Christison, M., & Stoller, F. (Eds.). (2012). A handbook for language program administrators, 2nd ed. Miami Beach, FL: Alta.

The original edition of A Handbook for Language Program Administrators was published in 1997, and at the time it was virtually the only book in its subject area. In 2012, the editors published the second edition, with a dramatic change in the focus of the book. While the first book was centered on intensive English programs (IEPs) in the United States, the second edition takes a much broader look at language program administration (LPA).

This review will first note the most significant changes between the two editions and then describe the content of the second edition.

The most obvious change is the replacement of several chapters. The first edition began with Part I entitled  “On the Nature of Intensive English Programs.” The second edition replaces this with  Part I entitled “The Language Program Administrator: The Basics,” and covers language program administration in general. This edition also exchanges chapters on grant writing and outreach for chapters on quality assurance and governance. Finally, the new volume ends with several chapters devoted to different contexts of LPA. This replaces final chapters listing important principles for different issues in LPA.

Some topics continue from the previous edition but are covered differently in the second edition, in some cases by different authors; for example, Hiller’s chapter, “Intercultural Navigator,”examines the praxis of leadership in a multicultural setting, focusing specifically on contexts where stakeholders from different national backgrounds hold different culturally embedded values and communication styles, whereas Carkin’s chapter, “Language Program Leadership as Intercultural Management,” in the original volume was firmly situated in the U.S.-based university IEP context and examined the tension between the cultures of the IEP and the university. Similarly, Murray’s chapter on financial planning and resource management, which covers stand-alone centers, entrepreneurial endeavors, and language programs within larger entities, replaces one by Staczek that was more focused on the specific financial needs of a university-based IEP in the United States.

Simply comparing this book to the previous edition, though, gives an incomplete picture of this diverse and valuable volume. Indeed, each chapter merits a brief mention.

Chapter 1 gives an overview of the job of language program administrator, primarily focusing on a university-based IEP setting, while Chapter 2 provides detailed discussion of how administrative knowledge and skill needs may differ in different contexts.

Chapter 3 focuses on innovation, laying out theoretical frameworks, definitions, processes, and principles. The emphasis on theory is helpful for administrators looking to think strategically about implementing large innovations.

Chapter 4 combines theory and practice of intercultural communication and would be useful to administrators in any intercultural context who want to take an informed approach to building professional relationships.

Chapter 5 features a case study that provides helpful structure for a thorough description of the strategic planning process.

In Chapter 6, information on decision-making and negotiation will be helpful for the novice administrator, although the straightforward focus on application may be less informative for more experienced professionals.

Chapter 7 introduces the role of administrator in the EFL context as guarantor of quality in curriculum, instruction, hiring, and outside resources.

Chapter 8 discusses faculty empowerment, pulling from both within the TESOL field and beyond, and providing a framework for deciding when and how to involve faculty.

Chapter 9 covers the role of administrator as student advocate, helping with cultural, classroom, and linguistic issues.

In Chapter 10, the focus turns to academic legitimacy, particularly in university-based IEPs, with strategies for raising an IEP’s profile on campus, becoming more integral to the larger institution’s mission, and improving public relations.

Chapter 11 comprehensively addresses effective governance, covering topics such as organizational design, information management, internal communication, and program analysis.

Chapter 12 focuses on personnel matters like staffing, supervision and evaluation, ongoing feedback and problem solving, changes in personnel, and professional enrichment.

Chapter 13 provides an overview of financial planning and resource management that is applicable to different types of programs. Budgeting is contextualized with helpful examples, while other topics include fiscal performance and business plans.

Chapter 14 covers time management through aligning priorities with values, along with other strategies.

In Chapter 15, the topic is technology, including instructional and administrative technology, as well as management of technology support positions; the technology referenced is already slightly dated, but the ideas are still relevant. Online education is only mentioned briefly.

Chapters 16–21 describe the unique aspects of LPA in different contexts. For each context (adult education, binational centers, IEPs, international schools, K–12 schools, and private schools), the chapter answers the following questions: What is (this context)? What major functions does it serve? Whom does it serve? What are the main instructional features? What are the primary duties of administrators in this context? What are the challenges that LPAs in this context face?

In short, this volume does an excellent job of covering a wide range of topics for a wide range of contexts, with chapters of interest both to novice and experienced administrators. However, the value for a particular individual in a given context may be minimal. One of the greatest benefits may perhaps be in providing a framework for future publications. Volumes that cover the same topics in greater depth, specific to a certain context, would be a natural step and a fitting complement to the potpourri of excellent and varied chapters found in A Handbook for Language Program Administrators.

Lara Ravitch is currently the IEP Coordinator at the American English Institute at the University of Oregon, and her research interests include collaborative leadership, content-based instruction, and program assessment.