Results 2012
Presentations
Hosted by the Hunter College Chinese Flagship Program and the Institute of International Education, this October 27, 2012 event brought together more than 170 language educators, language administrators, foreign exchange specialists, and other language stakeholders to discuss innovations in language teaching and learning. The event disseminated results of the Flagship program to the foreign language field, including documentation of high-level language proficiency attained by undergraduate and graduate students across 10 critical languages as measured by government and academic testing.
Please click on the title of the presentation to download the presentation's PowerPoint slides
Results 2012
The Language Flagship and Overview of Results 2012
Dr. Samuel Eisen, The Language Flagship
Assessing the Impact of the Flagship Experience on the Academic, Cultural, and Professional Training of Students
Dr. Mahmoud Al-Batal, University of Texas, Austin
Christian Glakas, University of Texas, Austin
How Can Flagship Work on your Campus: Dissemination of the Flagship Model
Think Globally, Act Locally: Incorporating the Flagship Model in Language Programs Across Campus
Dr. Mahmoud Al-Batal, University of Texas, Austin
Dissemination through Developing Flagship Program Logic Models
Dr. Nahal Akbari-Saneh, University of Maryland
Panel One: Best Practices in Assessing Language Learning
The Language Flagship and ACTFL-Partners in Testing and Teaching at Higher Proficiency Levels
Dr. Elvira Swender, ACTFL
Developing and Evaluating Performance-Based Assessments: Best Practices and Lessons Learned from an Online Chinese Course
Dr. Katharine B. Nielson, Voxy
Dr. Megan C. Masters, University of Maryland Center for Advanced Study of Language
Defining and Testing Proficient Reading
Dr. Ray Clifford, Brigham Young University
Semi-direct tests: Tools for Self Assessment and Feedback on the Path to High Level Proficiency Levels
Dr. Margaret E. Malone, Center for Applied Linguistics & National Capital Language Resource Center
Panel Two: Applied Linguistics and Linguistic Applications in Language Teaching
Metaphorical Competence and Communicative Competence of Korean Flagship Language Student
Dr. Bumyong Choi, Emory University
Professional Language Use for Advanced Language Learners: The Honorific Sentence Ending
Ms. Sumi Chang, University of Hawaii at Manoa
Panel Three: Language in Professional Contexts
Transforming the Traditional Language Curriculum to Meet the Challenges of the Globalized 21st Century
Dr. Vivian Ling, Indiana University
Innovative Interdisciplinary Curriculum for Engineering students
Dr. Wen Xiong, University of Rhode Island
Dr. Wayne He, University of Rhode Island
Dr. Zongqin Zhang, University of Rhode Island
Finding and Building on the Common Ground Between LGP and LSP
Dr. Lourdes Sánchez-López, University of Alabama at Birmingham
Dr. Sheri Spaine Long, University of Alabama at Birmingham
Panel Four: Language in the Disciplines
Using CLAC in the Disciplines: How Culture and Language Enhance B-W Courses in Core and Majors
Dr. J. Morales-Ortiz, Baldwin-Wallace College
Genre Analysis and Language Across the Curriculum
Dr. Elaine Tarone, University of Minnesota
CLAC Changes Everything: Teaching, Thinking and Learning with a Global Perspective
Dr. H. Stephen Straight, Binghamton University
Domain Training through Online Learning: Opportunities and Pitfalls
Dr. Carl Falsgraf, University of Oregon
Panel One: The Role of Culture in Language Teaching and Learning
Social Discourse in Hindi/Urdu
Dr. Rupert Snell, University of Texas
Teaching Culture in the Language Classroom
Dr. Laila Familiar, University of Texas
The Role of Culture in National Language Service Corps: Language Sustainment and Enhancement Training
Dr. Joyce M. Baker, National Language Service Corps
Panel Two: Best Practices in Advanced Language Pedagogy
Teletandem at UGA: Student Partnership & Video Conferencing in the XXI Century Foreign Language Classroom
Dr. Robert H. Moser, University of Georgia
Conversa Brasileira: Blending Innovative Technologies with Student-Teacher Language Learning Responsibilities
Dr. Orlando R. Kelm, University of Texas, Austin
Teaching Heritage Speakers and L2 Learners Together: Evidence from Testing
Dr. Olga Kagan, University of California, Los Angeles
Online Learning Communities in The Language Flagship: Chinese, Korean, Russian
Dr. Madeline Spring, Arizona State University
Dr. Sharon Bain, Bryn Mawr College
Panel Three: Collaboration with K–12
F-CAP and Its Potential as a Game-Changer in K–12 Language Programming in the U.S.
Ms. Ann Tollefson, F-CAP Utah State Office of Education
Flagship High School Curriculum, Results in Three Modes: Face to Face, Hybrid, and Online
Dr. Wafa Hassan, Michigan State University
Language Learning for the Professions: An Overview of K–12 Initiatives
Dr. Mary Risner, University of Florida Latin American Business and Outreach Programs
The Pushkin Project of the University of Wisconsin-Madison and Flagship High School Outreach
Dr. David Bethea, University of Wisconsin-Madison
Dr. Karen Evans-Romaine, University of Wisconsin-Madison
Panel Four: Developments in Government Language Training
Group Cognition: Constructs for Managing Changes
Dr. Donald Fischer, Defense Language Institute Foreign Language Center
Dr. Kueilan Chen, Defense Language Institute Foreign Language Center
Developing Superior Language Proficiency and Analytical Skills for the Federal Workforce: The English for Heritage Language Speakers (EHLS) Program
Ms. Deborah Kennedy, Center for Applied Linguistics, EHLS Program
Ms. Christa Hansen, Georgetown, EHLS Program
Proficiency Certification and the National Language Service Corps
Dr. Charles Stansfield, National Language Service Corps
