Celeste Kinginger Department of Applied Linguistics The Pennsylvania State University 203 B Burrowes Bldg. University Park, PA 16802-5203 Phone: (814) 863-8074 Fax: (814) 863-1103 Email: cxk37@psu.edu Personal Webpage: www.personal.psu.edu/faculty/c/x/cxk37/
Celeste Kinginger (Ph.D., University of Illinois) is Associate Professor of Applied Linguistics and French at Penn State University where she teaches courses in second language education, research methods, and French. Her research program focuses on qualitative variation in learning experiences and its developmental consequences for both language learners and their teachers. She lectures and publishes on a variety of related topics, including environments for language learning, cross-cultural autobiography, and foreign language teacher education. Current projects include a critical review of research on language learning in study abroad, and a book-length manuscript relating findings from the CALPER project, The Social Context of Language Learning in Study Abroad.

Kinginger, C., & Blattner, G. (in preparation). Assessing the development of sociolinguistic awareness in study abroad: Colloquial French. In L. Ortega & H. Byrens (Eds.),The Longitudinal study of advanced L2 capabilities . Mahwah, NJ: Lawrence Erlbaum.

Kinginger, C., & Belz, J. A. (2005). "Sociocultural perspectives on pragmatic development in foreign language learning: Case studies from telecollaboration and study abroad." Intercultural Pragmatics 2(4) : 369-421.

Kinginger, C. (2005). Learners and learning: Socialization.In K. Brown. (Ed.), Encyclopedia of language and linguistics. Oxford: Elseview.

Kinginger, C., & Farrell-Whitworth, K. (2005). Gender and Emotional Investment in Language Learning during Study Abroad. (CALPER Working Paper Series, No. 2.) The Pennsylvania State University: Center for Advanced Language Proficiency Education and Research.

Kinginger, C. (2004). Alice doesn't live here anymore: Foreign language learning and renegotiated identity. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual context (pp. 219-242). Clevedon, UK: Multilingual Matters.

Kinginger, C., & Farrell, K. (2004). "Assessing development of metapragmatic awareness in study abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 10: 19-42.

Kinginger, C. (2004). "Bilingualism and emotion in the autobiographical works of Nancy Huston." Journal of Multilingual and Culticultural Development 25: 159-178.

Belz, J. A., & Kinginger, C. (2003). "Discourse options and the development of pragmatic competence by classroom learners of German. The case of address forms." Language Learning 53 : 591-647.

Belz, J. A., & Kinginger, C. (2002). "The cross-linguistic development of address form use in telecollaborative language learning: Two case studies." Canadian Modern Language Review 59(2): 189-214.

Kinginger, C. (2002). "Defining the zone of proximal development in U.S. foreign language educaiton." Applied Linguistics 23: 240-261.

Kinginger, C. (2002). Genres of power in teacher education: Interpreting the "experts". In S. J. Savignon. (Ed.), Communicative Language Teaching in Translation: Contexts and Concern in Teacher Education (pp. 193-207). New Haven, CT: Yale University Press.

Kinginger, C. (2001). "i+1 ? ZPD." Foreign Language Annals 34: 417-425.

Kinginger, C. (2000). Learning the pragmatics of solidarity in the networked classroom. In J. K. Hall & L. S. Verplaetse. (Eds.), The Development of Second and Foreign Language Learning Through Classroom Interaction (pp. 23-46). Mahwah, NJ: Lawrence Erlbaum.

Kinginger, C. (2000). Classroom talk: Form, meaning, and activity theory. Meaning and Form: Multiple Perspectives. In J. F. Lee & A. Valdman (Eds.), Annual Volume of the American Association of University Supervisors and Coordinators (pp. 99-123). Boston: Heinle & Heinle.

Kinginger, C., A. Gourvés-Hayward, et al. (1999). "A tele-collaborative course on French / American intercultural communication." French Review 72: 853-866.

Kinginger, C. (1998). "Videoconferencing as access to spoken French." Modern Language Journal 82: 502-513.