RETURN TO:Renate A. Schulz, Ph.D.

RENATE A. SCHULZ

CURRICULUM VITAE

PRESENT POSITION

Professor of German Studies and Faculty Member of the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT), University of Arizona

EDUCATION

· B.S. with majors in French and German, Mankato State College, Minnesota (1962). Graduated "with honors".

· M.A. in German, Minor in Applied Linguistics, University of Colorado (1967).

· Ph.D. in Foreign Language Education, Minor in French, Ohio State University (1974).

Dissertation: "Discrete-Point vs. Simulated Communication Testing: A Study of the Effect of Two Methods of Testing on the Development of Communicative Proficiency in Beginning College French Classes" (Advisor: Professor Edward D. Allen).

TEACHING AND ADMINISTRATIVE POSITIONS

1. Full-Time Teaching and Administrative Positions

· 1963-1965 Education Officer, Ife Grammar School, Ife Ezinihitte, E. Nigeria (U.S. Peace Corps)

· 1970-1971 Instructor, Model Laboratory School Eastern Kentucky University, Richmond, teaching secondary French

· 1974-1976 Assistant Professor, Otterbein College, Westerville, OH,

· 1976-1977 Assistant Professor, State University of New York, College at Buffalo

· 1977-1979 Assistant Professor, University of Arkansas, Fayetteville, Coordinator, Elementary German Program

· 1979-1982 Associate Professor (with tenure), University of Arkansas

· 1982-present Professor of German Studies, University of Arizona (with tenure)

· 1984-1985 Acting Head, Department of German, University of Arizona

· 1985-1990 Head, Department of German, University of Arizona

· 1994-1996 Chair, Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT), University of Arizona

· Spring 2001, Acting Head, Department of German Studies, University of Arizona

2. Invited Visiting Positions

· 1974, 1975, 1976, 1978 (Summers) Visiting Lecturer, Indiana University, Bloomington, coordinating workshops for inservice teachers on the teaching of culture, literature, communication skills, program development, and testing (NEH funded)

· 1979 (Summer) Visiting Lecturer, Instituto de Filologia Hispanica, Saltillo, Coah, Mexico, teaching Methods for EFL teachers

· 1980, 1981, 1984, 1985 (Summers) Visiting Professor, Purdue University, West Lafayette, IN, Institute for Foreign Language Teachers (NEH funded)

· 1980, 1981 (Summers) Visiting Professor, Calvin College, Grand Rapids, MI, directing workshop for in service teachers on "Teaching Culture and Communication"

· 1981, 1982 Visiting Associate Professor, University of Arizona, Coordinator of German Basic Language Program

· 1987, 1995 (Summers) Visiting Professor, German Summer School in Taos, University of New Mexico, short courses on "Das Leseverstandnis im Fremdsprachenunterricht," and "Content Based Instruction anhand von Jugendliteratur"

· 1990,1991 Distinguished Visiting Professor, U.S. Air Force Academy, Colorado Springs, CO, teaching French, German and conducting teacher inservice development (all languages)

· 1996 (March) Visiting Professor, Department of Spanish and Portuguese, Brigham Young University, Provo, UT, short course on Current Issues in Foreign Language Learning and Teaching

· 2000 (Spring Semester) Visiting Professor, Departamento de Lenguas, Universidad de las Américas, Puebla, Mexico, teaching German language and methods of foreign language teaching

HONORS, GRANTS, AND AWARDS

1. International

· J. William Fulbright Fellowship to participate in Summer Seminar on Landeskunde, June/July 1982, Bonn and Berlin, Federal Republic of Germany.

· Selected for participation in three-week seminar “Berlin 1984: Leben im Spannungsfeld der deutsch-deutschen Beziehungen,” Berlin, F.R.G., November/December 1984 (funded by Goethe Institute).

· Invited to participate in International Conference on Cultural Bias in Language Textbooks, Braunschweig, F.R.G., July 1985 (funded by the United States National Committee of the International Institute of Communications, Inc., and the Georg-Eckert-Institut).

· Selected as one of three Americans to participate in a week-long International Textbook Authors' Symposium, Schwerin, October 1985; Gera, September 1987; and Köthen, September 1989, German Democratic Republic (funded partially by the Committee for Language Instruction in the German Democratic Republic).

