Boundary Crossing in Researching, Understanding, and Improving Language Education: An Introduction and the Tuckerian Impact

Abstract

This chapter first discusses the concept of boundary crossing and its learning potential in education and underscores the urgency of crossing a multitude of boundaries for researching, understanding, and improving language education. It then discusses the important role of expert boundary crossers. In particular, it highlights how G. Richard Tucker, whom this volume honors, has exemplified boundary crossing through his distinguished career in applied linguistics and language education for over half a century. The chapter ends with an overview of the four parts that form this volume and brief descriptions of how the chapters in the rest of the volume, each and collectively, contribute to language education research, policy, and practice through boundary crossing.

We must describe the needs of the children and of the adults who desperately seek access to educational, social, and economic opportunities, not in the arcane and jumbled jargons so characteristic of academia, but with the precision, the elegance, and the simplicity of an artist. Only then can we hope to reach and to affect those responsible for the formulation of public policy. (Tucker, 2000c, p. 26)

Appendix G. Richard Tucker: A Selected Bibliography

This appendix presents a selected bibliography of G. Richard Tucker’s scholarly works that have been produced from when he received his master’s degree in psychology at McGill University in 1965 to around when he retired in 2015 as the Paul Mellon University Professor of Applied Linguistics Emeritus at Carnegie Mellon University. These works are selected from over 200 scholarly works that Dick has produced. We hope that this bibliography supplements the descriptions that have been presented in this chapter to show how Dick has crossed boundaries in generating insights into language education, how his scholarship has contributed to understanding and improving language education, and how his works have contributed to shaping the field that we now define as applied linguistics.

1965–1967

• Anisfeld, M., & Tucker, G. R. (1967). English pluralization rules of six-year-old children. Child Development, 38(4), 1201–1217.

• Cohen, S. P., Tucker, G. R., & Lambert, W. E. (1967). The comparative skills of monolinguals and bilinguals in perceiving phoneme sequences. Language and Speech, 10(3), 159–168.

• Hayes, A. S., Lambert, W. E., & Tucker, G. R. (1967). Evaluation of foreign language teaching. Foreign Language Annals, 1(1), 22–44.

• Lambert, W. E., Frankle, H., & Tucker, G. R. (1966). Judging personality through speech: A French-Canadian example. Journal of Communication, 16(4), 305–321.

• Tucker, G. R. (1965). The nature of English pluralization rules of kindergarten children. Unpublished MA thesis. McGill University.

• Tucker, G. R. (1967). French speakers’ skill with grammatical gender: An example of rule-governed behavior. Unpublished doctoral dissertation. McGill University.

1968

• Tucker, G. R. (1968). Judging personality from language usage: A Filipino example. Philippine Sociological Review, 16(1/2), 30–39.

• Tucker, G. R., Lambert, W. E., Rigault, A. (1968). A psychological investigation of French speakers’ skill with grammatical gender. Journal of Verbal Learning and Verbal Behavior, 7(2), 312–316.

1969

• Tucker, G. R., Lambert, W. E., Rigault, A. (1969). Students’ acquisition of French gender distinctions: A pilot investigation. IRAL - International Review of Applied Linguistics in Language Teaching, 7(1), 51–55.

1970

• Tucker, G. R., & Gedalf, H. (1970). Bilinguals as linguistic mediators. Psychonomic Science, 20(6), 369–370.

• Tucker, G. R., & Lambert, W. E. (1970). The effect on foreign language teachers of leadership training in a foreign setting. Foreign Language Annals, 4(1), 68–83.

• Tucker, G. R., Otanes, F. T., & Sibayan, B. P. (1970). An alternate days approach to bilingual education. In J. A. Atlatis (Ed.)., Georgetown University round table on languages and linguistics 1970 (pp. 281–295). Georgetown University Press.

1971

• Bruck, M., Jakimik, J., & Tucker, G. R. (1971). Are French immersion programs suitable for working-class children? A follow-up investigation. Word, 27(1–3), 311–341.

• Capco, C. S., & Tucker, G. R. (1971). Word association data and the assessment of bilingual education programs. TESOL Quarterly, 5(4), 335–342.

