Curriculum Vitae - Cori Crane
Georgetown University; Ph.D., German; January 2008
University of Pennsylvania; M.A., German; May 1999
Cornell University; B.A., German Area Studies and Government; May 1994
University of Alabama
Associate Professor (NTRC), Modern Languages & Classics (2021-present)
German Language Program Director (2021-present)
Associate Professor of the Practice of German Studies (2017-2021)
German Language Program Director (2017-2020)
University of Texas at Austin
Assistant Professor of Germanic Studies (2012-2017)
Coordinator of Lower-Division German Courses (2013-2016)
University of Illinois at Urbana-Champaign
Director of the Basic Language Program for German (2004-2012)
Assistant Professor of Germanic Languages and Literatures, zero-time appointment (2008-2012)
Affiliated faculty member of the European Union Center, zero-time appointment (2009-2012)
Summer Course Abroad Program Director and Co-Instructor, German 103 in Vienna (summer 2007)
Evaluative Choice in Advanced Second Language Writing of German: A Genre Perspective. Georgetown University, Washington, DC, December 2007 (Thesis Advisor: Prof. Heidi Byrnes).
Niekerk, C., & Crane, C. (Eds.) (2017). Approaches to Ali and Nino: Love, identity, and transcultural conflict. Lake Placid, NY: Camden House.
Hamilton, H. E., Crane, C., & Bartoshesky, A. (2005). Doing foreign language: Bringing Concordia Language Villages to language classrooms. Upper Saddle River, NJ: Prentice Hall. [Translated into Korean (2009) with Communication Books.]
Articles and Chapters
Crane, C., & Malloy, M. (2021). The development of temporal-spatial meaning in personal recounts of beginning L2 writers of German. System, 99, 1-15.
Crane, C., & Sosulski, M. J. (2021). Identifying and evaluating transformative learning in language learning. In: B. L. Leaver, D. Davidson, & C. Campbell (Eds.). Transformative language learning and teaching (pp. 217-226). NY: Cambridge University Press.
Lorenz, A., Crane, C., Benjamin, J., & Boas, H. (2020). L2 German learners’ perceptions and use of an online semantic frame-based dictionary for vocabulary learning. Die Unterrichtspraxis/Teaching German, 53(2), 191-209.
[The GFOL project was developed in collaboration with the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin and supported by funds from Title VI grants P229A140005 and P229A180003 from the U.S. Department of Education.]
Crane, C. (2020). Transforming our perspectives as language professionals during COVID-19. Second Language Research & Practice, 1(1), 168–173.
Crane, C., & Sosulski, M. J. (2020). Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning. Foreign Language Annals, 53(1), 69-95.
Crane, C., & Warner, C. (2019). Zwischen Studierenden und Lehrenden: Graduate School als Lehrerausbildung an amerikanischen Universitäten. IDV-Magazin. Special issue on teaching German in North America. June 2019, 56-61.
Hlas, A. C., & Crane, C. (2019). Linking research and practice. The Language Educator. April/May 2019, 30-33.
Crane, C., Fingerhuth, M., & Hünlich, D. (2018). "What makes this so complicated?" On the value of disorienting dilemmas in language instruction. In: S. Dubreil & S. L. Thorne (Eds.). Engaging the world: Critical social pedagogies and language learning (p. 225-250). AAUSC Issues in Language Program Direction. Boston: Heinle. (appeared 2017)
Crane, C. (2018). Making connections in beginning language instruction: Structured reflection and the World-Readiness Standards for Learning Languages. In: J. Watzinger-Tharp & P. Urlaub (Eds.). The interconnected language curriculum: Critical transitions and interfaces in articulated K-16 contexts (p. 51-74). AAUSC Issues in Language Program Direction. Boston: Heinle. (appeared 2016)
Niekerk, C., & Crane, C. (2017). Introduction: Ali and Nino as world literature. In: C. Niekerk & C. Crane (Eds.), Approaches to Ali and Nino: Love, identity, and transcultural conflict. Lake Placid, NY: Camden House.
