Professional Development: Bibliography of Language Related Articles


Assessment

  • Alderson, J.C., and Beretta, A. (Eds.). ( 1992). Evaluating second language education. New York: Cambridge University Press.
  • Andrade, H. G. (2000, February). Using rubrics to promote thinking and learning. Educational Leadership. 57. 13-18.
  • Battisti, D., & Bohannan, P. M. (2001). Success with rubrics: Putting it to the test. Session presented at ACTFL 2001, Washington, DC: McDougal Littell.
  • Beretta, A. (1986). A case for field experimentation in program evaluation. Language Learning, 36(3), 295-309.
  • Beretta, A. (1986). Program-fair language teaching evaluation. TESOL Quarterly, 20(3), 431-444.
  • Beretta, A. (1986). Toward a methodology of esl program evaluation. TESOL Quarterly, 20(1), 144-155.
  • Birkholz, C., & Wessel, J. (2001, November). Five great ways to use rubrics. Catalyst Ideas for Educators. 3. 1-2.
  • Blaz, D. (2001). A collection of performance tasks and rubrics: Foreign languages. Larchmont, NY: Eye on Education, Inc.
  • Cumming, A. (1987). What is a second-language program evaluation? The Canadian Modern Language Review, 43(4), 678-700.
  • Dawley, M. (2002, December). What to do with failing students. The Internet TESL Journal [On-line], 8(12).
  • Donnelly, M. (1987). At-risk students (ERIC Digest Series Number 21). Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon. (ERIC database #ED292172)
  • Duhamel, R.J. (1971). Second language program evaluation. The Canadian Modern Language Review, 27(2), 37-43.
  • Genesee, F. , & Upshur, J. A. (1996). Classroom-based evaluation in second language education. New York: Cambridge.
  • Hancock, C. (Ed.). (1994). Teaching, testing, and assessment: Making the connection. Northeast Conference Reports. Lincolnwood, IL: National Textbook Company.
  • Henning G. (1982). Growth-referenced evaluation of foreign language instructional programs. TESOL Quarterly, 16(4), 467-477.
  • Johnson, R.K. (Ed.). (1989). The second language curriculum. New York: Cambridge University Press.
  • Kingore, B. (1999). Assessment: Time saving procedures for busy teachers. 2nd ed. Austin, TX: Professional Associates.
  • Long M.H. (1984). Process and product in esl program evaluation. TESOL Quarterly, 18(3), 409-425.
  • Mackay, R., and Palmer, J.D. (1981). Languages for specific purposes: Program design and evaluation. Rowley, MA: Newbury House.
  • Marshall, J., & Peters, M. (1985). Evaluation and education: The ideal learning community. Policy Sciences, 18, 263-288.
  • McTighe, J., & Wiggins, G. (2001) Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Milleret, M. (1990). Evaluation and the summer language program abroad: A review essay. The Modern Language Journal, 74(4), 483-488.
  • Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation, 7(3) [On-line Journal]
  • Omaggio, A.C., Eddy, P.A., McKim, L.W., & Pfannkuche, A. (1979). Looking at the results. In J.K. Phillips (Ed.), The ACTFL foreign language education series: No. 10. Building on experience - Building for success (pp. 233-270). Skokie, IL: National Textbook Company.
  • Robertson, L. (1994). How to evaluate a language program. National Association of Secondary School Principals Bulletin, 78, 13-17.
  • Robison, R. E. (1992). Developing practical speaking tests for the foreign language classroom: A small group approach. Foreign Language Annals, 25(6), 487-496.
  • Shohamy, E. (1991). Connecting testing and learning in the classroom and on the program level. In J. K. Phillips (Ed.), Building bridges and making connections. Northeast Conference Reports (pp. 154-178). So. Burlington, VT: Northeast Conference.
  • Star. L. (2000). Creating rubrics: Tools you can use. Education World [On-line forum]
  • Stiggins, R. J. (1997). Student-centered classroom assessment. 3nd ed. Upper Saddle River, NJ: Merrill.
  • Thompson, L. (2001, Winter). Announcing a new resource for K-12 foreign language assessment. Learning Languages, 6. 18-20.
  • Thompson, L. (2000-2001, Winter). Foreign language assessment: 30 years of evolution and change. ERIC/CLL Newsbulletin, 23(2). 3-5.
  • Tierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher Gordon Publishers, Inc.
  • Weslander, D., & Stephany, G.V. (1983). Evaluation of an English as a Second Language program for Southeast Asian students. TESOL Quarterly, 17(3), 473-480.

