Lecturer; -academic year; s appointment, renewable

Full-Time Lecturer - Teaching Associate Coordinator and Assistant Director (Lower-Division Language Program)

Apply now Job no: 551977
Work type: Instructional Faculty - Temporary/Lecturer
Location: Long Beach
Categories: Unit 3 - CFA - California Faculty Association, Faculty - Letters/Humanities, Temporary, Full Time

• Ph.D. in Second Language Acquisition and Teaching, Applied Linguistics, Instructed Language Education, Multilingual Language Education, Third Language (L3) Acquisition or related field. Degree at time of application or official notification of completion of the doctoral degree by August 1, 2026.
• Advanced proficiency in English and Spanish; intermediate proficiency in one of the following languages:
  French, Italian, and/or German
• Demonstrated potential for teaching excellence
• Demonstrated potential for training and supervision of Teaching Associate
• Demonstrated commitment to working successfully with a diverse student population, including low socioeconomic and first‑generation students

• Training and sub‑specialization in college‑level Language Program Administration, Technology in Instructed Language Acquisition or Translation Pedagogies for Language Acquisition
• Experience in teaching Spanish for Heritage Learners, Spanish Linguistics and/or Romance Linguistics
• Experience in training and managing graduate Teaching Associates assigned to teach introductory‑ and intermediate‑level language classes
• Experience using digital tools for world language teaching
• Demonstrated or potential ability to work on collaborative curriculum, outreach, and program‑building projects
• Teaching experience demonstrating excellence at the college level
• Experience successfully working with populations demographically and/or socioeconomically similar to the CSULB student body
• Experience mentoring or supporting students using inclusive and culturally relevant teaching strategies in a diverse classroom

• Teach courses in language, linguistics, or methodology courses at the undergraduate or graduate level as assigned (Mode of instruction may include in‑person, hybrid, online, and/or any combination thereof.)
• Train and supervise Teaching Associates (TAs) and Graduate Assistants (GAs) in the French, German, Italian and Spanish language programs.
• Train novice TAs to deliver classroom L2 instruction; supervise their pedagogical development (building a course calendar, creating activities and course assessments).
• Organize an orientation program for TAs and part‑time lecturers who teach LD language classes before the start of the fall semester every year.
• Conduct or organize professional development workshops for TAs and part‑time lecturers at least twice per semester.
• Conduct observations of teaching of all TAs each semester.
• Convene TAs by program and review the curriculum and achievement of learning outcomes.
• Collaborate with department chair and language program directors on enrollment trends, staffing needs, assigning courses to TAs according to programmatic needs.
• Actively participate in recruitment efforts.
• Recommend language‑specific curricular modifications to the department chair and program directors.
• Collaborate with department chair and Curriculum and Assessment Committee on annual language program assessment.
• Attend department meetings and update department faculty on the lower‑division language program.
• Serve on the bilingual interview committees for the Single Subject Credential Program in Languages Other Than English every semester, as needed.
• Remain competent and current through self‑directed professional reading, developing professional contacts with colleagues in the profession, attending professional conferences.
• Promote language study and study abroad.
• Contribute to the overall success of RGRLL’s language programs by performing other duties as assigned.

CSULB seeks to recruit faculty who enthusiastically support the University’s strong commitment to the academic success of all of our students, including students with disabilities, students who are first generation to college, veterans, students with diverse socio‑economic backgrounds, and students of diverse…