Contact Information

Department of French and Italian
514 Phillips Hall
The University of Iowa
Iowa City, IA 52242

• Teaching and Learning
• Foreign & English as a Second Language Education

• Teaching and learning of grammar, materials development, culture

• Heilenman, L. Kathy, Kaplan, Isabelle, & Tournier, Claude. (5th edition); 2005; 2001 (4th edition); 1997 (3rd edition); 1992 (2nd edition); 1989 (1st edition).  Voilà!  An Introduction to French.  Boston:  Heinle & Heinle.
• Heilenman, L., Kaplan, Isabelle, & Tournier, Claude. (5th edition), 2005; 2001 (4th edition); 1997 (3rd edition); 1992 (2nd edition); 1989 (1st edition).   Cahier d'activités écrites et orales to accompany Voilà!  An Introduction to French.  Boston:  Heinle & Heinle.
• Heilenman, L., Kaplan, Isabelle, & Tournier, Claude (5th edition); 2005; 2001 (4th edition); 1997 (3rd edition); 1992 (2nd edition); 1989 (1st edition).    Handbook for Teaching French.  Boston:  Heinle & Heinle.
• Heilenman, L. Kathy, Editor. 1999. Research Issues in Language Program Direction. AAUSC Issues in Language Program Direction. Boston: Heinle & Heinle.
• Tschirner, Erwin and Heilenman, L. Kathy. 1998. Reasonable expectations: Oral proficiency goals for intermediate students of German. Modern Language Journal, 82:147-58.
• Heilenman, L. Kathy. 1995. Grammar. In Research within reach II: Research-guided responses to the concerns of foreign language teachers. Vicki Galloway and Carol Herron (Eds). Valdosta: GA: SCOLT: 129-148.
• Heilenman, L. Kathy & Tschirner, Erwin. 1993. The culture and commerce of the foreign language textbook: A preliminary investigation. In The dynamics of language program direction, David P. Benseler (ed.). AAUSC Issues in Language Program Direction. Boston: Heinle & Heinle: 111-54. (Peer reviewed volume)
• Heilenman, L. Kathy & McDonald, Janet L. 1993. Processing strategies in L2 learners of French: The role of transfer. Language Learning: 43, 507-57.
• Heilenman, L. Kathy & McDonald, Janet L. 1993. The processing of dislocated sequences by native speakers of French. Journal of French Language Studies: 3, 165-90.