Communication and Cultures

  • Adoni, H. (1995). Literacy and reading in a multimedia environment. Journal of Communication, 45, 152-177.
  • Barnes, D. (1990). From communication to curriculum. London: Pelican.
  • Blanchard, R. O., & Christ, W. G. (1993). Media education and the liberal arts: A blueprint for the new professionalism. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay.
  • Brookfield, S. (1986). Media power and the development of media literacy: An adult educational interpretation. Harvard Educational Review, 56, 151-170.
  • Brookfield, S. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco, CA: Jossey-Bass Publishers.
  • Brooks, F. B. (1993). Some problems and caveats in communicative discourse: Toward a conceptualization of the foreign language classroom. Foreign Language Annals, 26(2), 233-242.
  • Buckingham, D. (1993). Going critical: The limits of media literacy. Australian Journal of Education, 37(2), 142-152.
  • Cortés, C. E. (1992). Media literacy: An educational basic for the information age. Education and Urban Society, 24(4), 489-497.
  • Fowles, J. (1992). Why viewers watch: A reappraisal of television's effects. London: Sage Publications.
  • Kramsch, C. (1987). Socialization and literacy in a foreign language: Learning through interaction. Theory Into Practice, 26: 243-250.
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
  • Krathwohl, D. L., Bloom, B. S. & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. New York: David McKay.
  • Lafayette, R. C. (1993). Subject-matter content: what every foreign language teacher needs to know. In G. Guntermann (Ed.), Developing language teachers for a changing world. The ACTFL Foreign Language Education Series (pp. 124-158). Lincolnwood, IL: National Textbook Company.
  • Lange, D. L. (1997, April). Collaboration on national and state standards for culture: Is there alignment? Presentation at the Northeast Conference on the Teaching of Foreign Languages, New York City.
  • McKay, S., & Hornberger, N. (1996). Sociolinguistics and language teaching. Cambridge: Cambridge University Press.
  • Paige, R. M. (1993). Education for the intercultural experience. Yarmouth, ME: Intercultural Press.
  • Phillips, E. (2001). IC? I see! Developing learners' intercultural competence. LOTE CED Communiqué, Issue 3. Austin, TX: LOTE Center for Educator Development.
  • Postman, N. (1985). Amusing ourselves to death: Public discourse in the age of show business. New York: Penguin Books.
  • Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Alfred A. Knopf.
  • Quin, R. (1993). Monitoring standards in media studies: Problems and strategies. Australian Journal of Education, 37(2), 182-197.
  • Robinson, G. L. (1993). Culture learning in the foreign language classroom: A model for second culture acquisition. In B. A. Lafford & M. Schockey (Eds.), Culture and content: Perspectives on the acquisition of cultural competence in the foreign language classroom (pp. 68). (Southwest Conference on Language Teaching Monograph Series No. 4), Tempe, AZ: Southwest Conference on Language Teaching.
  • Seeyle, H. N. (1993). Teaching culture: Strategies for intercultural communication. Lincolnwood, IL: National Textbook Company.
  • Singerman, A. J. (Ed). (1996). Acquiring cross cultural competence. Four stages for students of French. Lincolnwood, IL: National Textbook Company.
  • Trend, D. (1993). Nationalities, pedagogies, and media. Cultural Studies, 7, 89-106.
  • Turnbull, S. (1993). The media: Moral lessons and moral careers. Australian Journal of Education, 37, 153-168.

Connections, Comparisons, Communities

  • Brinton, D., Snow, M. A., & Bingham Wesche, M. (1989). Content-based second language instruction. New York: Newbury House Publishers
  • Cantoni-Harvey, G. (1987). Content-area language instruction: Approaches and strategies. Reading, MA: Addison-Wesley Publishing
  • Curtain, H., & Pesola, C. A. (1994). Languages and children: Making the match. White Plains, NY: Longman
  • Law, S., & Bikson, T. (1995). Global preparedness or else. Corporate and academic perspectives on the human resource implications of globalism. Santa Monica, CA: The Rand Corporation
  • Schrier, L.L. (1996). A prototype for articulating Spanish as a foreign language in elementary schools. Hispania, 79, 3, 515-523.

