(AAUSC)Coordinators,American Association and Directors of University of Foreign Supervisors, Language Programs Redefining the SeriesAIssues Series Editor in ofLanguage Annual Volumes Program Direction Boundaries of ManagingSallyCharles Sieloff J. James,Editor Magnan, University University of WisconsinMadison of WisconsinMadison LanguageStudy DianeDavidEditorialVirginia I?W Benseler,Benmaman,Birckbichler,Board Case College Ohio Western State of ReserveCharleston University University Claire Kramsch ClaireCarolCharlesTheodoreYukiko A. Kramsch, Hancock,Hatasa, Klee, V Higgs, University Purdue University Ohio San UniversityStateDiego of of MinnesotaUniversity StateCaliforniaBerkeley University Editor JudithJohnTimothy E E.Muyskens, Lalande Liskin-Gasparro,Light, II,Western University University Michigan University of of Cincinnati Illinois University of Iowa JayAliceBenjaminWilga Siskin, Omaggio M Rivers, Rifkin,Brandeis Hadley, Harvard University University University University of WisconsinMadison of Illinois JoelMaryAlbertRichard C. Wildner-Bassett, Valdman,Walz, V Teschner, University Indiana University University of University Georgia of ofTexas Arizonaat El Paso submission.SeeThisStyle pages publication for the 341-347 AAUSC follows in Series this the volume Chicago forManualdetails ofabout Style preparing (Reference articles Style B).for AnHeinleBoston, International & Massachusetts Heinle Publishers Thomson 02116,PublishingU.S.A. Company Contents AcknowkdgmentsClaireIntroduction: Kramsch Making the Invisible Visible viiix WakingTheI. Theoretical Metamorphosis Up to Theory Boundaries of the Foreign Language Director, or: LindaPsychoanalytic,Subjects-in-Process:Mark Webber M von Hoene Feminist, Revisioning and Postcolonial TA Development Theory Through 393 RichardRedefiningII. Educational Kern the Boundaries Boundaries of Foreign Language Literacy 61 beCopyright reproduced © 1995 or transmitted by Heinle &in Heinle.any form No or partsby any of meansthis publication electronic, may or TowardHung-ninPoetics to a ReflectivePedagogy: Samuel Cheung PracticeThe Imagistic of TA Power Education of Language 99 Manufacturedandmechanical, retrieval includingsystem, in the Unitedwithout photocopy, States permission ofrecording, America. in writingor any from information the publisher. storage RedefiningIII.Celeste Linguistic Kinginger the Boundaries Boundaries of Language Use: The Foreign 123 ISBNcompany.Heinle 0-8384-6029-1 & Heinle Publishers isan International Thomson Publishing AbroadALanguageCarl Framework Blyth Programs Classroom for Investigating as a Multilingual the Effectiveness Speech Community of Study 145 109 8 76 5 4 32 1 Thom Huebner 185 VisibleIntroduction: Making the Invisible OnceClaireUniversity in Kramsch a while, of Califbrnia books on at language Berkeley study need familiarismoretell needed how efficient practicesto instead be alanguage more inare unfamiliar books effective program thatways, languagema:ke directoror, that the bringteacher, invisible at toleast,to light benor visible, writtennot howunsuspected directly. thatto that become describe doWhat links hot a growth.weentlyently,between are andlanguage in seemingly thethus business find teachers unrelatedincreased of and doing. teachers'fields, opportunities The that hope teachers offer is for thatnew willpersonal bywayssee seeing themselvesof and looking things professional at differ- what inalcoordinators,have fieldThis been ofbook intimately study. directors, is suchEducated involved whethera book. in onein Itor foreign is notdiscipline, written language language by they scholarsacquisition haveprograms, been whowas interested asare their teachers, or orig-who in Throughdisciplinesthat,understandcrossing they thisboundaries have andwhat crossing hadrethink goes to into ofonboth the disciplinarywhen other otherdescribe one disciplines disciplines teaches languageboundaries ain in foreign teachingorder language they tolanguage.have, inbetter teachingterms in effect, know But ofterms. otherto bothand do bystudy.redefined describingIt will and not things potentially be obvious differently, relocated to everyone rather the than traditionalthat byone prescribing becomes boundariesa differenta better of language teacher course one'singthemaof matter action. information," aown different of Most views telling teachers way and"delivering students of the viewingand views teacherswhat foreign things.of and the oflanguage howstudentsteachersTeaching to learn,instruction," wouldout is oftenof not saythe seenof thatpicture. whilesharing as teaching "convey- leaving Onlywith is guagemakesexperienced isstudents not theteachers