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Speaking American: A History of English in the United States

By Richard W. Bailey

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Language, Literacy, and Technology

By Richard Kern

"In this book, Richard Kern explores how technology matters to language and the ways in which we use it. Kern reveals how material, social and individual resources interact in the design of textual meaning, and how that interaction plays out across contexts of communication, different situations of technological mediation, and different moments in time."


Academic Paper


Title: National Standards: Research into practice
Author: Eileen W. Glisan
Institution: Indiana University of Pennsylvania
Linguistic Field: Applied Linguistics
Abstract: The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as ‘a veritable change agent’ (Sharpley-Whiting 1999: 84), ‘a vision for foreign language education in the new century’ (Allen 2002: 518), and, more recently, as ‘a blueprint and framework for change’ (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010).

CUP AT LINGUIST

This article appears IN Language Teaching Vol. 45, Issue 4, which you can READ on Cambridge's site or on LINGUIST .



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