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A focus on language test development: Expanding the language proficiency construct across a variety of tests
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This volume presents eight research studies which introduce a variety of novel, non-traditional forms of second and foreign language assessment. To the extent possible, the studies also show the entire test development process, warts and all. These language testing projects not only demonstrate many of the types of problems that test developers run into in the real world but also afford the reader unique insights into the language test development process.

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Language Learning & Technology: A refereed journal for second and foreign language educators
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Language Learning & Technology (LLT) is a refereed journal that began publication in July 1997. It comes out three times a year in January, May, and September. The journal seeks to disseminate research to foreign and second language educators in the US and around the world on issues related to technology and language education. Language Learning & Technology is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at University of Hawai'i at Mānoa, and the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d'Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).

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Designing second language performance assessments
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This technical report focuses on the decision-making potential provided by second language performance assessments. The authors first situate performance assessment within a broader discussion of alternatives in language assessment and in educational assessment in general. They then discuss issues in performance assessment design, implementation, reliability, and validity. Finally, they present a prototype framework for second language performance assessment based on the integration of theoretical underpinnings and research findings from the task-based language teaching literature, the language testing literature, and the educational measurement literature. The authors outline test and item specifications, and they present numerous examples of prototypical language tasks. They also propose a research agenda focusing on the operationalization of second language performance assessments.

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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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2022 OLP Series: Engaging Online Language Learners through SEL

This series will highlight how online language instructors can use the Social Emotional Learning Framework to engage students in the virtual classroom and enhance the experience and satisfaction of learning a language online. Topics will include highlighting learner self awareness, promoting self management and self motivation, expanding social awareness through online extracurricular activities, teaching responsible decision making through storytelling and building positive relationship skills in a supportive way. Webinar Dates (Thursdays): Jan 27 | Feb 3 | Feb 10 | Feb 17 | Feb 24 2:00-3:30 pm (Hawaii Standard Time) 4:00-5:30 pm (Pacific) 5:00-6:30 pm (Mountain) 6:00-7:30 pm (Central) 7:00-8:30 pm (Eastern) Registration deadline: January 27, 2022 To register, see the presenter lineups, and optional digital badge information, visit our webpage: https://nflrc.hawaii.edu/events/view/olp2022/

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31st Annual Meeting of the Southeast Asian Linguistics Society

The Department of Linguistics and the National Foreign Language Resource Center at the University of Hawaii at Manoa invites scholars working on Southeast Asian linguistics to the 31st Annual Meeting of the Southeast Asian Linguistics Society (SEALS), May 19-21, 2022, with a special virtual poster session on May 13, 2022. SEALS 31 (2022) will be a hybrid conference, held concurrently in-person (on the campus of the University of Hawaii at Manoa) and online.

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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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