Book Chapters

Hildebrandt, S. A. (In press). Increasing inclusion and lowering student anxiety in the postsecondary foreign language classroom. In R. Kumar & B. Refaei (Eds.), Designing student-centered classrooms for equity and inclusion across disciplines. Cincinnati, OH: University of Cincinnati Press.

Hildebrandt, S. A., & Hlas, A. C. (2018). Pedagogical content knowledge and language awareness as evidenced in the World Language edTPA. In P. Swanson & S. A. Hildebrandt (Eds.), Researching edTPA promises and problems: Perspectives from English as an additional language, English language arts, and world language teacher education (pp. 143-161). Charlotte, NC: Information Age Publishing.

Swanson, P., & Hildebrandt, S. A. (2018). edTPA history, promises, and problems. In P. Swanson & S. A. Hildebrandt (Eds.), Researching edTPA promises and problems: Perspectives from English as an additional language, English language arts, and world language teacher education (pp. 1-19). Charlotte, NC: Information Age Publishing.

Scott, S. S., Hildebrandt, S. A., & Edwards, W. A. (2013). Second language learning as perceived by students with disabilities. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administrators: From theory to application (pp. 171-191). Boston, MA: Heinle.