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Understanding Assessment: A Guide for Foreign Language Educators
Web

Description

This online tutorial serves as a companion resource to the Foreign Language Assessment Directory (FLAD). It introduces key concepts in language testing to help with selecting tests and using test results appropriately and efficiently. Topics covered include: (1) practical considerations when selecting a test, (2) reliability and validity, (3) the use of test results, and, (4) the impact of testing in the classroom. A list of assessment resources and a glossary of assessment terms are also included in the tutorial.

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The Foreign Language Assessment Directory (FLAD)
Web

Description

The Foreign Language Assessment Directory (FLAD) is a free, searchable directory of information on nearly 200 tests in over 90 languages. You can search for the test you need by language, grade level, proficiency level, intended test use, and skill tested. There is also a free online companion tutorial that introduces key concepts in language testing to support test selection. The tutorial explains concepts such as validity, reliability, practicality and impact to support the appropriate and efficient use of tests and test results.

Resource Link
References on evaluation and SLO assessment in language education programs
Web

Description

This annotated bibliography presents pertinent and useful research in the field of program evaluation and student learning outcome (SLO) assessment in language education programs.

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Upcoming Events
Nov
2020
7
Arizona
Workshop
Webinar: Crafting Compelling Experiences: The Power of Stories, Scaffolding, & Sharing

Presented by Cherice Montgomery, Assistant Professor of Spanish Pedagogy at Brigham Young University. Filmmakers are experts at producing memorable movies that educate, entertain, and inspire their audiences. Teachers have similar goals, but sometimes hesitate to engage learners with authentic texts or “real life issues,” fearing that the necessary language will be too complex for them to understand. During this 90-minute, interactive webinar, you will: (1) learn a step-by-step process for skillfully integrating culturally authentic texts into meaningful interpretive communication activities; (2) explore effective techniques for supporting learners’ comprehension; (3) experience interactive activities for assessing learners’ understanding. Bring your textbook, a lesson you’d like to improve, and your creativity!

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Nov
2020
18
Arizona
Workshop
Webinar: Multimodal Pedagogies in the L2 Classroom: Moving from Language to a Communication Paradigm

Presented by José Aldemar Álvarez Valencia, Ph.D., professor of applied linguistics in the School of Language Sciences at Universidad del Valle, Cali, Colombia. The current communication landscape shows that communication is multimodal by nature. This new perspective on language and communication impacts directly second language acquisition and pedagogical practices. Multimodal pedagogies intend to bring this perspective into second/foreign language classrooms by highlighting the centrality of modes of communication and transmodal practices in the design of tasks that engage learners in processes of language/communication appropriation. By looking at language as one more semiotic resource among many others that make up communication ecologies, multimodal pedagogies recognize and look for ways to articulate and rearticulate students’ cultural semiotic resources, including their languages, their embodied communicative practices, and their identity affiliations. In this webinar, participants will be introduced to the main concepts of multimodal pedagogies such as design, modes, semiotic resources, and transmodality. Likewise, the presenter will discuss the main principles of this new approach, followed by some examples on how it can be implemented in a language/communication classroom.

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Dec
2020
5
Arizona
Workshop
Webinar: Re-Envisioning Writing Instruction Using a Design Approach

Webinar presented by Heather Willis Allen (University of Wisconsin-Madison). Writing is a critical skill in personal, educational, and professional domains, yet its role in L2 (second language) education in the United States is unclear and several recent studies have identified presentational writing as the most difficult modality to teach and the one that students struggle with the most. In this 90-minute webinar, we will explore the principles of Design writing instruction and discuss pedagogical examples of how this approach can be used to integrate L2 reading and writing, to facilitate learners’ familiarity with and use of appropriate L2 writing conventions, and to foster dialogue around the process and products of L2 writing. For the application stage of this workshop, please bring a presentational writing assignment that you have used in the past and want to improve or revise.

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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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  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

Contact Us

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

Funding

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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