Publications by Hiram H. Maxim
Monographs:
Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced L2 writing development in collegiate education: Curricular design, pedagogy, assessment. Monograph Issue, Modern Language Journal, 94, Issue Supplement. Wiley-Blackwell. https://doi.org/10.1111/j.1540-4781.2010.01136.x
Edited Books:
Dubreil, S., Malinowski, D., & Maxim, H. H. (Eds.). (2023). Spatializing language studies: Pedagogical approaches in the linguistic landscape. New York: Springer. https://doi.org/10.1007/978-3-031-39578-9
Maxim, H. H., & Arens, K. (Eds.). (2023). Celebrating Janet Swaffar: A Festschrift. Austin, TX: Agarita Press
Malinowski, D., Maxim, H. H. & Dubreil, S. (Eds.). (2020). Language teaching in the linguistic landscape: Mobilizing pedagogy in public space. New York: Springer. https://doi.org/10.1007/978-3-030-55761-4
Allen, H. W. & Maxim, H. H. (Eds.). (2013). Educating the future foreign language professoriate for the 21st century. AAUSC Series Issues in Language Program Direction. Boston: Cengage.
Byrnes, H. & Maxim, H. H. (Eds.). (2004). Advanced foreign language learning: A challenge to college programs. AAUSC Series Issues in Language Program Direction. Boston: Heinle.
Refereed Articles and Chapters:
Maxim, H. H. (2024). Affecting multiple literacies in the linguistic landscape. In D. Gorter & E. Krompák (Eds.). Educational agency and activism in linguistic landscape studies (pp. 125-161). Peter Lang. https://doi.org/10.3726/b22161.
Maxim, H. H. (2023). Developing advanced L2-German writing: A functionally oriented longitudinal study. Modern Language Journal, 107(4), 965-990. https://doi.org/10.1111/modl.12884
Maxim, H. H., & Ryshina-Pankova, M. (2023). Do language classrooms socialize linguistic indifference? German Quarterly, 96(3), 386-394. https://doi.org/10.1111/gequ.12368
The Pipestone Group (Edward C. Dawson, Hannah Eldridge, David Gramling, Hiram Maxim, Sharon Munger Wailes, Patrick Ploschnitzki, Caroline Rieger, Julia Ruck, Marianna Ryshina-Pankova, Chantelle Warner). (2023). Introduction: On linguistic indifference. German Quarterly, 96(3), 378-382. https://doi.org/10.1111/gequ.12374
Maxim, H. H. (2021). A longitudinal case study of curriculum-based L2 writing development. System, 96. https://doi.org/10.1016/j.system.2020.102397
Maxim, H. H. (2020). A methodological and pedagogical framework for designing L2 student-based linguistic landscape research. In D. Malinowski and S. Tufi (Eds.). Reterritorializing linguistic landscapes: Questioning boundaries and opening spaces (pp. 346-363). New York: Bloomsbury. https://doi.org/10.5040/9781350077997.0027
Maxim, H. H. (2018). Der Aufbau eines lernerzentrierten Projekts zur Untersuchung der Sprachlandschaft. Der Deutschunterricht, 4, 44–52.
Askildson, L., & Maxim, H. H. (2015). “Centering" foreign language departments around useful outcomes assessment: Challenges and opportunities. In J. M. Norris & J. McE. Davis (Eds.). Student learning outcomes assessment in college foreign language programs (pp. 57-69). Honolulu: University of Hawaii National Foreign Language Resource Center.
