Claire Kramsch

Email: ckramsch@berkeley.edu  /  Office: 5323 Dwinelle

After studying at the Ecole Normale and completing the Agrégation in Germanic Studies at the University of Paris-Sorbonne, Professor Kramsch emigrated to the United States, where she taught German language and literature at M.I.T. and Applied Linguistics at Cornell University. At Berkeley since 1990, she holds an appointment as Professor of German. While she does not teach currently on the graduate level in the German department, she teaches graduate courses in applied linguistics and second language acquisition in the Graduate School of Education, where she also directs M.A. theses and PhD dissertations. Her area of research is applied linguistics, with emphasis on social, cultural and stylistic approaches to language study. She was, until 2006, founding Director of the Berkeley Language Center, a research and development unit for all foreign language teachers on campus. She is the coordinator with Prof. Kern of the new Undergraduate Minor in Applied Language Studies. Her major publications include: Discourse Analysis and Second Language Teaching; Interaction et discours dans la classe de langue; Reden, Mitreden, Dazwischenreden: Managing Conversations in German; Foreign Language Research in Cross-Cultural Perspective; Text and Context: Cross-Disciplinary Perspectives on Language Study; Context and Culture in Language Teaching; Language and Culture; Language acquisition and language socialization – Ecological perspectives; The Multilingual Subject. Her many articles have appeared in Studies in Second Language Acquisition, The Modern Language Journal, Die Unterrichtspraxis, The Canadian Modern Language Review, Profession, The ADFL Bulletin, PMLA, The Journal of Sociolinguistics, Language Culture and Curriculum. Majors awards: 1988 ACTFL Nelson Brooks Award for the teaching of culture; 1994 MLA Kenneth Mildenberger Prizes for Outstanding Research in the study of foreign languages and literatures; 1998 Goethe Medal. MLA Distinguished Service Award 2000; UC Berkeley Distinguished Teaching Award 2000. She holds honorary doctorates from the Middlebury School of Languages 1998 and St. Michael’s College 2001. She was also the 1994/95 President of the American Association of Applied Linguistics and was co-editor of the journal Applied Linguistics from 1998-2003. She is the founder and editor-in-chief of the UC electronic L2 Journal.

Publications

Books 

  • The Multilingual Subject. What language learners say about their experience and why it matters. Oxford: Oxford University Press. 2009.
  • (W/Geneviève Zarate & Danielle Lévy (ed.) Précis du plurilinguisme et du pluri-  culturalisme.  Contemporary Publishing International SARL, 41 rue Barrault, 75013Paris: Edition des Archives Contemporaines, 2008.
  • Language Acquisition and Language Socialization. Ecological perspectives. Editor.London: Continuum, December 2002. 297 pp +xvi
  • Language and Culture. Oxford University Press, 1998. 134pp.
  • Redefining the Boundaries of Language Study. Editor. Boston: Heinle and Heinle,1995. 340 pp + v-xxxiii.
  • Context and Culture in Language Teaching. Oxford University Press. 1993.
  • Text and Context – Cross-disciplinary Perspectives on Language Study.Co-edited with S.McConnell-Ginet. Lexington, MA:  D.C. Heath. 1991.
  • Foreign Language Research in Cross-cultural Perspective.   Co-edited with Kees de Boot and Ralph Ginsberg. Utrecht: Benjamin, 1991.
  • Reden, Mitreden, Dazwischenreden. Managing Conversations in German. Textbook, Instructor’s manual and cassette. Boston: Heinle and Heinle. Co- authored with Ellen Crocker. 227 pp (2nd ed.), 1990.
  • Interaction et discours dans la classe de langue. Paris: Hatier-Credif. 192 pp, 1984.
  • Discourse Analysis and Second Language Teaching. Language in Education: Theory and Practice, Vol. 37. Washington, D.C.: Center for Applied Linguistics. 96 pp, 1981.
  • Series editor: Du Tac au Tac: Managing Conversations in French, by J. Bragger and D. Rice; and Imaginate: Managing Conversations in Spanish, by K. Chastain and G. Gunterman. Boston: Heinle and Heinle, 1987.

