A Handbook for Portuguese Instructors in the US by Margo Milleret, and Mary Risner (review)

As the title indicates, A Handbook for Portuguese Instructors in the US is a handy manual for instructors of Portuguese who work (or plan to work) in the American higher education system. After a preface and introduction, the book is divided into three parts. Part 1 is dedicated to those who contemplate entering the profession. Part 2—the larger section of the book—is focused on the challenges of developing a Portuguese program. Part 3 addresses the needs of specific learners, such as Portuguese heritage learners and Spanish speakers.

In the preface ("Why This Book?") the editors Milleret and Riser explain that the initial audience for the collection was graduate students entering the profession. However, when confronted with a significant need for professional development among current Portuguese instructors, they rightfully decided to broaden their scope. Milleret has extensive experience in conducting and interpreting surveys, particularly on the subject of assessment of programs. Thus, it is reassuring to read that, in her estimation, enrollments in Portuguese will continue to rise. Her data analyses reveal an insight into the profession that can only be attained after a long and productive career in the field.

All contributors are well-known specialists in the field of Portuguese. It should be noted that some of the chapters were previously published as separate articles. Chapter 1.1 by Simon presents straightforward advice for those entering the job market. Chapter 1.2 by Mann and Simon build on the previous one and lists areas for professional development and resources, organized in categories. Chapter 1.3 by Risner introduces learning opportunities for Portuguese language educators, specifically the concept of Professional Learning Network. Albeit initially perceived as obvious (take, for example, the lists of associations in Portuguese), the chapter can certainly be useful for a junior professional.

Part 2 of the book addresses the various stages of developing a Portuguese program. Chapter 2.1 by Simon and Wood focuses on starting a program from scratch. The authors consider issues such as timing the start of the program, identifying existing support, connecting with the college's overall strategic plan, and dealing with work/life balance issues.

Chapter 2.2 by Bezerra, Rodrigues and Wood focuses on marketing a program. From surveying students to tips on organizing festivals, developing websites and making the case to the institution's administration, this chapter has plenty of helpful ideas. It also recognizes that many adjunct faculty face job insecurity, which can undermine curriculum development efforts. The chapter includes sample surveys, which are critical in gathering data that can in turn help make the case to administrators. On the other hand, the inclusion of sample flyers is perhaps a questionable editorial decision. Certainly program developers are able to create similar items.

In chapter 2.3 Bateman writes about planning courses when there is very little initial direction. Critically, the author suggests that instructors start by using the ACTFL guidelines. From establishing learning goals to selecting a textbook, the chapter is extremely detailed and is particularly well-written.

Chapter 2.4 by Loveless takes on the issue of assessment and rubrics. In a compelling first-hand account, she describes the stumbles and successes in assessing students' written work. As expected, several well-developed rubrics for writing assignments are included. Loveless is also the author of subsequent Chapter 2.5, on crafting relationships with communities inside and outside the classroom. She critically analyzes conversational partner programs as well as initiatives with local communities and service learning. She gives program developers important advice on sources of funding.

In chapter 2.6 Kelm addresses the timely issue of language learning in the digital world. He offers an impressive summary of what is available in terms of technology and teaching resources. Even the veteran instructor will be able to utilize ideas put forth in this chapter.

Part 3 of the collection is dedicated to the needs of specific learners. In chapter 3.1. Silva addresses heritage learners of...