Dale L Lange
Biographic Data
| ID | 1154731 |
|---|---|
| NAME | Dale L Lange |
| GIVEN NAMES | Dale L |
| FAMILY NAME | Lange |
| SIGNATURE | LANGE D L |
| AFFILIATIONS | University of Minnesota System |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 3 |
Forum on Pedagogy: A Discussion of the Topics
Priority Issues in the Assessment of Communicative Language Abilities
The Preparation of Second Language Teachers Through Post‐Baccalaureate Education
Implementation of a graduate program for training second language teachers began in the fall of 1987. Components of the program include: (1) intensive 9‐month on‐site clinical experiences in a school district; (2) the development of skills in self‐examination and teacher observation in which students utilize skills as reflective teachers to examine classroom processes and outcomes; and (3) a research component which allows them to consider questi…
Rating Reading Passages According to the ACTFL Reading Proficiency Standard: Can It Be Learned? 1
This paper describes a short study investigating how fully potential users of the ACTFL (1, 2) and ILR Proficiency Scales (8) acquire the standard and thus accurately grade reading passages according to the scales. Because the study's participants came from three different languages, French German, and Spanish, English passages served for the training. The passages had been previously rated by the ILR Testing Committee and were subsequently rated…
The Language Teaching Curriculum and a National Agenda
The language teaching curriculum is found to be predominantly focused on grammatical content. Several designs related to curriculum development are examined: systems-behavioral, communicative, and content. The need for the integration of the several contents of language programs is developed. A national agenda for a different direction, the language learning curriculum, is offered
Integrating language and culture: How to do it
1987). Integrating language and culture: How to do it. Theory Into Practice: Vol. 26, Teaching Foreign Languages, pp. 258-266
Strengthening the Language Requirement at the University of Minnesota: An Initial Report
Early in 1983, the College of Liberal Arts at the University of Minnesota embarked on an investigation of its foreign language requirement for the BA degree. After nearly a year of public hearings and deliberations, the Task Force appointed by the dean determined the then current language requirement to be inadequate and recommended the establishment of an entrance standard as well as the strengthening of the graduation requirement. In March 1984…
Testimony on H.R. 7580
A Design for Foreign Language Curriculum
Foreign Language Education: A Reappraisal
Foreign Language Teacher Education
The Britannica Review of Foreign Language Education, Volume 2
Foreign Language Teacher Education: A New Foreign Language Program
Britannica Review of Foreign Language Education
ACTFL Annual Bibliography of Books and Articles on Pedagogy in Foreign Languages
A Selective Bibliography on the Teaching of Foreign Languages, 1920–1966
Integrating language and culture: How to do it
1987). Integrating language and culture: How to do it. Theory Into Practice: Vol. 26, Teaching Foreign Languages, pp. 258-266
Strengthening the Language Requirement at the University of Minnesota: An Initial Report
Early in 1983, the College of Liberal Arts at the University of Minnesota embarked on an investigation of its foreign language requirement for the BA degree. After nearly a year of public hearings and deliberations, the Task Force appointed by the dean determined the then current language requirement to be inadequate and recommended the establishment of an entrance standard as well as the strengthening of the graduation requirement. In March 1984…
The Preparation of Second Language Teachers Through Post‐Baccalaureate Education
Implementation of a graduate program for training second language teachers began in the fall of 1987. Components of the program include: (1) intensive 9‐month on‐site clinical experiences in a school district; (2) the development of skills in self‐examination and teacher observation in which students utilize skills as reflective teachers to examine classroom processes and outcomes; and (3) a research component which allows them to consider questi…
Foreign Language Teacher Education
Priority Issues in the Assessment of Communicative Language Abilities
A Selective Bibliography on the Teaching of Foreign Languages, 1920–1966
Britannica Review of Foreign Language Education
ACTFL Annual Bibliography of Books and Articles on Pedagogy in Foreign Languages
The Britannica Review of Foreign Language Education, Volume 2
Foreign Language Teacher Education: A New Foreign Language Program
Foreign Language Teacher Education
A Design for Foreign Language Curriculum
Foreign Language Education: A Reappraisal
Testimony on H.R. 7580
Strengthening the Language Requirement at the University of Minnesota: An Initial Report
Early in 1983, the College of Liberal Arts at the University of Minnesota embarked on an investigation of its foreign language requirement for the BA degree. After nearly a year of public hearings and deliberations, the Task Force appointed by the dean determined the then current language requirement to be inadequate and recommended the establishment of an entrance standard as well as the strengthening of the graduation requirement. In March 1984…
The Language Teaching Curriculum and a National Agenda
The language teaching curriculum is found to be predominantly focused on grammatical content. Several designs related to curriculum development are examined: systems-behavioral, communicative, and content. The need for the integration of the several contents of language programs is developed. A national agenda for a different direction, the language learning curriculum, is offered
Integrating language and culture: How to do it
1987). Integrating language and culture: How to do it. Theory Into Practice: Vol. 26, Teaching Foreign Languages, pp. 258-266
The Preparation of Second Language Teachers Through Post‐Baccalaureate Education
Implementation of a graduate program for training second language teachers began in the fall of 1987. Components of the program include: (1) intensive 9‐month on‐site clinical experiences in a school district; (2) the development of skills in self‐examination and teacher observation in which students utilize skills as reflective teachers to examine classroom processes and outcomes; and (3) a research component which allows them to consider questi…
Rating Reading Passages According to the ACTFL Reading Proficiency Standard: Can It Be Learned? 1
This paper describes a short study investigating how fully potential users of the ACTFL (1, 2) and ILR Proficiency Scales (8) acquire the standard and thus accurately grade reading passages according to the scales. Because the study's participants came from three different languages, French German, and Spanish, English passages served for the training. The passages had been previously rated by the ILR Testing Committee and were subsequently rated…
Priority Issues in the Assessment of Communicative Language Abilities
Forum on Pedagogy: A Discussion of the Topics
Linguistics (12 works) · Philosophy (11 works) · Psychology (10 works) · Computer Science (9 works) · Foreign language (9 works) · Second Language Learning and Teaching (9 works) · EFL/ESL Teaching and Learning (8 works) · History (8 works) · Mathematics education (8 works) · Pedagogy (8 works)