Maxim, H. H. (2014). Curricular integration and faculty development: Teaching language-based content across the FL curriculum. In J. Swaffar & P. Urlaub (Eds.). Transforming Postsecondary Foreign Language Teaching in the United States (pp. 79-101). New York: Springer. https://doi.org/10.1007/978-94-017-9159-5_4
Maxim, H. H., Hoeyng, P., Lancaster, M., Schaumann, C., & Aue, M. (2013). Overcoming curricular bifurcation: A departmental approach to curriculum reform. Die Unterrichtspraxis, 46, 1-26. Recipient of the Stephen A. Freeman Award for Best Published Article in 2013 from the Northeast Conference on the Teaching of Foreign Languages. https://doi.org/10.1111/tger.10126
Maxim, H. H. (2009). “It’s made to match”: Linking L2 reading and writing through textual borrowing. In C. Brantmeier (Ed.), Crossing Languages and Research Methods. Analyses of Adult Foreign Language Reading (pp. 97-122). Charlotte, NC: Information Age Publishing. (pdf)
Maxim, H. H. (2009). An essay on the role of language in collegiate foreign language programmatic reform. Die Unterrichtspraxis, 42, 123-129.
https://doi.org/10.1111/j.1756-1221.2009.00046.x
Maxim, H. H. (2009). Developing formal language abilities along a genre-based continuum. In J. Watzinger-Tharp & S. Katz (Eds.), Conceptions of L2 Grammar: Theoretical Approaches and their Application in the L2 Classroom (pp. 172-188). AAUSC Volume on Issues in Language Program Direction. Boston: Heinle. (pdf)
Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K. (2006). Taking text to task: Issues and choices in curriculum construction. Special issue on task-based learning in the ITL International Journal of Applied Linguistics, 152, 85-110. https://doi.org/10.2143/ITL.152.0.2017864
Maxim, H. H. (2006). Integrating textual thinking into the introductory college-level foreign language classroom. Modern Language Journal, 90, 19-32.
https://doi.org/10.1111/j.1540-4781.2006.00382.x
Maxim, H. H. (2006). Giving beginning adult language learners a voice: A case for poetry in the foreign language classroom. In J. Retallack & J. Spahr (Eds.), Poetry and Pedagogy. The Challenge of the Contemporary (pp. 251-259). New York: Palgrave Macmillan. https://doi.org/10.1007/978-1-137-11449-5_18
Maxim, H. H. (2005). Enhancing graduate student teacher development through curricular reform. ADFL Bulletin, 36(3), 15-21. https://doi.org/10.1632/adfl.36.3.15
Maxim, H. H. (2005). Articulating foreign language writing development at the collegiate level: A curriculum-based approach. In C. Barrette & K. Paesani (Eds.), Language Program Articulation: Developing a Theoretical Foundation (pp. 78-93). AAUSC Volume on Issues in Language Program Direction. Boston: Heinle. (pdf)
Maxim, H. H. (2004). Expanding visions for the collegiate advanced foreign language learner. In H. Byrnes & H. H. Maxim (Eds.), Advanced Foreign Language Learning: A Challenge to College Programs (pp. 180-193). AAUSC Series Issues in Language Program Direction. Boston: Heinle. (pdf)
Maxim, H. H. (2003). Using cultural theory to navigate the cultural C’s in the foreign language classroom. In B. A. Moser & S. E. Torres, (Eds.), BRICHA Review. Journal of the Blue Ridge International Conference on the Humanities and the Arts (158-163). vols. 1-2. Boone, NC: Appalachian State University.
Maxim, H. H. (2002). A study into the feasibility and effects of reading extended authentic discourse in the beginning German language classroom. Modern Language Journal, 86, 20-35. Awarded 2004 ACTFL-NFMLTA/MLJ Paul J. Pimsleur Prize for Research in Foreign Language Education.
https://doi.org/10.1111/1540-4781.00134
Maxim, H. H. (2000). Integrating language learning and cultural inquiry in the beginning classroom. ADFL Bulletin, 32(1), 12-17. https://doi.org/10.1632/adfl.32.1.12
Maxim, H. H. (1998). Authorizing the foreign language student. Foreign Language Annals, 31, 407-430. https://doi.org/10.1111/j.1944-9720.1998.tb00585.x
Egbert, M. & Maxim, H. H. (1998). Incorporating critical thinking and authenticity into Business German testing. Modern Language Journal, 82, 19-32.
