The purpose of this study is to find out the views of a group of instructors and the administrators of the School of Foreign Languages (SFLs) on the Pearson Assured (PA) accreditation process in terms of the quality management of their institutions. To achieve this purpose, we employed document review and semi-structured interviews. To analyze the…

This study investigated foreign language teachers' beliefs about the research-pedagogy link by focusing on research-oriented universities. Participants (N = 107) held different roles at their universities: graduate students (n = 17), full-time second language (L2) instructors (n = 69), and language program directors (n = 21). Data were collected…

The professional development activities designed solely by respecting the instructors and the trainers are mostly presented to fail to reflect the operations at schools of foreign languages. Hence, continuing professional development programs need to include the directors of the schools, and their preferences about the practices. To this end, the…

First-year composition in U.S. higher education has been a major site of L2 writing research. Despite the historical division between mainstream first-year composition and L2 writing, there has been an increasing interest in integrating insights from L2 writing research into the professional literature in rhetoric and composition and writing…

Preliminary findings are reported from a survey conducted to determine the apparent absence of compensation for foreign language department chairs at some institutions. It is noted that, compared to the sciences or humanities, the typical foreign language program has greater and more complex tasks administratively and should, therefore, receive…