2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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Carolin Fuchs

Professional Background

Educational Background

2005 Ph.D., Institut für Anglistik (Department of English Studies), Justus-Liebig Universität Gießen, Gießen, Germany.          

1997 M.A. in Teaching English to Speakers of Other Languages (TESOL); Certificate in Teaching Foreign Language, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA. With distinction.        

1995 State-Certified Translator for the English Language (Special Field: Law; Minor: French), Sprachen und Dolmetscherinstitut München (Munich Institute of Languages and Interpreting), Munich, Germany.

Scholarly Interests

Technology-based language teaching and learning, electronic literacies, language play, content-based instruction, task/based teaching and learning, corpus linguistics, sociocultural theory, dynamic assessment, intercultural learning, pragmatic competence, and (electronic) portfolios.

Selected Publications

Fuchs, C. (2011a). Constraints and affordances of a collaborative online tool in language teacher education. International Journal of Technology in Teaching and Learning (IJTTL) 7(2), 152-173.

Fuchs, C. (2011b). Successful task negotiation via Moodle - A cross-institutional case study in teacher education. Journal of Linguistics and Language Teaching 2(1).

Fuchs, C. (2009a). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

Fuchs, C. (2009b). Converting text activities into meaningful tasks: Results from an Internet-mediated student teacher project. In L. Stone & C. Wilson-Duffy (Eds.), Task-Based III: Expanding the range of tasks through the Web (pp. 13-35). International Association for Language Learning and Technology (IALLT).

Fuchs, C. (2009c). Computer-mediated task design: Language student teachers' expectations and realizations. Letras & Letras, Uberlandia 25(2), 37-64.

Vandergriff, I. & Fuchs, C. (2009d). Does CMC promote language play? Exploring humor in two modalities. Calico Journal 27(1), 26-47.   

Fuchs, C. (2007). Student Language Teachers as Intercultural Learners in CMC-Based Project Work. Journal of Intercultural Communication, 13. 

Fuchs, C. (2006a). Exploring German pre-service teachers' electronic and professional literacies ReCALL, 18(2), 174-192.

Fuchs, C. (2006b). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europischer Verlag der Wissenschaften.

Fuchs, C. (2005). CMC-based model learning in language teacher education: A German-American telecollaboration. In Thompson, I., & Hiple, D. (Eds.). Selected papers from the 2004 NFLRC symposium: Distance Education, Distributed Learning and Language Instruction (pp. 141-156). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

Fuchs, C. (2003). Negotiating over a distance: The challenges of computer-mediated communication (CMC) in foreign language teacher education. In M.K. Legutke, & D. Rsler (Eds.), Fremdsprachenlernen mit digitalen Medien.  Beitrge des Giessener Forschungskolloquiums. [Foreign language learning with computer technologies. Articles by the Giessen research colloquium.] (pp. 179-208). Tbingen: Narr.

Fuchs, C. (2001). Munich - Monterey online: Integrating email and chat to foster reading and writing skills in a distance learning course. In Y. Saito-Abbott, R. Donovan, T.F. Abbott, & P. Kennedy, (Eds.), Digital Stream 2000: Emerging technologies in teaching languages and cultures (pp. 147-165). San Diego State University, CA: The Language Acquisition Resource Center (LARC).

curriculum vitae

Fuchs, C. (accepted). Computer-mediated task design: Language student teachers' expectations and realizations. Letras & Letras. 

Vandergriff, I. & Fuchs, C. (accepted). Humor support in synchronous computer-mediated classroom discussions. "font-style: italic; ">Humor."font-style: normal; "> 

Fuchs, C. (2009a). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), "font-style: italic; ">Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

Vandergriff, I. & Fuchs, C. (2009b). Does CMC promote language play? Calico Journal 27(1), 26-47.

Fuchs, C. (2009c). Converting text activities into meaningful tasks: Results from an Internet-mediated student teacher project. In L. Stone & C. Wilson-Duffy (Eds.), "font-style: italic; ">Task-Based III: Expanding the range of tasks through the Web (pp. 13-35). International Association for Language Learning and Technology (IALLT). 

