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From frameworks to oversight: Components to improving foreign language program efficacy

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Title:From frameworks to oversight: Components to improving foreign language program efficacy
Authors:Klee, Carol
Melin, Charlotte
Soneson, Dan
Date Issued:01 Jan 2014
Publisher:Heinle Cengage Learning
Citation:Klee, C., Melin, C. & Soneson, D. (2014). From frameworks to oversight: Components to improving foreign language program efficacy. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 131-153. http://hdl.handle.net/102015/69737
Abstract:This chapter advocates the use of an aspirational framework for student-learning
outcomes that aligns the intellectual content of general education objectives with
the values expressed in the ACTFL National Standards for language study. Such
an approach emphasizes the benefits to language programs that can be realized
through clarity in expectations and the systematic, longitudinal evaluation of
outcomes. It also has far-reaching policy implications for foreign language programs,
which the authors explore. The chapter introduces and discusses a rubric
that models the connections between linguistic and intellectual skills. In addition,
outcomes benchmarks for most commonly taught languages and less commonly
taught language groups are proposed. The involvement of faculty SLA experts
(tenured or tenure-track) is seen as key to the process of effective curricular reform,
which must also involve other faculty members and stakeholders in active
collaboration to implement system-wide evaluation practices and ongoing curricular
reform.
URI:http://hdl.handle.net/10125/69737
Volume:2014
Appears in Collections: 2014 INNOVATION AND ACCOUNTABILITY IN LANGUAGE PROGRAM EVALUATION


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