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A chronicle of standards-based curricular reform in a research university
|Title:||A chronicle of standards-based curricular reform in a research university|
|Date Issued:||01 Jan 2009|
|Publisher:||Heinle Cengage Learning|
|Citation:||Bernhardt, E., Valdés, G., Miano, A. (2009). A chronicle of standards-based curricular reform in a research university. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 54-85. http://hdl.handle.net/102015/69670|
|Abstract:||In 1995, Stanford University embarked upon curricular renewal in all major foreign languages. This curricular renewal was motivated by the university senate’s concern that campuswide internationalization could not come about without a serious commitment to language teaching and learning. That commitment was then institutionalized in the Stanford Language Center. The Center was charged with encouraging excellence in language teaching, establishing and maintaining|
performance standards, providing professional development opportunities for the teaching staff, and developing a research program about language teaching and learning. At the heart of the renewal process established by the Language Center was a professional development program focused on Oral Proficiency Interview (OPI) certification that helped the teaching staff to acquire a common framework
and professional language upon which to engage and interact. Also key was a
focus on the Standards as blueprints for program development. This chapter narrates the process the staff negotiated over several years of development, using the
1st- and 2nd-year Spanish programs as the specific instance of Standards-based curriculum development. Appended to the chapter is the curricular document that includes objectives for interpersonal, presentational, and interpretive language based on a quarter system calendar for 2 years of instruction. In addition, the chapter chronicles how the Standards-based curriculum had both a washback and a feedback effect on staff-development and knowledge of language assessment.
Finally, the chapter maps a future path, noting the shortcomings of current
assessment procedures for analyzing presentational language, and proposing an alternative.
|Appears in Collections:||
2009 PRINCIPLES AND PRACTICES OF THE STANDARDS IN COLLEGE FOREIGN LANGUAGE EDUCATION|
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