Title Format Sponsor
Austin ISD World Language Badges
Web

Description

COERLL collaborated with Austin Independent School District (AISD) on Open Digital Badges for K-12 Professional De-velopment, a professional development badge system based on the TELL Project framework. Using the Teacher Effectiveness for Language Learning framework, which contains comprehensive indicators of behaviors that effective teachers exhibit, the World Languages department used the seven domains (Environment, Planning, Learning Experience, Performance & Feedback, Learning Tools, Collaboration, Professionalism) to determine foundational criteria that teachers needed to meet to earn a digital badge in each respective domain.

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Student learning outcomes assessment in college foreign language programs
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Description

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
Web

Description

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
Oct
2018
14 - 19
Arizona
Symposium
L2DL - Participation, Equity and Inclusion: L2 Digital Literacies (L2DL) Symposium

Participation, a long-standing assessment category on language syllabi, has found a new conceptual life over the last few decades as digital literacies practices have become a part of everyday life and learning. This symposium aims to contribute to discussions of the role of digital literacies in second language learning and teaching and biliteracy development, by considering the ways in which technologically-mediated communication can enable new forms of participation and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of legitimacy and symbolic power. This is the third event in a biennial series that examines various roles of digital literacies in language learning; presentations and resources from the 2014 and 2016 symposia can be found on the website and CERCLL's YouTube channel.

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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.

8 Areas of Focus

Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
  • Research
  • Teaching materials
  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

Contact Us

You may also contact each LRC individually by locating their directory information in the Meet the LRCs menu.

Funding

The U.S. Department of Education Title VI provides funding for Language Resource Centers. The contents of this website do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
© Title VI Language Resource Centers