Curriculum and Instruction

  • Adair-Hauck, B., Donato, R., & Cumo, P. (1994). Using a whole-language approach to teach grammar. In J. Shrum & E. Glisan, Teacher's handbook: Contextualized language instruction (pp. 90-111). Boston, MA: Heinle & Heinle.
  • Anderson, L.W. (Ed). (1995). International encyclopedia of teaching and teacher education. Oxford, UK: Pergammon Press.
  • Ashton, P. (1996). Improving the preparation of teachers. Educational Researcher, 25(9), 21-22, 35.
  • Blanco, G. (1995). El hispanohablante y la gramática. Bilingual Research Journal 18(3 & 4), 23-46.
  • Blanco, G. (1995). Spanish for Spanish speakers. In J.M. Dõaz (Ed.), Teacher's guide to the advanced placement (AP) course in Spanish language. New York: The College Board.
  • Brooks, F. B. (1993). Some problems and caveats in communicative discourse: Toward a conceptualization of the foreign language classroom. Foreign Language Annals, 26(3), 233-242.
  • Brooks, F. B., & Donato, R. (1994). Vygotskian approaches to understanding foreign language learner discourse. Hispania, 77(2), 262-274.
  • Brosh, H. (1996). Perceived characteristics of the effective language teachers. Foreign Language Annals, 29(2), 125-138.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle & Heinle
  • Donato, R., & Adair-Hauck, B. (1992). Discourse perspectives on formal instruction. Language Awareness 1(2), 73-89.
  • Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.
  • Everson, M. E.(1993). Toward a process view of teaching reading in the second language Chinese curriculum. Theory into Practice, 33(1), 4-9.
  • Everson, M. E. (1994). Research in the less commonly taught languages. In A. Omaggio Hadley (Ed.), Research in language learning: principles, processes, and prospects (pp.198-228). Lincolnwood: National Textbook Company.
  • Freeman, D., & Richards, J. C . (Eds.). (1996). Teacher learning in language teaching. New York: Cambridge.
  • Glisan, E. (1988). A plan for teaching listening comprehension: Adaptation of an instructional reading model. Foreign Language Annals, 21(1), 9-16.
  • Guntermann, G. (Ed.). (1993). Preparing teachers for a changing world. Lincolnwood, IL: National Textbook Company
  • Hall, J. K. (1995). çAw, man, where we goin'?: Classroom interaction and the development of L2 interactional competence. Issues in Applied Linguistics, 6(2), 37-62.
  • Harper, J. Lively, M. & Williams, M. (Eds.). (1998). The coming of age of the profession. Issues and emerging ideas for the teaching of foreign languages. Boston: Heinle & Heinle Publishers.
  • Meidlinger, L. K. (2002). Learning languages in other countries: Success abroad, success in Texas. LOTE CED Communiqué, Issue 7. Austin, TX: LOTE Center for Educator Development.
  • Norden, J. (2001). Early language learning programs: Reaping the benefits, facing the challenges. LOTE CED Communiqué, Issue 4. Austin, TX: LOTE Center for Educator Development.
  • The Holmes Group, Inc. (1986). Tomorrow's teachers. East Lansing, MI: Author.
  • The Holmes Group, Inc. (1990). Tomorrow's schools. Principles for the design of professional development schools. East Lansing, MI: Author.
  • The Holmes Group, Inc. (1995). Tomorrow's schools of education. East Lansing, MI: Author.
  • Johnson, K. E. (1995). Understanding communication in second language classrooms. Oxford: Oxford University Press.
  • Kennedy, M.K. (1997). The connection between research and practice. Educational Researcher, 26(7), 4-12.
  • Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon.
  • Lange, D. L. (1990). A blueprint for a teacher development program. In J. Richards & D. Nunan (Eds.), Second language teacher education (pp. 245-268). Cambridge: Cambridge University Press.
  • Lantolf, J., & Appel, G. (1994). Theoretical framework: An introduction to Vygotskian approaches to second language research. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 1-32). Norwood, NJ: Albex Publishing.
  • Larsen-Freedman D., & Long, M. (1991). An introduction to second language acquisition research. New York: Longman.
