Dr. Cori Crane is an applied linguist and language teacher educator who believes that the experience of learning another language offers learners profound opportunities to see the world in new ways. In her research on transformative learning across world language curricula, she has studied how structured reflection can be used to help learners—and teachers—explore and shift their taken-for-granted assumptions about the world and themselves. Her work on second language (L2) writing development focuses on how students develop a voice across different genres in another language.
Over the past fifteen years, Dr. Crane (PhD, Georgetown University) has taught beginning to advanced levels of German and graduate seminars in foreign language teaching and applied linguistics at three universities (University of Illinois, University of Texas, and Duke University). Her research interests closely align with her extensive language curriculum development and teacher mentoring work, with recent and current projects located in the areas of critical reflection and transformative learning, systemic functional linguistics and L2 literacy development, and language teacher education (including exploratory practice). She is co-editor (with Carl Niekerk) of Approaches to Ali and Nino: Love, Identity, and Transcultural Conflict (Camden House, 2017) and co-author (with Heidi Hamilton and Abigail Bartoshesky) of Doing Foreign Language: Bringing Concordia Language Villages to Language Classrooms (Prentice Hall, 2005). Her publications have appeared in the Foreign Language Annals, L2 Journal, Die Unterrichtspraxis/Teaching German, Profession, ADFL Bulletin, and various AAUSC volumes. She currently serves on the editorial boards for Second Language Research & Practice, Die Unterrichtspraxis/Teaching German, and Korean Language in America.
Dr. Crane’s work on structured reflection across language curricula draws on the theoretical framework of transformative learning (Mezirow, 1991) that sees ‘disorienting dilemmas’ as catalysts for deep reflection and structural change in one’s frame of reference. In recent publications, she has investigated the connections beginning L2 learners make between learning in and out of the classroom (Crane, 2018), the potential for perspective-shifting experiences among students, teachers, and program coordinators in navigating complicated social pedagogies (Crane, Fingerhuth, & Huenlich, 2018), and the role of structured reflection for undergraduate curriculum design (Crane & Sosulski, 2020). Most recently, Dr. Crane has extended her interest in perspective transformation to undergraduate sociolinguistics coursework where she is studying how critical reflection can support students in developing deeper and new understandings about linguistic diversity and equity.
In her discourse analytic work, Dr. Crane has focused on the writing development of L2 learners across non-academic genres, work that stems from her dissertation on the expression of affect and stance (‘heteroglossia’) in personal letter writing among advanced L2 learners of German. Working within the framework of systemic functional linguistics, she is currently investigating the relationship between genre pedagogies and Integrated Performance Assessment through a study on beginning L2 learners’ narrative writing.