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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Listen and Read to Achieve: Language flagship study, ACTFL

Listen and Read to Achieve: Language flagship study, ACTFL | TELT | Scoop.it
A total of 22 universities participated in the study, and 3,000 Listening and 3,300 Reading Proficiency Tests were administered. Approximately 50% were Spanish, 25% were French, and 10% were German tests. The remaining 15% consisted of Russian, Italian, Japanese, and Portuguese.

One of the most encouraging findings was the fact that graduating seniors were, on average, advanced in reading in Spanish, French, Italian, Portuguese, and German. The study, therefore, provides evidence that professional (advanced) competences are commonly acquired in reading, even as early as the third year, in the most commonly taught languages. For a profession that has gotten used to accepting the fact that in speaking, intermediate mid seems to be the threshold that is all but impossible to get beyond without a significant period abroad, this is good news indeed.


Listening proficiency, however, seems to be a different matter. For languages like Spanish and German, and even Russian, the mean difference in proficiency level is one sublevel lower than for reading. The mean in Spanish, for example, is intermediate low in reading and novice high in listening at the end of the second-year sequence. For languages like French and Portuguese, languages where the spoken language is very different from the written one, the difference is even larger, i.e., close to two sublevels.

Shona Whyte's insight:

Listening and reading benchmark study to be published December 2015

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Learning a second language in the information age

Learning a second language in the information age | TELT | Scoop.it
If you didn’t study any foreign languages in school, picking one up as an adult can be challenging, since the human brain is best-equipped to absorb a new language in the early childhood years.
Shona Whyte's insight:

15 minute audio with

Elizabeth Bernhardt, Professor of German Studies and Director of the Stanford Language Center at Stanford University.

Marty Abbott, Executive Director of the American Council on the Teaching of Foreign Languages, a non-profit organization seeking to improve and expand the teaching and learning of all languages at all levels of instruction.

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Listening skills in the workplace: Grognet & Van Duzer 2002

Listening is perhaps the most critical element in language and language learning, for it is the key to speaking, and beyond that, reading and writing. Particularly in the workplace, listening is used at least three times as much as speaking, and four to five times as much as reading and writing. At all levels—from entry level to managerial—listening is perceived as crucial for communication. Yet listening remains one of the least understood processes in language learning

Shona Whyte's insight:

4 page vulgarisation on listening in ELT

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