Articles in Refereed Journals 

  • (with Michiko Uryu). Ecological perspectives on intercultural communication.Intercultural Communication Review, in press.
  • La circulation transfrontalière des valeurs dans un projet de recherche international. Le Français dans le Monde 46, 66-77 (2009).
  • Grammar games and bilingual blends. PMLA May 2009, pp.887-896.
  • (with Anne Whiteside) Language ecology in multilingual settings. Towards a theory of symbolic competence. Applied Linguistics, 2008: 29:4, 645-671.
  • Ecological perspectives on foreign language education. Language Teaching. 41:3 (2008),389-408.
  • (with Katra Byram) Why is it so difficult to teach language as culture? German Quarterly 81:1 (2008) 21-35
  • (With Tes Howell, Chantelle Warner, Chad Wellmon).  Framing Foreign Language
  • Education in  the U.S. The case of German. Critical Inquiry in Language Studies  :2-3 (2007),151-178).
  • (with Anne Whiteside) Three fundamental concepts in SLA and their relevance in multilingual contexts Modern Language Journal 91  Focus Issue (2007) 907-922
  • (with Robert Blake, guest editors)  National Language Educational Policy. MLJPerspectives. Modern Language Journal 91:3, 247-283.
  • Political challenge in American Foreign Language Education. ADFL Bulletin 38:1-2,Fall/Winter 1997, pp.56-58.
  • L’enseignement des langues dans un contexte mondialisé: Le défi européen. Idioma 8 Transculturalité: Au coeur de l’activité traduisante et de l’apprentissage des langues. (Dec.2006), pp.39-51. Bruxelles: Presses Ferrer.
  • Teaching local languages in global settings: The European challenge. In Claus Gnutzmann and Frank Königs (eds.) Sprachdidaktik interkulturell, Fremdprachenlehren und – lernen 35 (2006.) 201-210
  • Whose German? Whose English? German Studies as cultural translation. The German Quarterly 79:2 (2006), 249-255.
  • From communicative competence to symbolic competence. Modern Language Journal90:2,  (2006) 249-252.
  • The traffic in meaning. A response to Mary Louise Pratt. Asia Pacific Journal of Education,  26:1 (2006), 81-86..
  • Preview Article: The multilingual subject. International Journal of Applied Linguistics 16:1, (2006) 97-110.
  • The uses of communicative competence in a global world. Review of Applied Linguistics in China  vol.2 (2005), pp.
  • Post 9/11: Foreign languages between knowledge and power. Applied Linguistics  26:4(2005) 545-567.
  • Toward an intercultural stance. Teaching German and English through telecollaboration.  (coauthored with P. Ware). The Modern Language Journal (2005) 89:2, 190-205.
  • Individuals, institutions and the uses of literacy. (with Shirley Brice Heath)  Journal of Applied Linguistics (2004) 1:1, 75-94.
  • From practice to theory and back again. Language, Culture and Curriculum(2002)15:3,196-209.
  • Alien wisdoms in English and Foreign Language programs. PMLA 117:5(2002), 1245-1247.
  • In search of the intercultural. Review article. Journal of Sociolinguistics 6:2 (2002), 275-85.
  • Language and culture: A social semiotic perspective. ADFL Bulletin  33:2 (2002) 8-15.
  • Language, culture, and voice in the teaching of English as a Foreign Language. NovELTy. A Journal of English Language teaching and Cultural Studies in Hungary 8:1, 2001,4-21.
  • A new field of research: SLA-Applied Linguistics. PMLA 2000, 1978-80.
  • Second language acquisition, applied linguistics, and the teaching of foreign languages The Modern Language Journal 84,iii (2000), 311-326.
  • The avatars of literature in language study. Co-authored with Olivier Kramsch. The Modern Language Journal 84, iv (2000), 553-573.
  • Response to Carmen Chavez Tesser and Eugene Eoyang ADFL Bulletin 31:1, 33-35.
  • The Privilege of the Non-Native Speaker. PMLA May 1997, 359-69.
  • Language Teaching in an Electronic Age. In George M. Jacobs (ed.) Language classrooms of tomorrow: Issues and Responses. Singapore: SEAMEO Regional Language Center, 1997, 105-117.
  • Making the Faculty Work Visible: Reinterpreting Professional Service, Teaching, and Research in the Fields of Language and Literature. Report of the MLA Commissionon Service (co- author). Profession ’96. 161-216.
  • Wem gehört die deutsche Sprache? Die Unterrichtspraxis.29: 1, 1996, 1-11. Reprinted in Jahrbuch Deutsch als Fremdsprache 23 (1997) 1-19 and in Peter, George F. (Ed.)Teaching German in America: Past progress and future promise. Cherry Hill, NJ: AATG  (2002), 39-60.
  • Appropriate Pedagogy. Co-authored with Patricia Sullivan. English Language Teaching Journal.50:3, 1996, 199-212