· Selected for participation in ten-day seminar “Erlebte Literatur,” Berlin, F.R.G., July 1986 (partially funded by Goethe Institute).

· Selected for participation in three-week institute on “Erlebte Landeskunde,” Studienhaus Wiesneck b. Freiburg, F.R.G., June-July 1988 (partially funded by Goethe Institute).

· Awarded Verdienstkreuz erster Klasse (Order of Merit First Class [highest civilian award]) by the President of the Federal Republic of Germany, May 1990.

· J. William Fulbright Fellowship to teach and conduct research in Colombia, South America, spring semester 1997.

2. National

· NDEA Academic-Year Fellowship, University of Colorado, 1962-63.

· Outstanding Young Women of America Award, 1976.

· Awarded grant from the National Endowment for the Humanities to conduct "A Survey of Successful Undergraduate Foreign Language Programs in U.S. Institutions of Higher Education,” 1977 ($20,837).

· Selected by Editorial Board of Modern Language Journal of "Literature and Readability: Bridging the Gap in Foreign Language Reading" as one of three best articles published in the Modern Language Journal during 1981.

· Selected for participation in ACTFL/ETS Oral Proficiency Testing Workshop, Washington, DC, February 1983 (funded by U.S. Department of Education).

· Stephen A. Freeman Award for best published article on teaching techniques published in 1983 for “From Word to Meaning: Foreign Language Reading Instruction after the Elementary Course.” Modern Language Journal, 67 (1983), pp. 127-34. Awarded by the Northeast Conference on the Teaching of Foreign Languages, New York, 1984.

· Awarded Certificate of Merit for Outstanding Achievement in Furthering the Teaching of German in U.S. Schools by the American Association of Teachers of German and the Goethe Institute, New York, November 1985.

· Elected Vice President/President Elect, American Association of Teachers of German, 1988-1991.

· Awarded $24,000 from the American Association of Teachers of German to support participation of U.S. German Teachers in 1989 LSA/MLA Summer Institute.

· Invited to serve as Visiting Distinguished Professor at the U.S. Air Force Academy in Colorado Springs. CO for the academic year 1990-91.

· ACTFL's Florence Steiner Award for Leadership in Foreign Language Education, San Antonio, TX, November 1993.

· ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Education, Salt Lake City, UT, November 2002.

· Best Article Award for the 2002 Volume of Die Unterrichtspraxis/Teaching German for “Hilft es die Regel zu wissen um sie anzuwenden? Das Verhältnis von metalinguistischem Bewusstsein und grammatischer Kompetenz in DaF.” Awarded by the American Association of Teachers of German, Philadelphia, PA, November 2003.

3. Regional/Local

· Creative Teaching Award, University of Arizona Foundation, October 1984.

· Awarded $33,557 in EESA funds from Arizona Board of Regents to support participation of Arizona foreign language teachers in 1989 LSA/MLA Summer Institute.

· "Outstanding Service to Foreign Language Education Award” from the Arizona Foreign Language Association, Tempe, AZ, 1989.

PUBLICATIONS AND RESEARCH

1. Books, Monographs, and Published Instructional Materials:

· The Newspaper: French Mini-Culture Unit. Skokie, IL: National Textbook Co., 1976. 2nd ed., 1977, The Newspaper: A Reflection of Life-Styles in the French-Speaking World. 32pp.

· Lesen, Lachen, Lernen. New York: Holt, Rinehart and Winston, 1978 (lead author with Roswitha Burkey, Ursula Vogel, and Michael Morris). 244 pp. Revised 2nd. edition, 1982.

· Survey of Successful Undergraduate Foreign Language Programs in U.S. Institutions of Higher Education (Final Report on Grant No. EH-27125-77-67). Washington, DC: The National Endowment for the Humanities, 1978. 184 pp. Available in ERIC ED 159 924, March 1978.

· Options for Undergraduate Foreign Language Programs: Four-Year and Two-Year Colleges. New York: Modern Language Association of America, 1979. 97 pp.

· Intensive Foreign Language Courses. Language in Education: Theory and Practice, 18. Arlington, VA: Center for Applied Linguistics, 1979 (70%, with David P. Benseler). 55 pp.