  • LaFleur R. A. (1998). Latin for the 21st century. From concept to classroom. Glenview, IL: Scott Foresman-Addison Wesley.
  • Markee, N. (1997). Second language acquisition research: A resource for changing teachers' professional cultures. The Modern Language Journal, 81(i), 80-93.
  • Met, M. (1989). Walking on water and other characteristics of effective elementary school teachers. Foreign Language Annals, 22(2), 175-189.
  • Moore, Z. (Ed.). (1996). Foreign language teacher education: Multiple perspectives. Lanham, MD: University Press of America.
  • Murray, F. (Ed.). (1996). The teacher educator's handbook: Building a knowledge base for the preparation of teachers. San Francisco, CA: Jossey Bass.
  • Nunan, D., & Lamb, C. (1996). The self-directed teacher: Managing the learning process. Cambridge: Cambridge University Press.
  • Omaggio-Hadley, A. (Ed.). (1994). Research in language learning: principles, processes, and prospects. Lincolnwood: National Textbook Company.
  • Phillips, J.K. (Ed.) (1997). Collaborations: meeting new goals, new realities. The reports of the Northeast Conference on the Teaching of Foreign Languages. Lincolnwood, IL: National Textbook Company.
  • Platt, E., & Brooks, F. B. (1994). The "acquisition-rich environment" revisited. The Modern Language Journal, 78(4), 497-511.
  • Ramõrez, A. G. (1995). Creating contexts for second language acquisition: Theory and methods. New York: Longman.
  • Richards, J.C., & Nunan, D. (Eds.). (1990). Second language teacher educator. Cambridge, New York: Cambridge University Press.
  • Robinson, D.W. et al. (1997). Developing future teachers: Working together across diverse contexts. In R. Donato (Ed.). Building community through language learning. Central states conference report. Lincolnwood, IL: National Textbook Company.
  • Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(4), 199-221.
  • Schrier, L. L. (1993). Prospects for the professionalization of foreign language teaching. In G. Guntermann (Ed.), Developing language teachers for a changing world. pp.105-123. Lincolnwood, IL: National Textbook Company.
  • Slavin, R. (1995). A model of effective instruction. The Educational Forum, 59, 166-176.
  • Smylie, M. (1996). From bureaucratic control to building human capital: The importance of teacher learning in education reform. Educational Researcher, 25(9), 9-11.
  • Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, 16(3), 371-391.
  • Texas Education Agency. (1991). Spotlight on the middle. A source book of notable Texas middle school programs (TEA Publication No. FS1-501-04). Austin, TX: Author.
  • Texas Education Agency. (1992). One student at a time (TEA Publication No. GE2 091 05). Austin, TX: Author.
  • Texas Education Agency. (1994). First impressions. Primeras impresiones (TEA Publication No. GE4 170 04). Austin, TX: Author.
  • Tedick, D. & Walker, C. (1995). From theory to practice: How do we prepare teachers for second language classrooms? Foreign Language Annals, 28(4), 499-517.
  • Tedick, D. & Walker, C. (1996). R(t)eaching all students: necessary changes in teacher education. In B. Wing (Ed.), Foreign languages for all: Challenges and choices. Report of the Northeast Conference on the Teaching of Foreign Languages. Lincolnwood, IL: National Textbook Company.
  • Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social contexts. New York: Cambridge University Press.
  • Theisen, T. (2002). Differentiated instruction in the foreign language vlassroom: Meeting the diverse needs of all learners. LOTE CED Communiqué, Issue 6. Austin, TX: LOTE Center for Educator Development.
  • Tshirner, E. (1996). Scope and sequence: Rethinking beginning foreign language instruction. The Modern Language Journal, 80(1), 1-14.
  • Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.
  • Walker, G. & McGinnis, S. (1995). Learning less commonly taught languages: An agreement on the bases for the training of teachers. Columbus, OH: Foreign Language Publications.
  • Wells, G. (1996). Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture, and Activity, 3(2), 74-101.