  • Why should language teachers teach culture? Co-authored article. Language, Culture and Curriculum, 9:1, 1996, 1-9.
  • The cultural component of language teaching.  Language, Culture and Curriculum.8:2,1995, 83-92. Reprinted in British Studies Now 8 (1997) 4-7, and in electronic journal Zeitschrift für Interkulturellen Fremdsprachenunterricht.
  • The applied linguist and the language teacher. Australian Review of Applied Linguistics18,1(1995), 1-16.
  • Embracing conflict vs. achieving consensus in foreign language education. ADFL Bulletin26:3, 1995, 6-12. “Response to Heidi Byrnes and Elizabeth Bernhardt, ibidem, p.17
  • La composante culturelle de la didactique des langues. Le Francais dans le Monde Janvier 1995, 54-69.
  • In another tongue. Profession 94, 11-14.
  • Redefining literacy in a foreign language. (coauthored with Thomas Nolden) . Die  Unterrichtspraxis 1994:1, 28-35.
  • Evaluacion cualitativa de los intercambios linguisticos en la formacion de profesoresen Estados Unidos. Idiomas 16, 1993, 6-9.
  • Language Study as Border Study: Experiencing Difference. European Journal of Education28:3 (1993), 349-58.
  • Foreign languages for a global age. ADFL Bulletin 25:1 (1993), 5-12. Reprinted in The Global  Citizen 1994 Freshman Seminar Program Chapman University. Acton, MA:Copley, 1994.
  • Proficiency Plus: The next step. PENN Language News 7:1993, U.of Pennsylvania. Reprinted in Center for Applied Linguistics ERIC Digest December1996.
  • Le mythe du `melting pot’ américain. Le Francais dans le Monde Special issue on “Vers leplurilinguisme”. Février 1991, 27-43.
  • Discourse and Culture in Language Teaching. Scuola e lingue moderne XXVIII, 1, 1990, 6-12.
  • To Group or Not to Group? Le Parler, le Faire et le Dire en Travail de Groupe. Langues Modernes 6, (1988), 16-23.
  • Vers une pédagogie du discours interculturel. Association québecoise des enseignants de langues secondes (AQEFLS) Bulletin Montreal, Canada, 10:1, (1988), 13-28.
  • What is Foreign Language Learning Research? Issues and Developments in English and  Applied Linguistics (IDEAL) Vol.3, Urbana, IL: Univ. of Illinois (1988), 75-81.
  • “The Proficiency Model: Second Language Acquisition Perspectives.” A Review Essay.Studies in Second Language Acquisition 9 (1987), 355-62.
  • “Foreign Language Textbooks’ Construction of Foreign Reality.”Canadian Modern Language Review, 1987, 95-119.
  • “Between Socialization and Literacy in a Foreign Language -Learning through Interaction.”Theory  into Practice Special Issue on Teaching Foreign Languages. Columbus, OH:Ohio State University, (1987), 243-50. Award-winning article.
  • “The Missing Link in Vision and Governance: Foreign Language Acquisition Research.”ADFL  Bulletin 1987, 31-34. Reprinted in Profession ’87, (1987), 26-30.
  • “Classroom Interaction and Discourse Options.” Studies in Second Language Acquisition(1987), 7:169-83. Translated into Italian, 1986.
  • “From Language Proficiency to Interactional Competence.” Modern Language Journal(1987)  70:4, 366-72.
  • “Proficiency versus Achievement: Reflections on the Proficiency Movement.” ADFL Bulletin (1986), 18:1, 22-24.
  • “Literary Texts in the Classroom: A Discourse Perspective” Modern Language Journal,(1985), 69:4, 357-66. Reprinted in Jacobus, L.A. Teaching Literature. Saddle River,N.J.: Prentice  Hall, 1996, 121-36.
  • “Interaction Processes in Group Work.” TESOL Quarterly (1985), 19:4, 796-800.
  • “Interactions langagieres en classe de langue: l’etat de la recherche anglophone et germanophone” Etudes de linguistique appliquee (1984), 55: 57-67.
  • “Interactions langagieres en travail de groupe”. Le Francais dans le Monde (1984), 183: 52-59.
  • “Interaction in the Classroom: Learning to Negotiate Roles and Meanings.” Die Unterrichtspraxis (1983) 16:2, 175-90 (also ERIC ED 227 681). AATG award-winning article.
  • “Discourse “Function of Grammar Rules: Topic Construction in German” Modern Language Journal (1983), 67:1, 13-22.
  • “Culture and Constructs: Communicating Attitudes and Values in the Foreign Language Classroom”.Foreign Language Annals  (1983) 4, 437-448 (also ERIC ED 213 251).Reprinted in Paula R. Heusinkveld (Ed.) Pathways to Culture. Readings on Teaching Culture in the Foreign Language Class. Intercultural Press, Inc. 1996. 461-86.
  • “Teaching Discussion Skills: A Pragmatic Approach” Foreign Language Annals.(1981),93-104. Stephen Freeman award winning article.
  • “Getting the Ball Rolling: A Functional Approach to Teaching Conversational Skills”Die Unterrichtspraxis (1979) 1, 3-13 AATG award winning article.