• d’Anglejan, A., & Tucker, G. R. (1971). Academic report: The St. Lambert Program of home-school language switch. Modern Language Journal, 55(2), 99–101.

• Davine, M., Tucker, G. R., & Lambert, W. E. (1971). The perception of phoneme sequences by monolingual and bilingual elementary school children. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 3(1), 72–76.

• Gatbonton, E. C., & Tucker, G. R. (1971). Cultural orientation and the study of foreign literature. TESOL Quarterly, 5(2), 137–143.

• Hebb, D. O., Lambert, W. E., & Tucker, G. R. (1971). Language, thought and experience. Modern Language Journal, 55(4), 212–222.

• Tucker, G. R., & d’Anglejan, A. (1971). Some thoughts concerning bilingual education programs. Modern Language Journal, 55(8), 491–493.

• Tucker, G. R., Taylor, D. M., & Reyes, E. (1971). Ethnic group interaction in a multiethnic society. International Journal of Psychology, 6(3), 217–222.

1972

• Lambert, W. E., & Tucker, G. R. (1972). Bilingual education of children: The St. Lambert experiment. Newbury House Publishers.

• Seligman, C. R., Tucker, G. R., & Lambert, W. E. (1972). The effects of speech style and other attributes on teachers’ attitudes toward pupils. Language in Society, 1(1), 131–142.

• Tucker, G. R., & Lambert, W. E. (1972). Sociocultural aspects of foreign-language study. Northeast conference on the teaching of foreign languages. In J. W. Dodge (Ed.), Other words, other worlds: Language-in-culture (pp. 26–30). The Northeast Conference on the Teaching of Foreign Languages.

1973

• d’Angelian, A., & Tucker, G. R. (1973). Communicating across cultures: An empirical investigation. Journal of Cross-Cultural Psychology, 4(1), 121–130.

• d’Anglejan, A., & Tucker, G. R. (1973). Sociolinguistic correlates of speech style in Quebec. In R. W. Shuy & R. W. Fasold (Eds.), Language attitudes: Current trends and prospects (pp. 1–27). Georgetown University Press.

• Rémillard, L., Tucker, G. R., & Bruck, M. (1973). The role of phonology and lexicon in eliciting reactions to dialect variation. Anthropological Linguistics, 5(9), 383–397.

• Lambert, W. E., Tucker, G. R., & d’Anglejan, A. (1973). Cognitive and attitudinal consequences of bilingual schooling. Journal of Educational Psychology, 65(2), 141–159.

• Tucker, G. R., Lambert, W. E, & D’Angelian, A. (1973). Are French immersion programmes for working class children? A pilot investigation. Language Sciences, 25, 19–26.

1974

• Bruck, M., Lambert, W. E., & Tucker, G. R. (1974). Bilingual schooling through the elementary grades: The St. Lambert Project at grade 7. Language Learning, 24(2), 183–204.

• Campbell, R. N., Taylor, D. M., & Tucker, G. R. (1974). Teachers’ views of immersion-type bilingual programs: A Quebec example. Foreign Language Annals, 7(5), 106–110.

• Saegert, J., Scott, S., Perkins, J., & Tucker, G. R. (1974). A note on the relationship between English proficiency, years of language study and medium of instruction. Language Learning, 24(1), 99–104.

• Scott, M. S., & Tucker, G. R. (1974). Error analysis and English-language strategies of Arab students. Language Learning, 24(1), 69–97.

• Stubbs, J. B., & Tucker, G. R. The cloze test as a measure of English proficiency. Modern Language Journal, 58(5/6), 239–241.

• Tucker, G. R. (1974). Innovative approaches to second-language teaching. TESOL.

• Tucker, G. R. (1974). Methods of second-language teaching. Canadian Modern Language Review, 31(2), 102–107.

1975

• Bruck, M., Lambert, W. E., Tucker, G. R., & Bowen, J. D. (1975). The 1968 NDEA Philippine institute for TESL teachers: A follow-up evaluation. Foreign Language Annals, 8(2), 133–137.

• d’Anglejan, A., & Tucker, G. R. (1975). The acquisition of complex English structures by adult learners. Language Learning, 25(2), 281–296.

