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Dynamic Assessment in the Language Classroom
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CALPER Professional Development Document - 8pp. In very clear language, the authors provide a basic account of Dynamic Assessment (DA) and trace its origins to Vygotsky's theory of development. They explain the concepts of mediation and Zone of Proximal Development (ZPD), as well as the two main approaches used in DA. They also include three examples detailing what DA looks like in the classroom and conclude the document by providing a glimpse of what the future holds for DA, such as using it with groups and integrating computer technologies to DA procedures.

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Investigating Assessment Perceptions and Practices in the Advanced Foreign Language Classroom
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Report on the research results of a survey conducted by CALPER iin 2005-06 to examine issues relating to advanced language proficiency (ALP) and its assessment in classroom settings. Specifically, it focuses on the views of language teachers of varied backgrounds (in Foreign Languages, and English as a Second Language, at both high schools and universities) on assessment of ALP, and on these teachers' actual assessment practices. The report is divided into three components: 1) survey of current thinking about ALP and its assessment in classroom instruction; 2) results of survey that assessed testing perceptions and practices of ALP; 3) conclusions from the theory and research reviewed and recommendations for the direction of future research and practices relating to the assessment of ALP.

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Research on Language Learning in Study Abroad (1998-2005)
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CALPER Professional Development Document. In this document, the author provides a concise bibliography of current research (1998-2005) on language learning in study abroad, divided into four sections: language development, the qualities of learners' interactions and experiences in the host community, writings on program design and intervention, and Web resources. For the first two sections and for each individual study, the bibliography lists a brief description of the participants, the language the study is based on, the focus of the study, and its major findings.

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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.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

8 Areas of Focus

Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

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You may also contact each LRC individually by locating their directory information in the Meet the LRCs menu.

Funding

The U.S. Department of Education Title VI provides funding for Language Resource Centers. The contents of this website do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
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