 Chapters in Books

  • Language and Culture. In James Simpson (Ed.) Routledge Handbook of Applied Linguistics.2010
  • (with Elizabeth Boner) Shadows of discourse: Intercultural communication in global contexts.  In Nicolas Coupland (Ed.) Handbook of Language and Globalization.London: Routledge, 2010.
  • (with Joelle Aden) ELT and intercultural/transcultural learning. In Kees de Bot (ed.)Handbook of English Language Teaching. London: Routledge (in press)
  • Cultural perspectives on language learning and teaching. In Wilfried Knapp and Barbara Seidlhofer (Eds.) Handbook of Applied Linguistics. Berlin: Mouton de Gruyter,2009.
  • Third culture and language education. In Vivian Cook & Li Wei (Eds.) Contemporary Applied Linguistics. Vol.1 Vivian Cook, ed. Language Teaching and Learning(pp.233-254)  London: Continuum, 2009.
  • Discourse, the symbolic dimension of  intercultural competence. In Adelheid  Hu andMichael Byram (Eds.) Intercultural competence and foreign language learning. Models, empirical studies assessment. (pp.107-122) Tübingen: Gunter Narr, ( 2009).
  • (with Michael Huffmaster) The political promise of translation. In Eva Burwitz-Melzer (ed.)Lehren und Lernen mit literarischen Texten.  Special issue of Fremdsprachenlehren- und lernen 37 (2008), pp.283-297..
  •  (with Chad Wellmon) From Bildung durch Sprache to Language Ecology: The uses of symbolic competence. In Sabine Doff, Werner Hüllen & Friederike Klippel (eds.)Visions of Language in Education. MAFF, Band 22. p. 215-226. München: Langenscheidt , 2008.
  • The intercultural yesterday and today: Political perspectives. In Renate Schulz & Erwin Tschirner (Eds.) Communicating across borders: Developing intercultural competence in German as a foreign language (pp.5-27). Munich: iudicium, 2008 .
  • Applied linguistic theory and second/foreign language education. In Encyclopedia of Language and Education vol.4 Second and Foreign Language Education. 2d ed.
  • Heidelberg: Springer Verlag, 2008, 3-16.
  • (with Sune Steffensen) Ecological perspectives on second language acquisition and language socialization . In Encyclopedia of Language and Education  vol.8  Language and Socialization 2d ed. Heidelberg: Springer Verlag, 2008, 17-28.
  • Pierre Bourdieu: A biographical memoir. In Allan Luke and Jim Wright (Eds.). Pierre Bourdieu and Literacy Education 5. London: Routledge, 2008, 33-49.
  • Culture in language teaching.  In Hanne Leth Andersen, Karen Lund & Karen Risager (eds.) Culture in Language Learning. Aarhus, DK: Aarhus University press.Pp.11-26
  • Culture in language teaching. In Keith Brown (Ed.) Encyclopedia of Language and Linguistics. 2d ed. Vol.3, pp.322-329. Oxford: Elsevier Science.(2006)
  • Desire in language: The neglected dimension of language learning. In Suzanne Duxa, Adelheid Hu & Barbara Schmenk (Eds). Grenzen überschreiten. Menschen, Sprachen, Kulturen.  Festschrift für Inge Christine Schwerdtfeger zum 60. Geburtstag.  Tübingen: Gunter Narr, 2006. pp.209-224.
  • The language teacher as go-between. In Ulrika Tornberg (Ed.)  Utbildning Demokrati. Tidskrifty för didaktik och utbildningspolitik Special issue 13:3, 2004, pp37-60.
  • Language, Thought, and Culture. In Alan Davies and Catherine Elder (Eds.) The Handbook of Applied Linguistics. Oxford: Basil Blackwell, 2004, 235-261.
  • The multilingual subject. In Inez de Florio-Hansen and Adelheid Hu (eds.) Mehrsprachigkeit und multikulturelle Identiät. Tubingen: Stauffenburg Verlag.2003, 107-124.
  • Interlanguage. In William Frawley (ed.) International Encyclopedia of Linguistics.Oxford:Oxford UP.
  • Metaphor and the subjective construction of belief. In  Ana Maria Barcelos and Paula Kalaja (eds.) New Approaches to Research on Beliefs about SLA. Amsterdam: KluwerAcademic Publishing, 2003, 109-128.
  • Identity, role and voice in cross-cultural (mis)communication. In  J.House, G. Kasper, S.Ross (Eds.) Misunderstanding in Social Life. Discourse Approaches to Problematic Talk. London: Longman, 2003, 129-153.
  • Language Thieves. In H. Barkowski & R. Faistauer (Hrsg.) …in Sachen Deutsch als Fremdsprache. Hohengehren; Schneider Verlag, 2002, 91-103.
  • Beyond the second vs. foreign language dichotomy: The subjective dimensions of language learning. In K.S.Miller & P.Thompson (Ed.). Unity and diversity in language use. London: Continuum, 2002, 1-21.
  • The ecology of an SLA community in computer-mediated environments. (with Eva Lam)In van Dam, H.R. and Jonathan Leather (eds.) Ecology of Language Acquisition. Amsterdam: Kluwer Academic Publishers, 2002.
  • How can we tell the dancer from the dance? Introduction. In Kramsch, C.(ed.) Language Acquisition and Language Socialization. Ecological perspectives. London: Continuum, 2002, 1-30.
  • Standard, norm, and variability in language learning: A view from foreign language research. In S. Gass, K.Bardovi-Harlig, S.S.Magnan & J.Walz (Eds.) Pedagogical Norms for Second and Foreign Language Learning and Teaching. Amsterdam: John Benjamins, 2002, 59-80.