Crane, C. (2016). Understanding and evaluating L2 personal letter writing: A systemic functional linguistic analysis of student texts in German. Die Unterrichtspraxis/Teaching German, 49(2), 122-139.
Crane, C. (2016). Analyzing interpretive communication in the AP German Culture and Language Exam. In: A. J. Moeller (Ed.), Fostering connections, empowering communities, celebrating the world: 2016 Report of the Central States Conference on the Teaching of Foreign Languages (pp. 255-271). Egg Harbor, WI: Central States Conference on the Teaching of Foreign Languages. (To download a copy of this manuscript: http://www.csctfl.org/documents/2016Report/2016rpt.html).
Crane, C. (2015). Exploratory practice in the FL teaching methods course: A case study of three graduate student instructors' experiences. L2 Journal, 7(2), 1-23. (L2 Journal is an open-access journal. To download a copy of this manuscript: http://repositories.cdlib.org/uccllt/l2/vol7/iss2/art1/)
Crane, C., Sadler, M., Ha, J. A., & Ojiambo, P. (2013). Beyond the methods course: Using exploratory practice for graduate student teacher development. In: H. W. Allen & H. Maxim (Eds.), Educating the future foreign language professoriate for the 21st century (pp. 107-27). AAUSC Issues in Language Program Direction. Boston: Heinle.
Melin, C., Chavez, M., Crane, C., Levine, G., & Lovik, T. (2008). The language program director in curricular and departmental reform. Profession, 240-54.
Byrnes, H., Crane, C., Maxim, H., & Sprang, K. A. (2006). Taking text to task: Issues and choices in curriculum construction. ITL - International Journal of Applied Linguistics, 152, 85-110.
Crane, C. (2006). Modeling a genre-based foreign language curriculum: Staging advanced learning. In: Heidi Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 227-45). London: Continuum.
Crane, C., Liamkina, O., & Ryshina-Pankova, M. (2004). Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory. In: Heidi Byrnes and Hiram Maxim (Eds.), Advanced foreign language learning: A challenge to college programs (pp. 150-76). Boston: Heinle.
Byrnes, H., Crane, C., & Sprang, K. A. (2002). Nonnative teachers teaching at the advanced level: Challenges and opportunities. ADFL Bulletin, 33(3), 25-34.
Invited Talks (Selection)
“Tracking transformative learning across a collegiate foreign language curriculum,” invited talk at the ACTFL-Middlebury Research Forum in Middlebury, VT on June 25, 2019.
“Shifting perspectives in language teacher education: Transformative learning theory for L2 learning and teaching,” Plenary for the 11th International Conference on Language Teacher Education in Minneapolis, MI on May 31, 2019.
"The role of genre knowledge in evaluating source-based creative writing in the L2," invited talk for Brown University's Symposium "Genre-Based Language Pedagogies. Concepts and Practice," Sponsored by the Consortium for Teaching and Learning in Providence, RI on May 7, 2016.
Conference Presentations (Selection)
"Making meaning in beginning L2 narratives: A look at temporal-spatial circumstantial meaning," with Michael Malloy (Duke University) at the annual American Association of Teachers of German (AATG)/American Council on the Teaching of Foreign Languages (ACTFL) conference in New Orleans, LA on November 20-22, 2020. (virtual)
“Transformative learning in French and German sociolinguistics courses,” with Brian Barnett (University of Minnesota) at the annual ACTFL conference in Washington, DC. in November 2019.
“Puzzling about puzzling: Researching our classrooms through exploratory practice,” with Melissa Simmermeyer (Duke University) at the annual fall Foreign Language Association of North Carolina (FLANC) conference in Winston-Salem, NC. in October 2019.
"Tracking transformative learning across a collegiate FL curriculum,” at the American Association for Applied Linguistics (AAAL) in Atlanta, GA on March 12, 2019.
“Understanding classroom life through exploratory practice,” with Melanie Mello (Chandler High School) and Kristina Schoen (University of Texas at Austin) at the annual AATG/ACTFL conference in New Orleans, LA on November 17, 2018.
