Department of Germanic Studies

Corinne Crane


Assistant ProfessorPh.D., Georgetown University

Corinne Crane

Contact

  • Phone: 512-471-1358
  • Office: BUR 372
  • Office Hours: Mondays (3-4 p.m.) and Wednesdays (12:30-1:30 p.m.)

Interests


Foreign language pedagogy; curriculum development; second language writing; systemic functional linguistics; language teacher education; reflective teaching and learning

Biography


I am Assistant Professor in the Department of Germanic Studies and affiliated member of the Graduate Program in Foreign Language Education (College of Education) at the University of Texas at Austin, where I teach German, applied linguistics, and foreign language pedagogy as well as coordinate the lower-division undergraduate German program. I received my MA in Germanic Languages and Literatures from the University of Pennsylvania and my PhD in German from Georgetown University (Dissertation: Evaluative Choice in Advanced Second Language Writing of German: A Genre Perspective). Before coming to UT-Austin, I served as the German Language Program Director at the University of Illinois at Urbana-Champaign (2004-2012).

My scholarship is driven by a desire to gain deeper understanding of the needs of second language (L2) learners across all stages of their linguistic development and to improve instruction and students' learning experiences. As such, my research is closely aligned with my curriculum development and teacher mentoring work. Since joining the Department of Germanic Studies at UT in 2012, my research has focused on L2 writing, graduate student teacher education, and reflective teaching and learning (especially ‘Exploratory Practice’). Together with colleague Dr. Marianna Ryshina-Pankova from Georgetown University, I am currently working on a book-length manuscript on systemic functional linguistic approaches to narrative in foreign language writing (De Gruyter). A second research project of mine involves a cross-sectional, qualitative study on structured reflection among L2 learners and teachers from beginning to low-advanced foreign language instruction. In 2014, I received an ACTFL Research Priorities (Phase III) Grant to support this research, which draws on transformative learning theory to understand perspective-shifting in language learning.

My recent professional service includes: a three-year appointment as German Section Head on the AAUSC Executive Board (2011-2014); two years on the AP German Language and Culture Exam Development Committee (2013-2015); and Member-at-Large of ACTFL’s Research and Assessment Committee (2015-present).

Courses


GER 397P • Language Progm Coordination

37290 • Spring 2016
Meets M 400pm-700pm BUR 232

Course Description:

Language Program Directors (LPDs) tend to wear a number of hats in collegiate ESL and FL programs and their job duties can vary from overseeing multiple sections of a particular course, an instructional level, or an entire language program. The skill set needed to administer a program varies, with expertise required in such interrelated areas as language pedagogy, course and materials development, testing and evaluation, and teacher mentoring. 

This graduate seminar introduces students to best practices in foreign and second language teacher supervision and program coordination, and focuses on preparing students to take on two key responsibilities considered central to successful language program coordination: (1) language teacher education, and (2) program development. Specific themes to be explored in the seminar within these overarching themes include: the nature of language teacher development; the foreign/second language teaching “methods” course; teacher supervision and evaluation, including classroom observation; supporting ongoing teacher development; curriculum and course development; the role of technology in language instruction and course development; language placement and articulation; language program evaluation; marketing language programs; program administration and people management; and professional development for LPDs

Throughout the course, students will additionally become familiar with sociopolitical and institutional factors that impact the professional lives of language program coordinators.

Prerequisite: GER 398T or comparable collegiate FL/ESL teaching methods course

 

Grading:

10%           Class participation

15%           Weekly “problem sets” (representing common coordination challenges)  

30%           3 short essays (synthesis/reflection of course content on language teacher education; synthesis/reflection of course content on program development; coordination philosophy)

20%           2 written reports of interviews with current language program coordinators related to course themes 

25%           Annotated bibliography (min. 10 works) with literature review on chosen topic

The seminar will be conducted in English with most reading materials available in ­­­­­electronic form via the Canvas course website.

 

Course Readings:

Required text: Lord, G. (2014). Language program direction. Theory and practice. Upper Saddle River, NJ: Pearson Education.

Additional readings (i.e., book chapters and journal article) can be accessed through the course’s Canvas site.

GER 506 • First-Year German I

37045 • Fall 2015
Meets MW 200pm-300pm JES A305A

Course Description

German 506, a first semester German course, assumes no prior knowledge of German. (Note: If you have prior knowledge of German, you must take a placement test before taking classes at UT.) German 506 introduces students to the language and culture of the modern German-speaking world. Every effort is made to present opportunities to use the language: for self-expression in everyday situations, for basic survival needs in German-speaking language communities, and for personal enjoyment. To this aim, lessons center on linguistic, communicative, and cultural goals.

