Celeste Kinginger
Department of Applied Linguistics
The Pennsylvania State University
234 Sparks Building
University Park, PA 16802-5203

Phone: (814) 863-8074
Fax: (814) 863-1103

Personal Webpage:
Celeste Kinginger (Ph.D., University of Illinois) is 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.

Project 2010-2014: Language Socialization in Homestay
Project 2002-2010: Language Development and Study Abroad

Selected Bibliography:
  • Kinginger, C. (2013). Identity and language learning in study abroad. Foreign Language Annals, 46 (3), 339-358.
  • Kinginger, C. (Ed.). (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins.
  • Tan, D., & Kinginger, C. (2013). Exploring the potential of high school homestay immersion as a context for local engagement and negotiation of difference: American in China. In C. Kinginger (Ed.), Social and cultural dimension of language learning in study abroad (pp. 155-177). Amsterdam: John Benjamins.
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31 , 58-73.
  • Kinginger, C. (2011). National identity and language learning abroad: American students in the post-9/11 era. In C. Higgins (Ed.), Identity formation in globalizing contexts: Language learning in the new millennium (pp. 147 - 166). Berlin: De Gruyter Mouton.
  • Kinginger, C. (2009). Contemporary study abroad and foreign language learning: An activist's guidebook for language educators. University Park, PA: CALPER Publications.
  • Kinginger, C. (2009). Language learning and study abroad: a critical reading of research. Basingstoke, UK: Palgrave Macmillan.
  • Kinginger, C., Blattner, G., & Roulon, S. (2009). Tu ou vous: Choix facilité lors de séjours linguistiques. In B. Peeters (Ed.), Tu ou vous: L'embarras du choix. Limoges: Editions Lambert-Lucas.
  • Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal Monograph Series.Volume 1. [Executive Summary CALPER DOWNLOAD]
  • Kinginger, C., & Blattner, G. (2007). Assessing the development of sociolinguistic awareness in study abroad: Colloquial French. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capabilities. Mahwah, NJ: 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, 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.) University Park, PA: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research. CALPER DOWNLOAD
  • 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.
  • 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 , 189-214.