DOCUMENT RESUME ED 482 646 FL 027 911 AUTHOR Heilenman, L. Kathy, Ed. Research Issues and Language Program TITLE Direction. Issues in Language Program Direction: A Series of Annual Volumes. ISBN ISBN-083841023-5 PUB DATE 1998-00-00 NOTE 291p.; Prepared by the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs. AVAILABLE FROM Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE EDRS Price MF01/PC12 Plus Postage. DESCRIPTORS Academic Standards; *Administrators; College Admission; College Faculty; *Educational Research; Epistemology; Error Correction; Evaluation Methods; Faculty Development; French; Higher Education; Japanese; Language Proficiency; *Program Administration; Second Language Instruction; Second Language Learning; Sociocultural Patterns; Sociolinguistics; Student Evaluation; Teaching Assistants IDENTIFIERS Hand Gestures; Professionalization; University of California Berkeley ABSTRACT This collection of papers is divided into two parts. After "Introduction" (L. Kathy Heilenman), Part 1, "Research and Language Program Directors: The Relationship," includes "Research Domains and Language Program Direction" (Bill VanPatten); "Language Program Direction and the Modernist Agenda" (Celeste Kinginger); "The Research-Pedagogy Interface in L2 Acquisition: Implications for Language Program Directors" (Raphael Salaberry); and "Applications of Sociolinguistic and Sociocultural Research to the French Language Classroom" (Nadine O'Connor Di Vito) Part 2, . "Research and Language Program Directors: Possibilities," includes "Beliefs and Practices of Teacher Assistants toward Target Language Use in Elementary French Classes" (Michael Morris); "Gesture in Japanese Language Instruction: The Case of Error Correction" (Naoko Muramoto); "Investigating the Properties of Assessment Instruments and the Setting of Proficiency Standards for Admission in to University Second Language Courses" (Micheline Chalhoub- Deville); "Positional Pedagogies and Understanding the Other: Epistemological Research, Subjective Theories, Narratives, and the Language Program Director in a 'Web of Relationship'" (Mary E. Wildner-Basset and Birgit Meerholz- Haerle); and "The Professionalization of Language Teachers: A Case Study of the Professional Development Needs of Lecturers at the University of California, Berkeley" (Nelleke Van Deusen-Scholl, Linda von Hoene, and Karen Moller-Irving) (Papers contain references.) (SM) . Reproductions supplied by FORS are the best that can be made from the original document. AAUSC Issues in Language Program Direction A Series of Annual Volumes I I U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMAT'ON CENTER (ERIC) 70This oocument has oeert reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this LIT document do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Heinle & Q Heinle Publishers TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 BEST COPY AVAILABLE Research Issues and Language Program Direction L. Kathy Heilenman Editor American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs (AAUSC) Issues in Language Program Direction A Series of Annual Volumes Series Editor Sally Sieloff Magnan, University of Wisconsin-Madison Managing Editor Charles J. James, University of Wisconsin-Madison Editorial Board Virginia Benmaman, College of Charleston David P. Benseler, Case Western Reserve University Diane W Birckbichler, Ohio State University Charles Hancock, Ohio State University Yukiko Hatasa, Univeristy of Iowa Theodore Higgs, San Diego State University Caro/ University of Minnesota-Twin Cities A. Klee, Claire Kramsch, University of California-Berkeley John E Lalande II, University of Illinois Western Michigan University Timothy Light, ju dith Liskin-Gasparro, University of Iowa Judith Muyskens, Colby-Sawyer College Alice Omaggio Hadley, University of Illinois Benjamin Rifkin, University of Wisconsin-Madison Harvard University Wilga Rivers, H. Jay Siskin, Brandeis University Richard Teschner, University of Texas at El Paso Albert Valdman, Indiana University Joel C. Walz, University of Georgia Mary Wildner-Bassett, University of Arizona 4 Research Issues and Language Program Direction L. Kathy Heilenman Editor Heinle & Heinle Publishers an International Thomson Publishing company iCtP Boston, Massachusetts 02116 U.S.A. Copyright © 1999 by Heinle & Heinle Publishers an International Thomson Publishing company No parts of this publication may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Manufactured in the United States of America. ISBN: 