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Investigating Assessment Perceptions and Practices in the Advanced Foreign Language Classroom


Report on the research results of a survey conducted by CALPER iin 2005-06 to examine issues relating to advanced language proficiency (ALP) and its assessment in classroom settings. Specifically, it focuses on the views of language teachers of varied backgrounds (in Foreign Languages, and English as a Second Language, at both high schools and universities) on assessment of ALP, and on these teachers' actual assessment practices. The report is divided into three components: 1) survey of current thinking about ALP and its assessment in classroom instruction; 2) results of survey that assessed testing perceptions and practices of ALP; 3) conclusions from the theory and research reviewed and recommendations for the direction of future research and practices relating to the assessment of ALP.

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Korean Culture and Media Series


The goal of this series is to present language and culture as an integral whole-to enhance students' awareness of language <i>through</i> culture and to deepen students' understanding of culture <i>through</i> language. Individual workbook units that can be used as supplemental materials or for self-study. <br><br> Unit 1: TV Commercials and Korean Culture (2008) <br> Unit 2: A Comparative Approach to Culture Through TV Commercials: The Case of Korean and the U.S. (2008)<br> Unit 3: "The King and the Clown" (Film) (2009)<br> Unit 4: "Le Grand Chef" (Film)<br> Unit 5: "Radio Star" (Film><br>

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Korean Grammar in Discourse and Interaction


Six units on discourse and interaction features. Design of materials is based on a large corpus of naturally occurring language. Supplemental materials or for self-study. <br><br> Unit 1: Completive Aspect Markers <br> Unit 2: Honorific Speech Levels <br> Unit 3: Newly Perceived Information<br> Unit 4: Route Directions <br> Unit 5: Noun Modifiers <br> Unit 6: Relative Clause Constructions<br>

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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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  • Outreach and dissemination

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