2024
Giupponi, L., Zulick, B., & Heidrich Uebel, E. (2024). Post-pandemic language teaching: Language instructors’ technology integration practices. In S. Goertler & J. Gleason (Eds.), Technology-mediated crisis response in language studies (pp.114-134). University of Toronto Press. https://utppublishing.com/doi/abs/10.3138/9781800504561.006
Lanier, A. (2024, February). World-readiness for a world in conflict. Language Magazine. https://www.languagemagazine.com/2024/02/12/world-readiness-for-a-world-in-conflict/
2023
Heidrich Uebel, E., Kraemer, A., & Giupponi, L. (2023). Sharing less commonly taught languages in the 21st century. In E. Heidrich Uebel, A. Kraemer, & L. Giupponi (Eds.), Sharing less commonly taught languages in higher education: Collaboration and innovation (pp. 1–9). Routledge. DOI https://doi.org/10.4324/9781003349631
Randez, R. A., & Cornell, C. (2023). Advancing equity in language assessment for learners with disabilities. Language Testing, 40(4), 984-999. https://doi.org/10.1177/02655322231169442
Sommer-Farias, B. & Carvalho, A. (2023). Portuguese language program evaluation. In E. Heidrich Uebel, F. Kronenberg, & S. Sterling (Eds.), Language program vitality in the United States: From surviving to thriving in higher education (pp. 167-172). Springer Nature. DOI https://doi.org/10.1007/978-3-031-43654-3
Sommer-Farias, B., Poole, F., & Lanier, A. (2023, October). Language teacher development via video-based inquiry. The Language Educator, 18(4), 34–38. https://www.researchgate.net/publication/375027361_Language_Teacher_Development_Via_Video-Based_Inquiry
Sommer-Farias, B., Vinokurova, V., Gorlova, A., & Centanin-Bertho, M. (2023, November) Teaching with learner corpus data. The FLTMAG. https://fltmag.com/teaching-learner-corpus-data/
2022
Fritzsche, S., Giupponi, L., Heidrich Uebel, E., Kronenberg., F. A., Long, C.P., & Van Gorp, K. (2022). Languages as drivers of institutional diversity: The case of less commonly taught languages. The Language Educator. https://www.thelanguageeducator.org/actfl/winter_2022/MobilePagedArticle.action?articleld=1760118#articleld1760118
Poole, F. (2022, December) Using ChatGPT to design language material and exercises. The FLTMAG. https://fltmag.com/chatgpt-design-material-exercises/
Poole, F., Clarke-Midura, J., & Ji, S. (2022). Exploring the affordances and effectiveness of a digital game in the Chinese dual language immersion classroom. Journal of Technology and Chinese Language Teaching, 13(1), 46-73. http://www.tclt.us/journal/2022v13n1/pooleclarkeji.pdf
Sommer-Farias, B., Nokivov, A., Picoral, A., Bertho, M., Staples, S. (2022). Multilingual learner corpus for less commonly taught languages. International Journal of Learner Corpus Research, 8(2), 261-282. DOI https://doi.org/10.1075/ijlcr.21001.som
2021
Cornell, C. & Dean, M. (2021, September). Assessing outside the box: The open format assignment. The FLTMAG. DOI https://www.doi.org/10.69732/QRUN8136
Giupponi, L., Heidrich Uebel, E., & Van Gorp, K. (2021). Strategies for language centers to support online language. In E. Lavolette & A. Kraemer (Eds.), Language Center Handbook 2021 (pp. 61-90). IALLT.
Kronenberg, F.A. & Schwienhorst, K. (2021). Building for sustainable change: Co-designing language centers in Germany and the United States.” In E. Lavolette & A. Kraemer, A. (Eds.), Language Center Handbook 2021 (pp.217-242). IALLT.
Thoms, J. & Poole, F. (2021). Second language teachers and the open education movement in the United States: A national survey. Open education and foreign language learning and teaching: The rise of a new knowledge ecology (pp. 109-219). Multilingual Matters. DOI https://doi.org/10.2307/jj.1231862.9
2020
Cornell, C. (2020, June). Accessibility essentials in online language teaching. The FLTMAG. DOI https://www.doi.org/10.69732/BRYF5157
Kronenberg, F.A. (2020). Embracing hybridity: Virtual spaces in foreign language housing. In J. Bown, W. Baker Smemoe, & D. P. Dewey (Eds.), Language learning in foreign language houses (pp. 321–334). IALLT.
Poole, F. (2020). Exploring authentic language use in the classroom. Ludic Language Pedagogy, 2, 75-85. https://llpjournal.org/assets/publication-pdfs/Poole_Authentic.pdf
Sommer-Farias, B., Carvalho, A., Picoral, A. (2020). Portuguese language program evaluation: Implementation, results and follow-up strategies. Journal of the National Council of Less Commonly Taught Languages, 28, 1-50. https://ncolctl.org/wp-content/uploads/2020/05/Portuguese-Language-Program-Evaluation28.pdf