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Creating Teacher Community: Selected Papers from the Third International Conference on Language Teacher Education
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The papers in this volume were selected from presentations originally presented at the Third International Conference on Language Teacher Education held in Minneapolis in May 2003. Rooted in different instructional settings, the selected papers offer a window into many of the issues touched upon at the conference and suggest directions for future discussions in the field of language teacher education. This volume is organized according to three themes of the conference: a) The Knowledge Base of Language Teacher Education, b) Social, Cultural, and Political Contexts of Language Teacher Education, and c) Process of Language Teacher Education. The introduction to the selected papers written by the editors of the volume is available as a PDF document on the CARLA website at: http://www.carla.umn.edu/resources/LTE_conference_proceedings.pdf

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Bridging Contexts, Making Connections: Selected Papers from the Fifth International Conference on Language Teacher Education
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Eight papers originally presented at the Fifth International Conference on Language Teacher Education were selected for inclusion in this volume dedicated to the diversity of voices in the field. While each paper speaks to a different teaching context, they all highlight best practices in language teacher education. Some of the papers address practices in different contexts and others challenge readers to rethink the knowledge base of language teacher education, to think critically about what this knowledge consists of and why, and to describe classroom and professional tools that will best equip language teachers to help their students achieve their language learning goals.

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An Operational Framework for Constructing a Computer-Adaptive Test of L2 Reading Ability: Theoretical and Practical Issues
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This paper considers the issues in developing a principled, theory-based, computer adaptive test (CAT) of second language (L2) reading proficiency. The paper reviews a variety of models and scales and discusses an operational framework for text selection and item development.

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Upcoming Events
Apr
2019
6
Arizona
Workshop
LaTeS Workshop: Strengthening your Core: Practices to Support Students’ Language Development

Language Teacher Symposium (LaTeS) Spring 2019 Strengthening your Core: Practices to Support Students’ Language Development Presented by Kristin Davin (University of North Carolina at Charlotte; Department of Middle, Secondary and K12 Education) The American Council on the Teaching of Foreign Languages (ACTFL) designated six core practices that are critical for effective language teaching because they support students’ language development and occur frequently in instruction across contexts. These practices include: Facilitating target language comprehensibility, Guiding learners through interpreting authentic resources, Designing oral interpersonal communication tasks, Planning with backward design model, Teaching grammar as a concept and use in context, and Providing appropriate oral feedback. In this workshop, participants will explore these six core practices and the research base of each one. They will dive deeply into two of these practices, Guiding learners through interpreting authentic resources and Designing oral interpersonal communication tasks. Participants will engage in activities that foster their understanding of how to choose appropriate authentic texts and ways to check students’ understanding of those texts. They will also develop and share oral interpersonal communication tasks that foster spontaneous communication and negotiation of meaning. Participants will leave this workshop with a variety of interpretive and interpersonal communication tasks that they can immediately carry out in their classrooms. A certificate for 6 hours of Arizona Continuing Education will be provided to attendees. Saturday April 6, 2019, 9.a.m. to 4 p.m. Location: University of Arizona campus The event is free to attend (including lunch), but registration is required.

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Apr
2019
13
Georgia
Workshop
Weapons of Mass Instruction: Making the Most of Planning, Routines, and Structure

Participants will be charged to reflect on the structure, routines, and high-leverage habits that make their class a memorable experience for students rather than just memorized content. In the context of large, diverse classes, the presenter will share the ACTFL Six Core Practice hacks that make can-do and proficiency-based language teaching enjoyable and effective. Participants will receive all files used and then, in turn, create their own versions to fit their own beginning 2019-20 units to start the school year refreshed and excited.

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May
2019
17
Georgia
Symposium
Global Languages Leadership Meeting

Interested in joining us and other Atlanta business, government, and education industry leaders? Contact cultr@gsu.edu As an intimate luncheon, this event is tailored to foster conversation and learning about topics related to cultural competency, language learning, and essential skills for an emerging global workforce. Past organization attendees includes the Atlanta Mayor’s Office of Immigrant Affairs, Atlanta Public Schools, Cox Automotive, French Consulate in Atlanta, Marriot International, Office of Congressman John Lewis, Peace Corps, Telemundo Atlanta, and many more. Whether you’re looking to build your network, gain industry insight, or listen to inspirational experiences of renowned peers, there’s something unique waiting for you at GLLM19. CULTR is delighted to feature on this year’s program, Tim Mahoney, Chief Marketing Officer of Global Chevrolet & Global GM Marketing Operations Leader, as the 2019 plenary speaker.

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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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