Bourns SK. Contrasting C'est-clefts and It-clefts in Discourse Bourns SK, Myers LL. In Perspectives on Linguistic Structure and Context. 2014.
Perspectives on Linguistic Structure and Context
Bourns SK, Myers LL ed. Perspectives on Linguistic Structure and Context. John Benjamins Publishing Company; 2014.Abstract

In this tribute to Knud Lambrecht, a pioneer of Information Structure, a diverse group of scholars examines the intersection of syntax, discourse, pragmatics, and semantics. The six chapters in the first section of the volume consider issues of grammar with new theoretical and applied insights, pertaining to grammatical constructions such as left dislocation, unaccusatives, null complements, and passives. While the first half of the book presents studies involving a range of languages from Russian to Irish to Italian, the second section is dedicated to papers focused on French. These five chapters feature the application of Construction Grammar and/or Information Structure frameworks to prosody and second language processing, as well as to several distinctive spoken French constructions: clefts, left dislocations, and interrogatives. Collectively, this book offers substantial reading for those interested in the juncture of structure and context, notably a critical take on the important legacy of a preeminent linguist.

Bourns SK, Melin C. The FL Methodology Seminar: Benchmarks, Perceptions, and Trends. ADFL Bulletin. 2014;To appear.
Contextualized French Grammar: A Handbook
Bourns SK. Contextualized French Grammar: A Handbook. Cengage; 2011.Abstract
CONTEXTUALIZED FRENCH GRAMMAR: A HANDBOOK is a reference guide for lower division French-language students designed to help bridge the gap between lower-level language classes and upper-level content classes by developing students' awareness of how grammar functions in discourse. The handbook presents grammar rules in a detailed yet concise manner so students can learn to create language and develop greater awareness of language and comprehension in different contexts. Instructors may use the handbook as a supplement to the materials they are already using or students may use it as a self-guide.
Katz SL, Blyth C. What is Grammar?. In: Watzinger-Tharp J In Conceptions of L2 Grammar: Theoretical Approaches and their Application in the L2 Classroom. Boston: Cengage ; 2008. pp. 1-13.
Conceptions of L2 Grammar: Theoretical Approaches and their Application in the L2 Classroom
Katz SL. Conceptions of L2 Grammar: Theoretical Approaches and their Application in the L2 Classroom. AAUSC’s Issues in Language Program Direction annual series. (Watzinger-Tharp J). Boston: Cengage; 2008.Abstract
The volume focuses on theoretical approaches to grammar and how they relate to the teaching and learning of grammar and to language program development. Practice includes, but is not limited to, articulation, assessment, classroom culture, curriculum and materials development, and teacher education. In keeping with the mission of AAUSC, it is our goal to present a wide variety of languages and perspectives, and a broad range of scholars and practitioners.
Katz SL, Watzinger-Tharp J. TA’s and Grammar Teaching: Beliefs, Knowledge, and Education. In: Siskin HJ In From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program. Boston: Heinle ; 2007. pp. 188-212.
Teaching French Grammar in Context: Theory and Practice
Katz SL, Blyth C. Teaching French Grammar in Context: Theory and Practice. ale University Press; 2007.Abstract
“Something needs to be done about grammar.” Katz and Blyth have written this book with the hope of changing the way French instructors teach and conceive of grammar. Intended to help teachers and teacher trainers develop an understanding of French discourse that is grounded in recent theoretical and sociolinguistic research, this book is devoted to informing teachers-in-training, as well as experienced teachers, about cutting-edge methods for teaching grammar. It also describes the grammatical features of the French language in its social context. At the same time, it provides suggestions for applying such abstract knowledge in practical pedagogical ways, for example, how to structure grammatical explanations, devise classroom activities, and take advantage of resources that give students greater exposure to French as it is truly used in various discourse environments.
Katz SL, Watzinger-Tharp J. Toward an Understanding of the Role of Applied Linguists in Foreign Language Departments. In: Modern Language Journal. Vol. 89. 4th ed. ; 2005. pp. 490-502.
Blyth C ed. "Near-Native Speakers in the Foreign Language Classroom: The Case of Haitian Immigrant Students." . In: The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, the Near-Native and the Non-Native Speaker. Boston: Heinle ; 2002. pp. 131-160.
Scott V, Tucker H ed. "Teaching Literary Texts at the Intermediate Level: A Structured Input Approach." . In: Second Language Acquisition and the Literature Classroom: Fostering Dialogues. Boston: Heinle ; 2001. pp. 151-168.
"Teaching Articles: How Students Can Master the French Determiner System." . French Review. 2001;75 (2) :290-304.
"Videoconferencing with the French-Speaking World: A User's Guide." . Foreign Language Annals. 2001;34 (2) :152-157.Abstract

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"A Functional Approach to the Teaching of the French C'est-Cleft." . French Review. 2000;74 (2) :248-262.
"Categories of C'est-Cleft Constructions." . Revue Canadienne de Linguistique. 2000;45 (3/4) :1001-1021.