Fuchs, C. (2007). Pre-service teachers as intercultural learners in CMC-based collaboration: The case of The Literature Group. Journal of Intercultural Communication, 13.

Fuchs, C. (2006a). Exploring German pre-service teachers' electronic and professional literacies. ReCALL, 18(2), 174-192.

Fuchs, C. (2006b). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europischer Verlag der Wissenschaften.

Fuchs, C. (2005). CMC-based model learning in language teacher education: A German-American telecollaboration. In Thompson, I., & Hiple, D. (Eds.), Selected papers from the 2004 NFLRC symposium: Distance Education, Distributed Learning and Language Instruction (pp. 141-156). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

professional experiences

9/2007-present

 

 

Lecturer, Department of Arts and Humanities, Teachers College, Columbia University, NY

 

Currently teachihg CALL, Methods, Practicum in the TESOL & Applied Linguistics Program.

 

10/2005-8/2007

 

 

Research Scholar, Department of French, University of California at Berkeley, Berkeley, CA

 

Conducted survey study on electronic literacy skills and access and use of computer technologies in German secondary schools.

 

9/2006-7/2007

 

 

Online Faculty, Axia College of University of Phoenix, Phoenix, AZ

 

Taught various sections of Effective Persuasive Writing and Utilizing Information in College Writing.

 

1/2007-5/2007

 

 

Lecturer, Department of German, University of California at Berkeley, Berkeley, CA

 

Taught Elementary German course.

 

8/2004-12/2004

 

 

Visiting Scholar, Department of Linguistics and Applied Language Studies, The Pennsylvania State University, University Park, PA.

 

Collaborated in building Telekorp, a bilingual English-German learner corpus (http://www.personal.psu.edu/faculty/j/a/jab63/Telekorp.html); co-taught and researched under-graduate German telecollaborative language course in conjunction with the Pädagogische Hochschule Heidelberg, Germany. 

 

4/2002-7/2002, 10/2002-2/2003

 

Teacher Educator, Institut für Anglistik, Justus-Liebig Universität Gießen, Gießen, Germany.

 

 

Designed and co-taught two technology-based courses (Hauptseminare) for preservice teachers in collaboration with the Monterey Institute of International Studies, CA, and  the Pädagogische Hochschule Heidelberg, Germany. 

 

10/2001-2/2003

 

Research Assistant, Zentrum für Medien und Interaktivität (Center for Media and Interactivity), Justus-Liebig Universität Gießen, Gießen, Germany.

 

 

Co-authored grant proposal for the Deutsche Forschungsgemeinschaft (German Research Foundation) on web-supported language learning platform Learning German with‘jetzt online:’ http://www.goethe.de/z/jetzt/deindex.htm; participated in interdisciplinary research colloqium (Claus Leggewie). 

 

9/2000-5/2001

 

Head of German Studies Department, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

 

 

Supervised and trained Language Program Administration intern and MA Teaching Foreign Language candidates; administrated Business German exams; organized study abroad with the Institut für Interkulturelle Kommunikation in Weimar-Erfurt, Germany; coordinated German Winter Intensive Language Program.

 

1/2000-5/2000, 

9/2000-12/2000

 

Research Assistant, Kade Language and Technology Center, The Monterey Institute of International Studies, Monterey, CA.

 

 

Developed and taught online Business German course; participated in distance learning evaluation group. 

 

1/1999-8/2000

 

Visiting Professor, German Studies Department, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

 

 

Designed curricula and taught various German courses to MA degree candidates in  MBA, International Policy Studies, Public Administration. 

 

1/1998-8/2000

 

Visiting Professor, English Studies Department, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

 

 

Designed curricula and taught various (summer intensive) courses, e.g., English for Academic Purposes, Business English for International MBA Students, Public Speaking for International MA degree candidates, Academic Speaking and Listening Skills, Academic Writing.

 

1/1998-8/2001

 

 

German Instructor, Custom Language Services, Graduate School of Languages and Educational Linguistics, The Monterey Institute of International Studies, Monterey, CA.

