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Listening Comprehension in Foreign Language Instruction
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This document addresses a range of theoretical and practical issues concerned with the teaching of listening comprehension. It provides an overview of the processes involved in listening comprehension and reviews its most prominent models. In addition, this document presents an alternative model of L2 listening comprehension and examines three major approaches to listening comprehension. Finally, it discusses how teachers can make sound pedagogical choices on how to teach and assess students' listening comprehension skills. (CALPER Professional Development Document 0810)

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Research on Language Learning in Study Abroad (1998-2005)
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CALPER Professional Development Document. In this document, the author provides a concise bibliography of current research (1998-2005) on language learning in study abroad, divided into four sections: language development, the qualities of learners' interactions and experiences in the host community, writings on program design and intervention, and Web resources. For the first two sections and for each individual study, the bibliography lists a brief description of the participants, the language the study is based on, the focus of the study, and its major findings.

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Investigating Assessment Perceptions and Practices in the Advanced Foreign Language Classroom
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Report on the research results of a survey conducted by CALPER iin 2005-06 to examine issues relating to advanced language proficiency (ALP) and its assessment in classroom settings. Specifically, it focuses on the views of language teachers of varied backgrounds (in Foreign Languages, and English as a Second Language, at both high schools and universities) on assessment of ALP, and on these teachers' actual assessment practices. The report is divided into three components: 1) survey of current thinking about ALP and its assessment in classroom instruction; 2) results of survey that assessed testing perceptions and practices of ALP; 3) conclusions from the theory and research reviewed and recommendations for the direction of future research and practices relating to the assessment of ALP.

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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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