· Aktuelle Themen. New York: Holt, Rinehart and Winston, 1987 (40%, with Richard C. Helt and David J. Woloshin). 269 pp.

· Im Kontext: Lesebuch zur Landeskunde. Ft. Worth, TX: Holt, Rinehart and Winston, 1990 (50% with Suzanne Shipley Toliver). 313 pp.

2. Edited Books and Journals:

· Die Unterrichtspraxis. 1980-1985; two issues per year, total of 1,812 pp.

· The Culture Revolution in Foreign Language Teaching. Skokie, IL: National Textbook Co., 1975 (co-editors, Robert C. Lafayette and Howard B. Altmann). 155 pp.

· Teaching for Communication in the Foreign Language Classroom. Skokie, IL: National Textbook Co., 1976. 131 pp.

· Personalizing Foreign Language Instruction: Learning Styles and Teaching Options. Skokie, IL: National Textbook Co., 1977. 148 pp.

· Teaching the Basics in the Foreign Language Classroom: Options and Strategies. Skokie, IL: National Textbook Co.,1979 (co-editors, David P. Benseler and W. Flint Smith). 132 pp.

· Alles Gute! Basic German for Communication. New York: Random House, 1982 (authors: John Crean and Jeanine Briggs).

3. Chapters in Books:

· "Evaluating Cultural Learning." The Culture Revolution. Ed. Robert C. Lafayette. Skokie, IL: National Textbook Co., 1975 (50%, with Robert C. Lafayette), pp. 104-108.

· "Free to Communicate." Perspective: A New Freedom. Ed. Gilbert A. Jarvis. Skokie, IL: National Textbook Co., 1975 (50%, with Walter H. Bartz), pp. 47-92.

· "Methodological Trends in College Foreign Language Instruction: A Report." President's Commission on Foreign Language and International Studies: Background Papers and Studies. Washington, DC: U.S. Government Printing Office, 1979 (50%, with David P. Benseler), pp. 59-70; rpt. Modern Language Journal, 64 (1980), pp. 88-96.

· "Literature and Readability: Bridging the Gap in Foreign Language Reading." Lesen in der Fremdsprache. Munich/New York: Goethe-Institute, 1981, pp. 226-54: rpt. Modern Language Journal, 65 (1981), pp. 43-53.

· "T.A. Training and Supervision in the Department of Foreign Languages at the University of Arkansas." The Teaching Apprentice Program in Language and Literature. Ed. James V. Mirollo and Joseph Gibaldi. New York: Modern Language Association of America, 1981 (50%, with James F. Ford and Margaret Clark), pp. 35-39.

· "Effects of Two Methods of Testing on the Development of Communicative Proficiency in Foreign Language." New Yorker Werkstattgespräch 1980: Beziehungen zwischen Sprachrezeption und Sprachproduktion im Fremd-sprachenunterricht. Munich/New York: Goethe Institute, 1981, pp. 167-83.

· "Testing and Evaluation: Suggestions for a Model Program." Strategies for Development of Foreign Language and Literature Programs. Ed. Claire Gaudiani. New York: Modern Language Association of America, 1984, pp. 196-209.

· "Foreign Language Proficiency for the Real World: Wedding the Ideal to Reality." Applied Language Study: New Objectives, New Methods. Ed. John Joseph, Washington DC: University Press of America, 1984, pp. 3-l2.

· "Methods of Teaching German in the United States: A Historical Perspective." Teaching German in America: Prolegomena to a History. Eds. David P. Benseler, Walter F.W. Lohnes and Valters Nollendorfs. Monatshefte, Occasional Volume 7. Madison, WI: University of Wisconsin Press, 1988, pp.55-75.

· "Bridging the Gap between Teaching and Learning: A Critical Look at Foreign Language Textbooks." Challenges in the 1990s for College Foreign Language Programs. Ed. Sally Sieloff-Magnan. Boston, MA: Heinle & Heinle, 1991, pp. 167-81.

· “Communicative Language Testing: Problems and Opportunities.” Proceedings of the 1995 International Symposium on Language Teaching and Testing, Beijing-Xi’an. Eds. Fritz König, et al. Cedar Falls, IA: University of Northern Iowa, 1997), pp. 290-298.

