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Sarah jourdain 

(Ph.D, Indiana University, 1996)

Assistant Professor with tenure

Director, Foreign Language Teacher Preparation

Office 1055 - Humanities Building 631-632-7440 

Office Hours: Mon. 2-4, Tues. 9-10 & by appt.



 Research Interests

Foreign Language Pedagogy

Second Language Acquisition

French Linguistics



  • UISFL (Undergraduate International Studies and Foreign Languages) Grant, 2014-2016
    • Department of Education funding (Grant #: P016A140005: $175,464) for “Developing and Strengthening Advanced Level Language Study” at Stony Brook University
  • StarTalk Grant, 2015
    • This grant, $86,000, allowed Stony Brook University to offer four less-commonly-taught, critical needs languages, Arabic, Persian, Turkish & Korean, beginning level (intensive, 6 credit, summer 2015) and intermediate level (2015-2016). It also funded 16 full tuition scholarships for these summer courses.
  • IITG (Innovative Instructional Technology Grant), SUNY, 2014-2015
    • State University of New York (SUNY) funding ($20,000) for “Building Innovative Open Korean and Japanese Courses,” 2014-2015
  • StarTalk Grant, 2014
    • This grant, $86,000, allowed Stony Brook University to offer three less-commonly-taught, critical needs languages, Arabic, Persian & Turkish, beginning level (intensive, 6 credit, summer 2014) and intermediate level (2014-2015). It also funded 15 full tuition scholarships for these summer courses.
  • SUNY-CRUE Language Teacher Training Partnership Grant, 2010-2013.
    • This grant established Stony Brook as one of four SUNY campuses to coordinate exchanges of teacher candidates between New York State and Spain. Ten Stony Brook students received year-long full scholarships (airfare, room, board, tuition), paid through the Santander Bank Foundation, to Spanish universities. The value of each scholarship was approximately $20,000.


  • Chevalier dans l’Ordre des Palmes Académiques, 2010.

    • “Knight in the Order of Academic Palms”; This award is presented by the French Government for contributions to the expansion of French language and culture.
Publications (Selection)

1. Books

  • Valdman, A., Pons, C., Scullen, M.E. & Jourdain, S. 2002.  Chez Nous: Branché sur le monde francophone, 2nd Ed.  NJ: Prentice Hall. (1st year college French textbook)

2. Articles (selected)

  • Jourdain, S. (to appear, 2015, Vol. 90(1)). New French Fairy Tales for Developing Literacy and Cultural Awareness. The French Review.

  • Chen, Julian & Jourdain, Sarah. 2015. Implementing STARTALK-endorsed Principles in an Intensive Summer LCTL Program: Challenges and Implications. Journal of the National Council of Less Commonly Taught Languages, 17: 103-132.
  • Gascoigne, C., Jourdain, S. & Wong, W. 2010. Reflections on Grammar Instruction in the Preparation of TAs and Part-time Instructors. NECTFL Review, 65: 8-21.
  • Jourdain, S. 2009.  Action Research in the Constructivist Model for Language Teacher Education.  In. M. Anderson & A. Lazaraton (Eds.), Bridging Contexts, Making Connections, Selected Papers from the Fifth International Conference on Language Teacher Education (pp. 43-59). Minneapolis, MN: Center for Advanced Research on Language Acquisition (CARLA), CARLA Working Papers Series.
  • Jourdain, S. & Sanou, P. 2009. Integrating Action Research into Pre-Service Coursework. The NCLRC Language Resource Newsletter, March13(2): 2, and on-line at:


  • Jourdain, S. 2006.  Developing Pen pal / Key pal Partnerships.  New York State Association of Foreign Language Teachers (NYSAFLT) Language Association Journal, 57(3):  15-18.
  • Jourdain, S. 2006. La Route de la Soie.  Le Français dans le Monde, No 345 : 80-81.
  • Jourdain, S. & Scullen, M.E.  2002.  A Pedagogical Norm for Circumlocution in French. In S. Gass, K. Bardovi-Harlig, S. Magnan & J. Walz (Eds.), Pedagogical Norms for Second and Foreign Language Learning and Teaching (pp. 221-239). Amsterdam: John Benjamins.
  • Jourdain, Sarah.  2000.  A Native-Like Ability to Circumlocute.  The Modern Language Journal, 84(ii): 185-195.
  • Scullen, Mary Ellen & Jourdain, Sarah.  2000.  The Effect of Explicit Training on Successful Circumlocution: A Classroom Study.  In James Lee and Albert Valdman (Eds.), Form and Meaning: Multiple Perspectives (pp. 231-53).  Boston, MA: Heinle & Heinle.
  • Jourdain, Sarah.  1998.  Building Connections to Culture: A Student-Centered Approach. Foreign Language Annals, 31(3): 439-450.
  • Jourdain, Sarah & Schuler, Marilyn.  1998.   Morte la bête noire:  Two techniques for teaching the French /R/.  The French Review, 72(2): 216-228.

3. Ancillaries & websites

  • Activities to facilitate classroom creation of collaborative fairy tales in French. Available at:


  • Jourdain, S. 2002.  Chez Nous Video Activities Manual, 2nd Ed. NJ: Prentice Hall.

  • Jourdain, S. 2002.  Chez Nous Test Bank, 2nd Ed.  NJ: Prentice Hall.

  • Jourdain, Sarah & Cross, Jocelyne.  1997.  Chez Nous Video Activities Manual.  (Accompanies the textbook Chez Nous, 1st Ed. by A. Valdman & C. Pons). NJ:  Prentice Hall.


Courses Taught at Stony Brook

  • Methods and Materials of Foreign Language Teaching (undergraduate and graduate levels), FLA 339 & FLA 505
  • Curriculum Development for Language Teaching (undergraduate and graduate levels), FLA 340 & FLA 506
  • Field Experience, FLA 449, 450, 549, 550
  • Foreign Language Acquisition Research (undergraduate and graduate levels)
  • Student Teaching Seminar (undergraduate and graduate), FLA 440 & FLA 540
  • Independent Teaching Projects (graduate level), FLA 581
  • Introductory French I & II, Intermediate French I & II, FRN 111, 112, 211, 212
  • Accelerated Intermediate French, FRN 201
  • French Conversation & French Composition (majors & minors), FRN 311 & FRN 312
  • Advanced French Stylistics (undergraduate and graduate levels), FRN 412 & FRN 507
  • Business French (undergraduate and graduate levels), FRN 410 & FRN 511
  • French Phonetics and Applied Linguistics (undergraduate and graduate levels), FRN 411 & FRN 510
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