Inclusion

  • Anderson & Adams. (1992). Acknowledging the learning styles of diverse populations: Implication for instructional design. In L. Border & N. Chism (Eds.), Teaching for diversity, new directions in teaching and learning (pp. 19-33). San Francisco, CA: Jossey-Bass.
  • Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78, 453-464.
  • Ehrman, M. E. (1996). Understanding second language learning difficulties. Thousand Oaks, CA: Sage.
  • Gardner, D., & Miller, L. (1994). Directions in self-access language learning. Hong Kong: Hong Kong University Press.
  • Gardner, H. (1985). Frames of mind. The theory of multiple intelligences. New York: Harper Collins.
  • Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
  • INTASC, Council of Chief State School Officers (1992). Model standards for beginning teacher licensing and development: A resource for state dialogue. Washington, D.C.: Author.
  • Kohn, A. (1993). Choices for children: Why and how to let students decide. Phi Delta Kappan, 7 (5), 8-16; 18-20.
  • Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching happen. New York: McGraw-Hill.
  • National Board for Professional Teaching Standards. (1992). Toward high and rigorous standards for the teaching profession: Initial policies and perspectives of the National Board for Professional Teaching Standards. Detroit, MI: Author.
  • Oxford, R. L. (1990). Language learning strategies - What every teacher should know. Boston: Heinle & Heinle.
  • Pemberton, R. et al. (Eds.). (1996). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press.
  • Richards. (1990). The language learning matrix. New York: Cambridge University Press.
  • Rubin, J., & Thompson, I. (1994). How to be a more successful language learner. Boston: Heinle & Heinle.
  • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & S. Madden (Eds.), Input in second language acquisition. Cambridge: Newbury House.
  • Texas Education Agency. (1994). High expectations: Creating success for every student (TEA Publication No. GE5 601 08). Austin, TX: Author.
  • Treviño, M. (2003). Inclusion in the languages other than English classroom. LOTE CED Communiqué, Issue 9. Austin, TX: LOTE Center for Educator Development.
  • Vann & Abraham. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24(2), 177-98.
  • Wing, B. (Ed.). (1996). Foreign languages for all: Challenges and choices. (Northeast Conference Reports). Lincolnwood, IL: National Textbook Company.

Professional Growth

  • Antonek, J.L., McCormick, D.E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81(i), 15-25.
  • Baratz-Snowden, J. (1993). Assessment of teachers: A view from the national board for professional teaching standards. Theory Into Practice, 32(2), 82-85.
  • Burnaford, G. et al. (1996). Teachers doing research. Mahwah, NJ: Lawrence Erlbaum.
  • Carel, S. (2001). Enough dissing already! Fostering connections between foreign language teachers at the primary and secondary levels and higher education. LOTE CED Communiqué, Issue 1. Austin, TX: LOTE Center for Educator Development.
  • Carel, S. (2001). In a world of theory, chaos reigns: Theory to practice and practice to theory. LOTE CED Communiqué, Issue 2. Austin, TX: LOTE Center for Educator Development.
  • Donato, R. (2003). Action research: Reseeing learning and rethinking practice in the LOTE classroom. LOTE CED Communiqué, Issue 8. Austin, TX: LOTE Center for Educator Development.
  • Glisan, E. (1995). A collaborative approach to professional development. In R. Lafayette (Ed.), National standards: A catalyst for reform. The ACTFL Foreign Language Education Series (pp. 57-95). Lincolnwood, IL: National Textbook Company.
  • Glisan, E., & Phillips, J. K. (1989). Immersion experiences for teachers: A vehicle for strengthening language teaching. The Canadian Modern Language Review, 45(3), 478-84.
  • Goldenberg, C., & Gallimore, R. (1991). Changing teaching takes more than a one-shot workshop. Educational Leadership, 49, 69-72.
  • Goodlad, J. (1991). Why we need a complete redesign of teacher education. Educational Leadership, 49, 4-10.
  • Guntermann, G.(Ed.) (1993). Developing language teachers for a changing world. The ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook Company.
  • Markee, N. (1997). Managing curricular innovation. New York: Cambridge.
  • Nunan, D. (1990). Action research in the language classroom. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 62-81). Cambridge: Cambridge University Press.
  • Nunan, D., & Lamb, C. (1996). The self-directed teacher: Managing the learning process. New York: Cambridge.
  • Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge Language Education Series. Cambridge: Cambridge University Press.
  • Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schrier, L. L. (1994). Preparing teachers of the critical languages for the 21st century. In K. Komiya Samimy (Ed.), Foreign language education: Teaching critical languages in American schools. Columbus, OH: Theory into Practice.
  • Schrier, L. L., & Hammadou, J. A. (1994). Assessment in foreign language teacher education. In C. D. Hancock (Ed.), Making the connections: Teaching, assessment, testing. pp.211-234. Lincolnwood, IL: National Textbook.
  • Shrum, J.L., & Gilsan, E. W. (1994). Teacher's handbook: Contextualized language instruction. Boston: Heinle & Heinle.
  • Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. New York: Cambridge.

