|Office:||339 Ross |
527 Farm House Ln.
Courses I am Teaching
English/Linguistics 511: Introduction to Linguistic Analysis
English/Linguistics 512: Second Language Acquisition
English/Linguistics 519: Second Language Assessment
English/Linguistics 630: Seminar in Applied Linguistics
B.A. Linguistics, Michigan State University
M.A. Teaching English as a Second Language, University of Illinois at Urbana
Ph.D. Applied Linguistics, University of Illinois at Urbana
I study how to create good materials for second language learning and tests for assessing second language ability, and particularly how technology can be used to for language learning and testing. My work on using technology for language learning has led me into many facets of applied linguistics, which prompted my interest in developing the Encyclopedia of Applied Linguistics. My research awards include the 2015 American Association for Applied Linguistics Distinguished Service and Scholarship Award and the 2012 Lifetime Achievement Award in Language Testing given by the University of Cambridge and the International Language Testing Association.
About My Teaching
I connect students to the professional world of applied linguistics by selecting readings and making assignments that allow them to engage with important issues in the field. My classes provide students with a basis for continuing to learn and participate in the profession. I am also happy to be able to teach in online courses that reach English teachers all over the world.
How I came to Teach what I Teach
I started in linguistics as a student of Russian in high school, so I know how difficult it is to learn another language. I wanted to help people learn English so they would be able to participate in the English-speaking world, but in graduate school, I found that learning another language is really a mysterious process. There is a lot of research to be done in this area. At the same time, it seemed to me that new technologies could help. I decided to study “technology and second language learning.” It didn't take very long for me to see that one cannot study language learning without also studying language assessment.
A publication that people have found useful is my ten-volume Encyclopedia of Applied Linguistics (Wiley, 2013), which is at the Iowa State University library Iowa State University library in addition to over 1000 other libraries and professional organizations throughout 50 countries worldwide. The Encyclopedia was developed to collect and explain the important ideas in the field of applied linguistics. It is a good place to look if you want to better understand what applied linguistics is about. You can find the introduction to the Encyclopedia here.
Other books include the following:
Chapelle, C. A. (forthcoming). Argument-based validation in testing and assessment. Thousand Oaks, CA: Sage Publishing.
Chapelle, C. A., & Voss, E. (Eds.) (forthcoming). Validity argument in language testing: Case studies of argument-based validation research. Cambridge, UK: Cambridge University Press.
Chapelle, C. A. (Ed.) (forthcoming). The concise encyclopedia of applied linguistics. Oxford: Wiley-Blackwell.
Chapelle, C. A., & Sauro, S. (Eds.) (2017). The handbook of technology and second language teaching and learning. Oxford: Wiley-Blackwell.
Chapelle, C. A. (2016). Teaching culture in introductory foreign language textbooks London: Palgrave Macmillan.
Chapelle, C. A., Enright, M. & Jamieson, J. (Eds.) (2008). Building a validity argument for the Test of English as a Foreign Language. London: Routledge.
Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer assisted language learning. White Plains, NY: Pearson Education.
Chapelle, C.A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins Publishing. [Open access]
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
Some recent research articles include the following:
Chapelle, C. A. (forthcoming). Linguistic landscape images and Quebec’s cultural narrative in French textbooks. InD. Malinowski, H. Maxim, & S. Dubreil (Eds.) Language teaching in the linguistic landscape. New York: Springer.
Couture Gagnon, A., & Chapelle, C. A. (2019). Opération Amérique: Québec’s soft power applied to French language teaching in the United States. American Review of Canadian Studies, in press.
Knoch, U., & Chapelle, C.A. (2017). Validation of rating processes within an argument-based framework. Language Testing, 2018, 35(4), 477–499.
Chapelle, C. A., & Voss, E. (2016). 20 Years of Technology and Language Assessment, Language Learning & Technology, 20(2), 116–128.
Chapelle, C.A., Cotos, E., & Lee, J. (2015). Diagnostic assessment with automated writing evaluation: A look at validity arguments for new classroom assessments, Language Testing, 32(3), 385-405.
Chapelle, C.A. (2014). Five decades of Canadian and Québec content in French textbooks in the United States. American Review of Canadian Studies, 44(4), 415-432.
Grgurovic, M., Chapelle, C. A., & Shelley, M. C. (2013). A Meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL Journal, 25, 1-34.
Chapelle, C.A. (2012). Validity argument for language assessment: The framework is simple… Language Testing 29(1), 19-27.
Jamiesion, J., & Chapelle, C. A. (2010). Evaluating CALL Use Across Multiple Contexts. System, 38, 357-369.
Chapelle, C.A., Yoo-Ree Chung, Y-R., Hegelheimer, V., Pendar, N., & Xu, J. (2010). Designing a computer-delivered test of productive grammatical ability. Language Testing, 27(4), 443-469.
Chapelle, C. A., Enright, M. E., & Jamieson, J. (2010). Does an argument-based approach to validity make a difference? Educational Measurement: Issues and Practice, 29(1), 3–13.
Chapelle, C. A. (2009). The relationship between SLA theory and CALL. Modern Language Journal, 93(4), 742-754.
Chapelle, C. A. (2009). A hidden curriculum in language textbooks: Are beginning learners of French at U.S. universities taught about Canada? Modern Language Journal, 93(2), 139-152.
I am investigating implications of the connection between content and language for technology-mediated language learning materials and assessments. At the advanced level, I am working with discipline-specific language in the teaching of academic writing in English. At the beginning level, I am studying presentation of cultural narrative in French learning materials, with a focus on the cultural narrative of Quebec. I am also working on projects intended to increase the use of argument-based validity in language testing and in educational and psychological testing.
Outside of the university
My work takes me to many locations around the world. I like to travel and I am currently studying French and Canadian Studies.