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Language Proficiency or Symbolic Capability: A Dialectical Perspective
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CALPER Working Paper No. 9 <br> A short position paper that argues for a dialectical perspective on language proficiency.

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Advancing in Russian Through Narration
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The authors discuss five areas central to the acquisition of narrative and conceptual proficiency and provide evidence from actual narrations to illustrate critical language features. Two of the area are the use of tense and aspect and of verbs of motion, which are well-known in the field of Russian instruction as causing some difficulty for English-speaking students. Three others, which are narrative structure, emotion vocabulary, and identity vocabulary, have not been much discussed in the literature on teaching Russian. In this book the authors explore narrative and conceptual proficiency as important components of advanced level proficiency. <br> Chapters on: <br> Narratives in the Russian Classroom <br> Verbs of Motion <br> Tense and Aspect in Narratives <br> Identity Terms in Narratives<br> Appendix: Russian Emotion Vocabulary

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Dynamic Assessment of L2 Development
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CALPER Working Paper No. 1 <br> The present paper outlines a theoretical framework for a research program on Dynamic Assessment (henceforth, DA) within in the fields of L2 research, pedagogy and language testing. To achieve this, we will first discuss the theoretical basis of DA in the work of L. S. Vygotsky; next, we will contrast DA with more traditional static approaches to assessment (henceforth, SA) in the general educational and psychological literatures; we will then review the few studies that have been carried out to date on DA and L2 learning and instruction; we will next consider some of the critiques leveled against DA, in particular in its clinical orientation, by those concerned with psychometric principles; finally, we will consider the implications of some recent theoretical and empirical research calling for a closer connection between L2 assessment and instruction in light of our discussion of DA.

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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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