Title Format Sponsor
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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Annotated Bibliography: Oral Proficiency Testing
Web

Description

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
Audio-Visual

Description

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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Upcoming Events
May
2021
8
Arizona
Workshop
Webinar- Vlogging Abroad: L2 Multimodal Composing for Language Learning and Cultural Reflection

Webinar presented by Natalie Amgott, a doctoral candidate in Second Language Acquisition and Teaching at the University of Arizona. In the twenty-first century, the growing importance of multicultural and multilingual competences is undeniable in our global economy (Douglas Fir Group, 2016). While decades of educators have called for channeling the “multi” into our modes, genres, and registers of language teaching materials (e.g., the New London Group, 1996), little research exists on how multimodal composing can mediate expansion of linguistic and cultural repertoire in L2 contexts outside of EFL and ESL (Kumagai et al., 2015; Schmerbeck & Lucht, 2017). In this webinar, postsecondary instructors and administrators of world languages will learn how to leverage multimodal composing for language learning and cultural reflection in study abroad contexts. A brief overview of how multimodal composing has been applied to EFL and ESL contexts will highlight how multimodal projects support academic learning (Pacheco et al., 2017), self-reflection (DeJaynes, 2015), and multilingual identities (Cummins et al., 2015). Amgott will then illustrate how the findings in EFL and literacy research can be translated to the postsecondary study abroad arena. Attendees will learn about the importance of modeling and scaffolding for fostering engagement and access to full multilingual and multimodal repertoires through multimodal composing (Pacheco & Smith, 2015; Smith et al., 2017) and discuss how multimodal and technological workshops can be coupled with discussion of the vlog genre in order for students to reflexively explore their study abroad environment. After this session, attendees will be able to apply their understanding of multimodality and their course context(s) to encourage students to use multimodal vlogging to reflect on cultural and socioemotional experiences, to develop metalinguistic awareness, and to promote goal-setting and accountability in the language learning community. This event is one in a two-part webinar series on exploring Intercultural communication in the L2 classroom.

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May
2021
26
Arizona
Workshop
Webinar- Teaching Languages for Intercultural Citizenship and Social Justice

Webinar Presented by Manuela Wagner, Professor in the Department of Literatures, Cultures, and Languages at the University of Connecticut. In this webinar we start by reflecting on connections between teaching languages and preparing our students for the challenges they (and we as a society) face (see UN global issues). Questions include: What should students learn in and take away from language education? Should language education go beyond the goal of teaching language proficiency? If so, what are some objectives language education can realistically pursue? Together we will reflect on the increasing demand for students to learn how to engage in intercultural dialogue, as evidenced by national and international initiatives to include intercultural competence (IC) in education in meaningful ways (e.g., ACTFL, Council of Europe, PISA assessments 2018). Wagner will introduce some example in which the models of Intercultural Communicative Competence (ICC, Byram, 1997) and Intercultural Citizenship (ICit, Byram, 2008) were applied to help students acquire the knowledge, skills, and attitudes needed to engage in intercultural dialogue and solve problems together. Through interactive activities, participants will 1) discuss and reflect on the role of culture and ICC and ICit in language education, 2) discuss the implementation of model of ICC in sample activities, and 3) come up with connections to their own teaching. Participants will think about possible challenges and concerns regarding this way of teaching. Challenges and lessons learned from prior projects will be shared to allow for a beginning conversation about applying this theory to practice in different contexts. Finally, participants will reflect on how this way of teaching is linked to teaching for social justice, anti-racism, and decolonization. This event is one in a two-part webinar series on exploring Intercultural communication in the L2 classroom.

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Jun
2021
2
Arizona
Workshop
Webinar- Expanding L2 Learning: Teaching Multimodal Composition through Socioscientific Topics

Webinar presented by Jill Castek, Rachel Floyd, Emily Hellmich, Blane Smith and Wen Wen from the University of Arizona (see their individual bios below). Multimodal projects use multiple modes to communicate ideas. In the digital world, images, sounds, colors and other design features together convey meaning that one mode alone cannot fully express. This webinar illustrates how composing across multiple modes (e.g., video, images, animation) can increase learners’ motivation, build digital literacies, and L2 expand communicative capacity. Classroom examples connect multimodality with socioscientific issues (controversial, real-world problems informed by science, e.g., global warming, genetic engineering) to encourage understanding of complex issues. In this interactive webinar, participants will learn: 1) about multimodality; 2) how socioscientific issues can dovetail with multimodal projects; and 3) strategies for designing, implementing, and assessing multimodal projects in their own teaching contexts.

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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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