1. Introduction Betty Lou Leaver, Dan E. Davidso, and Christine Campbell; Part I. Theoretical Framework: 2. Transformative language learning and teaching: the next paradigm shift and its historical context Betty Lou Leaver; 3. Shaking the foundations: transformative learning in TESOL Rebecca L. Oxford; 4. Transformative learning at the multilingual turn: toward an east-west perspective of selfhood Jason Goulah; Part II. TLLT Applications in Government Programs: 5. Actualizing open architecture curricular design: a fundamental principle of transformative language learning and teaching Christine Campbell; 6. Foreign language learning efficiency: transformative learning in an outcomes-based envi-ronment Andrew R. Corin; 7. The challenges of implementing transformative pedagogy Emilie Cleret; Part III. TLLT Applications in University Programs: 8. Authentic resources and written reflection as contributors to transformative learning Stacey Margarita Johnson; 9. The community as transformative classroom Nelleke Van Deusen-Scholl and Stéphane Charitos; 10. Cultural transformation: virtual communities, autonomous contact, and intercultural compe-tence Thomas Jesús Garza; 11. Designing learning environments to facilitate transformative language and culture learning in a US language flagship program Karen Evans-Romaine and Dianna Murphy; Part IV. TLLT Applications in Immersion Programs: 12. Transformative language learning in the overseas immersion environment: exploring Af-fordances of intercultural development Dan E. Davidson, Nadra Garas and Maria D. Lekic; 13. Transformative dimensions of community engagement and service learning during in-country immersion Amer Farraj; 14. Immersion and transformative pedagogy in the French language department of the French war college Jérôme Collin; 15. California's K-12 dual language programs: transforming teachers and learners, improving educational outcomes Mary Ann Lyman-Hager, Sally Rice Fox and Farid Saydee; Part V. The Learner: 16. The language classroom as transformative response to the unique needs of migrants and refugees Debbie Kramlich; 17. Technology and transformative learning and teaching Donald C. Fischer; 18. Transformation of learners' meaning-making repertoires through classroom instruction Erin Kearney; 19. Language learner autonomy and transformative classroom practice David Little; 20. Cognitive and affective transformations in developing bilingual and bicultural competence Shannon Salyer and Betty Lou Leaver; Part VI. Faculty Development: 21. Incremental drivers of transformative learning among world language preservice teachers Martha Nyikos; 22. Transformative aspects of teacher education and training for preservice instructors of Chinese and Japanese Cornelius C. Kubler; Part VII. Assessment: 23. Identifying and evaluating transformative learning in the language classroom Cori Crane and Michael J. Sosulski; 24. Testing and transformative language learning Ray Clifford; 25. Assessing students in a transformative learning program Jeff King; List of references; Index.
A seminal work in the field, this book shows how transformative education can be applied to world language programs.
Betty Lou Leaver, former Provost of the Defense Language Institute Foreign Language Center, where her programs earned the American Association of University Administrators' 2016 Khaladjan International Award for Innovation in Higher Education. Author of over twenty books, she provides workshops for the US Embassy Speaker program, served as a US government liaison to the NATO-Bureau of International Language Cooperation, and has administered programs for NASA's International Space Station, NYIT in Jordan, and the Foreign Service Institute. Dan E. Davidson, Director of the American Councils Research Center (ARC) and Emeritus Professor of Russian at Bryn Mawr College, has written extensively on the impact of immersion learning on the linguistic, cultural and intercultural development of young adult learners. He was appointed in 2015 to the Commission on Languages, American Academy of Arts and Sciences, and is an elected foreign member of the Russian and Ukrainian Academies of Education, and Vice-President of the International Association of Teachers of Russian (MAPRIAL). Christine Campbell is President of Campbell Language Consultants and Professor Emerita of The Defense Language Institute Foreign Language Center, where she was Associate Provost. She is former President of the American Association of the Teachers of Spanish and Portuguese (AATSP) and recipient of its 2020 Distinguished Leadership Award. Named a Distinguished Alumna by Purdue University in 1994, she recently served as Chair, AATSP Task Force Committee, which oversaw the revision of the World Readiness Standards in Spanish.
'This volume will prove itself as the leading book on
transformative language learning and teaching. It is comprehensive,
examines an extensive array of contexts and issues, and its authors
write with authority and precision. Methods instructors, directors
of language programs, graduate program pedagogues, language center
directors - all will find this book a valuable resource for all
aspects of this new perspective on language learning and teaching.'
Catherine Baumann, The University of Chicago
'Kudos to authors and editors! This is an ambitious, inspiring, and
superbly organized volume that will undoubtedly become a
standard for pre-service language educators and in-service language
professionals. Each chapter provides a concise history of where the
profession has been and how the principles of transformative
language learning and teaching can provide a road map for ensuring
competent, reflective, and committed language users.' Elvira
Swender, Director, Emerita, ACTFL Professional Programs
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