approaches,
etc.)
-      Developing graduate student instructors¹ understanding of the place
and role of the different language modalities in language education
-      Developing graduate student instructors¹ ability to comprehend,
analyze, and teach cultural narratives
-      Envisioning teacher education beyond the standard ³methods² course
-      Overcoming the division between language and literature teachers,
i.e., developing language-based literature teachers and literature-based
language teachers
-      Implementing systems for graduate student teacher supervision and
observation grounded in SLA theory and research
-      Assessing graduate student teacher performance
-      Developing graduate students¹ advanced language abilities

Additionally, we are interested in empirically based qualitative and
quantitative research that addresses the efficacy of teacher development and
supervision practices or explores how graduate students teachers perceive
their development as teachers and scholars in foreign language departments.

For expressions of interest and questions about the volume, please contact
the editors at your earliest convenience. Submission deadline for one-page
abstracts is April 1, 2010, and for full manuscripts is September 1, 2010.
See style sheet (APA format, 5th ed.) in recent issues of the AAUSC series.

Heather Willis Allen
University of Miami
hallen at miami.edu

Hiram Maxim
Emory University
hmaxim at emory.edu


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