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Student learning outcomes (SLO) assessment is often perceived as a burdensome, top‐down process driven by institutional requirements. Recent research has thus called for discipline‐specific models of SLO assessment to more deeply engage postsecondary faculty in determining what constitutes student learning within their programs. In response, this article presents a recursive process of developing...
Many foreign language faculty identify technologies that they would like to introduce in their classes, but few are aware of the theoretical models that can help them choose and introduce those innovations more effectively. Such models have received limited attention in the computer-assisted language learning (CALL) literature, and have failed to adequately explore the complementarity between global...
Abstract: This article presents an approach to literary texts that develops students' language proficiency, content knowledge, and analytical skills through the interweaving of three content areas—literary analysis, stylistics, and culture—at the beginning, intermediate, and advanced levels of the foreign language curriculum. Consistent with recommendations from the recent Modern Language Association...
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