  • (with Steve Thorne) Foreign language learning as global communicative practice. In Block and Cameron (eds.) Globalization and Language Teaching. London: Routledge,  2002, 83-100.
  • (with Linda von Hoene) Cross-cultural excursions: Foreign language study and feminist discourses of travel. In Aneta Pavlenko, Adrian Blackledge, Ingrid Piller, MaryaTeutsch-Dwyer (Eds.) Multilingualism, Second Language Learning, and Gender.Berlin: Mouton de Gruyter, 2001, 283-306.
  • (with Francine A’Ness & Eva Lam) Technology, Language and Literacy: The newpedagogical challenge. In R.de Cillia, H.J.Krumm & R.Wodak (Eds.)Kommunikationsverlust im Informationszeitalter. Loss of Communication in the Information Age. Wien: Oesterreichische Akademie der Wissenschaften, Wien.,2001, 117-130.
  • (with Eva Lam) Technology and Literacy. In Krumm and Wodak (Eds.) The limits of communication. Oesterreichische Akademie der Wissenschaften, Wien., 2001.
  • The cultural politics of language study. In B. Helbig, K.Kleppin, F.Koenigs (eds.) Sprachlehrforschung im Wandel. Beitraege zur Erforschung des Lehrens und lernens von Fremdsprachen.  Festschrift fur Karl-Richard Bausch. Bochum: Niemeyer 2001, 459-71.
  • Intercultural communication. In Ronald Carter and David Nunan (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages.  Cambridge:Cambridge UP, 2001. 201-206.
  • Social discursive construction of self in L2 learning. In James Lantolf (ed)  Sociocultural theory  and second language learning Oxford: Oxford UP, 2000. 133-54.
  • Global and local identities in the contact zone. In Claus Gnutzmann (ed). Teaching and Learning English as a Global Language. Native and Non-Native Perspectives.
  • Literacy, identity, Access for the Immigrant Learner. In Elite Olshtain & Gabriel Horenczyk (eds.) Language, Identity and Immigration. Jerusalem: The Hebrew U. Magnes Press, 1999, 325-38.
  • Teaching language along the cultural fault line. In Lange, Dale (ed) Culture as the Core: Interdisciplinary perspectives on culture teaching and learning in the second language curriculum. CARLA Working papers Series #11, Nov.1998. Minneapolis,MN: U. of Minnesota Center for Advanced Research on Language Acquisition.1999. 15-32.
  • Thirdness: The intercultural stance. In Vestergaard, Torben (ed.)Language, Culture and Identity. Aalborg, DK: Aalborg University Press.1999, 41-58
  • Textual identities: The importance of being non-native. Co-authored with Eva Lam. In Braine, George (ed.) Non-Native Educators in English Language Teaching. Mahwah, NJ:  Lawrence Erlbaum, 1999, 57-72.
  • Between Self and Other. In Berry, Vivian and Arthur McNeill (eds.) Policy and Practice in Language Education. Hong Kong: Dept. of Curriculum Studies, University of Hong Kong,  1998, 43-62.
  • Constructing second language acquisition research in foreign language departments. In H. Byrnes (Ed.) Learning Foreign and Second Languages.Perspectives on Research and Scholarship. New York: Modern Language Association, 1998. 23-38.
  • The privilege of the intercultural speaker. In Byram, Michael and M.Fleming (eds.) Foreign Language Learning in Intercultural perspective. Cambridge, CUP.1998. 16-31
  • In another tongue. In IATEFL 1997 Brighton conference selections. ed. by Peter Grundy, Whitstable, Kent: IATEFL, 1997, 10-17.
  • Culture and Self in Language Learning. in Teaching Towards Intercultural  Competence Conference Proceedings. Sofia, Bulgaria: The British Council, 1998., 14-29.(Trsl. into Bulgarian in Foreign Language Teaching Journal, Bulgarian Association of Foreign Language Teachers).
  • Imagination métaphorique et enseignement des langues. In G.Zarate (ed.) Les Représentations en Didactique des Langues et Cultures. Notions en Question No.2Paris: ENS. Fontenay/St.Cloud, janvier 1997. 77-101.
  • Toward a Dialogic Analysis of Cross-Cultural Encounters. In Bredella, Lothar and  Herbert Christ (eds.) Begegnungen mit dem Fremden. GieBener Diskurse. GieBen: Verlagder Ferber’schen Uni.buchhandlung. 1996, 176-205.
  • Foreign Language literacy as (op)positional practice. Co-author: T.Nolden. In J.Roche and Th. Salumets (Eds).Germanics under Construction: Intercultural and Interdisciplinary Prospects. Munich: iudicium.1996. 61-76/
  • Stylistic Choice and Cultural Awareness. In Bredella, L. and W. Delanoy (eds.) Challenges of Literary Texts in the Foreign Language Classroom. Tübingen: Gunter Narr, 1996.162-84.
  • Introduction: Making the Invisible Visible. In Kramsch (ed.) Redefining the  Boundaries of Language Study. Boston: Heinle and Heinle, 1995. ix-xxxiii.
  • Rethinking language learning and teaching through feminist and sociolinguistic theory” Co-author:  Linda von Hoene. In M.Bucholtz (Ed.) Proceedings of the Third Berkeley Women and Language Conference, M. Bucholtz ed. Berkeley, CA: BWLG, 1995.378-88.
  • Rhetorical Models of Understanding. In Miller, T. (ed.) Functional Approaches to  Written Texts: Classroom Applications. TESOL France  2:2, 61-78. Paris:  USIS, 1995.
