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References on evaluation and SLO assessment in language education programs


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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Annotated Bibliography: Oral Proficiency Testing


This annotated bibliography presents pertinent and useful research in the field of Oral Proficiency Testing, ranging from foundational publications to the latest innovations and studies, from 1988 to the present. It is divided into several categories by topic and common theme for ease of use: (1) Overviews and background; (2) Validity and validation studies; (3) Test and task design; (4) Oral proficiency assessment development; (5) Interlocutor and examinee characteristics; (6) Raters and interviewers; (7) Implementation and use; (8) Oral proficiency testing and curriculum; and (9) Technology. Throughout the bibliography, the American Council of Teachers of Foreign Languages will be referred to by the acronym ACTFL, and the Oral Proficiency Interview will be referred to as the OPI.

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Performed Culture Approach: ACT Class


This video demonstrates how to conduct an ACT class. The students are expected to give a spontaneous performance in delivery, accuracy, pronunciation, listening comprehension, and sociocultural appropriateness. Students should actively engage in conversations with previously rehearsed target expressions. ACT class regards classroom as a Chinese environment, and thus is Chinese language only. Students know what to expect in each class by reading weekly schedules.

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2022 Intercultural Competence Conference

ICC 2022: Decentering Mobility in Intercultural Education: Engagement, Equity and Access Extended Proposal Submission Deadline June 21, 2021 A hybrid event, in Tucson, Arizona, and online, with plenary speakers: * Uju Anya, Pennsylvania State University, USA * Maria Dasli, University of Edinburgh, Scotland * Jennifer Pipitone, College of Mount Saint Vincent, USA In January 2022, the eighth International Conference on the Development and Assessment of Intercultural Competence (ICC) will be a hybrid event on the theme of "Decentering Mobility in Intercultural Education: Engagement, Equity and Access." Presentations will focus on the ways in which intercultural communication and the teaching and learning thereof have been shaped through mobility – both virtual and physical. Of particular interest are contributions that address how the changing state of intercultural communication has been shaped by a world that is simultaneously more and less mobile, for example, due to differences in access among learners or to changing circumstances, such as the current global health crisis. Proposals will be submitted as one of five types: paper presentation, symposium, roundtable discussion, poster, and workshop. See the complete submission guidelines for more about the conference theme and the format of these presentations, proposal restrictions and limitations, access to the online proposal submission form, and notification dates, etc. Proposal Submission Deadline: June 4, 2021. Full Call for Proposals and Submission Guidelines: https://icc.arizona.edu/2022cfp/ Registration for ICC 2020 will open in the Fall.

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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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