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LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
LARC ILR at Ed presentation
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LARC ILR at Ed presentation

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Washing

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  • Saboor and Farid are ILR certified raters and testers; OPI certified rater on path to tester.Statistics from Winter Passage Rating, exclusively online: 7 certificates, 6 half completed2 - Albright College, Pennsylvania ; Chapin High School, South Carolina; 2 - Carrollwood Day School, FloridaBoston College, Portland, OregonAdditional note: I actually wonder if we shouldn’t consider moving the Friday Brown Bags to a non-traditional day and time, like Monday morning…
  • The students from one class, all who recorded, just sharing their initial thoughts. This is too long at 5:30 but we could show one and maybe even skip randomly to another. It provides familiarity with the students as they enter the class.
  • Week 2 on whiteboard in 423
  • In 3rd week – this is the first page of a sample uploaded by the instructor to the Moodle site for record keeping.
  • This conversation is an example of a weekly exercise, Week 6, Aug. 11, 2011
  • According to Farid,
  • =
  • Intermediate
  • Transcript

    • 1. TheLanguage AcquisitionResource Center http://larc.sdsu.edu/ Language Resource Center Meets Language Training Center: Revisiting Assessment, Curriculum, and Instruction for the 0+/1 Transition, and Beyond April 13, 2012: Dept. of Ed Chris Brown Trevor Shanklin Managing Director Director of LARC Language Labs cbrown@projects.sdsu.edu shanklin@mail.sdsu.edu
    • 2. TheLanguage AcquisitionResource Center http://larc.sdsu.edu/ Title VI funded LRCs Develop & support the teaching and learning of foreign languages in the United States  Research – Technology – Publications Particular attention is paid to:  less commonly taught languages  cross-cultural issues  language skills assessment  teacher training
    • 3. TheLanguage AcquisitionResource Center http://larc.sdsu.edu/ Summer workshops Training of instructors Technical support Evolution of CAST Cultural exposure
    • 4. TheLanguage AcquisitionResource Center http://larc.sdsu.edu/ Creating Cultural Ambassadors
    • 5. Persian 250 http://larc.sdsu.edu/
    • 6. 2012 LARC Events andWorkshops  Friday Brownbag Workshops  Live and Online / Throughout the academic year  Winter Workshop  Passage Rating: January 23 – 27, 2012  OPI Training: January 9 - 12, 2012  Summer 2012 Workshops  Oral Proficiency Interview Training (OPI)  Testing and Assessment  Social Media  Passage Rating  STARTALK Teacher Training  Summer Intensive Language Institutes – Project GO  Arabic, Persian (Farsi), Russian  Novice, Intermediate, Advanced  2 summer sessions
    • 7. LRCs at a crossroads LRCs are funded to:  Develop materials  Train instructors  Create and refine assessment instruments  Conduct and support research related to language teaching and learning LRCs are not funded to:  Teach language classes
    • 8. Demand, yes. But supply…? Demand for high-quality, on demand instruction in critical, less commonly taught languages continues. What about audiences whose proficiency needs fall short of 2/2/2, or even 1/1/1? Are they really out there?
    • 9. Flagship meets Project GO meetsLanguage Training Center intervention timing as-needed capacity building Flagship/Project pre-enlistment/ N/A GO,audience pre-commision active duty reserve LTC LTC
    • 10. Advanced Mastery Flagship Target 4th year 3rd year PGO/ROTC“Flagship” Target PGO/ROTC 2nd year Traditional Target – LTC Target for deploying 1st year Marines entry level
    • 11. DUAL GOALS OF L/C TRAINING PROGRAMSProficiency Exposure (“Generalist”)(“Professional”)
    • 12. Curriculum for teaching
    • 13. Curriculum for teaching
    • 14. Coming back to Backward Design
    • 15. Using Rubrics
    • 16. Using Rubrics and Moodle 2 Open source community: Training for new module via YouTube http://youtu.be/KXavtUhDINA
    • 17. First Day Video link: http://youtu.be/D8oAkexjFis
    • 18. Making Progress: Week II
    • 19. Making Progress: Week III
    • 20. Making Progress
    • 21. Making Progress: Week VI View the recorded conversation here: http://goo.gl/RyjNz
    • 22. Assessment Novice low (end of Week 4: 0)  http://larc.sdsu.edu/larc-info2012/OPINovice-LowExcerpt2.pdf Novice high (end of Week 4: 0+)  http://larc.sdsu.edu/larc-info2012/OPINHExcerpt1.pdf Intermediate low (Week 8: 1)  http://larc.sdsu.edu/larc-info2012/OPIILExcerpt2.pdf
    • 23. Assessment: (01/09/12 – 03/02/12)Participa ILR Week 4 ILR Week 8nt1 0 Novice Mid 0+ Novice High2 0+ Novice High 1 Intermediate Low3 0+ Novice High 1 Intermediate Low4 0+ Novice High 1 Intermediate Low5 0 Novice Mid 1 Intermediate Low6 0+ Novice High 1 Intermediate Low7 0 Novice Mid 1 Intermediate Low8 0+ Novice High 1 Intermediate Low9 0 Novice Mid 1 Intermediate Low
    • 24. Some feedback from thestudents (current course,week 4) “Through the plethora of exercises using different auditory/visual stimuli making progress is easier than in the traditional language courses” “Through 1 on 1 mentorship sessions daily, and actually using the language in dialogue simplifies the speaking confidence of every student” “I didnt know anything about Pashto when I started the course. I can now read, write, and understand some basic words, phrases, and sentences” “im a quiet guy, and usually like to just keep my mouth shut, but zac doesnt allow that hahaha... but that is a good thing because it shows him that im actualy learning something” “The first couple of weeks i was really struggling to put a sentence together witch was detrimental to my confidence but that is not the case as of now”
    • 25. CAST Advanced Level  Official rating  Teacher review Continual Testing and Improvement  Added automatic feedback  Searchable demographics  Review of items administered per take  LTI provided raters
    • 26. New CAST Intermediate http://larc.sdsu.edu/Completed Being Recorded  Korean  Arabic  Russian  Filipino  Mandarin  French  ESL  Japanese  Italian  Pashto  German  Persian
    • 27. Intermediate Framework (CAL) http://larc.sdsu.edu/
    • 28. Rating the Test
    • 29. Official Rater
    • 30. Teacher Reviewer
    • 31. Intermediate Chinese
    • 32. Intermediate Russian
    • 33. Intermediate Korean
    • 34. Intermediate ESL
    • 35. Admin and ResearchBilingual Certification: Fall 2011
    • 36. Feedback Module
    • 37. Feedback Module: Spanish Video link: http://youtu.be/1YCznBEkDdE
    • 38. TheLanguage AcquisitionResource Center http://larc.sdsu.edu/ Syncing Text and Audio • E-books in Moodle 2.2 • Digital Talking Books • BYKI Flashcards • Video Files

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