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Voice and Vision in Language Teacher Education: Selected Papers from the Fourth International Conference on Language Teacher Education
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This volume of fourteen selected papers presented at the Fourth International Conference on Language Teacher Education showcases work from eight different national contexts in settings as diverse as English as a Foreign Language (EFL), English as a Second Language (ESL), French immersion education, and Spanish and Japanese language instruction. Echoing the theme of the conference, these papers highlight a diverse range of teacher educator voices as they interact with the vision of conceptual frameworks teacher educators have come to share.The ideas and insights presented in these papers help to push forward our understandings and our practice of language teacher education.

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UG access in L2 acquisition: Reassessing the question Colloquium papers from the Second Language Research Forum 1998 October 15–18, 1998 at the University of Hawai‘i
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Original Invitation to the Colloquium: At a special colloquium at SLRF/Los Angeles in 1989, participants examined the so-called access question: Is Universal Grammar accessible to the (adult) L2 learner? Given that nearly ten years have passed since that colloquium, and given that we have, in that time, learned a good deal more about the nature of the human language faculty, it seems like a good time to reexamine the assumptions that went into the original UG-access research of the 1980s. In particular, then, questions that participants at the present colloquium might consider include (at least) the following: Is the original access question a reasonable one to ask at the present time? Does the current state of linguistic theory, our current understanding of the human language potential, warrant the original question? If not, how should the question be reformulated? How would such a reformulation affect our understanding of previous research, as well as any future attempts at falsification of a reformulated question? After the colloquium, several members of the audience asked whether we had taped or videotaped the session. In fact, the idea had never dawned on any of us. In the days after the conference, we then discussed the feasibility of making the papers available as unpublished manuscripts on the web. Of course, because the manuscripts do not include the Q&A discussions that followed each and every presentation, making the papers web-accessible will not substitute entirely. Nevertheless, we hope that the papers will at least stimulate further discussion of the issues. Indeed, if you have questions of your own, you are certainly welcome to e-mail any of us.

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Teaching Russian reading in a distance classroom: A report
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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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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.

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