• El-Dash, L., & Tucker, G. R. (1975). Subjective reactions to various speech styles in Egypt. International Journal of the Sociology of Language, Issue 6, 33–54.

• Genesee, F., Tucker, G. R., & Lambert, W. E. (1975). Communication skills of bilingual children. Child development, 46(4), 1010–1014.

• Harrison, W., Prator, C., & Tucker, G. R. (1975). English-language policy survey of Jordan. Arlington, VA: Center for Applied Linguistics.

• Markman, B. R., Spilka, I. V., & Tucker, G. R. (1975). The use of elicited imitation in search of an interim French grammar. Language Learning, 25(1), 31–41.

• Tucker, G. R. (1975). The acquisition of knowledge by children educated bilingually. In D. P. Dato (Ed.), Georgetown University round table on languages and linguistics 1975 (pp. 267–277). Georgetown University Press.

• Tucker, G. R., & d’Anglejan, A. (1975). New directions in second language teaching. In R. C. Troike & N. Modiano (Eds.), Proceedings of the First Inter-American Conference on Bilingual Education (pp. 63–72). Center for Applied Linguistics.

1976

• Bruck, M., Lambert, W. E., & Tucker, G. R. (1976). Alternative forms of immersion for second language teaching. NABE, 1(3), 33–48.

• Tucker, G. R., Hamayan, E., & Genesee, F. H. (1976). Affective, cognitive and social factors in second-language acquisition. Canadian Modern Language Review, 32(3), 214–226.

1977

• Bruck, M., Lambert, W. E., & Tucker, G. R. (1977). Cognitive consequences of bilingual schooling: The St. Lambert project through grade six. Linguistics, 15, 13–33.

• Hamayan, E., Genesee, F., & Tucker, G. R. (1977). Affective factors and language exposure in second language learning. Language Learning, 27(2), 225–241.

• Smith, P. M., Tucker, G. R., Taylor, D. M. (1977). Language, ethnic identity and intergroup relations: One immigrant group’s reaction to language planning in Québec. In H. Giles (Ed.), Language, ethnicity and intergroup relations (pp. 283–306). Academic Press.

• Tucker, G. R. (1977). Some observations concerning bilingualism and second-language teaching in developing countries and in North America. In P. A. Hornby (Ed.), Bilingualism: Psychological, social and educational implications (pp. 141–146). Academic Press.

• Tucker, G. R. (1977). Can a second language be taught? In H. D. Brown, C. A. Yorio, & R. H. Crymes (Eds.), Teaching and learning English as a Second Language: Trends in research and practice (pp. 14–30). TESOL.

1978

• Acheson, P., d’Anglejan, A., de Bagheera, J., & Tucker, G. R. (1978). English as the second language in Quebec: A teacher profile. McGill Journal of Education, 13(2), 189–197.

• Genesee, F., Tucker, G. R., & Lambert, W. E. (1978). An experiment in trilingual education: Report 3. Canadian Modern Language Review, 34(3), 621–643.

• Genesee, F., Tucker, G. R., & Lambert, W. E. (1978). The development of ethnic identity and ethnic role taking skills in children from different school settings. International Journal of Psychology, 13(1), 39–57.

• Hamayan, E., Markman, B. R., Pelletier, S., & Tucker, G. R. (1978). Differences in performance in elicited imitation between French monolingual and English-speaking bilingual children. IRAL: International Review of Applied Linguistics in Language Teaching, 16(4), 330–339.

• Tucker, G. R., & Cziko, G. A. (1978). The role of evaluation in bilingual education. In J. E. Alatis (Ed.), Georgetown University round table on languages and linguistics 1978 (pp. 423–446). Georgetown University Press.

1979

• Alatis, J. E., & Tucker, G. R. (Eds.). (1979). Georgetown University round table on language and linguistics 1979. Georgetown University Press.

• Cooper, R. L., Olshtain, E., Tucker, G. R., & Waterbury, M. (1979). The acquisition of complex English structures by adult native speakers of Arabic and Hebrew. Language Learning, 29(2), 255–275.