  • The applied linguist and the foreign language teacher: can they talk to each other? In G. Cook and B.Seidlhofer (eds.) Principle and Practice in Applied Linguistics. Studies in honour of H.G.Widdowson. Oxford: OUP, 1995, 43-56.
  • The dialogic emergence of difference: Feminist explorations in foreign language learning and teaching. In D.Stanton and A.Stewart Feminisms in the Academy (co-authored with Linda von Hoene). Ann Arbor, MI: U. of Michigan Press, 1995, 330-58.
  • Andere Worte, andere Werte” Zum Verhältnis von Sprache und Kultur im Fremdsprachenunterricht. In  Bredella, L. (Hrsg.) Verstehen und Verständigung durch Sprachenlernen? Bochum: Brockmeyer, 1995, 35-66.
  • Discours et culture: l’enjeu didactique. réflexions théoriques et pédagogiques. In R.Lafayette(ed.) Culture et enseignement du francais . Paris: Didier-Erudition, 1993.  63-75.
  • Foreign Language Study as border study: Report on a cross-cultural teacher  training seminar. In B.A.Lafford and M.Shockey (eds.) Culture and Content: Perspectives on the Acquisition of Cultural Competence in the Foreign Language Classroom. Southwest Conference on Language Teaching. Monograph Series #4. Tempe Arizona: SWCOLT, 1993. 9-16.
  • The dialogic emergence of culture in the language classroom. In James E. Alatis (ed.)Georgetown Roundtable on Languages and Linguistics 1992. Washington, D.C.:Georgetown University Press, 1993. 465-88.
  • Redrawing the Boundaries of Foreign Language Study. In M. Krueger and F. Ryan (eds.) Language and Content: Discipline- and Content-Based Approaches to Language Study.Lexington, MA: D.C. Heath and Co., 1993. 203-17.
  • Evaluation de la competence de communication/Uberprüfung sprachlicher Kompetenz  InActes  desEtats Generaux des Langues Vol.3 Enseignement des langues dans le monde  d’aujourd’hui. Paris: Hachette, 1992. 54-79.
  • Language Acquisition and Language Learning. In J. Gibaldi (ed.) Introduction to Scholarship in  Modern Language and Literatures. New York: Modern Language Association.1992. 53-76.
  • Contextes de comprehension. In R.Courchene, J. St.John, C.Therrien, J. Glidden (eds.)Comprehension-Based Teaching: Current Trends. Ottawa: U. of Ottawa Press. 1992
  • Foreign Languages and International Education in the United States In C. Gnutzmann, F.Koenigs, W. Pfeiffer (eds.) Fremdsprachenunterricht im internationalen Vergleich: Perspektive 2000. Frankfurt a.M.:Diesterweg,  1992.
  • Bausteine zur einer Kulturpädagogik des Fremdsprachenunterrichts. Jahrbuch Deutsch als Fremdsprache H.J.Krumm (Hrsg.).Vol.17, 1991. München: iudicium Verlag.104-120.
  • Culture in Language Learning: A View from the United States.In K. de Boot, R. Ginsberg,C. Kramsch (eds.) Foreign Language Research in Cross-Cultural Perspective.Utrecht: Benjamin, 1991. 217-40. Reprint from “New Directions in the Teaching of Language and Culture”. Occasional papers 3. Washington, D.C.: National Foreign Language Center, 1989.
  • The Order of Discourse in Language Teaching” B.Freed (ed.) Foreign Language Acquisition Research and the Classroom. Lexington, MA: D.C. Heath, 1990, 191-204.
  • What is Foreign Language Learning Research? In B. van Patten and J. Lee (eds.) Second Language Acquisition/Foreign Language Learning. Clevedon, England:Multilingual Matters, 1990, 27-33.
  • Discourse and Text: A Narrative View of the Foreign Language Lesson Georgetown University Round Table on Languages and Linguistics. Washington, D.C.:Georgetown Univ.Press, 1989, 69-80.
  • Media Materials in the Language Class” In M. Bilezikian, and M. Sarde (eds.)Communication and Media in Contemporary  French Culture. Contemporary French Civilization, Special  issue Vol.XIII,2, 1989, 325-45.
  • Beyond the Skill vs. Content Debate: The Multiple Discourse Worlds of the Foreign  Language Curriculum. P. Patrikis (ed.)  On Language Study in Liberal  Education. Proceedings of The University of Chicago Conference. New Haven, CT:Yale University, 1988.
  • Cultural Discourse of German Textbooks in the United States0. L. Bredella and D. Haack(eds.) Perceptions and Misperceptions: The United States and Germany. Tübingen: Gunter Narr, 1988, 141-67.
  • The Cultural Discourse of Foreign Language Textbooks”A. Singerman (ed.) Towards a New Integration of Language and Culture. Middlebury, VT: Northeast Conference, 1988,63-88.
  • New Directions in the Study of Foreign Languages. P. Patrikis (ed.) Governance of Foreign Language Teaching and Learning. New Haven, CT:  Yale University, 1987,106-20. Reprinted in ADFL Bulletin 2, 1989.
  • Response to Heidi Byrnes. A. Valdman (ed.) Proceedings of theSymposium on the Evaluation of Foreign Language Proficiency. Bloomington, IN: Indiana Univ. press,1987,  183-87.
  • Foreword to Foreign Language Learning: A Research Perspective. B.van Patten, T.Dvorakand J.Lee (eds.) Rowley, MA: Newbury House, 1987.
  • Interactive Discourse in Small and Large Groups. W.Rivers (ed.) Interactive Language teaching. New York: Cambridge Univ.Press, 1986, 17-29.
  • Reading Strategies. H. Rabura and C. Barrack, Mosaik. Intermediate German. New York:Random House, 1986, xi-113.

