My research interests include second language acquisition, specifically early language learning, technology-enhanced language learning, program development, community engagement and service learning, and assessment.

Selected Publications

Lavolette, E., & Kraemer, A. (Eds.). (2021). Language Center Handbook 2021. International Association for Language Learning Technology.

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.

Johnson, L. R., Kraemer, A., & Niekerk, C. (2021). Introduction: German fairy tales and folklore in a global context. German Quarterly, 94(2), 160-164.

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.

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.

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.

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.

Simon, E., Kraemer, A., Kronenberg, F., Lavolette, E., & Sartiaux, A. (2015). Language Center Evaluation Toolkit. International Association for Language Learning Technology.

Shanker, S., & Kraemer, A. (2014). The role of higher education in raising global children. Learning Languages, 1: 6-10.

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.

Kraemer, A. (2008). Happily ever after: Integrating language and literature through technology? Die Unterrichtspraxis/Teaching German, 41(1): 61-71.

Kraemer, A. (2008). Formats of distance learning. In: S. Goertler, & P. Winke (Eds.), Opening Doors through Distance Language Education: Principles, Perspectives, and Practices. CALICO Monograph Series, Volume 7 (pp. 11-42). CALICO.

Kraemer, A. (2006). Teachers’ use of English in communicative German language classrooms: A qualitative analysis. Foreign Language Annals, 39 (3): 435-450.

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 Publons below.

Selected External Grant-Funded Work

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) PartnershipKey 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.