As an allied organization of the Modern Language Association, AAUSC sponsors one session at the annual conference, held this year in Philadelphia. Our session is Friday, 6 January:

Session 212. Social Pedagogies in the L2 Classroom

8:30–9:45 a.m., 307, Philadelphia Marriott

Presiding: Colleen M. Ryan, Indiana U, Bloomington

1. "Brecht's Die Maßnahme (The Measures Taken) in the Elementary German Classroom," Kaleigh Bangor, Vanderbilt U.

2. "Mobile Students, Mobile Minds: Beyond Study Abroad or Immersion toward Understanding," Monica F. Jacobe, College of New Jersey

3. "Travel Literature," Kristen M. Turpin, U Pennsylvania

4. "Education as Community Building: App Design in the L2 Classroom," Sébastien Dubreil, Carnegie Mellon U

CALL FOR PAPERS: AAUSC Volume 2018

Editors: Peter Ecke, University of Arizona; Susanne Rott, University of Illinois-Chicago

Series Editors: Stacy Katz Bourns, Northeastern University; Jay Siskin, Cabrillo College

Understanding Vocabulary Learning and Teaching: Implications for Language Program Development

Singleton (1999) rightly stated that "much of what has passed for vocabulary teaching … addresses only the tip of the lexical iceberg" (p. 272). Despite advances in theories and research, there have been no new curricular proposals since Lewis’ Lexical Approach in 1993 that clearly outline how L2 learners will be able to acquire the depth and breadth of an advanced level of vocabulary proficiency within a four-year program of study.

The curricular challenge, and thereby the challenge for language program directors, is that while over 80% of the students we teach in language programs at US postsecondary institutions are of low level proficiency, departmental outcomes aim at students’ advanced ability “to participate fully and effectively in conversations on a variety of topics in formal and informal settings” (p. 5, ACTFL proficiency guidelines for Speaking, 2012). Consequently, clearly articulated trajectories that integrate the learning and appropriate use of individual words, collocations, and idioms are particularly important in a setting where learners have limited time and exposure to acquire the 9,000-15,000 word families needed for advanced proficiency (e.g., Hazenberg & Hulstijn, 1996). Additionally, trajectories also need to account for diverse program contexts, such as face-to-face and online learning, as well as diverse student populations, such as heritage, second-language, third-language, and bilingual learners.

This volume aims to provide language program directors and language teachers with the means to translate our current understanding of the processing, learning, long-term retention, and use of vocabulary into curricular decisions and classroom materials. In particular, the volume will address the following questions: How should teachers select, organize, present and explain new L2 vocabulary? How should they engage learners in repeated practice and use of vocabulary? How should they test vocabulary knowledge and usage as part of formative and summative assessment in language program?

Questions that this volume seeks to address:

• Which theoretical frameworks can be used to make principled decisions about vocabulary teaching and learning in a four-year curriculum?
• What role do the L1 and other languages play in the acquisition and teaching of L2 lexis?
• What challenges do prominent (e.g. communicative) approaches and more recent approaches to language teaching (e.g., literacy-based, genre-based, task-based or content-based approaches) face with respect to vocabulary teaching and learning, and how can they be addressed?
• How can needs of heritage learners or learners studying a third language be addressed?
• How do typological differences between the L1 and the L2 affect lexical development?
• How can new media and online learning materials enhance word learning and retention?
• Which learning and teaching strategies foster long-term retention?
• How can learning materials in different modalities complement each other?
• How many words can we expect students to know after two, three, or four years of university instruction?
• How can teachers and learners assess vocabulary knowledge and skills?

The editors of the 2018 AAUSC volume seek contributions on diverse approaches to the learning, teaching, and assessment of vocabulary knowledge and skills. We encourage submissions of conceptual/theoretical contributions, empirical studies, as well as pedagogical interventions. Authors should keep in mind that the main audience for this volume includes language program directors, curriculum and material developers, faculty focused on teacher training and professional development, and world language teachers in a range of educational settings.

Articles should be between 6,000 and 8,000 words and follow APA format. See style sheet (APA format, 5^th edition) in recent issues of the AAUSC series (http://www.aausc.org/page-240027), or visit http://www.apastyle.org.

For questions about the volume, please contact the volume editors Peter Ecke (eckep@email.arizona.edu) or Susanne Rott (srott@uic.edu).

The submission deadline for 400 word abstracts is January 31, 2017. More information regarding the deadline for full manuscript submissions will be provided soon.

AAUSC member Hiram Maxim (Emory University) speaks to the issue of university language requirements in SLATE.COM:

http://www.slate.com/articles/life/education/2016/11/in_defense_of_the_college_foreign_language_requirement_which_may_well_save.html

2016 AAUSC Travel/Professional Development Grant

In keeping with this mission, the AAUSC offers a limited number of travel/professional development grants to members who wish to attend the annual convention of the American Council on the Teaching of Foreign Languages (ACTFL), which is held 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.

Lauren Goodspeed, U Wisconsin-Madison

Lauren Goodspeed is a dissertator in the Second Language Acquisition Ph.D. program and a teaching assistant in French at the University of Wisconsin-Madison. She completed her M.A. in French Literature at the same institution in 2013. Her current research project lies at the intersection of second language writing and literacy-based pedagogies for foreign language instruction.

Kristin Lange, U Arizona

Kristin Lange is a Ph.D. candidate in the interdisciplinary doctoral program in Second Language Acquisition and Teaching (SLAT) at the University of Arizona. For her dissertation, she is investigating the role of everyday texts in textbooks and beginning German classes, focusing on learners’ literacies development, and also on the professional development of graduate teaching assistants. Some of Kristin's other research interests include literary texts and film in foreign language education, technology-enhanced language learning, particularly the use of digital games, and intercultural competence in the classroom and in study abroad.

Katie Chapman, U Georgia

AAUSC members engaged their audience at ACTFL 2015 with over 20 presentations, including "Meaningful Engagement: Pick your own adventure!" Sophie Degât-Willis, María Paredes Fernández, Lillyrose Veneziano Broccia (U Pennsylvania).

ACTFL 2015: Jeanne Schueller (U Wisconsin-Madison), Charlie Webster (U Illinois at Urbana-Champaign), Kelsey White (U California-Santa Barbara), after the AAUSC German Section Meeting on Friday, 20 November 2015. Kelsey was one of three new members chosen to receive the AAUSC Professional Development Grant to attend ACTFL.