https://doi.org/10.1111/j.1540-4781.1998.tb02589.x
Reviews, Interviews, Other Publications:
Malinowski, D., Maxim, H. H., & Dubreil, S. (2023). Introduction: Spatializing language studies in the linguistic landscape. In S. Dubreil, D. Malinowski, & H. H. Maxim (Eds.), Spatializing language studies. Pedagogical approaches in the linguistic landscape (pp. 1–17). Springer. https://doi.org/10.1007/978-3-031-39578-9_1
Maxim, H. H. (2023). Language learning as textual thinking. In H. H. Maxim & K. Arens (Eds.), Celebrating Janet Swaffar: A Festschrift (pp. 147–163). Agarita Press.
Maxim, H. H. (2021). [Review of the book In Motion: Theaterimpulse zum Sprachenlernen. Von neuesten Befunden der Neurowissenschaft zu konkreten Unterrichtsimpulsen, by Michaela Sambanis and Maik Walter]. Die Unterrichtspraxis, 54.1, 143-145. https://onlinelibrary.wiley.com/doi/abs/10.1111/tger.12160
Maxim, H. H. (2020). [Review of the book Sloganization in Language Education Discourse, edited by Barbara Schmenk, Stephan Breidbach, and Lutz Küster]. Fremdsprachen Lernen und Lehren, 49.1, 138-141.
Malinowski, D., Maxim, H. H., & Dubreil, S. (2020). Introduction. In D. Malinowski, H. H. Maxim, & S. Dubreil (Eds.), Language teaching in the linguistic landscape. Mobilizing pedagogy in public space (pp. 1–13). Springer. https://doi.org/10.1007/978-3-030-55761-4_1
Published Interview: Kim, S.-Y. (2017). An Interview with Hiram Maxim, Emory University. The Korean Language in America, 21(1), 3–9. https://doi.org/10.5325/korelangamer.21.1.0003
Hoeyng, P. & Maxim, H. H. (2015). [Review of the book Wiener Urbanitäten. Kulturwissenschaftliche Ansichten einer Stadt, edited by Brigitta Schmidt-Lauber, Klara Löffler, Ana Rogojanu, and Jens Wietschorke]. Journal of Austrian Studies, 48.4, 125-128.
Maxim, H. H. & Allen, H. W. (2013). Foreign language graduate student teacher development in the twenty-first century: Challenges and opportunities for collegiate foreign language studies. In H. W. Allen & H. H. Maxim (Eds.), Educating the Future FL Professoriate for the 21st Century (pp. 231-237). Boston: Cengage
Byrnes, H. & Maxim, H. H. (2004). Introduction: Creating sites for collegiate advanced foreign language learning. In H. Byrnes & H. H. Maxim (Eds.), Advanced Foreign Language Learning: A Challenge to College Programs (pp. vii-xv). AAUSC Series Issues in Language Program Direction. Boston: Heinle.
Maxim, H. H. (1997). A sample multimedia teaching unit for third-semester German. In M. Egbert & A. Vlatten (Eds.). A Practical Primer for Developing a Business German Program (pp. 50-63) Houston: Goethe-Institute.