The functional communicative approach that we take in this course—and in the larger German program at UT—focuses on learning to use basic German language forms, i.e., grammar and vocabulary, in meaningful contexts in a variety of real-life situations and across spoken and written genres. To help students develop their ability to communicate effectively in German, they are expected to come prepared for class, use German, and actively participate in pair and group activities. Students should expect to spend two hours studying for each class period in order to keep up with the pace of the class. 

 

Required Texts:

  1. Course textbook: Christine Anton, Tobias Barske, Jane Grabowski, & Megan McKinstry (2014). Sag mal. An Introduction to German Language and Culture. Vista Higher Learning.
  2. Sag mal Basic Supersite
  3. Sag mal WebSAM (Student Activities Manual)

 

Grading Policy

Students’ progress in the class will be assessed during the semester across the following categories:

1  Class participation assessed weekly (10%)

2  Homework (15%)

3  Short writing tasks with multiple drafts (15%)

4  Chapter tests (25%)

5  Structured reflections on learning experiences (5%)

6  Regular quizzes (10%)

7  Short collaborative video project (10%)

8  Final oral exam done in pairs (10%)

 

Opportunities for extra credit are available. There are no incompletes given in German 506. A grade of C or better is required to enroll in German 507 (i.e., a C- is not a passing grade).

GER 398T • Supervised Teaching In German

38320 • Fall 2014
Meets M 400pm-530pm BUR 232

German 398T will provide graduate students with foundational knowledge for teaching German within a college-level U.S. educational context. The course is designed to support graduate student teachers who have not yet taught a foreign language before, as well as those who come to UT with previous teaching experience.

 

Course Goals and Objectives:

An important objective of the seminar is for graduate students to develop their ability to make informed decisions in current and future instructional contexts. To this end, participation in the course will allow students to:

  • become acquainted with leading language and language learning theories and consider their relationship to pedagogy
  • understand the needs adult, L2 teaching contexts and learners require
  • develop an understanding of the trajectory of language learning, including different instructional levels
  • consider what learner and teacher roles look like
  • understand the role of methodology in teaching and learning
  • become familiar with the institutional and curricular contexts within which teaching and learning take place
  • foster reflective teaching practices

Importantly, the course seeks to also socialize graduate students as language professionals, as they begin to develop a critical understanding of the scholarly and professional debates that relate to college teaching in foreign language departments in the United States.

 

Course Structure:

The course is structured in three phases:

Phase 1:  During the summer, participants will work with eight modules of the website “Foreign Language Teaching Methods” (www.coerll.utexas.edu/methods/) that introduces learners to such topics as: Speaking, Writing, Listening, Reading, Vocabulary, Grammar, Pragmatics, Assessment. (NB: Selection of these modules may change for the fall 2013 semester.)

Phase 2:  During a workshop before the beginning of the semester, students will discuss the content of the eight modules and design and critique teaching materials based on the principles introduced in the modules.

Phase 3:  During the fall semester, class will meet weekly for 1.5 hours. Students will prepare for class by reading selected articles from a number of interrelated fields (e.g., applied linguistics, language pedagogy, and education). In pairs, they will conduct classroom observations pertaining to instructional levels within the department’s undergraduate curriculum in order to develop a sense of different language learning profiles and consider language acquisition within a larger curricular framework. Additionally, students will create a reflective teaching portfolio (“Exploratory Practice”) in order to explore individual ‘puzzles’ about teaching and learning.

Finally, students will begin developing documents for their own teaching portfolios (i.e., a teaching/learning philosophy statement and lesson plans/materials development), building on work from all three phases.

 

Materials

“Foreign Language Teaching Methods” (http://www.coerll.utexas.edu/methods/)

Articles and chapters will be announced at the beginning of the semester made available via a course website throughout the semester.

 

Grading

25%                 Class participation (on-line and in-class)                  

20%                 Class observations

30%                 Teaching portfolio (instructional materials and teaching philosophy)

25%                 Reflective teaching (“Exploratory Practice”) portfolio

GER 328 • Advanced German Grammar

38390 • Spring 2014
Meets MWF 100pm-200pm GEA 114

Course Description:
German 328 is designed to help you refine your command and understanding of German grammar.  The course focuses primarily on formal accuracy, but class activities will include communicative applications of grammatical points.  German 328 is not a course in composition, conversation, or stylistics, although there are elements of such courses in German 328.  (The department offers other courses dedicated to these topics.)  You must have completed second year German here at UT or have earned credit for second year German through a placement exam, AP exam, or transfer credit to enroll in German 328.