“Puzzling for professional development: An introduction to exploratory practice,” at the annual fall FLANC conference in Durham, NC on October 20, 1018.
“Fostering visual literacy in the FL classroom through illustrated children’s stories,” at the annual AATG/ACTFL conference in Nashville, TN on November 18, 2017.
“Language and student success: Identifying ways to explain outcomes in the IHE context,” symposium with Meg Malone (ACTFL), Fernando Rubio (University of Utah), and Sylvia Peart (USNA) at the Consortium on Useful Assessment in Language and Humanities Education (CUALHE) at Emory University in Atlanta, GA on October 29, 2017.
"Student strategies and perceptions of L2 vocabulary acquisition using the German Frame-Semantic Online Lexicon (G-FOL)," with Alex Lorenz, John Benjamin, and Hans Boas (UT-Austin) at the Germanic Linguistics Annual Conference (GLAC) in Austin, TX on April 21, 2017.
"Playing the part: Disorienting dilemmas in teaching about Texas German-Comanche history," with Matthias Fingerhuth (UT-Austin) at the symposium "Diversity, Decolonialization, and the German Curriculum" in Asheville, NC on March 3, 2017.
“What a graduate seminar on language program coordination can tell us about our field,” as part of the panel Understanding the work of language program coordination: Models for preparing future FL program directors, at the 10th International Conference on Language Teacher Education in Los Angeles, CA on February 3, 2017.
"An introduction to systemic functional linguistics for language instruction," with Marianna Ryshina-Pankova (Georgetown University) at the annual ACTFL/AATG conference in Boston, MA on November 18, 2016.
“An SFL-based model for assessing L2 narrative writing,” paper for colloquium “Narrative analysis for L2 literacy development: A systemic functional approach" (co-organized with Marianna Ryshina-Pankova) at AAAL in Orlando, FL on April 9-12, 2016.
“Analyzing the discourse of interpretive tasks for the AP German Exam,” at the Central States Conference on the Teaching of Foreign Languages in Columbus, OH, March 10-12, 2016.
Pedagogical Workshops (Selection)
"Working towards perspective transformation: Fostering critical reflection in the language classroom," invited workshop for the Symposium on Language Pedagogy in Higher Education in Urbana, IL on October 2, 2020. (virtual)
“Differentiated language teacher education: Supporting novice and experienced teachers” (with Heather Willis Allen, University of Wisconsin-Madison), invited two-hour pre-conference workshop at the 11th International Conference on Language Teacher Education in Minneapolis, MI on May 30, 2019.
“A transformative learning approach: Supporting reflection across collegiate foreign language curricula” (with Mike Sosulski, Wofford College), four-hour invited workshop for the Emory College Language Center at Emory University in Atlanta, GA on April 20, 2018.
"Trainerseminar - Exploratorische Praxis," invited 2.5-day "Trainerseminar" workshop at the Goethe-Institut Chicago, IL on September 29-31, 2017.
“Sustainable reflective teaching: A teacher workshop on exploratory practice,” invited three-hour workshop for the Emory College Language Center at Emory University in Atlanta, GA on September 14, 2017.
"Staging, supporting, and evaluating structured reflection: From course to curriculum," invited two-hour workshop for the Language Educator Symposium "Developing Intercultural Competence in Language Education" at the University of Pennsylvania in Philadelphia, PA on December 10, 2016.
Conference Sessions Organized (Selection)
“Fully Inclusive Practitioner Research Network” Symposium for the World Congress of Applied Linguistics (sponsored by the International Association of Applied Linguistics, AILA). Co-convener with Judith Hanks, Assia Slimani-Rolls, and Inés Miller. In Groningen, Netherlands (virtual) in August 2021 (originally scheduled for 2020).
“Understanding the work of language program coordination: Models for preparing future FL program directors,” panel organizer for the 10th International Conference on Language Teacher Education in Los Angeles, CA on February 2, 2017.
