Dr. Corinne (Cori) Crane is an applied linguist and language teacher educator who has taught beginning to advanced levels of German and graduate seminars in world language teaching and applied linguistics for over fifteen years. Her research interests closely align to her extensive language curriculum development and teacher mentoring work, with recent and current projects located in the areas of critical reflection and transformative learning, systemic functional linguistics and second language literacy development, language program administration, and language teacher education. Her publications have appeared in the Foreign Language Annals, L2 Journal, Die Unterrichtspraxis/Teaching German, Profession, ADFL Bulletin, and various AAUSC volumes. She currently serves on the editorial boards for Second Language Research & Practice, Die Unterrichtspraxis/Teaching German, Korean Language in America, and Foreign Languages & the Literary in the Everyday.

Books

Niekerk, C., & Crane, C. (Eds.). (2017). Approaches to Ali and Nino:  Love, identity, and transcultural conflict. Lake Placid, NY: Camden House.

Hamilton, H., Crane, C., & Bartoshesky, A. (2005). Doing foreign language: Bringing Concordia Language Villages to language classrooms. Upper Saddle River, NJ: Prentice Hall.

Articles and Book 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. E. 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.

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. June 2019, 56-61.

Hlas, C. A., & Crane, C. (2019). Linking research and practice. The Language Educator. April/May 2019, 30-33.

Crane, C., Fingerhuth, M., & Huenlich, 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: Social pedagogies and language learning (pp. 227-252). Boston, MA: Heinle.

Crane, C. (2018). Making connections in beginning language instruction through structured reflection and the World-Readiness Standards for Learning Languages. In P. Urlaub & J. Watzinger-Tharp (Eds.). The interconnected language curriculum: Critical transitions and interfaces in articulated K-16 contexts (pp. 51–74). Boston, MA: Heinle.

Crane, C. (2016). Understanding and evaluating L2 personal letter writing: A systemic functional linguistics analysis of student texts in German. Die Unterrichtspraxis/Teaching German, 49 (2), 122-139.

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.