 

 

Taught German in Summer Intensive Language Program; coordinated and recruited faculty for the German Winter Intensive Language Program 1999.

 

9/1999-12/1999

1/1998-8/1999

 

English Instructor, ESP, Intensive ESL Program,The Monterey Institute of International Studies, Monterey, CA.

 

 

Co-developed curriculum and co-taught Business Communication for Korean Executives; designed curriculum and taught Grammar, Oral Skills for Italian Translation & Interpretation students, Culture, Multimedia,ESL Advanced Grammar.

 

6/1997-8/1997, 6/2000-8/2000

 

English Instructor, The Graduate School of Translation & Interpretation, The Monterey Institute of International Studies, Monterey, CA.

 

 

Co-taught ESL at an advanced level to Translation & Interpretation students.

 

7/2006-8/2007

 

English Instructor, Brandon College, San Francisco, CA

 

 

Taught ESL and Business English at all levels.     

 

12/2006-1/2007

 

Writer for Online Course Items, Thomson ELT, Boston, MA 02210.

 

Created lesson modules for online course development project.

 

 

 

publications

Fuchs, C. (2011a). Constraints and affordances of a collaborative online tool in language teacher education. International Journal of Technology in Teaching and Learning (IJTTL) 7(2), 152-173. 

Fuchs, C. (2011b). Successful task negotiation via Moodle - A cross-institutional case study in teacher education. Journal of Linguistic and Language Teaching 2(1).

Fuchs, C. (2010). Cross-Institutional Blending in Teacher Education - A Case Study. International Journal of Mobile and Blended Learning 2(2), 30-49.

Fuchs, C. (2009a). Digital natives and their self-rated electronic literacy skills: Empirical findings from a survey study in German secondary schools. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the net generation (pp. 31-52). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

Fuchs, C. (2009b). Converting text activities into meaningful tasks: Results from an Internet-Mediated Student Teacher Project. In L. Stone & C. Wilson-Duffy (Eds.), Task-Based III: Expanding the Range of Tasks Through the Web (pp. 13-35). International Association for Language Learning and Technology (IALLT). 

Fuchs, C. (2009c). Computer-mediated task design: Language student teachers' expectations and realizations. Letras & Letras, Uberlandia 25(2) 37-64.

Vandergriff, I. & Fuchs, C. (2009). Does CMC promote language play? Exploring humor in two modalities. Calico Journal 27(1), 26-47.

Fuchs, C. (2008). Electronic Literacy and Media Competence in German Secondary Schools. [Online report.].   

Fuchs, C. (2007). Pre-service teachers as intercultural learners in CMC-based collaboration: The case of The Literature Group. Journal of Intercultural Communication,13.

Fuchs, C. (2006a). Exploring German pre-service teachers' electronic and professional literacies. ReCALL, 18(2), 174-192.

Fuchs, C. (2006b). Computer-mediated negotiation across borders: German-American collaboration in language teacher education. Frankfurt: Peter Lang Europischer Verlag der Wissenschaften.

Fuchs, C. (2005a). CMC-based model learning in language teacher education: A German-American telecollaboration. In Thompson, I., & Hiple, D. (Eds.). Selected papers from the 2004 NFLRC symposium: Distance Education, Distributed Learning and Language Instruction (NetWork#44) [HTML document] (pp. 141-156). Honolulu: University of Hawai'i, National Foreign Language Resource Center.

Fuchs, C. (2005b). Book review: Applied linguistics and language teacher education (2005), Bartels, N. (Ed.), Springer. Zeitschrift fr Fremdsprachenforschung, 16(2), 2005, 1-12. Berlin: Paedagogischer Zeitschriftenverlag.

Fuchs, C. (2005c). Strategies for overcoming challenges in computer-mediated communication (CMC) courses: A German-American teacher education project using FirstClass. Neusprachliche Mitteilungen aus Wissenschaft und Praxis, 58 [News from modern language research and classroom teaching.], 47-56.

