A '''Language Program Director''' (LPD) is a usually senior academic or administrative position in a post-secondary institution or privateUnited languageStates schooluniversities. In some institutions a LPD can also be referred to as a 'Language Program Coordinator' (LPC), while in others the LPD has a hierarchically higher position than an LPC, the latter coordinating just one course level. ▼{{Orphan|date=February 2009}}
▲A '''Language Program Director''' (LPD) is a usually senior academic or administrative position in a post-secondary institution or private language school. In some institutions a LPD can also be referred to as a 'Language Program Coordinator' (LPC), while in others the LPD has a hierarchically higher position than an LPC, the latter coordinating just one course level.
LPDs usually coordinate all levels of instruction of undergraduate [[language program]]s, as well as develop policy related to program administration.<ref>Rawley, L. A. (1997). The language program administrator and policy formation at institutions of higher learning. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 91-104). Burlingame, CA: Alta Book Center Publishers.</ref>. They are also responsible for marketing,<ref name=":0">Eaton, S. E. (20092017). ''MarketingPerceptions of Revenue-generating ESL Programsprogram atmanagement thein UniversityCanadian ofhigher Calgaryeducation: A qualitative case study. ''International (DoctorJournal of Philosophy)Learning, UniversityTeaching ofand CalgaryEducational Research, Calgary16''(9), 13-28. Retrieved from <nowiki>http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED508999</nowiki> </ref><ref name=":1">{{Cite journal|last=Eaton|first=Sarah Elaine|date=2017-10-02|title=Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case Study|url=http://ijlter.org/index.php/ijlter/article/view/980|journal=International/pdf Journal of Learning, Teaching and Educational Research|language=en|volume=16|issue=9|[[doi=:10.26803/ijlter.16.9.2|issn=1694-2116}}]]</ref><ref>Miller, B. D. (1997). Marketing principles for the language program administrator. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 308-312). Burlingame, CA: Alta Book Center Publishers.</ref><ref>Eaton, S. E., & Goddard, J. T. (2008, May). ''Revenue-generating language programs at Canadian post-secondary institutions.'' Paper presented at the Annual Congress for the Humanities and Social Sciences, Canadian Society for the Study of Education (CSSE), Vancouver, BC. Retrieved from http://ocs.sfu.ca/fedcan/index.php/csse/csse2008/paper/view/447/319</ref>, student recruitment, human resources<ref>Eaton, S. E. (2017). Under pressure: English-language program managers as time management masters. ''English Leadership Quarterly, 40''(2), 10-13. Retrieved from <nowiki>http://www.ncte.org/journals/elq/issues/v40-2</nowiki></ref> and budgetary matters.<ref>Staczek, J. J. (1997). The language program budget: Financial planning and management of resources. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 219-234). Burlingame, CA: Alta Book Center Publishers.</ref>. Unlike administrators of other academic units, language program directors are often mandated to generate significant revenue for the institutions they work for<ref>Eaton, S. E. (2008). ''The plight of the ESL program director''. Paper presented at the Faculty of Education, University of Prince Edward Island, Charlottetown, PEI. <nowiki>https://archive.org/details/ERIC_ED508251</nowiki></ref><ref name=":1" /><ref name=":0" /><ref>Eskey, D. E. (1997). The IEP as a nontraditional entity. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 21-30). Burlingame, CA: Alta Book Center Publishers.</ref>.
Most LPDs are not on a [[tenure]]-track because traditionally [[linguistics|linguistic studies]] have been considered by Departments of Foreign Languages and Literatures as less important than [[literary studies]]. According to a recent MLA report,<ref>[http://www.mla.org/flreport Report from the MLA Ad Hoc Committee on Foreign Languages<!-- Bot generated title -->]</ref> this is a trend that should be reversed. In the past LPD positions were generally filled by people - usually women - with degrees in literature and no training in [[second language acquisition]] or [[applied linguistics]]<ref name=":0" />. This has resulted in a lack of innovation in US language programs. Recently, however, more and more universities are looking for new program directors with specific training in applied linguistics.,<ref>[http://web2.adfl.org/adfl/bulletin/v30n1/301052.htm Surviving the Leap from Graduate Student to Language Program Director: Issues, Challenges, Rewards<!-- Bot generated title -->] {{webarchive|url=https://web.archive.org/web/20090108190058/http://web2.adfl.org/adfl/bulletin/v30n1/301052.htm |date=2009-01-08 }}</ref> and are offering their LPDs tenure-track positions.
A useful source of information for LPDs is the [http://www.aausc.org American Association of University Supervisors and Coordinators (AAUSC)] <ref>[http://www.aausc.org AAUSC<!-- Bot generated title -->]</ref>.
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