ACTFL
CALL FOR APPLICATIONS FOR RESEARCH PRIORITIES GRANTS:
PHASE I-–REVIEW OF THE LITERATURE
ACTFL has launched a new initiative to develop a set of research priorities for foreign language education that will enable our profession to:
- identify the key areas in which research is currently needed in foreign language instruction and learning to inform and improve classroom practice;
- attract researchers to conduct research in these key areas; and
- sponsor this research through funding, publication, and dissemination of research results to the field and other stakeholders.
This endeavor is being undertaken by ACTFL with the guidance of current President Eileen Glisan and a task force of leading researchers in foreign language education: Rick Donato, University of Pittsburgh; Joan Kelly Hall, The Pennsylvania State University; Judith Liskin-Gasparro, University of Iowa; Miguel Mantero, University of Alabama; Marcia Rosenbusch, Iowa State University; Paul Toth, Temple University; and Leo Van Lier, Monterey Institute of International Studies, and Editor, The Modern Language Journal.
In Phase I of the project, ACTFL is inviting applications for grants to conduct REVIEWS OF THE LITERATURE in the following research priorities categories:
CATEGORY #1: High Leverage Teaching Practices
Description: Current discussion in teacher education circles calls for the discipline to identify specific practices essential for novice teachers. The term “high leverage practices” has been used to refer to those “tasks and activities that are essential for skillful beginning teachers to understand, take responsibility for, and be prepared to carry out in order to enact their core instructional responsibilities” (Ball & Forzani, 2009). These practices give teachers the highest leverage or advantage in bringing about effective classroom learning. Teachers who are able to carry out these practices successfully are likely to bring about learning, as well as develop other aspects of their teaching.
Option #1: This literature review examines the research on high leverage teaching practices in the field of education and in specific disciplines such as the teaching of mathematics.
[Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education 60(5), 497-511.]
CATEGORY #2: Integration of Content and Language Learning K–16
Description: The last five years have seen increased attention to how we can effectively teach both language and content simultaneously, from elementary school content-based language programs to advanced-level university literature courses. What are the specific approaches and/or challenges for integrating linguistic development and acquisition of content knowledge?
Option #2A: This literature review examines the research on integrating the teaching of content and language at the K–12 level (e.g., content-based programs).
Option #2B: This literature review examines the research on integrating the teaching of content and language at the post-secondary level, particularly in culture and/or literature courses.
CATEGORY #3: Learning Outcomes and Processes
Description: This category addresses our need to know about the learners in our language classrooms. How do they view language learning? Do they have an investment (i.e., professional, emotional) in learning a language? Do they think they can be successful? What do they hope to gain as a result of language study?
Option #3A: This literature review examines the research in the area of learners' attitudes and perceptions about language learning and about themselves as language learners together with the consequences of these perceptions on learning outcomes. This review could also include research on the role of language study on life-long learning and career building.
Option #3B: This literature examines the research in the area of outcomes of language study for the learner (How do we conceptualize these outcomes?). It could include studies of gains in proficiency or in the 5 C areas of the national standards. The review could also examine studies that relate outcomes to length of language study and start times, and that address specific approaches to the assessment of learner outcomes.
Option #3C: This literature review examines the research in the area of classroom discourse and the building of classroom communities. How do teachers and students use the language in classrooms and what are the consequences of these patterns of language use? How are classroom communities built out of the talk that takes place during instruction? How are learners socialized into language learning through classroom interaction?
CATEGORY #4: Foreign Language Teacher Development (K–16)
Description: A key element in improving classroom practice is the professional development of pre-service and in-service language teachers at all levels of instruction. This area includes the preparation of post-secondary instructors, as proposed in the 2007 Report from the MLA Ad Hoc Committee on Foreign Languages, which suggests that graduate programs should provide substantive training in language teaching.
Option #4A: This literature review analyzes innovative and effective models of foreign language teacher preparation. It could examine research that examines the impact of accreditation requirements on foreign language teacher preparation programs. How are programs judged to be effective?
Option #4B: This literature review examines effective models of mentoring new teachers, particularly as they relate to foreign language teachers to the extent that such research exists. What is the impact of mentoring? What makes a mentoring program successful? This review could include mentoring that takes place during student teaching, internship experiences, and/or university teaching assistantship programs.
Option #4C: This literature review examines the research on the oral proficiency levels of foreign language teachers and any relationships between these levels and classroom practice, teaching effectiveness, and effects on student learning.
- Authors must submit the application form and information requested on the form to ACTFL by email at headquarters@actfl.org by no later than October 15, 2010.
- A peer-review process will be used to select writers of the literature reviews from among the applicants.
- Although applicants may submit proposals for more than one literature review, we anticipate that no applicant will be selected to write more than one literature review. Applicants must submit a separate application for research priorities category.
- Applicants will be notified of acceptance to write the literature review by November 10, 2010. Applicants' names will also be announced at the 2010 Research Plenary Session at the ACTFL Convention in Boston.
- Literature reviews will be due on May 31, 2011.
- Each literature review author will be assigned a reviewer who will provide feedback and guidance throughout the writing of the review. Additional details and guidelines regarding the process will be provided to authors upon notification of acceptance to write a literature review.
- Finalized, accepted literature reviews will be published in Foreign Language Annals.Authors will be responsible for preparing manuscripts to meet publication guidelines.
Guidelines for Literature Reviews
- Literature reviews should give prominence to the research from the last 10 years while also recognizing the essential foundations laid by earlier work.
- Literature reviews should focus on the U.S. educational context; international research that has relevance to the U.S. context may also be included.
- Literature reviews should clearly identify specific instructional levels: elementary, middle, high school, post-secondary.
- Literature reviews must be relevant to the classroom context with concrete applications of theory to classroom practice (not for furthering theoretical argumentation alone).
- Authors are encouraged to consult the “State-of-the-Art” articles that appear in the journal Language Teaching for exemplary models of literature reviews.
- Literature reviews should conclude with a brief discussion of directions for future research based on the studies reviewed.
- Literature reviews must follow APA stylistic conventions and should not exceed 25 double-spaced pages.
- The opportunity to address topics that have been selected as national research priorities.
- A $500 stipend upon acceptance of the final version of the literature review by the review committee.
- The opportunity to have the literature review published in Foreign Language Annals.
Note: ACTFL retains the right to amend the application process and guidelines as deemed necessary.
