The following publications by instructors and staff highlight Language Center projects:
Bernhardt, E., Molitoris, J., Romeo, K., Lin, N., & Valderrama, P. (2015). Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level. Foreign Language Annals, 48, 3, 329-349.
Bernhardt, E.B. (2010). Understanding advanced second-language reading. London: Routledge.
Bernhardt, E.B., & Tedick, D.L. (2010). Learning a second language in first language environments. In E. Baker, P. Peterson,& B. McGaw, Eds. International Encyclopedia of Education. 3rd Edition. Oxford: Elsevier.
Hubbard, P. (2010). Listening to learn: New opportunities in an online world. In C. Ward (Ed.) The impact of technology on language learning and teaching: What, how and why . Singapore: Regional Language Centre Publications.
Hubbard, P. (2010). Reflections on teaching discourse functions using a science thesis. Journal of Writing and Pedagogy : 1.2: 264-277.
Romeo, K. & Hubbard, P. (2010). Pervasive CALL learner training for improving listening proficiency. In M. Levy, F. Blin, C. Siskin and O. Takeuchi (Eds.), WorldCALL: International perspectives on computer assisted language learning. New York: Routledge.
Bernhardt, Valdes, G., & Miano, A. (2009). A chronicle of standards-based curricular reform in a research university. In Virginia Scott (Ed.) Principles andpractices of the standards in college foreign language education. (pp. 54-85). Boston: Heinle & Heinle.
Bernhardt, E.B. (2009) Systemic and systematic assessment as a keystone for language and literature programs. ADFL Bulletin, 40, 1, 14-19.
Bernhardt, E.B. (2009). Increasing reading opportunities for English language learners. (pp. 190-209). In E. Hiebert, Reading More, Reading Better. New York: Guilford Press.
Healey, D., Hegelheimer, V., Hubbard, P., Ioannou-Georgiou, S., Kessler, G. & Ware, P. (2009). TESOL Technology Standards framework . Alexandria, VA: TESOL.
Hubbard, P. (Ed.) (2009). Computer assisted language learning, Volumes 1- 4. Critical Concepts in Linguistics Series. New York: Routledge.
Hubbard, P. (2009). Educating the CALL specialist. Innovation in Language Learning and Teaching 3.1: 3-15
Kamil, M. L., & Bernhardt, E.B. (2009). An introduction to the 100th anniversary edition of Edmund Burke Huey's The Psychology and Pedagogy of Reading. (pp. vii-xix). Newark, DE: International Reading Association.
Cowles, M., & Wiedemann, L. (2008). The Impact of Target-Country versus Home-Country Immersion Programs on Foreign Language Learners of Portuguese, Connections, SWCOLT 2: 1-15.
Cowles, M., & Wiedemann, L. (2008). Immersion Program Design: Planning for the Future. In Post-Conference Forum, Hispania, 91.1: 220-221.
Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25 (2), 175-188.
Hubbard, P. (2008). Twenty-five years of theory in the CALICO Journal. CALICO Journal, 25(3), 387-399.
Romeo, K., Gentile, L., & Bernhardt, E. (2008). Sentence repetition and story retelling as indicators of language proficiency in young bilingual children. 57th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.
Bernhardt, E.B. (2007). Foreign languages surviving and thriving in conventional university settings: Implications for less commonly taught languages. Journal of the National Council of Less Commonly Taught Languages 4, 17-28.
Fotenos, S., Wiedemann, L., & Kautz, J. (2007). "Vamos Blogar" (Let’s Blog): Integrating Two Worlds through Technology. Digital Stream Pre-Conference Proceedings.
Hubbard, P. (2007). Critical issues: Professional development. In J. Egbert & E. Hanson-Smith eds. CALL Environments: Research, Practice and Critical Issues, Second Edition (pp. 276-291). Alexandria, VA: TESOL Publications.
Petig, William E., trans. (2007). Xaver Scharwenka: Sounds from My Life: Reminiscences of a Musician. Intro. Robert S. Feigelson. Lanham, MD: Scarecrow Press.
Wiedemann, L., & Cowles, M. (2007). Programas de Português: importância da avaliação lingüística, Portuguese Newsletter, AATSP, Nov.: 4-5.
Bernhardt, E.B., & Kamil M. (2006). The state of second-language reading research. In K. Brown (Ed.)., Encyclopedia of Languages and Linguistics. 2nd Edition. (pp. 88-95). Oxford: Elsevier.
Bernhardt, Elizabeth B. (2006). Student learning outcomes as professional development and public relations. Modern Language Journal 90, 2, 588-590.
Cowles, M., Oliveira, S.M., & Wiedemann, L. (2006). Perspectives on the Evaluation of Portuguese as a Foreign Language (United States, Brazil, and Europe), Hispania, 89 (1): 123-132.
Hubbard, P., & Levy, M. (2006). The scope of CALL education. In P. Hubbard & M. Levy (Eds.), Teacher Education in CALL (pp. 3-20). Amsterdam: John Benjamins.
Hubbard, P. (2006). Evaluating CALL software. In Lara Ducate and Nike Arnold, eds. Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching. (pp. 313-338). San Marcos, TX: CALICO.
Hubbard, P., & Levy, M., eds. (2006). Teacher Education in CALL. Amsterdam: John Benjamins.
Kolaitis, M., Mahoney, M. A., Pomann, H., & Hubbard, P. (2006). Training ourselves to train our students for CALL. In P. Hubbard & M. Levy (Eds.), Teacher Education in CALL (pp. 317-332). Amsterdam: John Benjamins.
Bernhardt, E.B. (2005). Progress and procrastination in second-language reading. In Mary McGroarty (Ed). Annual Review of Applied Linguistics. (pp. 133-150). Cambridge: CUP.
Bernhardt, E.B. (2005). Real and imagined roles for technology in acquiring second-language literacy. In M. McKenna, L. Labbo, R. Kieffer, & D. Reinking (Eds.), Handbook of Literacy and Technology (pp. 355-362). Mahwah, NJ: Lawrence Erlbaum.
Hubbard, P. (2005). A Review of Subject Characteristics in CALL Research. Computer Assisted Language Learning 18 (5), 351-368.
Simões, A., Carvalho, A., & Wiedemann, L., eds. (2005). Português para Falantes de Espanhol/Portuguese for Spanish Speakers. Selected Articles in Portuguese and English. São Paulo, Brazil: Pontes.
Zhang, Y. (2005). Reading and Writing Chinese Characters On-line for Web Course Tool (WebCT) Discussion Activities. In T. Jen and P. Xu (Eds.), Chinese Character Instruction and Computer Technology. (pp. 241-258). Taiwan: Linking Publishing House.
Bernhardt, E.B., Rivera, R.J., & Kamil, M.L. (2004). The practicality and efficiency of web-based placement testing for college-level programs. Foreign Language Annals, Fall, 37(3), 356-366.
Bernhardt, E.B. (2004). Can language and literature programs teach students to speak intellectual complexity? ADE Bulletin 136, 44-49.
Kamil, M., & Bernhardt, E. (2004). The science of reading and the reading of science: Success, failures and promises in the search for prerequisite reading skills for science. In E. W. Saul, ed. Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice. (pp. 123-139). Newark, DE: International Reading Association.
Miano, A.A. (2004). Voices in Dialogue: Hibridity as literacy, literacy as hybridity: Dialogic Responses to a heteroglossic world. In Ball, A., & Freedman, S.W. (Eds.), Bakhtinian perspectives on language, literacy, and learning. Cambridge: Cambridge University Press.