“Student learning through literature in second language contexts,” presider/organizer of panel for the Modern Language Association (MLA) in Austin, TX on January 9, 2016.
- Duke Intellectual Community Planning Grant, “Transformative learning: A shared intellectual interest across the university," 2019 (co-convener with: Deb Reisinger and Joan Clifford)
- David L. Paletz Innovative Course Enhancement Grant, Duke University, “Developing visual literacy in the German language curriculum," 2017
- ACTFL Research Priorities Phase III Grant, "Structured Reflection for Transformative Learning: A Foreign Language Curricular Perspective," 2014
- College Research Fellowship, College of Liberal Arts at the University of Texas-Austin, "Structured Reflection for Transformative Learning: A Foreign Language Curricular Perspective," 2014
- Summer Research Assignment, College of Liberal Arts at the University of Texas-Austin, 2013
Awards, Honors, and Recognitions
- ACTFL/Middlebury Research Forum 2019 and 2020 Scholar. Invited scholar for inaugural research retreat for second language researchers and educational linguists, summer 2019 (in-person), summer 2020 (virtual)
- Faculty Research Partner for Duke's Learning Innovation, AY 2019-2020
- Academic Professional Award in the College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 2009-2010
Courses Taught: Duke University (2017-2021)
- German 101: Elementary German I
- German 102: Elementary German II
- German 203: Intermediate German I
- German 358: Sociolinguistic Landscapes: German Language, Society, and Identity
- German 700: Foreign Language Pedagogy: Theories and Practice
Courses Taught: University of Texas at Austin (2012-2017)
- German 506: Beginning German I
- German 328: Advanced German Grammar (content-based course on “contemporary youth culture”)
- German 347L: Language and Society in the German-Speaking Countries
- German 380C: German for Graduate Students in Other Courses
- German 397P: Second Language Writing: Theory, Research and Pedagogy (graduate seminar)
- German 397P: Language Program Coordination (graduate seminar)
- German 398T: Supervised Teaching in German (graduate seminar)
- German 385: Systemic Functional Linguistics (graduate-level independent study, "conference course")
- German 385: Multi-modality (graduate-level independent study, "conference course")
Courses Taught: University of Illinois at Urbana-Champaign (2004-2012)
- German 101: Beginning German I
- German 102: Beginning German II
- German 103: Intermediate German I
- German 104: Intermediate German II (content-based course on "Austria")
- German 212: German Conversation and Writing II
- German 321: German Economics
- German 331: Introduction to German Literature
- German 465: Linguistic Structures of German
- German 199: Introduction to Systemic Functional Linguistics (2-credit undergraduate independent study)
- German 582: Theories and Methods of German Language Teaching (graduate seminar)
- German 593: Issues in Study Abroad Research (graduate-level independent study)
- German 588: Second Language Writing: Theory, Research and Pedagogy (graduate seminar)
Membership in Professional Organizations
- American Association for Applied Linguistics (AAAL)
- American Association of Teachers of German (AATG)
- American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs (AAUSC)
- American Council on the Teaching of Foreign Languages (ACTFL)
- Modern Language Association (MLA)
Service in Professional Organizations (Selection)
- Editorial Board Member (2021-present), Korean Language in America
- Editorial Advisory Board Member (2020-present), Die Unterrichtspraxis/Teaching German
- Editorial Board Member (2020-present), Second Language Research and Practice
- Editorial Board Member (2015-present), Foreign Languages & the Literary in the Everyday (FLLITE) Project
- Member-at-Large, Research and Assessment Committee (2015-2019, 2021-present), American Council on the Teaching of Foreign Languages (ACTFL)
- Editorial Board Member (2016-2019), American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs (AAUSC) Volume Series
- AP German Language and Culture Exam Development Committee (2013-2015), College Board
- AP German Language and Culture Exam Standard Setting Committee (2012, 2013), College Board
- German Section Head (2011-2013) of the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs (AAUSC)
- Secretary (2008-2010) and President (2010-2012) of the Southern Illinois Chapter of the American Association of Teachers of German
Last updated on August 16, 2021