CAL News
CAL has launched supplementary World Language resources to ensure that the revised 2021 Massachusetts World Languages Curriculum Framework is actionable and inclusive for all educators.
At the end of April, Vice President, Roberta Miceli, will leave her position at the Center for Applied Linguistics to pursue a career in professional leadership coaching.
Dr. Kate Moran has been selected to lead CAL’s English for Heritage Language Speakers (EHLS) and Adult Education department as the Director of Adult Language and Communication
The Center for Applied Linguistics has been a part of the America’s Languages Working Group since its inception, and will continue to play an important role in shaping the conversation around language equity and access in this country.
CAL researchers have developed a native language assessment tool for students of the Choctaw language in Mississippi. The project, “Annopa Tikbishtiya,” or “Carry the Language Forward,” is ensuring that the language flourishes and grows from generation to generation. “When you see a student demonstrate [proficiency in the language], it gives hope.” -Jason Lewis
As part of their work with the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown University, researchers at the Center for Applied Linguistics (CAL) recently launched two updated resources for world language and heritage language educators.
The Center for Applied Linguistics has named Dr. Patricia Baquedano-López the 2021 Charles A. Ferguson Awardee for Outstanding Scholarship.
CAL staff and partners, including Trey Calvin, Maria Cieslak, Dr. Joel Gómez, and Dr. Diane August, have published actionable recommendations for states and districts educating English learners during the on-going pandemic as a part of their work on a new IES-funded research center.
Did you know that the earlier editions of the Guiding Principles referred to the third pillar as “cross-cultural understanding” rather than “sociocultural competence?” The change in terms in the 3rd edition was deliberate. It reflects a shift in thinking in two important ways: first, “cross-cultural understanding” infers that developing cultural competence is viable only in two-way programs attended by fairly equal numbers of English home-language students and “partner” home-language students and, secondly, that cultural competence may be limited to positive attitudes and feelings of self-esteem.
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