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ACTFL Awards 12 Grants for Language Research Priorities

CONTACT: Sherri Halloran
(703) 894-2900 x119

ACTFL is pleased to announce the 2019 awardees of the ACTFL Research Priorities grants.  Each project either initiates a new research study, supports or expands a study under way, or explores an emerging research area that is connected to one or more Research Priority areas. The studies were selected from 45 submissions after a thorough review by the Research Priorities Task Force. The selected studies will each receive a grant up to $2500.

The purpose of the ACTFL Research Priorities Project is to support empirical research on five priority areas that are currently critical to improving World Language education. Priority areas include Immersion/Dual Language Programs, In-Service and Pre-service Language Teacher Development and Retention, Assessing Learning Outcomes in K-16 Settings and Intercultural learning. The recipients, their institutions and project titles follow. ACTFL looks forward to sharing the results of the research with our membership.

Heather Willis Allen, University of Wisconsin, Madison:  Assessing Written Presentational Communication: K-16 Foreign Language Instructors’ Perspectives and Practices

Yuly Asención-Delaney, Northern Arizona University, Multi-dimensional analysis of Written Heritage Spanish

Sharon Chang, Teachers College, Columbia University: Critical Translanguaging Pedagogy in Mandarin Dual Language Classrooms

Hyunsoo Hur, Defense Language Institute: Discursive Practices of Teacher Mentoring Sessions in LSP Context

Erin Kearney and Reid Evans, University of New York at Buffalo: The Relationship of Instructional Practices for Facilitating Target Language Comprehensibility and Learner Proficiency Outcomes

Liudmila Klimanova and Emily Hellmich, University of Arizona: Experiencing Borderlands via Critical Virtual Language Exchange:  A Pathway to Intercultural Competence, Civic Learning, and Digital Literacies

Kara Moranski and Abbie Finnegan, University of Cincinnati: The impact of metacognitive instruction for interactional feedback during text chat

Aurore Mroz, The University of Illinois at Urbana-Champaign: (Dis)connection of connected learners: Smartphones’ impact on proficiency and intercultural competence in Gen Z learners abroad

Miguel Á. Novella, Eastern Washington University and Carolina Bustamante, State University of New York at Old Westbury: Exploring the Experiences of Heritage Speakers as World Language Teachers of Spanish in the Classroom

Catherine Ritz, Boston University and Nicole Sherf, Salem State University: Foreign Language Programming, Instructional Practices, and Proficiency Outcomes in K-12 Massachusetts Public Schools

Raychel Vasseur, Texas Tech University: Operationalizing the NCSSFL-ACTFL Can-Do Statements for ICC: The case of beginning Spanish

Bingjie Zheng, University of Wisconsin-Madison: Bridging languages and content through English-Chinese immersion education

Thursday, November 14, 2019