ACTFL Oral Proficiency Guidelines Workshop

On Tuesday, August 18, 2009, a workshop on the ACTFL Oral Proficiency Guidelines was presented to a number of Spanish faculty by Mark Darhower. The workshop provided colleagues with an overview of ACTFL Oral Proficiency Scale and how the oral proficiency interview determines an individual's functional ability in Spanish. This workshop is part of our implementation of the requirement that all of our Spanish majors (LTA and LAA) must reach the Intermediate High level on the ACTFL scale in order to receive a degree in Spanish from our department. Here is a link to the August 19 workshop. Enjoy!

http://fll.chass.ncsu.edu/spanish/fls332/media4/OPIc.wmv

Power Point Presentation

(If you are not able to view the workshop webcast, be sure that you are using Internet Explorer or Firefox to view the site. The video format is Windows Media. You need to have the Windows Media Player 10.x or equivalent to view the webcast. Visit http://windowsupdate.microsoft.com/  to update your player as needed. Mac users having difficulty viewing the webcast will find help at http://perian.org/ or http://www.videolan.org/vlc/ .)

Foreign Language Curriculum Workshop

From two tiers to one:
Integrating language and content in collegiate FL education

Friday, September 19, 2008 2:00-5:00 p.m.
Withers 105, NCSU Campus
Sponsored by the Spanish Upper Division and the
Faculty Center for Teaching and Learning
Presented by Dr. Hiram Maxim, Emory University

Dr. Maxim (“Max”) was a key collaborator in the curricular redesign project of German Studies at Georgetown University. This innovative, nationally renowned genre-based foreign language curriculum, called Developing Multiple Literacies, seamlessly integrates exciting course content with language skills development at all levels of the curriculum.

Topics include:

• Linking language and content
• Sequencing content
• Engaging content systematically: genre-based pedagogy
• Implications of genre-based pedagogy
• Intertextual approach to language use
• Centrality of textuality - texts as unit of analysis
• Socio-cultural approach to language use
• Linkage between genre and task
• Vocabulary acquisition connected to genre, theme, grammar
• Centrality of genre for text selection and sequencing
• Assessing outcomes

Publications by Hiram H. Maxim:

Monographs:
Realizing Advanced L2 Writing Development in a Collegiate Curriculum: From Outcomes Expectations to Assessment (co-authored with Heidi Byrnes and John Norris). Monograph Series of the Modern Language Journal, December 2010.

Edited Books:
Advanced Foreign Language Learning: A Challenge to College Programs. Ed. with Heidi Byrnes. AAUSC Series Issues in Language Program Direction. Boston: Heinle, 2004. (Introduction by Heidi Byrnes and Hiram H. Maxim; Chapters by Richard Kern; Janet Swaffar; Heidi Byrnes and Katherine A. Sprang; Daniel J. Villa; Olga Kagan and Kathleen Dillon; Casilde A. Isabelli; Astrid Weigert; Cori Crane, Olga Liamkina, and Marianna Ryshina-Pankova; Hiram H. Maxim).

“Taking Text to Task: Issues and Choices in Curriculum Construction.” (with Heidi Byrnes, Cori Crane, Katherine Sprang). Special issue on task-based learning in the ITL International Journal of Applied Linguistics 152 (2006): 85-110. (pdf)

“Integrating Textual Thinking into the Introductory College-level Foreign Language Classroom.” Modern Language Journal 90 (2006): 19-32. (pdf)

“Giving Beginning Adult Language Learners a Voice: A Case for Poetry in the Foreign Language Classroom.” In Poetry and Pedagogy, Joan Retallack and Julianna Spahr (Eds.). New York: St. Martins/Palgrave, 2006. 251-259. (pdf)

“Enhancing Graduate Student Teacher Development through Curricular Reform.” ADFL Bulletin 36.3 (2005): 15-21. (pdf)

“Articulating Foreign Language Writing Development at the Collegiate Level: A Curriculum-Based Approach,” In Language Program Articulation: Developing a Theoretical Foundation, Cathy Barrette & Kate Paesani (Eds.), AAUSC Volume on Issues in Language Program Direction. Boston: Heinle, 2005. 78-93. (pdf)