AAUSC

American Association of University Supervisors, Coordinators, and Directors of Language Programs

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  • 05 Sep 2019 12:04 PM | Robert L. Davis (Administrator)

    AAUSC will hold a session at the 2020 MLA Conference with the following presentations:

    1. Past, Present, and Future Challenges in Educating the Future Foreign Language Professoriat, Heather Willis Allen (U of Wisconsin, Madison) [#11432]

    2. Redefining Speakership: The Impact of Postmodern Sociolinguistics on Second-Language Teaching and Learning, Carl Blyth (U of Texas, Austin) [#11434]

    3. Examining L2 Learning and Teaching Issues in Hybrid, Online, and Open Environments, Joshua Thoms (Utah State U) [#11435]


    Presiding:

    Kate Paesani (U of Minnesota, Twin Cities)
    Johanna Watzinger-Tharp (U of Utah)


    For more information on the conference, visit http://www.mla.org.

  • 30 Jul 2019 11:21 AM | Robert L. Davis (Administrator)

    We did it! Our fundraiser for start-up costs for the new AAUSC online journal, Second Language Research and Practice, brought in the needed resources in record time! Thanks to all who contributed. Stay tuned for news of the new publication!

  • 29 May 2019 6:39 PM | Robert L. Davis (Administrator)

    In fall 2020, AAUSC will celebrate 30 years of publishing high-quality scholarship relevant to your daily work as language program directors and coordinators. To honor this milestone, we will publish the 30th anniversary issue in AAUSC’s new journal, Second Language Research and Practice. This online journal will expand the reach of our work and transition AAUSC into the cutting-edge world of open-access publishing.

    Be part of this celebration by supporting the start-up costs associated with the new journal. The journal co-editors have already committed $200 of the $1500 needed. If another 40 members pledge just $30, we will reach our goal in no time!

    Your tax-deductible gift to AAUSC will ensure that our scholarship reaches a broader readership, which will increase our publication’s impact on the field. We hope to reach our goal of $1500 by July 1, 2019, so please make your gift before you leave town for the summer! 

    Gifts of any size are welcome and can be made directly through the AAUSC website.

    Celebrate 30 years of high-quality research on topics relevant to your daily work!

    Your gift to support AAUSC’s new online, open-access journal will increase the impact and visibility of our scholarship.

    Help us reach our goal of $1500 by July 1, 2019. Donate today!

    FAST FACTS ABOUT AAUSC PUBLICATIONS:

    • 1990: year of the first AAUSC volume
    • 295: chapters published
    • 65: non-tenure track faculty or academic staff authors
    • 27: graduate student authors
    • 5: AAUSC series editors from 1990 to present
  • 05 Apr 2019 10:36 PM | Robert L. Davis (Administrator)

    It's time to choose new leadership! The 2019 AAUSC Election is open for voting. Please cast your online vote for Vice-President/President-elect, Secretary/Treasurer, and five Language Section Conveners):

    Candidate bios and statements on aausc.org

    The bio page has a direct link to the online voting page.

    Voting closes on 1 May 2019 at 11:59 p.m. Pacific Daylight Time.

  • 10 Oct 2018 8:13 PM | Robert L. Davis (Administrator)

    It's time to choose new leadership! The 2018 AAUSC Election is open for voting. Please cast your online vote for two offices: Arabic and French Section Conveners.

    Candidate bios and statements on aausc.org

    Online ballot

    Voting closes on 24 October 2018 at 11:59 p.m. Pacific Daylight Time.

  • 18 Apr 2018 8:03 PM | Robert L. Davis (Administrator)

    AAUSC @ ACTFL 2018 New Orleans

    Travel/Professional Development Grant: Call for Submissions

     The goals of the American Association of University Supervisors and Coordinators (AAUSC) are to:

    • strengthen and improve foreign language curricula and instruction at the university level;
    • strengthen professional development programs for teaching assistants/teaching fellows/associate instructors, or their equivalents;
    • establish a forum for the exchange of ideas, experiences, and materials for TA training;
    • promote research on the training and supervision of TAs.

    In keeping with this mission, the AAUSC offers a limited number of travel/professional development grants to members who wish to attend the annual ACTFL convention each November. The grant covers up to $500 and can be used to pay the conference fee to attend ACTFL, and travel or lodging expenses.

    Although any current AAUSC member may apply for a grant, priority will be given to members who:

    • are new or recent AAUSC members;
    • are non-tenure-track language program directors/coordinators;
    • will be presenting at the ACTFL convention; or
    • otherwise receive limited or no institutional or other support for conference attendance

    Grant recipients are required to attend all AAUSC-sponsored sessions at the ACTFL convention and to post a summary of their experiences on the AAUSC website (aausc.org) and Facebook page (http://www.facebook.com/aausc.lpd).