• Cowan, J. R., Light, R. L., Mathews, B. E., & Tucker, G. R. (1979). English teaching in China: A recent survey. TESOL Quarterly, 13(4), 465–482.

• Gray, T. C., & Tucker, G. R. (1979). Language policy and the delivery of social services in Canada and the United States. In J. E. Alatis & G. R. Tucker (Eds.), Georgetown University round table on language and linguistics 1979 (pp. 61–75). Georgetown University Press.

• Tucker, G. R. (1979). Bilingual education: Some perplexing observations. Educational Evaluation and Policy Analysis, 1(5), 74–75.

• Tucker, G. R., & Sarofim, M. (1979). Investigating linguistic acceptability with Egyptian EFL students. TESOL Quarterly, 13(1), 29–39.

1980

• Hamayan, E., & Tucker, G. R. (1980). Language input in the bilingual classroom and its relationship to second language achievement. TESOL Quarterly, 14(4), 453–468.

1981

• Rhodes, N.C., Tucker, G. R., & Clark, J. L. D. (1981). Elementary school foreign language instruction in the United States: Innovative approaches for the 1980’s. Center for Applied Linguistics.

• Tucker, G. R. (1981). Language issues for the 1980’s: Examples from the United States. Canadian Modern Language Review, 37(3), 441–446.

• Tucker, G. R. (1981). Concluding thoughts. Annual Review of Applied Linguistics, 2, 254–258.

• Tucker, G. R. (1981). Bilingual education research in developing countries: Implications for the United States. California Journal of Teacher Education, 8(3), 1–14.

• Tucker, G. R. (1981). Social policy and second language teaching. In R. C. Gardner, & R. Kalin (Eds.), A Canadian social psychology of ethnic relations (pp. 77–92). Methuen.

1982

• Cziko, G. A., Lambert, W. E., Sidoti, N., & Tucker, G. R. (1982). Graduates of early immersion: Retrospective views of grade 11 students and their parents. In R. N. St. Clair, & H. Giles (Eds.), The social and psychological contexts of language. Lawrence Erlbaum Associates.

• Lambert, W. E., & Tucker, G. R. (1982). Graduates of early French immersion. In G. Caldwell & E. Waddell (Eds.), The English of Quebec: From majority to minority status (pp. 259–277). Institut Québécois de recherche sur la culture.

1983

• Tucker, G. R. (1983). Developing a research agenda for second language educators. In J. E. Alatis, H. H. Stern, & P. Strevens (Eds.), Georgetown University round table on languages and linguistics 1983 (pp. 386–394). Georgetown University Press.

1984

• Tucker, G. R. (1984). Toward the development of a language-competent American society. International Journal of the Sociology of Language, 45, 153–160.

• Tucker, G. R. (1984). The future of language policy in education. In S. Shapson, & V. D’Oyley (Eds.), Bilingual and multicultural education: Canadian perspectives (pp. 143–153) Multilingual Matters.

1985

• Tucker, G. R. (1985). Research directions and implications. Annual Review of Applied Linguistics, 6, 241–249.

• Tucker, G. R., & Crandall, J. (1985). Innovative foreign language teaching in elementary schools. In P. H. Nelde (Ed.), Methods in contact linguistic research. Dummler.

1986

• Tucker, G. R. (1986). Implications of Canadian research for promoting a language competent American society. In J. A. Fishman (Ed.), The Fergusonian impact: In honor of Charles A. Ferguson on the occasion of his 65th birthday Vol 2 (pp. 361–369). Mouton de Gruyter.

• Tucker, G. R. (1986). Developing a language-competence American society. In D. Tannen, & J. E. Alatis (Ed)., Georgetown University round table on languages and linguistics 1985 (pp. 263–274). Georgetown University Press.

1987

• Tucker, G. R. (1987). Educational language policy in the Philippines: A case study. In P. H. Lowenberg (Ed.), Georgetown University round table on languages and linguistics 1987 (pp. 331–341). Georgetown University Press.

