基本説明
Explores the larger assumption that learning requires program-wide thinking spanning undergraduate and graduate education.
Full Description
The popular AAUSC series of annual volumes for directors of university language programs strives to further scholarship in second language acquisition and teaching with regard to undergraduate programs with multi-section courses. Teaching assistant supervision, teaching assistant professional preparation, and the role of faculty and administrators in postsecondary institutions are some of the topics addressed.
Contents
1. LITERACY AS A CONCEPTUAL FRAMEWORK FOR COLLEGIATE ADVANCED LEARNING.Richard Kern: Literacy and advanced foreign language learning: Rethinking the curriculum; Janet Swaffar: A template for advanced learner tasks: Staging genre reading and cultural literacy through the precis; Heidi Byrnes and Katherine A. Sprang: Fostering advanced L2 literacy: A genre-based, cognitive approach. Dan Villa: Heritage language speakers and upper division language instruction: Findings from a Spanish linguistics program; Olga Kagan and Kathleen Dillon: Heritage speakers'' potential for high level language proficiency. 3. CONTEXTS FOR ADVANCED LEARNING.Casilde Isabelli: Study abroad for advanced foreign language majors: Optimal duration for developing complex structures; Astrid Weigert: What''s Business got to do with it?: The Unexplored Potential of Business Language Courses for Advanced Foreign Language Learning; Cori Crane, Olga Liamkina, and Marianna Ryshina-Pankova: Fostering advanced level language abilities in foreign language graduate programs: Applications of genre theory. Postscript: Hiram H. Maxim: Expanding visions for collegiate advanced foreign language learning
