Alan V. Brown is Professor of Spanish Applied Linguistics at the University of Kentucky in Lexington, United States. His research has explored a variety of topics related to Spanish language teaching and learning, from course grades to metalinguistic awareness to the relationship between temporal fluency, lexical diversity, and proficiency.Cori Crane is Associate Professor and German Language Program Director at the University of Alabama, United States. Dr. Crane’s research interests align to her curriculum development and teacher mentoring work, with recent and current projects located in language teacher education, second language literacy development, and practitioner research.Beatrice C. Dupuy is Professor of French, Public and Applied Humanities, and Second Language Acquisition and Teaching at the University of Arizona, United States. She directs the Center for Educational Resources in Culture, Language, and Literacy. Her scholarship focuses on multiliteracies in language education and language educator professional learning.Estela Ene is Professor of English at Indiana University Indianapolis, United States. She chairs the English Department, directs the English for Academic Purposes Program, and teaches EAP and TESOL. Her research focuses on EAP/ESL writing, teacher and program development, CALL (including corpus and e-feedback), internationalization, and intercultural competence/communication.

This volume pulls together the experiences and expertise of an impressive range of scholars and practitioners to provide an invaluable resource that goes well beyond the practicalities of language program direction and into the very essence of language teaching and learning. It answers questions I didn’t even know I had!– Gillian Lord, the University of FloridaThis handbook is an invaluable resource that provides theory-informed, practical strategies for effective language program development and administration while also elevating the field as a respected area of scholarly inquiry. Its broad scope and globally diverse contributors make it a comprehensive guide for advancing quality language education.– Gabriela Kleckova, the University of West BohemiaThis comprehensive collection of papers tackles established and cutting-edge issues in language program development and administration and exemplifies the complexity of establishing and maintaining an effective program. The state-of-the-art papers byleading SLA researchers, program and language center directors, materials designers, and administrators are written clearly and explore topics in depth. This volume was badly needed as a reference, and it will empower language program directors to communicate with authority to all constituents at their institutions.– Susanne Rott, University of Illinois, ChicagoEdited by four excellent experts in second language program management and articulation, curriculum development, and language teacher education, this remarkable volume covers in extraordinary depth an impressive array of important topics related to language program development and administration: implications of second language acquisition research in language programs; assessment and evaluation of language programs; issues in language teacher education; curriculum and materials; different contexts for language programs; the training of experts and leaders in program development and administration; and the role of new technologies. To this end, the editors have carefully assembled a wide-ranging group of scholars, practitioners, and administrators working in diverse academic and institutional contexts. In doing so, the editors of this indispensable handbook have succeeded in confirming that second language program development and administration is quite possibly “the quintessential applied linguistics field” because of the way in which the chapters make valuable connections between sound theory, language education research methodologies, concrete and empirical data, programmatic demands and issues, and of course, concrete learner needs and outcomes.– Manel Lacorte, University of Maryland, College Park

• List of Tables List of Contributors List of External Reviewers Language Program Development and Administration: The Cornerstone of Language Learning in Higher Education Alan V. Brown, Cori Crane, Beatrice C. Dupuy, and Estela EnePART I Insights and Implications from Language Acquisition Research in Language Programs1 Second Language Learning Theory for Program Design Eve Zyzik and Laura Marqués-Pascual2 Instructed SLA: Implications for Language Program Design and Administration Ronald P. Leow3 Individual Learner Differences: From Fixed to Dynamic Beatriz Lado4 Planning for and Enacting Differentiated Instruction in the Postsecondary Language Curriculum Mandy R. Menke and Paul A. Malovrh5 Heritage Language Acquisition Melissa A. Bowles and Julio Torres6 Interculturality in Language ProgramsCarl S. Blyth7 Critical Translingual Awareness in World Language