1989

• Tucker, G. R. (1989). Cognitive and social correlates of bilinguality. In R. Cooper & B. Spolsky (Eds.), The influence of language on culture and thought: Essays in honor of Joshua A. Fishman’s sixty-fifth Birthday (pp. 101–111). Mouton de Gruyter.

• Tucker, G. R., & Crandall, J. (1989). The integration of language and content instruction for language minority and language majority students. In J. E. Alatis (Ed.), Georgetown University round table on languages and linguistics 1989 (pp. 39–50). Georgetown University Press.

1990

• Crandall, J., & Tucker, G. R. (1990). Content-based instruction in second and foreign languages. In A. Padilla, H. Fairchild, & C. Valadez (Eds.), Foreign language education: Issues and strategies (pp. 187–200). Sage.

• Tucker, G. R. (1990). Second language education: Issues and perspectives. In A. Padilla, H. Fairchild, & C. Valadez (Eds.), Foreign language education: Issues and strategies (pp. 13–21). Sage.

• Tucker, G. R. (1990). An overview of applied linguistics. In M. A. K. Halliday, J. Gibbons, & H. Nicholas (Eds.), Learning, keeping, and using language Vol I (pp. 1–6). John Benjamins.

• Tucker, G. R. (1990). Cognitive and social correlates and consequences of additive bilinguality. In J. E. Alatis (Eds.), Georgetown University round table on languages and linguistics 1990 (pp. 90–101). Georgetown University Press.

1991

• Padilla, A. M., Lindholm, K. J., Chen, A., Durán, R., Hakuta, K., Lambert, W., & Tucker, G. R. (1991). The English-only movement: Myths, reality, and implications for psychology. American Psychologist, 46(2), 120–130.

• Tucker, G. R. (1991). Developing a language-competent American society: The role of language planning. In A. G. Reynolds (Ed.), Bilingualism, multiculturalism, and second language learning: The McGill Conference in Honour of Wallace E. Lambert (pp. 65–79). Psychology Press.

1993

• Tucker, G. R. (Ed.). (1993). Policy and practice in the education of culturally and linguistically diverse students: Views from language educators. Alexandria, VA: TESOL.

• Ticker, G. R. (1993). Language learning for the 21st century: challenges of the North American Free Trade Agreement. Canadian Modern Language Review, 50(1), 165–172.

1994

• Donato, R., Antonek, J. L., & Tucker, G. R. (1994). A multiple perspectives analysis of a Japanese FLES program. Foreign Language Annals, 27(3), 365–378.

• Tucker, G. R. (1994). Concluding thoughts: Language planning issues for the coming decade. Annual Review of Applied Linguistics, 14, 277–283.

1995

• Tucker, G. R., & Donato, R. (1995). Developing a second language research component within a teacher education program. In J. E. Alatis (Ed.), Georgetown University round table on languages and linguistics 1995 (pp. 453–470). Georgetown University Press.

1996

• Donato, R., Antonek, J. L., & Tucker, G. R. (1996). Monitoring and assessing a Japanese FLES program: Ambiance and achievement. Language Learning, 46(3), 497–528.

• Tucker, G. R. (1996). Some thoughts concerning innovative language education programmes. Journal of Multilingual and Multicultural Development, 17(2–4), 315–320.

• Tucker, G. R., Donato, R., & Antonek, J. L. (1996). Documenting growth in a Japanese FLES program. Foreign Language Annals, 29(4), 539–550.

1997

• Paulston, C. B., & Tucker, G. R. (Eds.). (1997). The early days of sociolinguistics: Memories and reflections. Summer Institute of Linguistics.

• Tucker, G. R. (1997). Developing a language-competent American society Implications of the English-only Movement. In T. Bongaerts & K. de Bot (Eds.), Perspectives on foreign language policy: Studies in honor of Theo van Els (pp. 89–98). John Benjamins.

• Tucker, G. R. (1997). Multilingualism and language contact: An introduction. Annual Review of Applied Linguistics, 17, 3–10.

• Tucker, G. R. (1997). The development of sociolinguistics as a field of study: Concluding observations. In C. B. Paulston & G. R. Tucker (Eds.), The early days of sociolinguistics: Memories and reflections (pp. 317–324). Summer Institute of Linguistics.

