2024
, , , & (2024). How important is studying languages for undergraduate students and why (not) study languages? Foreign Language Annals, 1–21.
Martin, J. Ghaedi, H. & Sedivy, S. (2024). Exploring LCTL students’ perceptions on their engagement in language learning and use activities. Journal of the National Council of Less Commonly Taught Languages, 36, 55-118.
Murphy, D. & Sedivy, S. (2024). The speaking proficiency outcomes of face-to-face and online intensive summer LCTL programs. Foreign Language Annals (available online as an early view, full citation forthcoming).
Murphy, D. (in press). In which languages other than English are students earning—and not earning—doctoral degrees in the United States? ALD Bulletin, 48(1).
Murphy, D., Evans-Romaine, K., & Tumarkin, A. (under review). Proficiency assessment practices and reading and listening proficiency outcomes in a U.S. Russian Flagship program.
2023
Murphy, D., & Martin, J. (2023). Amplifying student voices: U.S. undergraduate student perspectives on expanding access and increasing the relevance of courses in languages other than English. In E. H. Uebel, F. Kronenberg, & S. Sterling, (Eds.), Language program vitality in the United States: From surviving to thriving in higher education (pp. 59-75). Springer.
Murphy, D. (2023). Fostering a multilingual mindset: The UW-Madison Language Institute. In: E.S. Ahn (Ed.), Wisconsin in the world: Internationalization at the University of Wisconsin-Madison (pp. 85-95). Information Age Publishing.
2022
Murphy, D., Sarac, M. & Sedivy, S. (2022). Why U.S. undergraduate students are (not) studying languages other than English. Second Language Research and Practice, 3(1), 1-33.
Godwin-Jones, M., Murphy, D., & Evans-Romaine, K. (2022). Language, culture, and community: Fostering learning through an interinstitutional online game. FLTMAG, International Association of Language Learning Technology.
2021
Murphy, D. & Ghaedi, H. (2021). Who are(n’t) our students? The gender and ethnoracial distribution of U.S. bachelor’s degree in Russian language and literature over 20 years, from 1999-2000 to 2018-19. Russian Language Journal, 71(3), 17-39.
Evans-Romaine, K., Murphy, D., Tumarkin, A., Marshall, L., & Almuratova, A. (2021). Connecting through language and culture learning during the COVID-19 pandemic: The University of Wisconsin-Madison Russian Flagship Program. Russian Language Journal. Special issue devoted to online teaching pedagogy during the COVID-19 pandemic.
Evans-Romaine, K. & Murphy, D. (2021). Designing learning environments to facilitate transformative language and culture learning in a U.S. Language Flagship program. In B.L. Leaver, D. Davidson, & C. Campbell (Eds.), Transformative language teaching and learning. Cambridge University Press.
2020
Murphy, D., Sahakyan, N. & Magnan, S. (2020). The goals of collegiate learners of Russian and the U.S. Standards for Learning Languages. In E. Dengub, I. Dubinina & J. Merrill, eds. The Art of Teaching Russian. Georgetown University Press.
Marshall, L. (2020, October 27). Embrace the engagement experiment: Keys to co-curricular success during the pandemic. FLTMAG, November 2020.
2019
Murphy, D., & Young, S. L. (2019). The gender and race or ethnicity of majors in languages and literatures 0ther than English in the United States, 2010-14. ADFL Bulletin, 45, 2, 43-92.
2017
Murphy, D. & Evans-Romaine, K. (Eds.). (2017). Exploring the U.S. Language Flagship Program: Professional competence in a second language by graduation. Bristol, UK: Multilingual Matters.
Murphy, D., Evans-Romaine, K., Anishchenkova, V. & Jing-Schmidt, Z. (2017). Laying the groundwork: Programmatic models in Language Flagship programs. In Evans-Romaine, K., & Murphy, D. (Eds.). Exploring the U.S. Language Flagship Program: Professional Competence in a Second Language by Graduation. Bristol, UK: Multilingual Matters.
2014
Magnan, S., Murphy, D. & Sahakyan, N. (2014). Goals of collegiate learners and the Standards for Foreign Language Learning. Modern Language Journal Monograph Series, Volume 98.
Murphy, D., Sahakyan, S., Yong-Yi, D., & Magnan, S. (2014). The impact of study abroad on the global engagement of alumni. Frontiers: The Interdisciplinary Journal of Study Abroad, 24, 2-24.
2012
Magnan, S., Murphy, D., Sahakyan, N., & Kim, S. (2012). Student Goals, Expectations, and the Standards for Foreign Language Learning. Foreign Language Annals, 45, 2, 170-192.
Murphy, D., Evans-Romaine, K., & Zheltoukhova, S. (2012). Student and Tutor Perceptions of Tutoring in a Russian Flagship Program. Russian Language Journal, 62, 107-127.
2009
Murphy, D., Magnan, S., Back, M., & Garrett-Rucks, P. (2009). Reasons students take courses in less commonly taught languages. Journal of the National Council of Less Commonly Taught Languages, 7, 45-80.
**
Murphy, D., Magnan, S., Barnard, E., & Worth, R. (2009). Fundamentals of Language Teaching Methods. Online course developed for the National Online LCTL Teacher Training Initiative, Madison, WI. Course disseminated nationally through the National Council of Less Commonly Taught Languages.
Magnan, S., Murphy, D., Barnard, E., & Merrill, M. (2009). Introduction to the U.S. Educational System for Language Instructors. Online course developed for the National Online LCTL Teacher Training Initiative, Madison, WI. Course disseminated nationally through the National Council of Less Commonly Taught Languages.