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Sato, Eriko; Chen, Julian Cheng Chiang; Jourdain, Sarah – Modern Language Journal, 2017
The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non-Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course at Stony Brook University. The curriculum was…
Descriptors: Japanese, Second Language Instruction, Interviews, Language Proficiency
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Moeller, Aleidine J. – Modern Language Journal, 2013
A standard of language proficiency recommended for world language preservice teachers has been set at advanced low as defined by the ACTFL Proficiency Guidelines. The National Council for the Accreditation of Teacher Education (NCATE) requires that foreign language teacher candidates in specific languages (e.g., French, German, Spanish) achieve…
Descriptors: Second Language Learning, Language Proficiency, Language Teachers, Second Language Instruction
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Tedick, Diane J. – Modern Language Journal, 2013
In her paper, Burke questions whether top-down proficiency mandates will positively impact teacher practice. Her main argument is the following: The requirement that foreign language (FL) teachers demonstrate an advanced level of proficiency does not guarantee that they will be more effective K-12 FL teachers; on this point, the author agrees with…
Descriptors: Language Proficiency, Second Language Instruction, Second Language Learning, Second Language Programs
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Norris, John M. – Modern Language Journal, 2013
The issue and commentary papers in this "Perspectives" column address one use of assessments--speaking and writing proficiency assessments based on the American Council on the Teaching of Foreign Languages (ACTFL, 2012) Proficiency Guidelines--as a means for establishing and maintaining one important competency standard for world…
Descriptors: Second Language Instruction, Second Language Learning, Language Teachers, Teacher Certification
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Du, Hang – Modern Language Journal, 2013
This article is part of a longitudinal study of American college students studying Mandarin in China. Its main data are drawn from monthly speaking events (four sessions with each student) conducted in Chinese with each of 29 participants in a study-abroad program in China. The study yielded these results: (a) Students made significant progress in…
Descriptors: Foreign Countries, Study Abroad, Longitudinal Studies, College Students
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Burke, Brigid M. – Modern Language Journal, 2013
Brigid Burke is the program coordinator of World Language Education at her university, which is housed in the College of Education and Human Development. Since obtaining this position 4 years ago, she has become most concerned about certain recommendations that were made by the American Council on the Teaching of Foreign Languages (ACTFL) in 2002,…
Descriptors: High Stakes Tests, Second Language Instruction, Second Language Learning, Teacher Certification
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Fischer, Gerhard – Modern Language Journal, 2013
In this article the author asserts that learning is about personal growth and enrichment, and at its core it is not about career determinations. Good teachers nurture their students; they encourage them to pursue their dreams, and they find ways to stimulate curiosity and dedication to lifelong learning. They do not become teachers because of…
Descriptors: Language Proficiency, Individual Development, Teacher Student Relationship, Career Choice
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Robin, Richard M. – Modern Language Journal, 2012
This study suggests that Intermediate High and Advanced speakers produce aspectually valid constructions in Oral Proficiency Interviews (OPIs) in large part because they are doing more than assigning aspect to lexical categories (Lexical aspect hypothesis), but because they are assigning lexicalized meaning to discrete verbs, for example…
Descriptors: Verbs, Morphemes, Russian, Oral Language
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Magnan, Sally Sieloff – Modern Language Journal, 1988
Reviews key issues in the debate over the role of grammar in the American Council of Teachers of Foreign Languages (ACTFL) Oral Proficiency Interview and in corresponding proficiency guidelines as well as the debate's potential impact on foreign language curricula. Data describing the grammatical accuracy of 40 interviews at various proficiency…
Descriptors: Communicative Competence (Languages), French, Grammatical Acceptability, Higher Education
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Moeller, Aleidine J.; Reschke, Claus – Modern Language Journal, 1993
Eighty-four students enrolled in German classes completed graded communication activities and oral proficiency interviews to examine whether grades motivate classroom performance. Data show that grading does not affect foreign language performance as measured by the OPI, the American Association of Teachers of German Achievement Test, and the…
Descriptors: Academic Achievement, German, Grades (Scholastic), Language Proficiency
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Schulz, Renate A. – Modern Language Journal, 1986
A review of research on foreign language proficiency, constraints of language learning, and constraints of the learner suggests that current oral language proficiency standards and tests are more helpful in evaluating the effectiveness of a foreign language program than in evaluating the achievement of individual students. (CB)
Descriptors: Communicative Competence (Languages), Curriculum Development, Language Proficiency, Language Skills
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Bachman, Lyle; Savignon, Sandra J. – Modern Language Journal, 1986
Current ACTFL (American Council on the Teaching of Foreign Languages) Oral Language Proficiency Guidelines are based on an overly narrow view of communicative language proficiency. However, the guidelines do provide a basis for the development of effective teaching and testing methods. (CB)
Descriptors: Communicative Competence (Languages), Evaluation Problems, Higher Education, Interviews