Fuchs, C. (2005d). The potential of computer-mediated communication (CMC) in task-based language teacher education. In Mller-Hartmann, A., & Schocker-von Ditfurth, M. (Eds.),  Aufgabenorientierung im Fremdsprachenunterricht - Task-based language learning and teaching.  Festschrift fr Michael K. Legutke (pp. 299-308). Tbingen: Narr.

Fuchs, C. (2004). A call for technology-based model learning: German-American telecollaboration in language teacher education. Society for Information Technology and Teacher Education International Conference, 1 (2004), 3886-3891.

Fuchs, C. (2003a). Negotiating over a distance: The challenges of computer-mediated communication (CMC) in foreign language teacher education. In M.K. Legutke, & D. Roesler (Eds.), Fremdsprachenlernen mit digitalen Medien.  Beitrge des Giessener Forschungskolloquiums. [Foreign language learning with computer technologies. Articles by the Giessen research colloquium.] (pp. 179-208).Tbingen: Narr.

Fuchs, C. (2003b). Community-building and group negotiation processes in computer-mediated communication: An American-German teacher education project from the student teacher's perspective. The student experience in online and hybrid courses, 8th Annual Teaching in the Community College (TCC) Online Conference, University of Hawai'i, April 22-24, 2003.

Fuchs, C. (2002a). Deutsch lernen mit jetzt online': Der Einsatz einer Internet-gesttzten Lernsoftware im Fremdsprachenunterricht wird erforscht. (Learning German with jetzt online:' Researching the use of an Internet-based software for foreign language teaching.) Spiegel der Forschung Schwerpunkt ZMI, 19(2), 79-81.Monsheim: Verlag fr Marketing und Kommunikation.

Fuchs, C. (2002b). Fremdsprachenlernen mit den Neuen Medien. [Learning foreign languages with new media.] Sozial Extra, 26(9), 26-28. Leverkusen: Leske & Budrich.

Fuchs, C. (2001a). Munich - Monterey online: Integrating email and chat to foster reading and writing skills in a distance learning course. In Y. Saito-Abbott, R. Donovan, T.F. Abbott, & P. Kennedy, (Eds.), Digital Stream 2000: Emerging technologies in teaching languages and cultures (pp. 147-165). San Diego State University, CA: The Language Acquisition Resource Center (LARC).

Fuchs, C. (2001b). Teaching effective reading techniques. Teaching speaking and listening skills through video. In J.F. Lalande (Ed.), Teaching ideas VI - A collection of successful classroom strategiesCherry Hill, NJ: American Association of Teachers of German, Inc. (pp. 15-16).

Fuchs, C. (2000). Report or ad? Using a concordancer in ESP. In K. Ryan (Ed.), Recipes for wired teachers (pp. 120-123). Nagoya, Japan: Japan Association for Language Teaching - Computer Assisted Language Learning Special Interest Group (JALTCALLSIG) (with Angela Dadak).

professional organization membership

Since 2007   EUROCALL (European Association for Computer Assisted Language Learning)

Since 2006   AAAL (American Association for Applied Linguistics)

Since 2001   DGFF: Deutsche Gesellschaft für Fremdsprachenforschung (German  Association for Foreign Language Research)         

Since 1998   AATG: American Association of Teachers of German

Since 1997   TESOL: Teaching English to Speakers of Other Languages

2003-2006   AACE: Association for the Advancement of Computing in Education

professional presentations

Intercultural academic discussions via Web 2.0 communication mediums (accepted). XVth International CALL Research Conference at Providence University, Taichung, Taiwan, May 25-27, 2012 (with Gina Chen, Emmajoy Shulman-Kumin & Chia-Yu Chang).


Cross-cultural mediators in international online collaborations - curricular implications. American Association for Applied Linguistics 2012 Conference, Boston, MA, March 24-27, 2012 (with Bill Snyder, Shannon Bishop, Pantelis Charalambous, Bruce Tung).


Tellecollaboration 2.0 in Language Teacher Education - The Role of the Cross-Cultural Mediator. Paper presented at HASTAC, Ann Arbor, MI, December 1-3, 2011 (with Bill Snyder, Shannon Bishop, Pantelis Charalambous, Bruce Tung).


