Glenn Levine

Professor, German
School of Humanities

Language Program Director, German
School of Humanities

Ph.D., University of Texas at Austin

M.A., University of New Mexico, German

B.A., University of New Mexico, Political Science, German Studies

Phone: (949) 824-6406
Fax: (949) 824-6416

University of California, Irvine
225 Humanities Instructional Building
Mail Code: 3150
Irvine, CA 92697

picture of Glenn  Levine

Applied linguistics, theoretical linguistics, foreign language pedagogy, German-Jewish literature, Yiddish language and literature
Courses Taught

Introduction to Germanic Linguistics (undergraduate)
Advanced German Conversation (undergraduate)
German for Business and Economics (undergraduate)
German-Jewish Culture and History (undergraduate)
Cuisine as Culture in Europe from the Middle Ages to the Present (undergraduate)
Patriotism in Germany and the United States (undergraduate)

Critical Curriculum Design for the Language Professional (graduate)
Theory and Practice of the Advanced Literature and Culture Curriculum (graduate)
German in Contact with Other Languages/German Bilingualism (graduate)
Second Language Acquisition and Learning (graduate)
Second Language Reading and Literacy (graduate)
Language Learning and Technology (graduate)
The Teaching of University-Level German (graduate)
Foreign Language Teaching: Methods and Approaches (graduate)

Study Abroad in a Global World (freshman seminar)
How to Succeed in College: Multiple Literacies and Competencies (freshman seminar)
Multilingualism in a Globalized World (freshman seminar)
The overarching goal of my scholarly work is to explore and understand linguistic knowledge and development, and in particular, the nature and process of acculturation and socialization as part of second-language learning. I was trained in sociolinguistics, applied linguistics, general Germanic linguistics, and German Studies at the University of Texas at Austin and earned the Ph.D. in 1997. My graduate research and first book dealt with language attrition and incomplete first-language acquisition of Yiddish in the U.S. immigrant situation. Since coming to the University of California, Irvine in 1999, my research and publications have focused primarily on issues of adult second-language learning and teaching. In particular, I have sought to develop a nuanced model of second-language socialization that is theoretically sound, empirically robust, and pedagogically viable. In recent years I have also explored language learners' language use and experiences while studying and living abroad.
Publications BOOKS

Code Choice in the Language Classroom. Bristol, UK: Multilingual Matters, 2011. Publisher's info page

Ed., with A. Phipps. Critical and Intercultural Theory and Language Pedagogy. Boston: Cengage Heinle, 2012 (appeared fall 2010). AAUSC info page

Incomplete First-Language Acquisition in the Immigrant Situation: Yiddish in the United States. Linguistische Arbeiten 426, Max Niemeyer Verlag, 2000.


“Das komplexe System des Fremdsprachenunterrichts: Ein ökologischer Ansatz zur Fremdsprachendidaktik.” In: J. Appel (Ed.), Sprachen Lehren: Proceedings of the 26th Biennial Conference of the Deutsche Gesellschaft für Fremdsprachenforschung Tübingen: Stauffenberg, forthcoming.

“A View to Other Side of the University: Engineering Pedagogy and Its Implications for Teaching German for Science and Technology.” In: E. Tschirner, K. Cothrun, & J. Möhring (Eds.), Deutsch als Fremdsprache in für MINT-Fächer (pp. 99-117). Tübingen: Stauffenberg, forthcoming.

with C. Frei, H. W. Allen, & B. Swanson. “Implications of the Advanced Placement World Languages Tenets for University Foreign Language Programs.” In: J. Watzinger-Tharp & P. Urlaub (Eds.), The Interconnected Language Curriculum: Critical Transitions and Interfaces in Articulated K-16 Contexts (pp. 99-117). Boston: Cengage, 2016.

with J. Roots. "Performing Poetry in the Foreign Language Classroom: Pedagogical and Language Program Issues." In L. Parkes & C. Ryan (Eds.), Creative Thinking: Integrating the Arts in Foreign Language Teaching (pp. 151-169). Boston: Cengage, 2016.

“The Discourse of Foreignness in U.S. Language Education.” In J. Swaffar & P. Urlaub (Eds.). Transforming the Foreign Language Curriculum in Higher Education (pp. 55-76). Berlin: Springer Verlag, 2015.

with K. Buhanan. "Woher und wohin? Twenty-Six Years of Die Unterrichtspraxis/Teaching German." In C. A. Constabile-Heming & R. J. Halverson (Eds.), Taking Stock of German Studies in the United States: The New Millenium (155-199). Rochester, NY: Camden House, 2015.

