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Hiram Maxim, Ph.D.Masse-Martin/NEH Distinguished Teaching Professor


  • Ph.D. , University of Texas at Austin, 1999


Teaching Fields: Second Language Acquisition and Educational Linguistics

Hiram Maxim received his B.A. from Washington and Lee University, his M.A. from Middlebury College, and his Ph.D. from the University of Texas at Austin. He taught two years at the University of Tennessee-Knoxville and then six years at Georgetown University before joining the Department of German Studies at Emory University in August 2007 as Associate Professor and Director of Undergraduate Studies. In addition, he has taught German at the high school level in Virginia and Istanbul, Turkey and has been awarded yearlong grants by the German Academic Exchange Service (DAAD) to study at the Johannes-Gutenberg-Universität in Mainz and the Freie Universität in Berlin. Twice his scholarship has been recognized for distinction by the American Council on the Teaching of Foreign Languages (ACTFL).

His research focuses on instructed adult second language acquisition with specific interest in curricular models that support the longitudinal nature of second language development. This research interest poses a formidable challenge for applied linguists working in collegiate foreign language departments in the United States because of the well-documented bifurcation between so-called language courses at the lower levels and so-called content courses at the upper levels. Overcoming this departmental division has served as the impetus for much of Dr. Maxim's research. His jointly written monograph, Realizing Advanced L2 Writing Development in Collegiate Education: Curricular Design, Pedagogy, Assessment, documents the potential for the longitudinal development of foreign language learners' writing abilities when a coherent curricular framework is in place. For the past several years he and his departmental colleagues at Emory have been implementing just such a curriculum in their undergraduate program. Recognizing that effective curricula do not happen on their own, Dr. Maxim is also interested in foreign language teacher education and recently co-edited a volume on graduate student teacher education at the college level.

Dr. Maxim teaches happily all levels of German as well as courses in applied linguistics. In addition to his departmental home in German Studies, he is a Core Faculty Member in the Linguistics Program.


Recent Publications


Realizing Advanced L2 Writing Development in Collegiate Education:  Curricular Design, Pedagogy, Assessment (co-authored with Heidi Byrnes and John Norris).  Monograph Series of the Modern Language Journal, December 2010.

Edited Books:

Language teaching in the linguistic landscape: Mobilizing pedagogy in public space. Ed. with David Malinowski and Sebastien Dubreil.  New York: Springer, 2020.

Educating the Future FL Professoriate for the 21st Century. Ed. with Heather Willis Allen. AAUSC Series Issues in Language Program Direction. Boston: Heinle, 2012.

Advanced Foreign Language Learning: A Challenge to College Programs. Ed. with Heidi Byrnes.  AAUSC Series Issues in Language Program Direction. Boston: Heinle, 2004.

Articles/Chapters in journals and scholarly books:

“A longitudinal case study of curriculum-based L2 writing development.” System 96 (2021).

“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. New York: Bloomsbury (2020): 346-363.

“Der Aufbau eines lernerzentrierten Projekts zur Untersuchung der Sprachlandschaft.” Der Deutschunterricht 4 (2018): 44–52.

“‘Centering’ foreign language departments around useful outcomes assessment: Challenges and opportunities” (with L. Askildson). In J. M. Norris & J. McE. Davis (Eds.), Student learning outcomes assessment in college foreign language programs. Honolulu: University of Hawaii National Foreign Language Resource Center (2015): 57-69.

"Curricular integration and faculty development: Teaching language-based content across the foreign language curriculum." In J. Swaffar & P. Urlaub (Eds.), Transforming Postsecondary Foreign Language Teaching in the United States. New York: Springer (2014): 79-101.

"Overcoming curricular bifurcation: A departmental approach to curriculum reform." (with P. Hoeyng, M. Lancaster, C. Schaumann, & M. Aue). Die Unterrichtspraxis, 46 (2013): 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.

"'It's made to match': Linking L2 reading and writing through textual borrowing." Crossing Languages and Research Methods. Analyses of Adult Foreign Language Reading, Cindy Brantmeier (Ed.). Charlotte, NC: Information Age Publishing (2009): 97-122.

"An Essay on the Role of Language in Collegiate Foreign Language Programmatic Reform." Die Unterrichtspraxis 42.2 (2009): 123-129 

"Developing Formal Language Abilities along a Genre-based Continuum."  In Conceptions of L2 Grammar:  Theoretical Approaches and their Application in the L2 Classroom, Johanna Watzinger-Tharp and Stacey Katz (Eds.), AAUSC Volume on Issues in Language Program Direction. Boston: Heinle (2009): 172-188.