My research interests include language center management and second language acquisition, specifically technology-enhanced and mobile language learning, languages across the curriculum, and assessment.
Selected Publications
Books
Britton, E. R., Kraemer, A., Austin, T., Liu, H., & Zuo, X. (Eds.). (2025). Advancing critical CALL across institutions and borders. Equinox Publishing.
Heidrich Uebel, E., Kraemer, A., & Giupponi, L. (Eds.). (2023). Sharing less commonly taught languages in higher education: Collaboration and innovation. Routledge.
Lavolette, E., & Kraemer, A. (Eds.). (2021). Language center handbook 2021. International Association for Language Learning Technology.
Articles and Chapters
Kraemer, A., & Steider, D. (in print). Building a community of practice: Pathways to less commonly taught languages sharing. In E. Heidrich Uebel, A. Kraemer, & L. Giupponi (Eds.), Sharing less commonly taught languages in higher education: Collaboration and innovation. Routledge.
Heidrich Uebel, E., Kraemer, A., & Giupponi, L. (in print). Sharing less commonly taught languages in the 21st century. In E. Heidrich Uebel, A. Kraemer, & L. Giupponi (Eds.), Sharing less commonly taught languages in higher education: Collaboration and innovation. Routledge.
Kraemer, A. (2023). Sprachenzentren in den USA: Innovative Unterrichtsformen. In K. Fleischhauer, K. Köppl, S. Nölle-Becker, B. Stolarczyk, & S. Sulzer (Eds.), Fremdsprachen in Lehre und Forschung (FLF) Band 56. Arbeitskreis der Sprachenzentren an Hochschulen e.V.
Kraemer, A., & Lavolette, E. (2022). Introduction to US language centers and their relevance for SALCs in Japan. JASAL Journal, 3(2), 22–32. https://jasalorg.com/introduction-to-us-language-centers-and-their-relevance-for-salcs-in-japan/
Lavolette, E., Kraemer, A., & Hooper, D. (2022). International perspectives on language spaces. JASAL Journal, 3(2), 1–3. https://jasalorg.com/?page_id=4496
Schenker, T., & Kraemer, A. (2022). Digital escape rooms for world languages. NECTFL Review, 89, 75–84. https://www.nectfl.org/?ddownload=4015
Lavolette, E., & Kraemer, A. (2021). Language center trends: Insights from the IALLT surveys, 2013-2019. In E. Lavolette & A. Kraemer (Eds.), Language center handbook 2021 (pp. 107–136). International Association for Language Learning Technology.
Johnson, L. R., Kraemer, A., Niekerk, C., & Schenker, T. (2021). Introduction: German fairy tales and folklore in a global context. Die Unterrichtspraxis/Teaching German, 54(1), 1–4. https://doi.org/10.1111/tger.12167
Johnson, L. R., Kraemer, A., & Niekerk, C. (2021). Introduction: German fairy tales and folklore in a global context. German Quarterly, 94(2), 160–164. https://doi.org/10.1111/gequ.12172
Kraemer, A., Merrill, J., & Prestel, D. (2020). Russian programs in the 21st-century university: Preparing for the future. In E. Dengub, I. Dubinina, & J. Merrill (Eds.), The art of teaching Russian (pp. 49–71). Georgetown University Press.
Ross, A., Kraemer, A., Kronenberg, F., Powell, S., Lavolette, E., & Spasova, S. (2020). Recommended preparation for emergency online teaching from the IALLT Board. FLTMAG. https://fltmag.com/recommended-preparation-for-emergency-online-teaching-from-the-iallt-board/
Heidrich, E., & Kraemer, A. (2018). Factors that influence proficiency attainment in a college language program: A German case study. Die Unterrichtspraxis/Teaching German, 51(2), 132–143. https://doi.org/10.1111/tger.12069
Schenker, T., & Kraemer, A. (2018). The role of the language center in community outreach: Developing language enrichment programs for children. In E. Lavolette & E. Simon (Eds.), Language center handbook (pp. 71–88). International Association for Language Learning Technology.
Kraemer, A., & Schenker, T. (2018). Key aspects in program design, delivery, and mentoring in world language service-learning projects. In J. Purdy (Ed.), Language beyond the classroom: A guide to community-based learning for world language programs (pp. 20–47). Cambridge Scholars Publishing.