decide information know to invest that the time thisteacher andis not givesenergyso; them,more in studying oftenbut the than alittle foreign not, epipha- what lan-ix waysandniesx Redefining controlexperienced of seeing of the their or Boundariesalong saying, teachers. the notwayof LanguageThese primarily that areepiphanies Study often by more totally are efficient causedbeyond by waysthe unexpected awareness of doing ThelanguageForeign Professionalization language acquisition/applied departments of the arelinguistics, Language increasingly with Program seeking near nativeDirector specialistsIntroduction competence in second xiin enlargedently,thingsOur notor strengthsense by doing increased of thingsisself. transitional, As amounts differently Emerson alternating; of once information.or knowing put or, it: shall moreIt isI say, seeing facts a thread thatthings yieldsfrom differ- an positionsmentsriculathe language andfind are train it stilltheyworthwhile their often teach, graduate non-faculty to to coordinate invest students onepositions, their toof teachtheir undergraduate but FTElanguage more in theand courses. language jobmore and depart- These offe'rcur- butativeness,approachthetwo tasteinstrands. transitions ofand which twoThe at the metalsissea-shore, from notdeparture found inone contact;sea toinof seen thestayinga friend; other, andfrom at ourthe shore, home,which experienceenlarged shorenor must yet seenpowers therefore ofin poetic travelling,from at sea; cre- thebe methodologymanuscriptslanguageprogramnoting professionalways directors acquisition, respected) is underpinned a faculty foreign field position. ofand bylanguage researchbe an grant identifiableIndeed, applicationseducation, it now applied and that widelyor thelinguistics, can foreign language berecognized refereed, language second teach- (if Thisbetweenincrease (1884,adroitlybook "transitionalareas isp. managed about56) of knowledge. moving to surfaces" present from asIt by muchdoesone redefining language nottransitional purport the to boundariessurfaceanother. to programmatically as Itpossible. attemptswithin and to initytersappointment foreigncontrol canIn fact, carry isliteratures, given ensured.and the tenureclout the culturesincreased of cases an established canor competition linguistics, be peer field reviewed, itonor is discipline.the often, jobrecommendation ironically,market In short, for some- PhDsqual- let- selveswould,thatredraw such and ourin a fact,their fieldredrawing beTAs of quite knowledge, into would distressed specialists entail with at forofthe the literary language expectations thought theory, programof having of sociology, increased directors. to make anthropol- expertise them-Many oflanguagedirector,oneone's their gets language colleagues' athe program job. more Theteaching clout directors morefields. hiscredentials prestigious They or have her ensure becomeletter that or well-knownof theultimately recommendationkey quality players ofdecide the undergraduate in language the whether carries. perpetuation program orThus,pro- not thesea,gramexperienceogy, sea-shore the culturaldirectors sea of from shouldtheory,poetic will the emerge creativenesslook shore,which like. from andthey totheirthat have draw thiswillingness not theirbook been own hopes trained to conclusions see to give theto be.shore language Rather, as from to whatpro- the graduateenrollmentsinggrams languages, in studentforeign in makingthe employmentlanguage undergraduate sure education, they as TAs,stay program i.e.,inand, the they ultimately, program. are, keep in studentsturn, Stableof graduatea guaranteehappyor increased student learn- of gratedearnedincreasedIn themthisthem professionalization introductory into academic the intellectual respectability, chapter, of life I language first of thebutdescribe academy.has program not, the ironically,shore, In directors,a second so to better whichspeak: section, inte- thehas I unitscontributesenrollment.Language on campus. significantly Thus, program Graduate the presence directorsto youngstudents of havePhDs' a in language thealso ability social become specialistto sciences further indispensable in theirdoinga departmentdiscipline. fieldwork to other umedemiccationdescribe offer concerninginstitutions. the a sea: double the the In larger vision,productiona third issues section,both currentlyand from transmissionI show within debated how and theinof postsecondaryknowledgefrompapers outside in this by edu-vol- aca-the bywithtocrucialabroad have foreign the toneedtheir internationalization their language theirTitle research; 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