0-8384-1023-5 10 9 8 7 6 5 4 3 2 1 CONTENTS Acknowledgments vii Introduction L. Kathy Heilenman ix I. Research and Language Program Directors: The Relationship Research Domains and Language Program Direction Bill Van Patten 3 Language Program Direction and the Modernist Agenda Celeste Kinginger 19 The Research-Pedagogy Interface in L2 Acquisition: Implications for Language Program Directors Rafael Salaberry 39 Applications of Sociolinguistic and Sociocultural Research to the French Language Classroom Nadine O'Connor Di Vito 61 II. Research and Language Program Directors: Possibilities Beliefs and Practices of Teacher Assistants toward Target Language Use in Elementary French Classes Michael Morris 101 Gesture in Japanese Language Instruction: The Case of Error Correction Naoko Muramoto 143 Investigating the Properties of Assessment Instruments and the Setting of Proficiency Standards for Admission into University Second Language Courses Micheline Chalhoub-Deville 177 Positional Pedagogies and Understanding the Other: Epistemological Research, Subjective Theories, Narratives, and the Language Program Director in a "Web of Relationships" 203 Mary E. Wildner-Bassett and Birgit Meerholz-Haerle The Professionalization of Language Teachers: A Case Study of the Professional Development Needs of Lecturers at the University of California, Berkeley Nelleke Van Deusen-Scholl, Linda von Hoene, 245 and Karen Moller-Irving 277 Contributors 281 AAUSC Style Sheet for Authors ACKNOWLEDGMENTS Individual efforts are rare; volumes such as the present one are always the work of many individuals. Special thanks to the AAUSC Board Members who read the manuscripts and offered the authors and editor advice and counsel: David Benseler, Diane Birckbicher, Carol Klee, Claire Kramsch, John Lalande II, Timothy Light, Judith Liskin-Gasparro, Judith Muyskens, Alice Omaggio Hadley, Benjamin Rifkin, Wilga Rivers, Jay Siskin, and Richard Teschner. Thanks also to Sally Sieloff Magnan, Series Editor, and to Charles J. James, Managing Editor, for their counsel and help from be- ginning to end of the process. The AAUSC is grateful to Heinle & Heinle, and especially to Charles Heinle, Stan Galek, and Vince Duggan for their continued support of the series. Wendy Nelson, Editorial Director, and Esther Marshall, Senior Pro- duction Services Coordinator, were indispensable in ensuring that this vol- ume actually made it through the various editorial and production steps. Finally, thanks to Deborah Herman, graduate student and colleague par excellence, whose editing help and cogent advice were invaluable. INTRODUCTION L. Kathy Heilenman The University of Iowa This volume, Research Issues in Language Program Direction, is the ninth in the AAUSC series of annual volumes dealing with issues in language pro- gram direction. The volume is divided into two parts. The first, Research and Language Program Directors: The Relationship, deals with how research fits into the lives of language program directors (LPDs). The second part, Research and Language Program Directors: Possibilities, contains examples of the variety of research that LPDs have found appropriate and useful. Overview of Articles The four articles in the first section address important issues in the lives and careers of LPDs. VanPatten (Research Domains and Language Program Direction) poses vital questions about LPDs' roles as scholars and re- searchers. What kinds of research are possible? How is a research agenda set and developed? What is the relationship between graduate studies and the research component of an LPD's professional career? And finally, should the field of applied linguistics/second language acquisition con- tinue to exist within the same academic structure (department) as liter- ary studies? The answers he provides have implications not only for individual LPDs but also for the wider vistas of graduate education and governance structures. Celeste Kinginger (Language Program Direction and the Modernist Agenda) provides a provocative description of the interaction between re- search specialization, language pedagogy, and language program direction, suggesting that "modernist research" is inherently limiting to the entire en- terprise. Kinginger suggests that LPDs should seek to establish "coherent approaches to practice" and to resist the restrictions imposed by a research agenda that is distanced from practical work. In a similar vein, Rafael Sala- berry (The Research-Pedagogy Interface in L2 Acquisition: Implications for 1 0