Julie A. Belz English IUPUI 425 University Boulevard Cavanaugh Hall 441 Indianapolis, IN 46202 Email: jbelz@iupui.edu
Julie Belz (Ph.D., UC Berkeley, 1997) joined the faculty Indiana University-Purdue University of Indianapolis in Fall 2007. Julie's most recent research focuses on the socio-institutional dimensions of virtual language learning partnerships and the development of pragmatic competence in cyberspace. Her 2002 article on social aspects of telecollaborative language learning received the runner-up award for "Best Article in an Electronic Journal in 2002" from the American Educational Research Association (AERA). In May 2003 she served as guest editor of a special issue of Language Learning & Technology on Internet-mediated language learning. Together with Steve Thorne, Julie is editing the 2005 volume of the American Association of University Supervisors and Co-ordinators on computer-mediated intercultural foreign language education. In addition, Julie focuses on the relationships between multilingual discourse, second language play, and the textual construction of learner identity. This work appears in an up-coming book on second language play for Yale University Press. Other publications include articles in Language Learning,The Modern Language Journal, Language Teaching Research, The Journal of Language, Identity, and Education, The Canadian Modern Language Review/La revue canadienne des langues vivantes, and Die Unterrichtspraxis/Teaching German. Julie has gained considerable experience in electronically mediated German language instruction in conjunction with the Penn State Foreign Language Telecollaboration Project, a cross-linguistic investigation that is funded by the United States Department of Education. Under this grant, she has taught project-based German language/culture courses in telecollaborative partnership with the Justus-Liebig-Universität in Gießen and the Pädagogische Hochschule Heidelberg. Other recent courses include a compact seminar in the Penn State Summer Institute in Applied Linguistics on the discursive design of learner identity in the electronic medium, a networked seminar on the theory and praxis of telecollaborative language teaching, as well as courses on Holocaust literature, discourse analysis, language and power, code-switching, and German applied linguistics.

Belz, J. A. (in press). Discourse analysis and foreign language teacher education. In N. Bartels.(Ed.), Applied linguistics and language teacher education. Dordrecht: Kluwer.

Belz, J. A., & Thorne, S. L., (Eds.) (2006). Internet-mediated intercultural foreign language education . Boston, MA: Heinle & Heinle.

Belz, J. A., & Vyatkina, N. (2005). Computer-mediated learner corpus research and the data-driven teaching of L2 pragmatic competence: The case of German modal particles . (CALPER Working Papers Series, No. 4.) The Pennsylvania State University: Center for Advanced Language Proficiency Education and Research

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.

Belz, J. A., & Reinhardt, J. (2004). Aspects of advanced foreign language proficiency: internet-mediated German language play." International Journal of Applied Linguistics.

Belz, J. A. (2003). Guest editor of special issue. Language Learning & Technology on Telecollaboration 7(2) : 1-172.

Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology 7(2) : 68-117.

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., & Mueller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional fault line. The Modern Language Journal 87(1): 72-90.

Belz, J. A. (2002). Identity, deficiency, and first language use in foreign language education. In C. Blyth. (Ed.), The sociolinguistics of foreign language classrooms: Contributions of the native, near-native and the non-native speaker. (pp. 209-250) Boston, MA: Heinle & Heinle.

Belz, J. A. (2002). The myth of the deficient communicator. Language Teaching Research 6 : 59-82.

Belz, J. A. (2002). Second language play as a representation of the multicompetent self in foreign language study. Journal for Language, Identity, and Education 1 : 13-39.

Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology 6 : 60-81.

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.

Belz, J. A, & Mueller-Hartmann, A. (2002). Deutsch-amerikanische Telekollaboration im Fremdsprachenunterricht - Lernende im Kreuzfeuer der institutionellen Zwaenge.[German-American telecollaboration in foreign language teaching - Learners in the crossfire of institutional constraints]. Die Unterrichtspraxis/Teaching German 35: 68-78.