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Student learning outcomes assessment in college foreign language programs
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Changes in accreditation policies and institutional practices have led to the emergence of student learning outcomes assessment as an important, increasingly common expectation in U.S. college foreign language programs. This volume investigates contemporary outcomes assessment activity, with a primary focus on useful assessment, that is, assessment that is put to use proactively by foreign language educators. Authors approach the topic from distinct perspectives, ranging from a study of national trends in outcomes assessment practices, to reflections on assessment experiences by program leaders, to case studies highlighting language educators’ implementation and uses of outcomes assessment for diverse curricular and pedagogical purposes. 1 The Usefulness of Accreditation-Mandated Outcomes Assessment: Trends in University Foreign Language Program | John McE. Davis 2 The Uses of Use-Focused Assessment: Two Chairs’ Perspectives | Theodore J. Cachey, Jr. & Peter C. Pfeiffer 3 “Centering” Collegiate Foreign Language Departments Around Useful Outcomes Assessment: Challenges and Opportunities | Lance R. Askildson & Hiram H. Maxim 4 The Uses of Accountability | Amanda Randall & Janet Swaffar 5 Formulating Effective Student Learning Outcomes Through Utilization-Focused Evaluation: A Case Study of a University Japanese Program | Shoko Sasayama 6 Developing Learning Outcomes for First-Year Arabic at the University of Notre Dame | Ghada Bualuan & Amaya Martin 7 Assessing the Intermediate Level: A Critical Juncture in German Outcomes Assessment | Hannelore Weber 8 Journey Greater Than the Destination: A Department and Program Perspective on Utilization-Focused Assessment | Alessia Blad & Shauna Williams 9 A Tale of Two Cultures | Anna De Fina & Donatella Melucci 10 Foreign Language Curriculum as a Means of Achieving Humanities Learning Goals: Assessment of Materials, Pedagogy, and Learner Texts | Marianna Ryshina-Pankova

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4th International Conference on Language Documentation & Conservation (ICLDC) evaluation report
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Description

This document reports on, and evaluates the 4th International Conference on Language Documentation & Conservation (ICLDC) held at the University of Hawai‘i, Mānoa, from February 26–March 1, 2015.

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Korean for Professionals Volume 2
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The Korean Language Flagship Center aims to produce professionals who can function in Korean in their chosen fields. After two years of intensive Korean language training customized to their fields, graduates of this program are expected to take their place among the next generation of global professionals as Korea specialists, commanding professional-level proficiency in Korean. Successful completion of the program and demonstration of the ability to use Korean at a professional level (ILR 3, ACTFL Superior) lead to the Master of Arts degree in Korean for Professionals. This monograph series is a compilation of the students’ research on critical and controversial issues in Korea or Korea-US relations.

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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
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  • 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.

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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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