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Assessment of Advanced Language Proficiency: Why Performance-based Tasks?
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In this document, the authors argue for the use of performance-based tasks in the assessment of advanced language proficiency. In this effort, they start by exploring the 'content/language continuum in language teaching programs' (p. 1) and by discussing performance tasks. They also address issues regarding the designing and scoring of performance-based tasks, including rubrics. The document ends with examples of integrated content and language performance tasks, as well as guidelines for designing a performance task and a sample task. CALPER Professional Development Document 0605)

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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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2016 Intercultural Competence Conference Livestreamed Presentations
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This playlist on CERCLL's Youtube channel contains most of the livestreamed presentations from the 2016 ICC conference, including keynote speaker Fred Dervin and plenaries Paige Ware and Dwight Atkinson. • Atkinson, Dwight (University of Arizona) - "IC from the Side: Expanding the 'Cultural' in Intercultural Competence" (PLENARY Presentation) • Blyth, Carl and Dale Koike (University of Texas at Austin) - "Self-Awareness and Intercultural Communication: A Metapragmatic Approach" • Catalano, Theresa (University of Nebraska-Lincoln) - "Moving Bodies and Minds" • Carreño Bolívar, Laura (Universidad de La Sabana) - "The Importance of Intercultural Competences in Higher Education" • Crozet, Chantal (RMIT University School of Global, Urban and Social Studies) - "Politicizing Intercultural Language Teaching" • Dervin, Fred (University of Helsinki) - "Intercultural Competence Beyond Orthodoxies" (KEYNOTE Presentation) • Diaz, Adriana (University of Queensland) - "Unlearning Assessment Practices in Intercultural Language" • Díaz Rico, Lynne (California State University, San Bernardino) - "Mapping the Sociocognition of ILLC Curricula and Assessment" • Drewelow, Isabelle (University of Alabama) - "Cultural Interplay: Engaging Cultural Sensitivity through Intercultural Explorations" • Ferdinandt, Nicholas (University of Arizona) - "Engaging Language Teachers in Intercultural Competence Development" • Fichtner, Friederike (Washington University in St. Louis) - "Challenges to the Teachability of Intercultural Competence" • Hoyt, Kristin (Kennesaw State University) - "Exploring Interculturality Development in Candidates’ Narrative Writing" • Kearney, Erin (State University of New York at Buffalo) - "Modern and Late-Modern Tensions in the Talk and Work of Language Teacher Educators" • Kohler, Michelle (Flinders University & Research Centre for Languages and Cultures at the University of South Australia) - "Reframing Assessment for Intercultural Language Learning: a Schooling Perspective" • Levine, Glenn (University of California, Irvine) - "The Conundrum of Intercultural Communicative Competence" • Michelson, Kristen (University of Oklahoma) - "Culture-teaching as a Relational Process" • Richardson, Diane & Lydia Heiss (University of Arizona) - "A Multimodal Approach to Literature" • Riitaoja, Anna Leena (University of Helsinki) - "Intersectionality as a Tool for Intercultural Communication and Competence" • Ware, Paige (Southern Methodist University) - "Intercultural Competence Inside Digital Contact Zones" (PLENARY Presentation)

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Upcoming Events
Jun
2019
3
Texas
Workshop
OER Hangout - Impact of OER on teaching practices

Join us to hear how engagement with OER and/or OEP influenced the teaching practices of four language instructors. There will be a 25 minute presentation segement, and the rest of the time will be for questions and discussion. Information about presenters and their work: Sonia Balasch worked with a team of colleagues to create Español y cultura en perspectiva: A collection of nine critical-thinking thematic lessons composed of Spanish language readings and communicative activities for intermediate-level students of Spanish. Margherita Berti created Italian Open Education, a website that offers a collection of openly-licensed and free-to-use 360-degree virtual reality videos for Italian learners and teachers. Julianne Hammink is working with the Center for ESL at the University of Arizona to develop instructional materials for ESL and Academic Pathways programs. These materials are developed from Open Educational Resources. They are finishing the first year of the project, and many of our instructional materials are now in use. David Thompson completed a series of problem-based learning units for advanced students of Spanish available to instructors online as OER to use or modify. The purpose of the units is to provide advanced students of Spanish a series of compelling problems from Spanish culture and society to solve collaboratively in small teams.

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Jun
2019
5 - 12
Hawaii
Presentation
2019 NFLRC Webinars: Harnessing High-Leverage Teaching Practices (HLTPs) in Project-Based Language Learning (PBLL)

In our two-part NFLRC Webinars titled Harnessing HLTPs in PBLL, we will explore the question “What HLTP concepts would help me design, develop, and implement PBLL experiences more effectively?” In order to get maximum benefit from the two webinars, we recommend that you 1) familiarize yourself with the six High-Leverage Teaching Practices (HLTPs) beforehand and 2) have experience with Project-Based Language Learning (PBLL). This, however, is not a requirement, and any participant with interest in both is welcome to attend. NOTE: These webinars will be recorded and made available at a later date. Webinar 1: Wednesday, June 5 (PBLL & HLTPs #1-3) Host: Nicole Naditz Guests: Adam Ross & Rachel Mamiya Hernandez Webinar 2: Wednesday, June 12 (PBLL & HLTPs #4-6) Host: Nicole Naditz Guests: Megan Ferry & Laura Sexton Session times (two 90-minute live webinars) 2pm Hawai‘i | 5pm PST | 6pm MST | 7pm CST | 8pm EST Cost Free To register, visit our webpage: https://nflrc.hawaii.edu/events/view/121/. Registration deadline June 4, 2019.

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Jun
2019
10 - 11
Texas
Workshop
Spanish Heritage Language Workshop

This is a workshop for Spanish teachers of heritage speaking high school and university level students. We will post more information about this workshop as we continue to organize it. Sign up for COERLL's newsletter to receive updates: https://goo.gl/5zPVze.

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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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