ProgramsTracy QuanPART II Assessment and Evaluation in Language Programs8 Using Language Assessment Data for Language Program Administration J. Dylan Burton and Paula Winke9 Putting Students in Their Place: The Role of Placement Testing in Language ProgramsTroy L. Cox and Matthew P. Wilcox10 Language Program EvaluationMeg Montee and Francesca Di Silvio11 Understanding the Role of Standardized Exams in Second Language ProgramsTroy L. Cox, Alan V. Brown, and Margaret E. Malone12 Language Assessment Literacy Johnathan Jones and Julie Hartill13 Authentic and Alternative Language Assessment: Design and ImplementationKim Koh and Rong Fu14 Ungrading in Language Programs Janice McGregor and Nicole ColemanPART III Teacher Education and Professional Learning in Language Programs15 Defining Effective Language Teaching: Making It MeaningfulErin Kearney16 Formal Language Teacher Education in Collegiate Language Programs Julia Goetze and Jeanne Schueller17 Continuing Professional Learning for Language Teachers Kate Paesani18 Certification and Credentialing Programs for Preparing Language Teachers in a Multilingual World Rebecca Kanak Fox and Kendra N. Staley19 The Native Versus Non- Native Speaker Teacher Debate and the Multilingual Turn Raees Calafato20 Classroom Observation and FeedbackLaura Baecher and Sumru Akcan21 Practitioner Research in Post- Secondary Language Teacher Education ProgrammesJudith Hanks and Martin WedellPART IV Curricula and Materials in Language Programs 22 Language Standards in Language Programs Margaret E. Malone and Celia Zamora23 Needs Analysis for Language Program Development and AdministrationAna Bocanegra-Valle24 Developing and Renewing Collegiate Language Curricula Hiram H. Maxim25 Course Development in Language Programs: Putting Design Principles to Work Beatrice C. Dupuy26 The Evolving Landscape of Language Instructional Materials: Challenges and Opportunities Adriana Raquel Díaz27 Working With Commercial Language Learning Materials Amy Rossomondo28 Domain Analysis: One Approach to Designing Evidence-Centered Curricula for Languages for Specific PurposesDarcy Lear and Ahmet Dursun29 Co-and Extracurricular Language Learning Veronika MakarovaPART V Contexts of Language Programs 30 Study Abroad in Language Programs: Considerations, Implications, and RecommendationsEmma Trentman31 Service Learning and Community Engagement in the L2 Curriculum Deborah Reisinger and Joan Clifford32 Heritage Language Program Design and AdministrationSara M. Beaudrie33 So That Our Languages Live On: Indigenous Language Medium-Immersion Programs in Post-Secondary Education Kananinohea Mākaʻimoku, Candace Kaleimamoowahinekapu Galla, Keiki Kawai‘aeʻa, and Jimmy (Tinakpåhnge) Såntos Teria34 Pathways to Literacy Programs for Students with Interrupted Formal EducationAmanda Shufflebarger and Joshua B. L. Tolbert35 Intensive English Program Administration: Universal Issues in Diverse Contexts Jacqueline M. Gianico36 Less Commonly Taught World Language Programs Wenhao Diao, Elisa Räsänen, and Nozomi Tanaka37 Marginal Influence or Leading from the Edge? Repositioning EAP Administration as Agentic Academic Leadership Pamela Humphreys and Ben Fenton-Smith38 Development and Administration of English Medium Instruction: The Roles of Language Departments from Teacher Training to Quality Control Ruth Breeze39 Spanish Language Program Development and AdministrationJavier Muñoz-Basols and Alan V. Brown40 Professionalizing Language Curricula to Meet Workplace Needs: Insights from a French Higher Education Language Program Muriel Grosbois and Naouel ZoghlamiPART VI Technology in Language Programs 41 Virtual Exchange in Language Education Carolin Fuchs, Meei-Ling Liaw, and Sabrina Priego42 Hybrid and Online L2 Learning and Teaching: Considerations for Post-Secondary World Language Program Stakeholders Joshua J. Thoms43 Educational Technology: Learning with a Tool and a Teacher Senta Goertler and Jesse Gleason44 Moving beyond Dichotomies: Exploring the Implications of Machine Translation Research on Language Programs Kimberly Vinall and Emily Hellmich45 Immersive Technologies in Language Program Administration: Considerations, Applications, and Implications Nicole Mills and Stephan CasparPART VII Leadership and Administration in Language Programs 46 Developing a Strategic Plan and Connecting to Institutional Priorities Estela Ene47 Language Program Leadership: Administering Inward, Outward, and Forward Stacey Katz Bourns48 English as a Global Language, English Language Teaching, and the Financial Practices of Language Programs Jason Litzenberg49 Emotional Labor in Program Leadership Kate Navickas, Kristi Murray Costello, Jacob Babb, and Courtney Adams Wooten50 Language Advocacy in Higher Education William Nichols51 Inclusive Hiring Practices in EFL/ESL Language ProgramsRobert J. Lowe, Matthew Y. Schaefer, and Davey Young52 Agile Language Program Administration: Navigating Crisis and Change Cori Crane and Chantelle Warner