· “Beer, Fast Cars, and…: Stereotypes Held by U.S. College-Level Students of German.” Stereotype im Fremdsprachenunterricht. Eds. Martin Löschmann and Magda Stroinska. Frankfurt: Peter Lang, 1998, pp. 109-117 (with Birgit M. Haerle) Reprinted from the Unterrichtspraxis, 28 (1995).

· “Focus on Form in the Foreign Language Classroom: Students’ and Teachers’ Views on Error Correction and the Role of Grammar.” Eds. Eva Alcón Soler and Victòria Codina Espurz. Current Issues in English Language Methodology. Castelló de la Plana: Publicacions de la Universitat Jaume I, 1998, pp. 49-76. Reprinted from Foreign Language Annals, 29 (1996).

· “German Teaching in the United States: Past, Present, and Future.” Ed. George F. Peters, Teaching German in America: Past Progress and Future Promise. Cherry Hill, NJ: AATG, 2002, pp. 3-18.

· “Second Language Acquisition Theories and Teaching Practice: How Do They Fit?” Ed. George F. Peters, Teaching German in America: Past Progress and Future Promise. Cherry Hill, NJ: AATG, 2002, pp. 321-338. Reprinted from the Modern Language Journal 75 (1991): 17-26 in slightly adapted form.

· “Pedagogical Issues in German Language Teaching: A Retrospective.” Ed. Peter Uwe Hohendahl. German Studies in the United States: A Historical Handbook. New York: MLA, 2003, pp. 191 – 211.

· “Teacher Development at the Beginning of the Twentieth Centure.” Ed. Peter Uwe Hohendahl. German Studies in the United States: A Historical Handbook. New York: MLA, 2003, pp. 119 – 124.

· “Statements von DaF-Fachexperten.” Ed. Dagmar Blei. Zur Fachgeschichte Deutsch als Fremdsprache. Frankfurt/Main: Peter Lang, 2003, pp. 193 – 197.

4. Articles:

(* = refereed journals)

· "Comparative Culture Study: An Approach through the Printed News Media." American Foreign Language Teacher, 4 (Summer 1974), pp. 11-13.

· "Approaches to the Testing of Communicative Competence." ERIC ED 107 108, April 1974 (with Walter H. Bartz).

· "Spirit of '76: Freedom to Communicate - The 1976 Central States Conference." Modern Language Journal, 60 (1976), pp. 278-82.*

· "Discrete-Point Versus Simulated Communication Testing in Foreign Languages." Modern Language Journal, 61 (1977), pp. 94-101.*

· "In the Know auf deutsch." Unterrichtspraxis, 10, I (1977), pp. 102-05.*

· "Many Learners - Many Styles: The 1977 Central States Conference." Modern Language Journal, 61 (1977), pp. 259-62.*

· "From Manipulation to Communication." The Forum, Journal of the Washington Association of Foreign Language Teachers (May 1977), pp. 8-18. Also available in ERIC: ED 150 866 (May 1977). A shorter version of this paper available in Getting Students Involved: Classroom Activities which Promote Communication. New York: ACTFL Materials Center, undated (with G. Ronald Freeman and Thomas H. Geno).

· "Back to Basics in the Foreign Language Classroom?" Foreign Language Annals, 11 (1978), pp. 647-55.*

· "Enrollment Growth at Four-Year Institutions." ADFL Bulletin, 8, iv (1978), pp. 23-28.*

· "Revitalizing the College German Curriculum." Schatzkammer, 5,(Fall 1979), pp. 1-13.*

· "Intensive Language Instruction: How and Where it Works." ADFL Bulletin, 11, ii (1979), pp. 27-41.*

· "Methodological Trends in College Foreign Language Instruction." Modern Language Journal, 64 (1980), pp. 88-96 (with David P. Benseler).*

· "T.A. Training, Supervision, and Evaluation in Graduate Foreign Language Departments: Report of a Survey." ADFL Bulletin, 12, I (1980), pp. 1-8.*

· "Literature and Readability: Bridging the Gap in Foreign Language Reading." Modern Language Journal, 65 (1981), pp. 43-53.* Reprinted in abbreviated form in English Teaching Forum, 20, No. 4 (1982), pp. 9-14.*

· "Searching for Life After Death: In the Aftermath of the President's Commission on Foreign Language and International Studies." ADFL Bulletin, 13 No. 1 (1981), pp. 1-6.*

· "Reaction to the Priority of Evaluation." Proceedings of the National Conference on Professional Priorities. Ed. Dale L. Lange. Hastings-on-Hudson, NY: ACTFL (1981), p. 94.

