IN PREPARATION. Allen, H. W. Reimagining second language writing instruction in French: A Design perspective. Invited submission to The Art of Teaching French.
Allen, H. W., and Paesani, K. (2019). Interpersonal writing in the advanced foreign language curriculum: A multiliteracies perspective. N. Yigitoglu & M. Reichelt (Eds.) L2 Writing Beyond English (pp. 42-59). Bristol:
Multilingual Matters.
Frei, C., Levine, G., Allen, H. W., & Swanson, B. (2017). Implications of the AP World Language Curriculum for University Language Programs. In J. W. Tharpe & P. Urlaub. The Interconnected Language Curriculum: Critical Transitions and Interfaces in Articulated K-16 Contexts (pp. 99-117). Boston: Heinle Cengage.
Allen, H. W., & Paesani, K. (2017). “Invitation au voyage”: A multiliteracies approach to teaching genre. C. Krueger (Ed.), Approaches to Teaching Baudelaire’s Prose Poems (pp. 139-149). New York: Modern Language Association.
Allen, H. W. (2014). Foreign language teaching assistant professional development: Challenges and strategies in meeting the 2007 MLA Report’s calls for change. In J. Swaffar and P. Urlaub (Eds.), Transforming Postsecondary Foreign Language Teaching in the United States (pp. 177-191). Dordrecht: Springer.
Allen, H. W. (2013). Self-regulatory strategies of foreign language learners: From the classroom to study abroad and beyond. In C. Kinginger (Ed.), Social and cultural aspects of cross-border language learning (pp. 47-73). John Benjamins.
Allen, H.W. & Dupuy, B. (2013). Evolving notions of literacy-based foreign language teaching: A case study of graduate student instructors. In H.W. Allen & H.H. Maxim, (Eds.) Educating the Future Foreign Language Professoriate for the 21st Century (pp. 171-191). Boston: Heinle Cengage.
Dupuy, B., & Allen, H. W. (2012). Appropriating conceptual and pedagogical tools of literacy: A qualitative study of two novice foreign language teaching assistants. In G. Gorsuch (Ed.), Working theories for teaching assistant and international teaching assistant development (pp. 275-315). Stillwater, OK: New Forums Press.
Allen, H. W. (2011). Embracing literacy-based teaching: A longitudinal study of the conceptual development of novice foreign language teachers. In K. E. Johnson and P. R. Golombek (Eds.), Sociocultural Research on Second Language Teacher Education: Exploring the Complexities of Professional Development (pp. 86-101). New York: Routledge.
Allen, H. W. (2009). In search of relevance: The role of the Standards in the undergraduate foreign language curriculum. In V. Scott (Ed.), Principles and Practices of the Standards in College Foreign Language Education (pp. 38-52). Boston: Heinle Cengage.
Mills, N. A., & Allen, H. W. (2008). Teacher efficacy in native and non-native teaching assistants of French. In J. Siskin (Ed.), From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program (pp. 213-234). Boston: Heinle.
Allen, H. W., Dristas, V. M., & Mills, N. A. (2007). Cultural learning outcomes and summer
study abroad. In M. Mantero (Ed.), Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (pp. 187-213). Greenwich, CT: Information Age.