Maxim, H. H. (1995). [Review of the book German for Business and Economics. 2 vols., by Patricia Ryan Paulsell and Anne-Katrin Gramberg]. Die Unterrichtspraxis 28, 211-212. https://doi.org/10.2307/3531140
Monographs:
Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced L2 writing development in collegiate education: Curricular design, pedagogy, assessment. Monograph Issue, Modern Language Journal, 94, Issue Supplement. Wiley-Blackwell. https://doi.org/10.1111/j.1540-4781.2010.01136.x
Edited Books:
Dubreil, S., Malinowski, D., & Maxim, H. H. (Eds.). (2023). Spatializing language studies: Pedagogical approaches in the linguistic landscape. New York: Springer. https://doi.org/10.1007/978-3-031-39578-9
Maxim, H. H., & Arens, K. (Eds.). (2023). Celebrating Janet Swaffar: A Festschrift. Austin, TX: Agarita Press
Malinowski, D., Maxim, H. H. & Dubreil, S. (Eds.). (2020). Language teaching in the linguistic landscape: Mobilizing pedagogy in public space. New York: Springer. https://doi.org/10.1007/978-3-030-55761-4
Allen, H. W. & Maxim, H. H. (Eds.). (2013). Educating the future foreign language professoriate for the 21st century. AAUSC Series Issues in Language Program Direction. Boston: Cengage.
Byrnes, H. & Maxim, H. H. (Eds.). (2004). Advanced foreign language learning: A challenge to college programs. AAUSC Series Issues in Language Program Direction. Boston: Heinle.
Refereed Articles and Chapters:
Maxim, H. H. (2024). Affecting multiple literacies in the linguistic landscape. In D. Gorter & E. Krompák (Eds.). Educational agency and activism in linguistic landscape studies (pp. 125-161). Peter Lang. https://doi.org/10.3726/b22161.
Maxim, H. H. (2023). Developing advanced L2-German writing: A functionally oriented longitudinal study. Modern Language Journal, 107(4), 965-990. https://doi.org/10.1111/modl.12884
Maxim, H. H., & Ryshina-Pankova, M. (2023). Do language classrooms socialize linguistic indifference? German Quarterly, 96(3), 386-394. https://doi.org/10.1111/gequ.12368
The Pipestone Group (Edward C. Dawson, Hannah Eldridge, David Gramling, Hiram Maxim, Sharon Munger Wailes, Patrick Ploschnitzki, Caroline Rieger, Julia Ruck, Marianna Ryshina-Pankova, Chantelle Warner). (2023). Introduction: On linguistic indifference. German Quarterly, 96(3), 378-382. https://doi.org/10.1111/gequ.12374
Maxim, H. H. (2021). A longitudinal case study of curriculum-based L2 writing development. System, 96. https://doi.org/10.1016/j.system.2020.102397
Maxim, H. H. (2020). A methodological and pedagogical framework for designing L2 student-based linguistic landscape research. In D. Malinowski and S. Tufi (Eds.). Reterritorializing linguistic landscapes: Questioning boundaries and opening spaces (pp. 346-363). New York: Bloomsbury. https://doi.org/10.5040/9781350077997.0027
Maxim, H. H. (2018). Der Aufbau eines lernerzentrierten Projekts zur Untersuchung der Sprachlandschaft. Der Deutschunterricht, 4, 44–52.
Askildson, L., & Maxim, H. H. (2015). “Centering" foreign language departments around useful outcomes assessment: Challenges and opportunities. In J. M. Norris & J. McE. Davis (Eds.). Student learning outcomes assessment in college foreign language programs (pp. 57-69). Honolulu: University of Hawaii National Foreign Language Resource Center.
Maxim, H. H. (2014). Curricular integration and faculty development: Teaching language-based content across the FL curriculum. In J. Swaffar & P. Urlaub (Eds.). Transforming Postsecondary Foreign Language Teaching in the United States (pp. 79-101). New York: Springer. https://doi.org/10.1007/978-94-017-9159-5_4
Maxim, H. H., Hoeyng, P., Lancaster, M., Schaumann, C., & Aue, M. (2013). Overcoming curricular bifurcation: A departmental approach to curriculum reform. Die Unterrichtspraxis, 46, 1-26. Recipient of the Stephen A. Freeman Award for Best Published Article in 2013 from the Northeast Conference on the Teaching of Foreign Languages. https://doi.org/10.1111/tger.10126
Maxim, H. H. (2009). “It’s made to match”: Linking L2 reading and writing through textual borrowing. In C. Brantmeier (Ed.), Crossing Languages and Research Methods. Analyses of Adult Foreign Language Reading (pp. 97-122). Charlotte, NC: Information Age Publishing. (pdf)
Maxim, H. H. (2009). An essay on the role of language in collegiate foreign language programmatic reform. Die Unterrichtspraxis, 42, 123-129.