Riding the (Google) Wave - Cross-Institutional Blended Learning in Language Teacher Education. Paper presented at Mobility Shifts Conference, New School, New York, NY, October 16, 2011.


Analyzing the potential of Google, Wave, Ning, and other Web 2.0 tools for language teaching, intercultural learning and online communication (accepted, but had to withdraw due to a family emergency). The 16th World Congress of Applied Linguistics (AILA 2011) Beijing, China, August 23-28, 2011 (with Gina Chen and Emmajoy Shulman-Kumin).


Technology Use in an Adult Intensive English Program - Benefits and Challenges. Paper presented at the Computer Assisted Language Instruction Consortium (CALICO), Victoria, British Columbia, Canada, May 17-21, 2011 (with Farah Akbar and Marie-Noelle Lamy).


Methodological Implications of Using Google Applications (Google Sites and Google Wave) for Cross-Institutional Collaboration in Language Teacher Education . American Association for Applied Linguistics 2011 Conference, Chicago, March 26-29, 2011.


Web 2.0 tools and their potential to expand and enhance the design of language tasks: An empirical study in language teacher education (accepted, but had to withdraw) JALTCALL 2010, Kyoto, Japan, May 29-30, 2010.


Wikis and Blogs for Cross-Institutional Task Design - An Empirical Study in Language Teacher Education. Paper presented at the EuroCALL Teacher Education SIG Workshop, Lyon, France, May 26-28, 2010.


Wikis, Podcasts, Blogs - How do student teachers in the U.S. and in Luxembourg fare with ESL/EFL task design? Paper presented at the American Association for Applied Linguistics 2010 Conference, Atlanta, GA, March 6-9, 2010.


Computer-mediated task design and negotiation in an international pre-service teacher education project. Paper presented at the American Association for Applied Linguistics 2009 Conference, Denver, CO, 21-24, 2009.


Students’ and Teachers’ Electronic Literacy Skills: The Gap Between Theory and Praxis. Paper presented at the colloquium Electronic Literacy and Educational Practices: A Global Perspective at the American Association for Applied Linguistics 2008 Conference, Washington,DC, March 29-April 1, 2008.


Humor-Support in Computer-Mediated Communication. Paper proposal for the Computer Assisted Language Instruction Consortium (CALICO) with IALLT 2008 Conference, San Francisco, CA, March 18-22, 2008 (with Ilona Vandergriff). 


The Importance of technology and teachers’ electronic literacy skills: Theory and practice in German secondary schools. Paper presented at the symposium The role of the teacher in on-line foreign language education. EUROCALL, Coleraine, Northern Ireland, September 5-8, 2007.


Foreign language play and CMC. Paper presented at the colloquium Research on language play: Recent developments, future directions at the American Association for Applied Linguistics 2007 Conference, Costa Mesa, CA, April 21-24, 2007 (with Ilona Vandergriff).

CMC-based model learning in language teacher education: A German-American telecollaboration. Paper presented at the National Foreign Language Resource Center (NFLRC) Distance Education, Distributed Learning & Language Instruction Symposium, University of Hawai’i at Manoa campus in Honolulu, HI, July 27-30, 2004. 

A call for technology-based model learning: German-American telecollaboration in language teacher education. Paper presented at the 15th International SITE 2004 Conference (Society for Information Technology & Teacher Education International Conference), Atlanta, March 1-6, 2004. http://www.aace.org/conf/SITE/

Developing a Typology for Computer-Mediated Communication (CMC) – Related Challenges in Language Teacher Education and Strategies for Overcoming Them. Preliminary thesis findings presented at 7 th Federal Workshop for Qualitative Educational and Social Research in Education Section: Educational Research, (New) Media and Internet, Migration/Cross-Cultural Issues, Documentary Method, Pedagogical Research, Biographic Research, Marotzki, Winfried & Nohl, Arndt-Michael, Otto-von-Guericke-Universität Magdeburg Center for Qualitative Research in Education, Counseling, and Society (ZBBS), Hans Böckler Foundation, Magdeburg/Germany, January 16-17, 2004.