· "Standards of Training, Hiring, and Promotion of Foreign Language Supervisors and Coordinators." AAUSC Newsletter, 2, No. 1 (1982), pp. 1-10.

· "Testing in Post-Secondary Self-Paced Instructional Programs." Canadian Modern Language Review, 39 (1983), pp. 243-56.*

· "From Word to Meaning: Foreign Language Reading Instruction after the Elementary Course." Modern Language Journal, 67 (1983), pp. 127-34.* (Stephen A. Freeman Award for best article).

· "Language Acquisition and Syllabus Design: The Need for a Broad Perspective." ADFL Bulletin, 15, iii (1984), pp. 1-7.*

· "Second Language Reading Research: From Theory to Practice." Foreign Language Annals, 17 (1984), pp. 309-12.*

· "From Achievement to Proficiency through Classroom Instruction: Some Caveats." Hispania, 69 (1986), pp. 187-93.* Reprinted in Modern Language Journal, 70 (1986), pp. 373-79.*

· "The FRG and the U.S. as Portrayed in Foreign Language Textbooks: A Comparative Study." Unterrichtspraxis, 2O (l987), pp. 95-lOl.* Reprinted as "The U.S. and the Federal Republic: A Comparison of Foreign Language Textbooks." American Studies Newsletter, No. 5 (May 1988), pp. 4-8.

· "Proficiency-Based Foreign Language Requirements: A Plan for Action." ADFL-Bulletin, 19, I (1988), pp. 55-59.*

· "The Interactive Videodisc and Its Potential for Second Language Acquisition." Unterrichtspraxis, 21 (1988), 55-59.*

· "Second Language Acquisition Theories and Teaching Practice: How Do They Fit?" Modern Language Journal, 75 (1991), pp. 17-26.*

· "The AATG Professional Standards Project: Interim Report," AATG Infoblatt, Fall 1991, 3pp.

· "Professional Standards for Teachers of German: Recommendations of the AATG Task Force on Professional Standards," Unterrichtspraxis, 26 (1993), pp. 80-96 (co-author and editor).*

· "Profile of the Profession: Results of the 1992 AATG Membership Survey." Unterrichtspraxis, 26 (1993), pp. 226-252.*

· ”Beer, Fast Cars, and...: Stereotypes Held by U.S. College-Level Students of German.” Unterrichtspraxis, 28 (1995), pp. 29-39 (with Birgit M. Haerle).* Reprinted in Zeitschrift für den interkulturellen Fremdsprachenunterricht, 1, 1 (1996). Electronic Journal: http://www.ualberta.ca/~german/ejournal/ejournal.html.

· ”Focus on Form in the Foreign Language Classroom: Students’ and Teachers’ Views on Error Correction and the Role of Grammar.” Foreign Language Annals, 29, 3 (1996), pp. 343-364.*

· “Using Youth Literature in Content-Based German Instruction: Teaching the Holocaust.” Unterrichtspraxis, 31 (1998), pp. 138-153.*

· “Foreign Language Education in the United States: Trends and Challenges,” ERIC Review, 6 (Fall 1998). Commissioned paper by ERIC Clearinghouse on Languages and Linguistics, Washington, DC.

· “Foreign Language Instruction and Curriculum.” The Education Digest, 64, 7 (1999), pp. 29-37. (Reprint in abbreviated form of “Foreign Language Education in the United States: Trends and Challenges.”)

