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Heritage Spanish
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This is an online community for finding and sharing resources for teaching Spanish to heritage speakers. View and contribute syllabi, activities, lessons, information about events, etc. to this growing community.

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Student learning outcomes assessment in college foreign language programs
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Changes in accreditation policies and institutional practices have led to the emergence of student learning outcomes assessment as an important, increasingly common expectation in U.S. college foreign language programs. This volume investigates contemporary outcomes assessment activity, with a primary focus on useful assessment, that is, assessment that is put to use proactively by foreign language educators. Authors approach the topic from distinct perspectives, ranging from a study of national trends in outcomes assessment practices, to reflections on assessment experiences by program leaders, to case studies highlighting language educators’ implementation and uses of outcomes assessment for diverse curricular and pedagogical purposes. 1 The Usefulness of Accreditation-Mandated Outcomes Assessment: Trends in University Foreign Language Program | John McE. Davis 2 The Uses of Use-Focused Assessment: Two Chairs’ Perspectives | Theodore J. Cachey, Jr. & Peter C. Pfeiffer 3 “Centering” Collegiate Foreign Language Departments Around Useful Outcomes Assessment: Challenges and Opportunities | Lance R. Askildson & Hiram H. Maxim 4 The Uses of Accountability | Amanda Randall & Janet Swaffar 5 Formulating Effective Student Learning Outcomes Through Utilization-Focused Evaluation: A Case Study of a University Japanese Program | Shoko Sasayama 6 Developing Learning Outcomes for First-Year Arabic at the University of Notre Dame | Ghada Bualuan & Amaya Martin 7 Assessing the Intermediate Level: A Critical Juncture in German Outcomes Assessment | Hannelore Weber 8 Journey Greater Than the Destination: A Department and Program Perspective on Utilization-Focused Assessment | Alessia Blad & Shauna Williams 9 A Tale of Two Cultures | Anna De Fina & Donatella Melucci 10 Foreign Language Curriculum as a Means of Achieving Humanities Learning Goals: Assessment of Materials, Pedagogy, and Learner Texts | Marianna Ryshina-Pankova

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4th International Conference on Language Documentation & Conservation (ICLDC) evaluation report
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This document reports on, and evaluates the 4th International Conference on Language Documentation & Conservation (ICLDC) held at the University of Hawai‘i, Mānoa, from February 26–March 1, 2015.

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Upcoming Events
Jan
2022
27 - 30
Arizona
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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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