Texts/Readings:

-Frank E. Donahue, Deutsche Wiederholungsgrammatik (required)
-A German-English dictionary of your choice

Grading/Requirements:
Tests (4 x 20%):     80%
Participation:         20%

Tests:
Four tests will be given over the course of the semester.  Tests typically cover four or more chapters of the textbook and consist of items similar to those on the homework assignments and in-class exercises.  Each test is worth 20% of your semester grade. Because the tests are increasingly cumulative, there is no final exam in this class.

Participation:

Participation includes attendance, asking questions, answering questions, and taking part in class discussions.  Attendance is crucial.  Unexcused absences will result in poor grades for participation!  Please notify the instructor as soon as possible if it is necessary for you to be absent from class.  In accordance with UT policy, you may be excused from class to participate in religious observances and official obligations like club or varsity sports.  In such cases, written documentation must be presented to the instructor at least one week before the absence takes place.

GER 398T • Supervised Teaching In German

38590 • Fall 2013
Meets M 400pm-530pm BUR 232

German 398T will provide graduate students with foundational knowledge for teaching German within a college-level U.S. educational context. The course is designed to support graduate student teachers who have not yet taught a foreign language before, as well as those who come to UT with previous teaching experience.

 

Course Goals and Objectives:

An important objective of the seminar is for graduate students to develop their ability to make informed decisions in current and future instructional contexts. To this end, participation in the course will allow students to:

  • become acquainted with leading language and language learning theories and consider their relationship to pedagogy
  • understand the needs adult, L2 teaching contexts and learners require
  • develop an understanding of the trajectory of language learning, including different instructional levels
  • consider what learner and teacher roles look like
  • understand the role of methodology in teaching and learning
  • become familiar with the institutional and curricular contexts within which teaching and learning take place
  • foster reflective teaching practices

Importantly, the course seeks to also socialize graduate students as language professionals, as they begin to develop a critical understanding of the scholarly and professional debates that relate to college teaching in foreign language departments in the United States.

 

Course Structure:

The course is structured in three phases:

Phase 1:  During the summer, participants will work with eight modules of the website “Foreign Language Teaching Methods” (www.coerll.utexas.edu/methods/) that introduces learners to such topics as: Speaking, Writing, Listening, Reading, Vocabulary, Grammar, Pragmatics, Assessment. (NB: Selection of these modules may change for the fall 2013 semester.)

Phase 2:  During a workshop before the beginning of the semester, students will discuss the content of the eight modules and design and critique teaching materials based on the principles introduced in the modules.

Phase 3:  During the fall semester, class will meet weekly for 1.5 hours. Students will prepare for class by reading selected articles from a number of interrelated fields (e.g., applied linguistics, language pedagogy, and education). In pairs, they will conduct classroom observations pertaining to instructional levels within the department’s undergraduate curriculum in order to develop a sense of different language learning profiles and consider language acquisition within a larger curricular framework. Additionally, students will create a reflective teaching portfolio (“Exploratory Practice”) in order to explore individual ‘puzzles’ about teaching and learning.

Finally, students will begin developing documents for their own teaching portfolios (i.e., a teaching/learning philosophy statement and lesson plans/materials development), building on work from all three phases.

 

Materials

“Foreign Language Teaching Methods” (http://www.coerll.utexas.edu/methods/)

Articles and chapters will be announced at the beginning of the semester made available via a course website throughout the semester.

 

Grading

25%                 Class participation (on-line and in-class)                  

20%                 Class observations

30%                 Teaching portfolio (instructional materials and teaching philosophy)

25%                 Reflective teaching (“Exploratory Practice”) portfolio

GER 397P • Sec Lang Wrt: Theory/Res/Pedag

38175 • Spring 2013
Meets M 400pm-700pm BUR 234

This graduate seminar explores current issues in the field of second and foreign language writing research and teaching. Students will learn about different theoretical frameworks through which L2 writing and L2 writing development have been conceptualized, including those that examine writing as process, those that focus on the socio-cultural aspects that impact the development of literacy, and those that explore the linguistic dimensions of written texts. Issues in L2 writing pedagogy will be addressed throughout the course and will enter discussions on such topics as: writing strategies, text and task types typical for L2 writing contexts, the relationship of writing to other modalities (especially reading and speaking), error correction and feedback in writing, the role of technology in supporting L2 writing development, and writing assessment.

Readings

Readings for the course include books chapters and refereed journal articles. The following is a tentative and abbreviated list of works for the seminar:

Asención-Delaney, Y., & Collentine, J. (2011). A multidimensional analysis of a written L2 Spanish corpus. Applied Linguistics, 32(3), 299-322.

Barks, D., & Watts, P. (2001). Textual borrowing strategies for graduate-level ESL writers. In D. Belcher & A. Hirvela (Eds.), Linking literacies. Perspectives on L2 reading-writing connections (pp. 246-267). Ann Arbor, MI: University of Michigan Press.

