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Voice and Vision in Language Teacher Education: Selected Papers from the Fourth International Conference on Language Teacher Education
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This volume of fourteen selected papers presented at the Fourth International Conference on Language Teacher Education showcases work from eight different national contexts in settings as diverse as English as a Foreign Language (EFL), English as a Second Language (ESL), French immersion education, and Spanish and Japanese language instruction. Echoing the theme of the conference, these papers highlight a diverse range of teacher educator voices as they interact with the vision of conceptual frameworks teacher educators have come to share.The ideas and insights presented in these papers help to push forward our understandings and our practice of language teacher education.

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Styles-and Strategies-Based Instruction: A Teachers' Guide
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Styles- and strategies-based instruction helps students become more aware of their learning style preferences and gives them a set of strategies to maximize their language learning ability. This guide helps teachers to identify the individual needs of their students and incorporate opportunities for students to practice a wide range of strategies for both language learning and language use. Each chapter in this guide begins with background material on topics related to styles- and strategies-based instruction and provides a bridge from theory to practice by including fun, hands-on activities for teachers to use in their own classrooms. This guide is a complete revision of Strategies-Based Instruction: A Teacher-Training Manual (1997). While it is now more explicitly targeted at the classroom teacher, it also includes important information for professionals engaged in research and teacher development.

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Enhancing Academic Language Proficiency in a Fifth-Grade Spanish Immersion Classroom
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This technical report outlined the results of a study aimed to promote the development of more complex academic language and linguistic structures by giving immersion students the opportunity to enhance their inner voice in that language. Since the development of L2 inner voice in elementary immersion students has not been investigated to any extent, this study set out to determine how the enhancement of the students' L2 inner voice in the immersion classroom might influence linguistic knowledge and the ability to comprehend and produce language. It was posited that it might be possible to stimulate increased use of the immersion language by students while also enhancing the academic vocabulary and grammatical structure of the language that they use for specific tasks. More specifically, the pedagogical intervention included: (1) modeling by the teacher and the research assistant (RA) in the use of Spanish academic language to solve problems in science and history, and (2) supporting the students in developing their own L2 inner voice in Spanish through modeling and follow up activities.

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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.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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