• Tucker, G. R., & Corson, D. (Eds.). (1997). Encyclopedia of language and education Vol 4: Second language education. Kluwer Academic Publishers.

1998

• Tucker, G. R. (1998). Priorities for a research agenda for early language learning. In M. Met (Ed.), Critical issues in early second language learning: building for our children’s future (pp. 308–339). Addison-Wesley.

• Tucker, G. R. (1998). A global perspective on multilingualism and multilingual education. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 3–15). Multilingual Matters.

• Tucker, G. R., & Donato, R. (1998). Designing and implementing an innovative foreign language program: Reflections from a school district-university partnership. Studia Anglica Posnaniensia: International review of English Studies, 33, 451–461.

2000

• Antonek, J., Donato, R., Tucker, G. R. (2000). Differential linguistic development of Japanese language learners in elementary school. Canadian Modern Language Review, 57(2), 325–351.

• Donato, R., Tucker, G. R., Wudthayagorn, J., & Igarashi, K. (2000). Converging evidence: Attitudes, achievements, and instruction in the later years of FLES. Foreign Language Annals, 33(4), 377–393.

• Tucker, G R. (2000a). The applied linguist, school reform, and technology: challenges and opportunities for the coming decade. CALICO Journal, 17(2), 197–221.

• Tucker, G. R. (2000b). Concluding thoughts: Applied linguistics at the juncture of millennia. Annual Review of Applied Linguistics, 20, 241–249.

• Tucker, G. R. (2000c). Precision, elegance and simplicity: Perspectives on TESOL and art. Journal of the Imagination in Language Learning, 5, 24–26.

• Tucker, G. R. (2000d). The importance of longitudinal research for language educators. In M. L. S., Bautista, T. A., Llamzon, & B. P., Sibayan (Eds.), Parangal cang Brother Andrew: Festschrift for Andrew Gonzalez on his sixtieth birthday (pp. 161–169). Linguistic Society of the Philippines.

2001

• Tucker, G. R. (2001a). A global perspective on bilingualism and bilingual education. In J. E. Alatis & A.-H. Tan (Eds.), Georgetown University round table on languages and linguistics 1999 (pp. 332–340). Georgetown University Press.

• Tucker, G. R. (2001b). Age of beginning instruction. TESOL Quarterly, 35(4), 597–598.

• Tucker, G. R., Donato, R., & Murday, K. (2001). The genesis of a district-wide Spanish FLES program. In R. L. Cooper, E. Shohamy, & J. Walters (Eds.), New perspectives and issues in educational language policy: In honour of Bernard Dov Spolsky (pp. 235–259). John Benjamins.

2002

• Chinen, K., & Tucker, G. R. (2002). Saturday-school participation, ethnic identity and Japanese language development. Heritage Language Journal, 1(1).

• Igarashi, K., Wudthayagorn, J., Donato, R., & Tucker, G. R. (2002). What does a novice look like? Describing the grammar and discourse of young learners of Japanese. Canadian Modern Language Review, 58(4), 526–554.

2003

• Chinen, K., Donato, R., Igarashi, K, & Tucker, G. R. (2003). Looking across time: Documenting middle school Japanese FLES students’ attitudes, literacy and oral proficiency. Learning Languages, 8(2), 4–10.

• Paulston, C. B., & Tucker, G. R. (Eds.). (2003). Sociolinguistics: The essential readings. Blackwell.

• Tucker, G. R., & Donato, R. (2003). Implementing a district-wide foreign language program: A case study of acquisition planning and curricular innovation. In D. Tannen, & J. E. Alatis (Eds.), Georgetown University round table on languages and linguistics 2001 (pp. 178–195). Georgetown University Press.

• Tucker, G. R. (2003). Language contact and change: Summary observations. Annual Review of Applied Linguistics, 23, 243–249.

2004

• Tucker, G. R. (2004). Learning other languages: The case for promoting bilinguality within an international community. In D. Resnick, & D. Scott (Eds.), The innovative university. Carnegie Mellon University Press.

2005

• Chinen, K., & Tucker, G. R. (2015). Heritage language development: Understanding the roles of ethnic identity and Saturday school participation. Heritage Language Journal, 3(1), 27–59.

