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Research and Practice in Immersion Education: Looking Back and Looking Ahead - Selected Conference Proceedings
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These selected conference proceedings highlight the presentations and discussions held at the conference on immersion education held at the University of Minnesota in October 1995. The papers report on the challenges related to policy and planning and pedagogical and assessment issues.

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Preliminary Item Response Theory Analysis of the University of Minnesota CLA Language Proficiency Tests in French, German, and Spanish
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This document provides preliminary item analysis findings based on data collected on entrance and graduation language proficiency tests combining the results based on an item response theory model with classical test theory analyses.

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The Impact of Strategies-Based Instruction on Speaking a Foreign Language
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This research report outlines the methodology and results of a study done at the University of Minnesota on the benefits of providing second language learners with formal training in the application of strategies across skills, with an emphasis on speaking.

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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.

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

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