“A Nexus Analysis of Code Choice during Study Abroad, and Implications for Language Pedagogy.” In J. Cenoz & D. Gorter (Eds.). Multilingual Education: Navigating between Language Learning and Translanguaging (pp. 84-113). Cambridge: Cambridge University Press, 2015.

“From Performance to Multilingual Being in Foreign Language Pedagogy: Lessons from L2 Students Abroad.” Critical Multilingual Studies, 2.1, 74-105, 2014.

“Principles for Code Choice in the Foreign Language Classroom: A Focus on Grammaring.” Language Teaching, 47.3, 269–302, 2014. doi:10.1017/S0261444814000056. Published as well on Language Teaching First View articles online January 12, 2012. DOI:

“The Case For a Multilingual Approach to Language Classroom Communication.” Language and Linguistics Compass, 7.8, 423-436, 2013. Abstract:

“Digital Participatory Culture and German Language Pedagogy.” In J. L. Plews and B. Schmenk (Eds.), Traditions and Transitions: Curricula for German Studies (pp. 295-314). Waterloo, ON: Wilfrid Laurier University Press, 2013.

“The Study of Literary Texts at the Nexus of Multiple Histories in the Intermediate College-Level German Classroom.” L2 Journal (special issue on History and Memory in Foreign Language Study), 4.1, 171-188, 2012.

“Stability, Crisis, and Other Reasons for Optimism: University Foreign Language Education in the United States.” Arts and Humanities in Higher Education, 10.2, 131-140, 2011. Abstract

“Building Meaning through Code Choice in L2 Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching.” In M. Turnbull and J. Dailey-O’Cain (Eds.), First Language Use in Second-Language Learning and Teaching (pp. 145-162). Clevedon, UK: Multilingual Matters, 2009.

"L2 Learner Talk-about-Language as Social Discursive Practice," L2 Journal 1.1, 19-41, 2009.

“Exploring Intercultural Communicative Competence through L2 Learners’ Intercultural Moments.” In R. Schulz & E. Tschirner (Eds.), Communicating across Borders: Developing Intercultural Competence in German as a Foreign Language (pp. 191-216). Munich: Iudicium, 2008.

With M. Chavez, C. Crane, C. Melin, and T. Lovik. “The Language Program Director in Curricular and Departmental Reform: A Response to the MLA Ad Hoc Report” . Profession 2008, 240–254, 2008.

"Problematizing the Teaching and Learning of Grammar in the Intermediate German Classroom: A Sociocultural Approach." Die Unterrichtspraxis/Teaching of German, 39.1-2, 1-13, 2006.

"Co-Construction and Articulation of Code-Choice Practices in Foreign Language Classrooms." In C. Barrette and K. Paesani (Eds.), Language Program Articulation: Developing a Theoretical Foundation (pp. 110-130). Boston: Heinle, 2005.

"Global Simulation: A Student-Centered, Task-Based Format for Intermediate Foreign Language Courses." Foreign Language Annals, 37.1, 26-36, 2004

With N. Eppelsheimer, F. Kuzay, S. Moti, & J. Wilby. "Global Simulation at the Intersection of Theory and Practice in the Intermediate-Level German Classroom." Die Unterrichtspraxis/Teaching of German, 37.2, 99-116, 2004.

With S. Morse. "Integrating Diverse Digital Media in a Global Simulation German Course." In L. Lomicka & J. Cooke-Plagwitz (Eds.), Best Practices in the Use of Digital Media for Language Teaching and Learning, (pp. 44-51). Boston: Heinle, 2004.

"Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study." The Modern Language Journal, 87.3, 343-364, 2003.

"Gender Assignment to German Nonsense Nouns: What Does the Native Speaker Know that the Non-Native Speaker Doesn't?" Proceedings of the 23rd Annual Boston University Conference on Language Development, vol. 2, 397-406, 1999.

"Yiddish Publishing Activities in Berlin and the Crisis in Eastern European Jewish Culture." Leo Baeck Institute Year Book, 42, 85-108, 1997.

"Elderly Second-Generation Speakers of Yiddish: Toward a Model of L1 Loss, Incomplete L1 Acquisition, Competence and Control." Southwest Journal of Linguistics,15, 109-120, 1996.

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Last updated 04/11/2017