• Dominguez, R., Tucker, G. R., & Donato, R. (2005). Documenting curricular reform: Innovative foreign language education in elementary school. In P. Bruthiaux, D. Atkinson, W. G. Eggington, W. Grabe, & V. Ramanathan (Eds.), Directions in applied linguistics: Essays in honor of Robert B. Kaplan (pp. 56–71). Multilingual Matters.

• Mitsui, A., Morimoto, Y., Tucker, G. R., & Donato, R. (2005). “Intelligent” errors: Kanji writing as meaning making for Japanese FLES learners. Learning Languages, 11(1), 5–14.

• Tucker, G. R. (2005). Innovative language education programmes for heritage language students: The special case of Puerto Ricans? International Journal of Bilingual Education and Bilingualism, 8(2–3), 188–195.

2006–2010

• Chenoweth, N. A., Jones, C. M., & Tucker, G. R. (2006). Language Online: Principles of design and methods of assessment. In R. P. Donaldson & M. A. Haggstrom (Eds.), Changing language education through CALL (pp. 149–168). Routledge.

• Chinen, K., & Tucker, G. R. (2006). Heritage language development: Understanding the roles of ethnic identity, schooling and community. In K. Kondo-Brown (Ed.), Heritage language development: Focus on East Asian immigrants (pp. 89–126). John Benjamins.

• Donato, R., & Tucker, G. R. (2007). K-12 language learning and foreign language educational policy: A school-based perspective. Modern Language Journal, 91(2), 256–258.

• Donato, R., & Tucker, G. R. (2010). A tale of two schools: Developing sustainable early foreign language programs. Multilingual Matters.

• Mitsui, A., Donato, R., & Tucker, G. R. (2007). What can you remember? Recall of Japanese after a one-year hiatus. Learning Languages, 12(2), 8–12.

• Mitsui, A., Donato, R., & Tucker, G. R. (2009). Introducing writing activities into the Japanese-as-a-foreign-language (JFL) classroom: A teacher-researcher collaboration. NECTFL Review, 64, 5–17.

• Pessoa, S. Hendry, H., Donato, R., Tucker, G. R., & Lee, H. (2007). Content-based instruction in the foreign language classroom: A discourse perspective. Foreign Language Annals, 40(1), 102–121.

• Tucker, G. R. (2008). Learning other languages: The case for promoting bilingualism in our educational system. In D. M. Brinton, O. Kagan, & S. Bauckus (Eds.), Heritage Language education: A new field emerging (pp. 39–52). Routledge.

• Tucker, G. R. & Dubiner, D. (2009). Concluding thoughts: Does the immersion pathway lead to multilingualism? In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 267–277). Multilingual Matters.

2011–2015

• Donato, R., Tucker, G. R., & Hendry, H. (2014). Developing professional identities in applied linguistics: From doctoral study to professional practice. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 217–234). Routledge.

• Li, S., & Tucker, G. R. (2013). A survey of the US Confucius Institutes: Opportunities and challenges in promoting Chinese language and culture education. Journal of the Chinese Language Teachers Association, 48(1), 29–54.

• Nair, I., Norman, M., Tucker, G. R., & Burkert, A. (2012). The challenge of global literacy: An ideal opportunity for liberal professional education. Liberal Education, 98(1), 56–61.

2016–2018

• Ke, S., & Tucker, G. R. (2016). Unleavened cakes: L2 Chinese Education for South Asian Students in Hong Kong. K-12 Chinese Language Teaching. https://clta-us.org/wp-content/uploads/2015/09/Unleavened-Cakes-L2-Chinese-Education-for-South-Asian-Students-in-Hong-Kong.pdf

• Polansky, S., & Tucker, G. R. (2018). Modern languages majors in the twenty-first century: Broadening disciplinary frames of reference and global awareness. ADFL Bulletin, 45(1), 139–149.

• Tucker, G. R. (2018). Summary and concluding observations. In J. Crandall & K. M. Bailey (Eds.), Global perspectives on language education policies (pp. 219–225). Routledge and TIRF.