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An Operational Framework for Constructing a Computer-Adaptive Test of L2 Reading Ability: Theoretical and Practical Issues
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This paper considers the issues in developing a principled, theory-based, computer adaptive test (CAT) of second language (L2) reading proficiency. The paper reviews a variety of models and scales and discusses an operational framework for text selection and item development.

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Integrated Performance Assessment (IPA) Units
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The Integrated Performance Assessment (IPA) is a cluster assessment featuring three tasks, each of which reflects one of the three modes of communication--Interpretive, Interpersonal and Presentational--as outlined in the ACTFL Performance Guidelines for K-12 Learners (1998) and the Standards for Foreign Language Learning in the 21st Century (National Standards for Foreign Language Education Project, 1999). The three tasks are aligned within a single theme or content area, reflecting the manner in which students naturally acquire and use the language in the real world or the classroom. Each task provides the information and elicits the linguistic interaction that is necessary for students to complete the subsequent task. IPAs are designed for students at the novice-, intermediate-, and pre-advanced levels of proficiency. They are standards-based; performance-based; developmental in nature; integrative; designed to be used with scoring rubrics that rate performance in terms of whether it meets expectations, exceeds expectations, or does not meet expectations for the task; and valid and reliable. The IPA section of the Virtual Assessment Center includes step-by-step guidelines for creating IPAs and over 30 examples of fully development IPAs.

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Learner Language: Tools for Teachers Website--Multimedia Activities
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The learner language website provides a wealth of information for teachers of all languages on learner language, error analysis, interlanguage, referential communication, and complexity. Another section gives practical information on designing interactive communication tasks that invite learners to use their second language in meaningful, unrehearsed communication. This site also showcases video recordings of learners using Chinese, Japanese, Korean, Persian, and Spanish in unrehearsed interaction. Eight videos for each language show two language learners perform 6 communication tasks, plus individual interviews. Multimedia activities guide language teachers to study and reflect on learner language from five perspectives. The activities in this section provide video recordings of 10 language learners doing communication tasks -- two learners each in Chinese, Japanese, Korean, Persian and Spanish. Teachers are guided in analyzing video clips of learner language through multimedia interactive activities, and asked to consider the implications of their analysis for their own pedagogy. These multimedia activities are designed to provide language teachers with a better understanding of the way learner language develops. This understanding will help them adjust their teaching to maximize student achievement. This approach, first used for teachers of English in Tarone & Swierzbin (2009), is extended here to support teachers of five languages: Mandarin Chinese, Japanese, Korean, Persian (Farsi), and Spanish.

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Upcoming Events
Oct
2018
14 - 19
Arizona
Symposium
L2DL - Participation, Equity and Inclusion: L2 Digital Literacies (L2DL) Symposium

Participation, a long-standing assessment category on language syllabi, has found a new conceptual life over the last few decades as digital literacies practices have become a part of everyday life and learning. This symposium aims to contribute to discussions of the role of digital literacies in second language learning and teaching and biliteracy development, by considering the ways in which technologically-mediated communication can enable new forms of participation and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of legitimacy and symbolic power. This is the third event in a biennial series that examines various roles of digital literacies in language learning; presentations and resources from the 2014 and 2016 symposia can be found on the website and CERCLL's YouTube channel.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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