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Language Learning & Technology: A refereed journal for second and foreign language educators
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Description

Language Learning & Technology (LLT) is a refereed journal that began publication in July 1997. It comes out three times a year in January, May, and September. The journal seeks to disseminate research to foreign and second language educators in the US and around the world on issues related to technology and language education. Language Learning & Technology is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at University of Hawai'i at Mānoa, and the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d'Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).

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Designing second language performance assessments
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Description

This technical report focuses on the decision-making potential provided by second language performance assessments. The authors first situate performance assessment within a broader discussion of alternatives in language assessment and in educational assessment in general. They then discuss issues in performance assessment design, implementation, reliability, and validity. Finally, they present a prototype framework for second language performance assessment based on the integration of theoretical underpinnings and research findings from the task-based language teaching literature, the language testing literature, and the educational measurement literature. The authors outline test and item specifications, and they present numerous examples of prototypical language tasks. They also propose a research agenda focusing on the operationalization of second language performance assessments.

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Six measures of JSL pragmatics
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Description

This book investigates differences among tests that can be used to measure the cross-cultural pragmatic ability of English speaking learners of Japanese. Building on the work of Hudson, Detmer, and Brown (Technical Reports #2 and #7 in this series), the author modified six test types that she used to gather data from North American learners of Japanese. She found numerous problems with the multiple-choice discourse completion test but reported that the other five tests all proved highly reliable and reasonably valid. Practical issues involved in creating and using such language tests are discussed from a variety of perspectives.

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Upcoming Events
Jan
2020
23 - 26
Arizona
Conference
2020 International Conference on the Development and Assessment of Intercultural Competence

Seventh International Conference on the Development and Assessment of Intercultural Competence. Internationalizing the Curriculum: The Role of Intercultural Competence on January 23-26, 2020, in Tucson, Arizona, and online. Invited Presentations: Adriana Diaz (University of Queensland – Australia) Marianne Larsen (Western University – Canada) Sharon Stein (University of British Columbia – Canada) This biennial event brings together researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices, and to foster meaningful professional dialog on issues related to the development and assessment of Intercultural Competence, especially in a foreign or second language. The 2020 ICC conference will take stock of current models for internationalizing curricula as well as the genealogies of these discussions. The organizers are interested in accounts of best practices as well as critical examinations of current trends and conceptual think pieces around what it might mean to internationalize higher education. Proposal submission deadline: May 31, 2019

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Mar
2020
25
Arizona
Conference
University of Arizona Language Fair

In Spring 2020, the Center for Educational Resources in Culture, Language and Literacy (CERCLL) launched the UA Language Fair, an event designed to raise the visibility of the wide range of languages that students study at The University of Arizona. The event was open to all students, faculty/staff, and visitors to campus. Departments, programs, and UA student clubs representing the languages and cultures taught at UA showcased the languages taught in their departments and spoken in their communities. Participants enjoyed free food, games and other activities that celebrate the benefits and opportunities that come from communicating in another language. In 2019, the following languages were represented: American Sign Language Ancient Greek Arabic Chinese English as a Foreign Language French German Hebrew Italian Japanese Kazakh Korean Latin Navajo Persian Portuguese Russian Spanish Tohono O’odham Turkish With representatives from the following programs on hand, to share information about their offerings as well: Critical Languages Program Foreign Language and Area Studies (FLAS) scholarships for language study Global Studies Program UA Study Abroad Current students in language programs joined in the fun, and new ones were recruited for Fall classes!

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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:
  • Research
  • Teaching materials
  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

Contact Us

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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