About

Professor Beatrice C Dupuy's research focuses on language teacher professional development, literacy-based approaches to teaching and learning, multimodality, digital social annotated reading, and experiential learning as a theoretical and practical framework for language education in home and study-abroad contexts. She has authored and co-authored numerous articles and book chapters, including a book titled "A Multiliteracies Framework for Collegiate Foreign Language Teaching" which outlines a pedagogical framework grounded in texts and literacy for college foreign language programs. Her other significant works include "Pathways to Paradigm Change: A Critical Examination of Prevailing Discourses and Ideologies in Foreign Language Education" and "Language Learning and Professionalization in Higher Education," both of which explore barriers to innovation in foreign language education and the gap between industry needs and current offerings. Currently, she teaches a course on human/animal relationships, examining the evolution of these relationships, the roles different species play in human lives, and the social, ethical, and moral implications involved. Her work emphasizes critical reflection on social constructions and power structures related to human-animal coexistence, engaging students in interviews, reflections, essays, and research reports to deepen understanding of these complex interactions.

Research topics

• Sociology
• Computer Science
• Social Science
• Pedagogy
• Psychology
• Mathematics education
• Political Science
• Engineering
• Communication
• Public relations
• Linguistics
• Engineering ethics

Selected publications

• Course Development in Language Programs

  2025-06-06

  book-chapter1st authorCorresponding

  This chapter places the notion of design at the center of language course development and presents four complementary frameworks: Understanding by Design (i.e., Backward Design), a planning framework; Universal Design for Learning which is often combined with Culturally Responsive Design; and Learning by Design are frameworks grounded in pedagogies that affirm and empower diverse students. After describing each framework, points of intersection between them are considered to help language program administrators design and instantiate courses grounded in a language as discourse view in the programs they supervise. LPAs are then provided with examples and practical recommendations to consider throughout the course design process. Finally, directions for future research are considered.

  PublisherDOI

• The Routledge Handbook of Language Program Development and Administration

  2025-06-06

  book

  "Second language program development and administration is a long-standing area within the larger field of applied linguistics. In many ways, it is the quintessential applied linguistics field, as it crosses disciplinary boundaries while balancing the rigors of scholarly inquiry with the demands of practical application without losing sight of concrete learner outcomes. The Routledge Handbook of Language Program Development and Administration provides a scholarly rigorous, yet practically relevant treatment of issues implicated in program development and administration with fifty-two chapters written by leading scholars in the field. Authors not only address the theoretical underpinnings of their respective topics but also provide actionable, evidence-based recommendations concerning eminently practical matters. In this way, the volume provides both novice and experienced language program administrators with important guidance on how to think about the work that they do and how best to go about it, while also validating language program administration as a scholarly area of inquiry. The Routledge Handbook of Language Program Development and Administration is essential reading for practicing second language program administrators at the post-secondary level, in-service and pre-service second language instructors, graduate students in applied linguistics, and even upper-level undergraduate education students considering second language teaching as a future career"-- Provided by publisher

  PublisherDOI

• Language Program Development and Administration

  2025-06-06

  book-chapter

  Classroom second language teaching and learning remain primarily a social endeavor pursued by many learners under the auspices of an educational institution through language programs of various types and sizes. Language learning can be pursued for a variety of reasons, but one of the most common is to connect with other human beings. However, it remains a formidable task for those who begin the process after childhood and in a formal classroom setting. Like an iceberg, the teaching and learning that take place in language classrooms represent only the proverbial tip of a large number of inputs, considerations, and circumstances affecting instructional practice.

  PublisherDOI

• The Language Program Director in Language, Literature, and Culture Departments: Current State of the Position and Programmatic Implications

  ALD Bulletin · 2024-01-01

  article1st authorCorresponding
  PublisherDOI

• Literacy/multiliteracies and foreign language education

  Elsevier eBooks · 2022 · 1 citations

  1st authorCorresponding
  • Sociology
  • Sociology
  • Linguistics
  PublisherDOI

• Intercultural communicative competence and mobility: Perspectives on virtual, physical, and critical dimensions

  Intercultural Communication Education · 2021-04-26 · 2 citations

  articleOpen access1st authorCorresponding
  PublisherDOI

• Introduction – language learning and professionalization in higher education: where we are, where we need to be, and how we get there

  2020-11-10

  preprintOpen access1st authorCorresponding

  Language learning for professional purposes is here explored through themes related to postsecondary students’ experiences and professional integration, (multimodal) communication, and (online) instructional design principles, and language teacher education. Each chapter seeks to focus on how research results could/should inform training design in higher education (research-based recommendations, implications for pedagogy) so as to promote learning and sustain the link between FL education and professionalization in today’s and tomorrow’s society.

  PublisherOA PDFDOI

• Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century

  2020 · 6 citations

  1st authorCorresponding
  • Sociology
  • Pedagogy
  • Computer Science

  In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume’s eight chapters underscore that research findings should inform the design of learning experiences so that people’s communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained.

  PublisherOA PDFDOI

• Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead

  2020 · 1 citations

  1st authorCorresponding
  • Political Science
  • Sociology
  • Pedagogy

  In considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, the preceding chapters have sought to highlight how research findings could/should inform curriculum, instruction, and professional development in higher education so as to promote language learning and sustain its link to professionalization in today’s and tomorrow’s society. Language learning and professionalization have been explored here through researches focusing on: university students who need to learn to communicate in one or more foreign languages to both interact as global citizens and increase their chances of employability; professionals who, on their lifelong learning journey, study foreign languages to enrich or develop (new) skills for a variety of reasons, including the need to meet evolving work requirements and adapt to an ever changing society; and (pre-service) language teachers who need to learn how best to meet the needs of learners. In this brief coda, we synthesize the major points from the chapters included in this book and highlight the opportunities that exist and the challenges that must be addressed if we want the opportunities not to remain just that.

  PublisherDOI

• Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

  Foreign Language Annals · 2018-02-16 · 102 citations

  articleSenior author

  Abstract In recent years, literacy has emerged as a key critical term in foreign language (FL) teaching and learning. This essay reflects on the history of literacy and on current developments, in particular those related to the development of multiliteracies paradigms. The article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is posing new questions for the field of FL education.

  PublisherDOI

Frequent coauthors

• Heather W. Allen

  Loyola University Medical Center

  12 shared

• Kate Paesani

  University of Minnesota

  5 shared

• Kristen Michelson

  Texas Tech University

  4 shared

• Muriel Grosbois

  Conservatoire National des Arts et Métiers

  3 shared

• Chantelle Warner

  2 shared

• Stephen Krashen

  2 shared

• Florence Rivet

  Bureau de Recherches Géologiques et Minières

  1 shared

• Andrés Wilkins

  1 shared

Education

• PhD in Language & Literacy, Department of Curriculum and Instruction

  University of Southern California

  1994

• MA in TESL, Department of Curriculum & Instruction

  University of Southern California

  1989

• Maîtrise, English

  Sorbonne Université

  1985