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ERIC Number: ED493183
Record Type: Non-Journal
Publication Date: 2005
Pages: 46
Abstractor: Author
Towards Communicative Competency: Matching Teaching and Testing
Concha-Chiaraviglio, Vilma; Holland, Carrie; Machelidon, Veronique; Pitts, Brent A.
Online Submission, A short version of paper presented at the Annual Meeting of the Foreign Language Association of North Carolina (FLANC) (37th, Winston-Salem, NC, Oct 24-25, 2003)
This paper consists of four sections, each dealing with the assessment of a single language skill: Writing, Speaking, Reading and Listening. While culture includes those "everyday aspects of life within a society" which are present but not necessarily overtly expressed, Culture embraces "those aspects and artifacts of society that represent what we might call achievements," e.g. literary or artistic endeavors (VanPatten 212). Since a cultural component is embedded in each skill, the test samples below also address cultural matters. We provide samples in French and Spanish as this paper is a collaborative work by teachers of the two languages. Meredith College ushered in a new general education curriculum in Fall 2003. The key elements of the curriculum are "making connections" and "making a difference." General education course work now aims specifically to equip students to "participate responsibly and ethically in society, the global community, and the natural world." Another official document, the Meredith College Vision Statement, further prescribes the preparation of students for lives as "engaged global citizens and leaders." These and other imperatives are transforming foreign language instruction. Even at two years' remove, they still seem extraordinarily bold. Rather than fulfilling a six-hour, "seat-time" requirement as before, today's students must demonstrate foreign language competence at the ACTFL I-M level. (Contains 15 figures and 26 notes.)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A