Electronic Publications

  • “Authenticity and authorship in the computer-mediated acquisition of L2 literacy”. Co-authored with Francine A’Ness and Wan Shun Eva Lam. Language Learning and Technology4:2 (2000) 78-104.
  • *“Teaching text and context through multimedia” Co-authored with Roger Andersen.Language Learning and Technology 2:2 (1999) 31-42.
  • “Rhetorical models of understanding” (reprint)
  • “Perspectives on Language”. Exhibits Centre, St. Martin’s Press. 1997.

Other Publications (incl. Conference Proceedings)

  • “Celebrating, Understanding, Creating Poetry in Language Classes”. Co-author and producer M.Mueller. A 50′ videotape on the teaching of poetry in foreign language classes. Lincolnwood, IL: National Textbook Company. (1991)
  • “The MIT-Athena Language Learning Project: Finding the Right Methodology for the New Technology.” Co-authors: J.Murray, C. Chvany, S. Flynn, G.  Furstenberg, D. Morgenstern. Northeast Conference Newsletter (1985) 18,  46-48.
  • “An Overview of the MIT Athena Language Learning Project” Co-authors: D. Morgenstern and J. Murray. Calico Journal ) 2:4 (1985), 31-34.
  • “The MIT-Athena Language Learning Project: A View from the Future”. R. Morse and R. Samuels (eds.) Getting America Ready for Japanese Science and Technology.Conference Report, Wilson Center, Washington, D.C.: AISA Program, 1985, 138-145.
  • “Intercultural literacy vs. communicative competence” In Michiko Sasaki (ed). Theoretical Studies and the Development of Practical Models of Interculturality in Japanese Language Education. Proceedings of colloquium at Waseda U, Tokyo, 2005.
  • ”The language teacher as go-between” In Jürgen Quetz/Gert Solmecke (Hrsg.) Brücken schlagen. Dokumentation zum 20. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung. Beiträge zur Fremdsprachenforschung Band 8. Berlin: Pädagogischer Zeitschriftenverlag, 2004, 107-132.

