This article begins by situating modern-day second language acquisition (SLA) research in a historical context, tracing its evolution from cognitive to social to sociocognitive accounts. Next, the influence of the zeitgeist is considered. In this era of rapid change and turmoil, there are both perils and opportunities afforded by globalization. In…

Suggests that giving students two copies of a language test allows the student the opportunity to check his answers, know his results immediately, and possibly add points to his original score through self-correction. (CHK)

This article examines the effects of some of the testing procedures used in current second-language reading research on learners' performance on these tasks and suggests guidelines for developing future research instruments and classroom reading comprehension tests. (Contains 40 references.) (VWL)

A series of issues are highlighted that focus on the specific aspects of language testing terminology, the importance of context to purpose, the concept of sustainability, computer adaptive testing, adapting assessment to the learner, and assessment of meaning. (JL)

Examined qualitative data available on block scheduling and foreign language learning and conducted a study wherein end-of-course tests were administered in listening, speaking, reading, and writing to 60 classes of students in French I. Results are discussed. (Author/VWL)

Examines recent research on teaching culture in the foreign language classroom. Proposes a model for culture teaching that responds to a clearer definition of cultural proficiency. Focuses on classroom testing and proficiency assessment. (Author/VWL)

Testing issues and concerns that should receive renewed and increased professional attention are highlighted. These include curriculum concerns, developmental matters; generalizability, content and format considerations, contextualization issues, and technology concerns. (JL)

Examines the need to keep constant the optic, the framework within which AEI definitions are written. Both the Interagency Language Roundtable Language Skill Level Descriptions and the American Council on the Teaching of Foreign Languages guidelines are revised and more fully specified. (Author/JL)

Discusses using students' native language (L1) versus second language in testing instruments for reading comprehension in the second language (L2) classroom. Students of college-level Spanish were tested under different conditions involving combinations of the L1 and L2. Suggests using open-ended reading comprehension tests if some questions are…

The ACTFL oral proficiency interview (OPI) and the Interagency Language Roundtable (ILR) scale provide both a testing method and a set of rating factors for evaluating proficiency. Both are closely related to actual language tasks identified as critical for government employees. Over time, the scale has been expanded to include four skills, a…

Reports on a survey of ACTFL members' opinions on proficiency goals and tests for foreign language learning. The survey, sponsored by ACTFL and conducted by Policy Studies for Education, polled 400 elementary and secondary school teachers and local/state coordinators, receiving responses from 35 percent of them. (Author/MES)

The ACTFL Proficiency Guidelines (ACTFL, 1982; 1986; Breiner-Sanders et al.,2000) and the Oral Proficiency Interview (OPI) derived from them have stimulated abundant and sustained professional engagement by foreign language teachers at all levels and in all languages, as well as intense and equally sustained criticism by specialists in foreign…

Significant test concepts are discussed and guidelines are given for planning and constructing test items. Examples are given for evaluating reading comprehension and suggestions are made for pre- and post-test activities. (Author/RM)

Proposes a set of priorities for using language testing as an instrumental factor in upgrading second-language learning. These priorities are proposed as an outgrowth of the conviction that language tests can and should play an important role in the improvement of foreign-language teaching and learning. (JL)