Schenker, T., & Kraemer, A. (2017). Maximizing L2 speaking practice through iPads: Adobe Voice in action. Languages, 2(2), 6. https://doi.org/10.3390/languages2020006
Lavolette, E., & Kraemer, A. (2017). The IALLT language center evaluation toolkit: Context, development, and usage. In F. Kronenberg (Ed.), From language lab to language center and beyond: The past, present, and future of the language center (pp. 147–160). International Association for Language Learning Technology.
Goertler, S., Kraemer, A., & Schenker, T. (2016). Setting evidence-based language goals. Foreign Language Annals, 49(3), 434–454. https://doi.org/10.1111/flan.12214
Simon, E., Kraemer, A., Kronenberg, F., Lavolette, E., & Sartiaux, A. (2015). Language Center Evaluation Toolkit. International Association for Language Learning Technology. https://v.gd/toolkit
Shanker, S., & Kraemer, A. (2014). The role of higher education in raising global children. Learning Languages, 1, 6–10. https://files.eric.ed.gov/fulltext/EJ1091257.pdf
Schenker, T., & Kraemer, A. (2011). Teaching German to pre-schoolers in the US. The ETAS Journal, 29(1), 30–31.
Kraemer, A., & Schenker, T. (2011). Reise durch den Märchenwald – ein Projekt aus Amerika. Frühes Deutsch, 24, 14–16.
Kraemer, A., Ahn, S., Hillman, S., & Fei, F. (2009). Innovative learning modules for language in context: MIMEA. CALICO Journal, 27(1), 187–204. https://doi.org/10.11139/cj.27.1.187-204
Kraemer, A. (2008). Happily ever after: Integrating language and literature through technology? Die Unterrichtspraxis/Teaching German, 41(1), 61–71. https://doi.org/10.1111/j.1756-1221.2008.00007.x
Kraemer, A. (2008). Formats of distance learning. In S. Goertler, & P. Winke (Eds.), Opening doors through distance language education: Principles, perspectives, and practices (pp. 11–42). Equinox Publishing. https://calico.org/publications/book-series/distance-language-education/
Kraemer, A. (2006). Teachers’ use of English in communicative German language classrooms: A qualitative analysis. Foreign Language Annals, 39(3), 435–450. https://doi.org/10.1111/j.1944-9720.2006.tb02898.x
For a complete listing of my publications, please refer to my CV. You can also view citations on Google Scholar and peer review and editorial contributions on Web of Science below.
Selected External Grant-Funded Work
U.S. Department of Education, Creating an Africa Nexus: Building Networks at Home and Abroad to Strengthen Undergraduate African Studies and Languages. Collaborator under PI Muna Ndulo. The Institute for African Development at Cornell University is collaborating with Monroe Community College to strengthen African studies and languages through the creations of new meaningful, effective, and sustainable learning opportunities for undergraduates on campus as well as in Africa. The focus is on establishing cohesive and multi-layered Cornell hubs in Zambia and Ghana, serving as anchors for broader programming throughout the region, creating a network of African-based alumni mentors offering research and internship opportunities to students of diverse disciplines, as well as on offering new innovative on-campus language and cultural pre-departure courses and reflection seminars.
Fulbright Program, Foreign Language Teaching Assistant Summer Orientation Program. Co-PI with Danielle Steider. We have received between $62,000 – $85,000 every summer since 2010 to run this program. It introduces FLTAs to the academic and social cultures of U.S. institutions, provides a platform for networking with fellow FLTAs, and facilitates their transition into the program.
Andrew W. Mellon Foundation, Less Commonly Taught Languages (LCTL) Partnership. Key personnel under PI Christopher Long (2016-2019). CeLTA has received $1,200,000 for this cross-university initiative that utilizes the established and widely recognized strengths within the Big Ten Academic Alliance to collaboratively develop an online model of LCTL instruction reflecting best practices in proficiency-oriented instruction.
Institute of International Education, Language Flagship Proficiency Initiative. Key personnel under PIs Paula Winke and Susan Gass (2014-2018). CeLTA has received $1,400,000 to introduce assessment practices to MSU’s foreign language programs to measure teaching and learning and to determine the impact of such practices on teaching and learning.