BOOKS & EDITED VOLUME

Allen, H. W. (2026). A Design orientation to second language writing instruction. Routledge.

A Design Orientation to Second Language Writing Instruction presents the principles of a Design orientation to second language writing and argues for new directions in second language writing instruction. This book elaborates an approach to L2 writing instruction relevant for the diverse multilingual educational contexts and ever-changing literacies of the 21st century. A comprehensive introductory chapter which synthesizes recent history and current challenges in writing instruction for languages other than English is followed by chapters that link theory and practice, articulate principles of Design writing, and provide practical guidance for how instructors can implement Design writing instruction in ways that increase the relevance and value of writing for today's diverse learners. As well as being a valuable resource for researchers of second language acquisition and second language instructors at all levels of instruction, A Design Orientation to Second Language Writing Instruction will also appeal to teacher educators and graduate students.

Paesani, K. A., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Pearson Prentice Hall. 

At a time when collegiate foreign language education is changing dramatically, A Multiliteracies Framework for Collegiate Foreign Language Teaching helps educators transform both the material taught in their courses and how it is taught.   In response to this shifting institution, this text develops broader and more comprehensive curricula, evaluates objectives and assessments, and presents the material in a coherent manner for educators.

Allen, H. W., & Dubreil, S. (2014). Alliages culturels: La société française en transformation. Heinle Cengage. 

Designed for those who have completed at least two years of French language study. The text enriches students' knowledge of France and French society in the 21st century through the analysis and interpretation of textual artifacts, while it develops their advanced linguistic capacities. ALLIAGES CULTURELS begins with a general introduction to the study of another culture, and then is organized thematically into four parts which systematically address the larger core question: Qu'est-ce qu'être français aujourd'hui?

Allen, H. W., & Maxim, H. H. (Eds.). (2013). Educating the future foreign language professoriate for the 21st century. Heinle Cengage.

Emphasizing the importance of educating the future professoriate for the foreign language profession, this volume presents pedagogical and theoretical frameworks for graduate student development that respond to the changing landscape in the field. Specifically, the volume advances professional development models and practices that take into account the longitudinal nature of teacher education. In doing so, it questions existing educational paradigms that have not prepared graduate students adequately to address the challenges of becoming successful teacher-scholars. The volume provides the reader with specific examples from the field that explore the implications of the latest research on language use, literacy, instructional technology, and curriculum design for graduate student teacher development and gives concrete suggestions for implementing a sustainable and coherent approach to teacher education that addresses the complex components of foreign language study in higher education.