Book Reviews

  • Jeannette Littlemore & Graham Low. Figurative thinking and foreign language learningSSLA30:1, march 2008.
  • Aneta Pavlenko. Emotions and MultilingualismLanguage in Society  37:1 (2008) 115-118‚
  • Classic Book’ review. Robert Lado. 1957 Linguistics across cultures. Applied linguistics for language teachersInternational Journal of Applied Linguistics 17:2 (2007), 242-47
  • Brigitta Busch. Sprachen im Disput. Medien und Öffentlichkeit in multilingualen Gesellschaften. Drava, 2004. Journal of Sociolinguistics, 9:3 (2005), 461-475.
  • Shohamy, Elana. The power of tests. A critical perspective on the uses of language tests.Language Policy. 1:3 (2002), 288-290.
  • Cameron, Lynn and Graham Low. Researching and Applying Metaphor. Studies in Second Language  Acquisition 25:3 (2003), 459-60.
  • Chimombo, Moira P.F., and Robert L. Roseberry. The Power of Discourse. An Introduction to Discourse Analysis. Mahwah, NJ: Lawrence Erlbaum, 1998. The Modern Language Journal.83:3 (1999), 439-40.
  • Wootton, Anthony J. Interaction and the development of mind.Cambridge UP, 1997.Studies in Second Language Acquisition 21:4 (1999).
  • Rampton, Ben. Crossing. Language and Ethnicity among Adolescents. London: Longman, 1995. Language and Education Journal 12:1 (1998),71-74.
  • Street, Brian. Cross-Cultural Approaches to Literacy. Cambridge: CUP, 1993.Modern Language Journal 78:3 (1994), 410-11.
  • Omaggio-Hadley, Alice. Teaching Language in Context. 2nd ed. Studies in Second Language Acquisition 16:3 (1994), 358-59.
  • Edmondson, Willis and Juliane House. Einführung in die Sprachlehrforschung Tübingen: G.Narr, 1992. TESOL Quarterly, 28:1 (1994), 213-14.
  • Duranti, A and C.Goodwin Rethinking Context. Language as Social Interaction. 1992.Studies in Second Language Acquisition 16:2 (1994), 243-44.
  • Bracher, M. Lacan, Discourse, and Social Change. A Psychoanalytic Cultural Criticism.Ithaca:  Cornell Univ.Press, 1993. Modern Language Journal 78:1 (1994), 100-101.
  • Hatch, E. Discourse and Language Education, Cambridge, UK: CUP, 1992 and McCarthy,M.Discourse Analysis for Language Teachers. Cambridge, UK: CUP, 1991.Modern Language Journal 77:1 (1993).
  • Byram M., Esarte-Sarries and Taylor. Cultural Studies and Language Learning: A Research Report . Clevedon, Multilingual Matters, 1991. Studies in Second Language Acquisition14:4 (1992).
  • Brislin, R.W. Applied Cross-Cultural Psychology. Newbury Park: Sage, 1990. Modern Language Journal 75:4 (1991).
  • Gass, S., C.Madden,D.Preston,L.Selinker(eds.)Variation in Second Language Acquisition Vols.I & II. Clevedon, Multilingual Matters, 1989. Modern Language Journal74:3(1990), 383-84.
  • Byram, M. Cultural Studies in Foreign Language Education.Clevedon, Multilingua lMatters, 1988.  Studies in Second Language Acquisition (1990), 12:1.
  • Roulet E., A.Auchlin, J.Moeschler, C.Ruibattel, and M.Schelling. L’articulation du discours en francais contemporain. Bern:Lang, 1985. French Review, 60:3 1987), 442-443.
  • Beacco J.C. et M.Darot. Analyses de discours – lecture et expression. Paris: Hachette-Larousse, 1984. Modern Language Journal (1985), 69:2.
  • Kenning, M.J. and M.M.Kenning. An Introduction to Computer-Assisted Language Teaching.Oxford: Oxford Univ.Press, 1983. Modern Language Journal (1985) 9:1.
  • Coulthard M. and M.Montgomery (eds.) Studies in Discourse Analysis. London: Routledge and Kegan Paul, 1981. Modern Language Journal (1983), 67:3.
  • Larsen Freeman, D. (ed.). Discourse Analysis in Second Language Research. Rowley, MA:Newbury House, 1980. Modern Language Journal (1982), 66:4.