State and National Standards

  • American Classical League, American Philological Association, & Regional Classical Associations. (1997). Standards for classical language learning. Oxford, OH: American Classical League. (Note: ACL has published its language-specific standards; in 1998 AATF, AATG, AATI, AATSP, ACTR, ATJ, and CLASS will publish their language-specific standards. See "Organizations" on page K-14 for addresses of these organizations.)
  • Connecticut Department of Education. (1998). Guide to K-12 program development in world languages. Hartford, CT: Author.
  • Delaware Department of Education. (1997). State of Delaware foreign languages curriculum framework. Content standards. Dover, DE: Author.
  • Florida Department of Education. (1996). Florida curriculum framework: Foreign languages. A guide for teachers to help students achieve the Sunshine State Standards. Tallahassee, FL: Author.
  • Jackson, C. W. (1996). National standards and the challenge of articulation. In B. Wing (Ed.), Foreign languages for all: Challenges and choices. Northeast Conference Reports (pp. 115-139). Lincolnwood, IL: National Textbook Company.
  • Lafayette, R. C. & Draper, J. B. (1996). National standards: A catalyst for reform. Lincolnwood, IL: National Textbook Company.
  • Massachusetts Department of Education. (1995). The Massachusetts world languages curriculum framework. Making connections through world languages. Malden, MA: Author.
  • National K-12 Foreign Language Resource Center. (1997). Bringing the standards into the classroom: A teacher's guide. Ames, IA: Author.
  • Nebraska Department of Education. (1996). Foreign language frameworks. Lincoln, NE: Author.
  • Phillips, J.(Ed.). (1997). Collaborations: Meeting new goals, new realities. Northeast conference reports. Lincolnwood, IL: National Textbook Company.
  • Standards for Foreign Language Learning Project. (1996). Standards for foreign language learning project: Preparing for the 21st century. Yonkers, NY: Author.
  • Wisconsin Department of Public Instruction. (1997). Wisconsin's model academic standards for Foreign Languages. Madison, WI: Author.

Technology in Language Learning

  • Beauvois, M. H. (1995). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25, 455-464.
  • Bond, N., Nicholson, S., & Peterson, C. (2002). Using technology in a standards-based LOTE curriculum. LOTE CED Communiqué, Issue 5. Austin, TX: LOTE Center for Educator Development.
  • Bush, M. (1997). Technology-enhanced language learning. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook Company.
  • Fast, M.G. (in press). Remote access for foreign or second language acquisition: New interpretations of distance learning. In J. Muyskens (Ed.). New ways of learning and teaching: Focus on technology and foreign language education. Boston: Heinle & Heinle.
  • Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75, 74-101.
  • Garza, T.J. (1990). What you see is what you get...Or is it? Bringing cultural literacy into the foreign language classroom through video. In J.E. Alatis (Ed.), Georgetown University Roundtable on Languages and Linguistics (pp. 285-292). Washington, DC: Georgetown University Press.
  • Garza, T.J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals 24 (3), 239-258.
  • Garza, T.J. (1996). The message is the medium: Using video materials to facilitate foreign language performance. Texas Papers in Foreign Language Education, 2(2), 1-18.
  • Joiner, E. G. (1990). Choosing and using videotext. Foreign Language Annals, 23, 53-64.
  • Jung, H. & Vanderplank, R. (Eds.). (1994). Barriers and bridges: Media technology in language learning. Frankfurt, Germany: Peter Lang.
  • Otto, S. K., & Pusack, J. P. (1996). Technological choices to meet the challenges. In B. Wing (Ed.), Foreign languages for all: Challenges and choices. Northeast Conference Reports (pp. 141-186). Lincolnwood, IL: National Textbook Company.
  • Waschauer, M. (Ed.). (1995). Virtual connections: online activities and projects for networking language learners. Honolulu, HI: University of Hawaii Press.
  • Wresch, W. (1997). A teacher's guide to the information highway. Columbus: Prentice Hall.