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Teaching Russian reading in a distance classroom: A report
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Description

In the spring of 1997, the author team-taught a Russian Reading course at the University of Hawai'i via a distance classroom. A brief report about the course is found at this site.

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Reanalysis of discernment from a social constructivist perspective: Academic consultation sessions in Japanese universities
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From the social constructivist perspective, this paper examines speech style shifts in academic consultation sessions between professors and students in Japanese universities and demonstrates that politeness is an interactional achievement. The paper attempts to show how what has previously been described as a display of discernment can be reanalyzed as an active co-construction in the sequential organization of talk.

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Performance and portfolio assessment (1985–1995): An extended annotated bibliography of sources useful for language teachers
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This bibliography offers a collection of extended article summaries drawn from the performance and portfolio assessment literature of the past decade. Articles include journal entries as well as book chapters, and they were chosen based on the representation of various segments of the relevant literature. Annotated entries represent the general education literature and the L2 literature, and they cover theoretical bases for performance and portfolio assessment as well as implementation of and research on alternative forms of assessment. Also included are representative articles from the relevant assessment validity literature. Finally, other related references (not annotated in the current bibliography) are listed. The bibliography should be of use to language testers, language educators, and language researchers interested in the development of performance and portfolio assessment over the past ten years.

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Jan
2022
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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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