· “Learning Spanish as an Older Adult,” Hispania, 83, 1 (2000), pp. 107-119 (co-author, Phillip Elliott).*

· “Foreign Language Teacher Development: MLJ Perspectives—1916-1999.” Modern Language Journal, 84, 4 (2000), pp. 495-522.*

· “Cultural Differences in Student and Teacher Perceptions about the Role of Grammar Instruction and Corrective Feedback: USA-Colombia.” Modern Language Journal, 85, 2 (2001), pp. 244-258.*

· “Changing Perspectives in Foreign Language Education: Where Do We Come From? Where Are We Going?” Foreign Language Annals, 35, 3 (2002), pp. 285-306.*

· “Hilft es die Regel zu wissen um sie anzuwenden? Das Verhältnis von metalinguistischem Bewusstsein und grammatischer Kompetenz in DaF.” Die Unterrichtspraxis—Teaching German, 35, 1 (2002), pp. 15-24.*

· “The Quest for Professional Standards in Foreign/Second Language Teacher Development: A U.S. Perspective.” Submitted for publication to MEXTESOL Journal.

5. Refereed Electronic Publications

· “Der Fremdsprachenunterricht in den Vereinigten Staaten.” Zeitschrift für interkulturellen Fremdsprachenunterricht, 3, 3 (1999).*

URL: http://www.ualberta.ca/~german/ejournal/ejournal.html

6. Reviews:

· Kielikeskusuutisia: Special Issue on Teaching and Testing of Communicative Competence. No. 4 (1976). Ed. Viljo Kohonen and Liisa Nummermaa. Modern Language Journal, 62 (1978), p. 196.

· Reading in a Second Language: Hypotheses, Organization, and Practice. Ed. Ronald Mackay, Bruce Barkman, and R.R. Jordan (Rowley, MA: Newbury House l979). Modern Language Journal, 65 (l98l), pp. 105-06.

· Richard Bamberger and Erich Vanecek, Lesen-Verstehen-Lernen-Schreiben: Die Schwierigkeitsstufen von Texten in deutscher Sprache (Vienna: Jugend und Volk, l984). Die Unterrichtspraxis, l8 (l985), pp. 366-69.

· Bernd Kast, Jugendliteratur im kommunikativen Deutschunterricht (Berlin: Langenscheidt, l985). Modern Language Journal, 7l (l987), pp. 22l-22.

· Gerard J. Westhoff, Didaktik des Leseverstehens: Strategien des voraussagenden Lesens mit Übungsprogrammen (Munich: Hueber, l987). Unterrichtspraxis, 2O (l987), pp. 347-49.

· Defining and Developing Proficiency: Guidelines, Implementations and Concepts. Eds. Heidi Byrnes and Michael Canale (Skokie, IL: National Textbook Co., l987). Unterrichtspraxis, 2O (l987), pp. 345-47.

· Bolton, Sibylle, Evaluation de la compétence communicative en langue etrangère. (Paris: Hatier, 1987). Modern Language Journal, 72 (1988), pp. 331-32.

· English, Ausgabe H. Hrsg. H. Friedrichs (Berlin: Cornelsen-Velhagen & Klasing, 1972-83); English, Ausgabe G (Berlin: Cornelson-Velhagen & Klasing, 1973); George Winkler, et al., Unsere Freunde/Die Welt der Jugend (Orlando, FL: Harcourt Brace Jovanovich, 1978, 1979); John E. Crean, Jr., et al., Deutsche Sprache und Landeskunde, sec. ed. (New York: Random House, 1985); Dieter Sevin, Ingrid Sevin, and Katrin Bean, Wie geht's? An Introductory German Course, sec. ed. (New York: Holt, Rinehart and Winston, 1984); all appearing in Wolfgang Jacobmeyer, Hrsg. Die Bundesrepublik Deutschland und die Vereinigten Staaten von Amerika: Die landeskundliche Darstellung in Sprachlehrbüchern beider Länder (Frankfurt: Diesterweg, 1988).

· Deutsch als Fremdsprache weltweit: Situation und Tendenzen. Ed. Sturm, Dietrich (Munich, Max Hueber, 1987). 258 pp. Unterrichtspraxis, 22 (1989), 210-11.

· Clark, John L., Curriculum Renewal in School Foreign Language Learning (Oxford University Press, 1987) pp. XIV, 264. Canadian Modern Language Review, 46 (1990) 562-3.

· Zur Analyse, Begutachtung und Entwicklung von Lehrwerken für den fremdsprachlichen Deutschunterricht. Ed. Bernd Kast and Gerhard Neuner (Berlin: Langenscheidt, 1994). 275 pp. Modern Language Journal, 79 (1995), pp. 134-135.

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