https://doi.org/10.1111/j.1756-1221.2009.00046.x
Maxim, H. H. (2009). Developing formal language abilities along a genre-based continuum. In J. Watzinger-Tharp & S. Katz (Eds.), Conceptions of L2 Grammar: Theoretical Approaches and their Application in the L2 Classroom (pp. 172-188). AAUSC Volume on Issues in Language Program Direction. Boston: Heinle. (pdf)
Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K. (2006). Taking text to task: Issues and choices in curriculum construction. Special issue on task-based learning in the ITL International Journal of Applied Linguistics, 152, 85-110. https://doi.org/10.2143/ITL.152.0.2017864
Maxim, H. H. (2006). Integrating textual thinking into the introductory college-level foreign language classroom. Modern Language Journal, 90, 19-32.
https://doi.org/10.1111/j.1540-4781.2006.00382.x
Maxim, H. H. (2006). Giving beginning adult language learners a voice: A case for poetry in the foreign language classroom. In J. Retallack & J. Spahr (Eds.), Poetry and Pedagogy. The Challenge of the Contemporary (pp. 251-259). New York: Palgrave Macmillan. https://doi.org/10.1007/978-1-137-11449-5_18
Maxim, H. H. (2005). Enhancing graduate student teacher development through curricular reform. ADFL Bulletin, 36(3), 15-21. https://doi.org/10.1632/adfl.36.3.15
Maxim, H. H. (2005). Articulating foreign language writing development at the collegiate level: A curriculum-based approach. In C. Barrette & K. Paesani (Eds.), Language Program Articulation: Developing a Theoretical Foundation (pp. 78-93). AAUSC Volume on Issues in Language Program Direction. Boston: Heinle. (pdf)
Maxim, H. H. (2004). Expanding visions for the collegiate advanced foreign language learner. In H. Byrnes & H. H. Maxim (Eds.), Advanced Foreign Language Learning: A Challenge to College Programs (pp. 180-193). AAUSC Series Issues in Language Program Direction. Boston: Heinle. (pdf)
Maxim, H. H. (2003). Using cultural theory to navigate the cultural C’s in the foreign language classroom. In B. A. Moser & S. E. Torres, (Eds.), BRICHA Review. Journal of the Blue Ridge International Conference on the Humanities and the Arts (158-163). vols. 1-2. Boone, NC: Appalachian State University.
Maxim, H. H. (2002). A study into the feasibility and effects of reading extended authentic discourse in the beginning German language classroom. Modern Language Journal, 86, 20-35. Awarded 2004 ACTFL-NFMLTA/MLJ Paul J. Pimsleur Prize for Research in Foreign Language Education.
https://doi.org/10.1111/1540-4781.00134
- Daily lesson plans: 1) pre-treatment (first 16 days of instruction before beginning novel); 2) initial transition to guided global recognition (next 9 days of instruction, pp. 1-33 of novel); 3) transition from recognition to production (next 13 days of instruction, pp. 34-76 of novel); 4) transition to cultural analysis (last 26 days of instruction, pp. 77-142 of novel). Key to abbreviations used in lesson plans: GK = Gelenkte Kommunkation = guided communicative textbook activities; FK = Freie Kommunikation = open-ended communicative questions; oB = indicates material written on the board; TPR= Total Physical Response activities; FCE = Free Communication Exercises = exercises in the course workbook to be completed as homework and turned in; PA = Partnerarbeit = activities to be completed as pair work.