    Applications letters (1 page maximum, single-spaced, 12 pt font) should state:

    • how attendance at the conference will strengthen the applicant’s involvement with AAUSC;
    • how he or she plans to contribute to the organization in the future;
    • a budget stating how the money would be used; and
    • details of other sources of support, if any have been applied for, will be applied for, or have been awarded.

    APPLICATION DEADLINE: 1 June 2018 

    AWARDS ANNOUNCED BY: 15 July 2018

  • 06 Feb 2018 3:52 PM | Robert L. Davis (Administrator)

    MLA 2019: Call for Proposals Session sponsored by the American Association of University Supervisors and Coordinators (AAUSC)

    Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education

    This panel explores L2 education discourses that support or hinder pedagogies promoting language learning as situated communication practices. We understand situated practices as learning how to become an effective member of a community by gaining familiarity and some degree of control over its relevant social processes and practices--including oral and written textual production and interpretation--with recognition of the social, cultural, and historical embeddedness of texts. Calls for teaching language and culture as integrated and situated practices have recurred for over two decades, however, while curricular responses to such appeals for change have been successful in specific, localized instructional contexts, large-scale paradigm change has not yet occurred, and traditional ideologies and practices continue to pervade the field of L2 education. Furthermore, methods course materials and practices continue to foreground historical perspectives and eclecticism, rather than guide future teachers in systematic, in-depth exploration of a single, principled approach that aligns with notions of language learning and use as situated communication practices. Proposals are invited that examine the current discursive landscape around L2 teaching and learning. Of particular interest are papers that propose ways of moving the dominant discursive needle forward toward effective paradigm change in L2 education.

    Please send abstracts (maximum 200 words) to Beatrice Dupuy (bdupuy@email.arizona.edu) and Kristen Michelson (Kristen.Michelson@ttu.edu) by March 15, 2018.

  • 27 Nov 2017 11:39 AM | Robert L. Davis (Administrator)

    ACTFL 2017 was my first convention, and I was so grateful to have the intellectual and financial support of AAUSC. As an early-career course coordinator, I benefited greatly from attending the AAUSC meetings in Nashville. Specifically, I appreciated the honesty with which language program directors discussed the (exciting!) challenges of program-wide assessment; hearing the perspectives of colleagues from various types of institutions helped me contextualize the strengths and weaknesses of the language program at my own institution. Additionally, as a literature Ph.D., I sought out sessions that would enhance my ability to conduct and publish classroom-based research. I learned of various journals that publish the work of emerging scholars, and I was able to get some feedback on a peer review study that I’m conducting. In other sessions that concentrated on classroom practice, I was able to trouble shoot some of the challenges of the courses that I teach; I plan to consult the Routledge frequency dictionaries to revise my Intermediate Spanish vocabulary lists, and I’m going to modify my Advanced Grammar class so that students have more opportunities to engage with authentic texts and formally reflect on their language learning. Thanks to the high-quality sessions, welcoming colleagues from AAUSC, and meaningful one-on-one interactions, I left the conference feeling inspired and connected. Looking forward to next year!

    Kristen M. Turpin, Ph.D.
    Visiting Assistant Professor
    Department of Romance Languages and Literatures
    Villanova University

  • 18 Nov 2017 12:39 PM | Robert L. Davis (Administrator)

    It's time to choose our leadership! Vice-President Lara Lomicka becomes President on January 1, 2018, and we must elect a new officer to take her place. 

    (1) Read the candidates' biographies and statements.

    (2) Go to the online ballot to choose the next Vice-President-Elect.

    Voting will be open until 12:00 a.m. December 25, 2017.

    Thanks to out-going President Colleen Ryan! She becomes Past-President on January 1. We appreciate her service and leadership.

  • 17 Nov 2017 12:58 PM | Robert L. Davis (Administrator)

    AAUSC @ MLA 2018

    Session 384: Understanding Vocabulary Learning and Teaching: Implications for Language Program Development

    Colleen M. Ryan, Presider
    Friday, January 5, 2017
    3:30-4:45 p.m.
    Hilton, Concourse A

    1. The Case for Collaborative Dialogues to Learn Vocabulary in Upper-division Courses
    Celine Rose, U Iowa

    2. The Effectiveness of Second-language Vocabulary Teaching and Learning Strategies: Perceptions versus Reality
    Joseph Price, U Arizona-Tuscon

    3. Listening Tasks: A Longitudinal Study on Language-learning Vocabulary in L2 Spanish
    Cristina Pardo Ballester, Iowa State U


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