Publications by Language Institute Staff

Murphy, D. & Ghaedi, H. (forthcoming). Who are(n’t) our students? The gender and ethnoracial distribution of U.S. bachelor’s degrees in Russian language and literature over 20 years, from 1999-2000 to 2018-19. Russian Language Journal. Special issue dedicated to diversity, equity, access and inclusion in Russian language education.

Evans-Romaine, K., Murphy, D., Tumarkin, A., Marshall, L., & Almuratova, A. (forthcoming). 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.

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. https://fltmag.com/embrace-the-engagement-experiment/

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.

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.

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.

Magnan, S., Murphy, D., Sahakyan, N., & Kim, S. (2012). Student Goals, Expectations, and the Standards for Foreign Language LearningForeign 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.

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.

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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.