Bloch, J. (2008). Blogging as a bridge between multiple forms of literacy: The use of blogs in an academic writing class. In D. Belcher & A. Hirvela (Eds.), The oral-literate connection. Perspectives on L2 speaking, writing, and other media interactions (pp. 288-309). Ann Arbor, MI: The University of Michigan Press.

Brown, N. A., Bown, J., & Eggett, D. L. (2009). Making rapid gains in second language writing: A case study of a third-year Russian language course. Foreign Language Annals, 42(3), 424-452.

Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94 (MLJ Monograph Series).

Charles, M. (2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6, 289-302.

Colombi, M. C. (2002). Academic language development in Latino students' writing in Spanish. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second language. Meaning with power (pp. 67-86). Mahwah, NJ: Lawrence Erlbaum.

Elbow, P. (1999). Research in defense of private writing: Consequences for theory and research. Written Communication, 16(2), 139-170.

Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59–84.

Ferris, D. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16, 165-193.

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing College Composition and Communication, 32(4), 365-387.

Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners. Journal of Language, Identity, and Education, 2005(4), 4.

Hood, S. (2004). Managing attitude in undergraduate academic writing: A focus on the introductions to research reports. In L. J. Ravelli & R. A. Ellis (Eds.), Analysing academic writing: Contextualized frameworks (pp. 24-44). New York, NY: Continuum.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.

Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722.

Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1-2), 1-20.

Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13, 7-27.

Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 30, 44-57.

Leki, I. (1991). Twenty-five years of contrastive rhetoric: Text analysis and writing pedagogies. TESOL Quarterly, 25(1), 123-143.

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18, 30-43.

Manchón, R. M., Roca de Larios, J., & Murphy, L. (2009). The temporal dimension and problem-solving nature of foreign language composing processes. Implications for theory. In R. M. Manchón (Ed.), Writing in foreign language contexts. Learning, teaching, and research (pp. 102-129). Tonawanda, NY: Multilingual Matters.

O'Sullivan, Í., & Chambers, A. (2006). Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15, 49-68.

Prior, P. (1995). Redefining the task:  An ethnographic examination of writing and response in graduate seminars. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 47-82). Norwood, NJ: Ablex.

Ryshina-Pankova, M. (2011). Developmental changes in the use of interactional resources: Persuading the reader in FL book reviews. Journal of Second Language Writing, 20, 243-256.

Shaw, P., & Liu, E. T.-K. (1998). What develops in the development of second-language writing? Applied Linguistics, 19(2), 225-254.

Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14(1), 3-62.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 153-173.

Thompson, G. (2001). Interaction in academic writing: Learning to argue with the reader. Applied Linguistics, 22(1), 58-78.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.

Way, D. P., Joiner, E. G., & Seaman, M. A. (2000). Writing in the secondary foreign language classroom: The effects of prompts and tasks on novice learners of French. Modern Language Journal, 84(2), 171-184.

Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16, 194-209.

Grading

10%     Class participation                                                                                         

15%     3 Response papers to course readings                                                           

25%     3 Reflective journals:                                                                         

                Literacy autobiography, L2 learning and teaching, and course reflection

25%     Project #1: Literature review with presentation                                

25%     Project #2: Choice of one of the following:                                       

               Book review, research study proposal, or writing workshop

GER 328 • Advanced German Grammar

38010 • Fall 2012
Meets TTH 1230pm-200pm BUR 337

Course Description:
German 328 is designed to help you refine your command and understanding of German grammar.  The course focuses primarily on formal accuracy, but class activities will include communicative applications of grammatical points.  German 328 is not a course in composition, conversation, or stylistics, although there are elements of such courses in German 328.  (The department offers other courses dedicated to these topics.)  You must have completed second year German here at UT or have earned credit for second year German through a placement exam, AP exam, or transfer credit to enroll in German 328.

Texts/Readings:

-Frank E. Donahue, Deutsche Wiederholungsgrammatik (required)
-A German-English dictionary of your choice

Grading/Requirements:
Tests (4 x 20%):     80%
Participation:         20%

Tests:
Four tests will be given over the course of the semester.  Tests typically cover four or more chapters of the textbook and consist of items similar to those on the homework assignments and in-class exercises.  Each test is worth 20% of your semester grade. Because the tests are increasingly cumulative, there is no final exam in this class.

Participation:

Participation includes attendance, asking questions, answering questions, and taking part in class discussions.  Attendance is crucial.  Unexcused absences will result in poor grades for participation!  Please notify the instructor as soon as possible if it is necessary for you to be absent from class.  In accordance with UT policy, you may be excused from class to participate in religious observances and official obligations like club or varsity sports.  In such cases, written documentation must be presented to the instructor at least one week before the absence takes place.

Curriculum Vitae


Profile Pages


External Links