- Sample exercises used to guide in-class reading
Maxim, H. H. (2000). Integrating language learning and cultural inquiry in the beginning classroom. ADFL Bulletin, 32(1), 12-17. https://doi.org/10.1632/adfl.32.1.12
Maxim, H. H. (1998). Authorizing the foreign language student. Foreign Language Annals, 31, 407-430. https://doi.org/10.1111/j.1944-9720.1998.tb00585.x
Egbert, M. & Maxim, H. H. (1998). Incorporating critical thinking and authenticity into Business German testing. Modern Language Journal, 82, 19-32.
https://doi.org/10.1111/j.1540-4781.1998.tb02589.x
Reviews, Interviews, Other Publications:
Malinowski, D., Maxim, H. H., & Dubreil, S. (2023). Introduction: Spatializing language studies in the linguistic landscape. In S. Dubreil, D. Malinowski, & H. H. Maxim (Eds.), Spatializing language studies. Pedagogical approaches in the linguistic landscape (pp. 1–17). Springer. https://doi.org/10.1007/978-3-031-39578-9_1
Maxim, H. H. (2023). Language learning as textual thinking. In H. H. Maxim & K. Arens (Eds.), Celebrating Janet Swaffar: A Festschrift (pp. 147–163). Agarita Press.
Maxim, H. H. (2021). [Review of the book In Motion: Theaterimpulse zum Sprachenlernen. Von neuesten Befunden der Neurowissenschaft zu konkreten Unterrichtsimpulsen, by Michaela Sambanis and Maik Walter]. Die Unterrichtspraxis, 54.1, 143-145. https://onlinelibrary.wiley.com/doi/abs/10.1111/tger.12160
Maxim, H. H. (2020). [Review of the book Sloganization in Language Education Discourse, edited by Barbara Schmenk, Stephan Breidbach, and Lutz Küster]. Fremdsprachen Lernen und Lehren, 49.1, 138-141.
Malinowski, D., Maxim, H. H., & Dubreil, S. (2020). Introduction. In D. Malinowski, H. H. Maxim, & S. Dubreil (Eds.), Language teaching in the linguistic landscape. Mobilizing pedagogy in public space (pp. 1–13). Springer. https://doi.org/10.1007/978-3-030-55761-4_1
Published Interview: Kim, S.-Y. (2017). An Interview with Hiram Maxim, Emory University. The Korean Language in America, 21(1), 3–9. https://doi.org/10.5325/korelangamer.21.1.0003
Hoeyng, P. & Maxim, H. H. (2015). [Review of the book Wiener Urbanitäten. Kulturwissenschaftliche Ansichten einer Stadt, edited by Brigitta Schmidt-Lauber, Klara Löffler, Ana Rogojanu, and Jens Wietschorke]. Journal of Austrian Studies, 48.4, 125-128.
Maxim, H. H. & Allen, H. W. (2013). Foreign language graduate student teacher development in the twenty-first century: Challenges and opportunities for collegiate foreign language studies. In H. W. Allen & H. H. Maxim (Eds.), Educating the Future FL Professoriate for the 21st Century (pp. 231-237). Boston: Cengage
Byrnes, H. & Maxim, H. H. (2004). Introduction: Creating sites for collegiate advanced foreign language learning. In H. Byrnes & H. H. Maxim (Eds.), Advanced Foreign Language Learning: A Challenge to College Programs (pp. vii-xv). AAUSC Series Issues in Language Program Direction. Boston: Heinle.
Maxim, H. H. (1997). A sample multimedia teaching unit for third-semester German. In M. Egbert & A. Vlatten (Eds.). A Practical Primer for Developing a Business German Program (pp. 50-63) Houston: Goethe-Institute.
Maxim, H. H. (1995). [Review of the book German for Business and Economics. 2 vols., by Patricia Ryan Paulsell and Anne-Katrin Gramberg]. Die Unterrichtspraxis 28, 211-212. https://doi.org/10.2307/3531140