Virtual meetings in teacher education: Developing strategies to provide for a cooperative learning environment. Paper presented at the 20th Conference for Foreign Language Didactics by the German Association for Foreign Language Research (DGFF), Frankfurt/Germany, October 1-4, 2003. http://www.dgff.de

Using the FirstClass® conferencing software for computer-mediated communication (CMC) projects in teacher education. Paper presented at the 8th European Conference on Media in Higher Education (GMW), Universität Duisburg-Essen/Germany, September 16-19, 2003. http://www.gmw03.de/

Strategies for overcoming challenges in computer-mediated communication courses. Paper presented in Section 4: Language Teaching and Information Technology at the Federal Conference by the German Association for Modern Languages (FMF), Bremen/Germany, June 19-21, 2003. http://fmfdeutschland.de/

Integrating email for distance learning in a reading and writing class. Paper presented at Digital Stream 2000: Emerging Technologies in Teaching Languages and Cultures, 2nd Annual Conference at CaliforniaStateUniversity at Monterey Bay (CSUMB), Monterey, CA, March 23-25, 2000. http://wlc.csumb.edu/digitalstream/digitalstream2000/

honors and awards

A&HT 4000: Special topics in TESOL (1-6)

Provides an in-depth examination of special topics of current theoretical or pedagogical concern in the field of second or foreign language education. Topics may vary from term to term. This course may be repeated for credit with change of topic. Special fee: $15

A&HT 4077: TESOL Classroom practices

Introduction to the major language teaching approaches that have been influential in the 20th century. Special fee: $15.

A&HL 4085: Pedagogical English grammar

A systematic, in-depth examination of English grammar with particular reference to the teaching and learning of grammar.

A&HT 4164: TESOL methodologies: Language for specific purposes

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4165: TESOL methodologies: English for academic purposes

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4166: TESOL methodologies: Computer-assisted language learning

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4169: TESOL methodologies: Literature in the ESOL class

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4177: TESOL methodologies: Teaching speaking

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4180: TESOL methodologies: Trends in TESOL metholodogies

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 5301: TESOL Specialized Practicum: Integrated Skills

This course is designed help student teachers refine their understanding of, and skills in, implementing and reflecting on their English language teaching. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP). Special fee: $15.

A&HT 6303: TESOL Specialized Practicum: Reading

The reading practicum is designed to help students develop and practice their skills in teaching reading within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP). Special fee: $15.

A&HT 6304: TESOL Specialized Practicum: Writing

The writing practicum is designed to help students develop and practice their skills in teaching writing within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP). Special fee: $15.

Documents & Papers

Vandergriff, I. & Fuchs, C. (2009). Does CMC promote language play? Exploring humor in two modalities. Calico Journal, 27(1).

Download: Does CMC Promote Language Play? Exploring Humor in Two Modalities [Word]

Fuchs, C. (2009c). Computer-mediated task design: Language student teachers' expectations and realizations. Letras & Letras, Uberlandia 25(2), 37-64.

Download: Computer-mediated task design: Language student teachers' expectations and realizations [PDF]

Fuchs, C. (2006a). Exploring German pre-service teachers' electronic and professional literacies. ReCALL, 18(2), 174-192.

Download: Exploring German Pre-Service Teachers' Electronic and Professional Literacies [Word]

Fuchs, C. (2008). Electronic literacy and media competence in German secondary schools. (Online report).

Download: Electronic Literacy and Media Competence Survey Study Report [Word]

Fuchs, C. (2007). Pre-service teachers as intercultural learners in CMC-based collaboration: The case of The Literature Group. Journal of Intercultural Communication, 13.

Download: Pre-Service Teachers as Intercultural Learners in CMC Based Collaboration: The Case of the Literature Group [Word]

Fuchs, C. (2005b). Book Review: Applied linguistics and language teacher education (2005), Bartels, N. (Ed.), Springer. Zeitschrift fur Fremdsprachenforschung, 16(2), 1-12. Berlin: Padigogischer Zeitschrift Enverlag.

Download: Book Review: Applied Linguistics and Language Teacher Education [Word]