Call for 2022 ACTFL ConventionProposal Reviewers
ACTFL Convention proposal reviewers withexpertise at all levels, skills and in all languagesare needed to assist with scoring and reviewingsubmissions. Go to
tinyurl.com/3xrtbttz for moreinformation and to apply.
Applications to be a reviewer will be acceptedthrough Sunday, December 12, 2021.
To review general proposal submissions, youmust be a current ACTFL member through at leastMarch 2022. Reviewers for the SIGs must becurrent members of that SIG.
Reviewers are assigned submissions to gradebased upon relevant background and experience.
Please note: If you submit a session proposal,you may also apply to be a reviewer, but you willnot be eligible to review and grade proposalswithin your own session section.
Proposals will be accepted until January 14,
2022. Accepted reviewers will be contacted soonthereafter with information on how to access proposals. All work will be conducted online, and arubric will be provided. The estimated time commitment is approximately 15-20 hours. Reviewerswill have a month to complete their scores.
Thank you for supporting the professionby volunteering to serve as an ACTFL proposalreviewer.
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2021 ACTFL Research Priorities A ards
The ACTFL Research Priorities Project supports empirical research in five priorityareas that are currently critical to improving world language education: Equityand Access in Language Learning, K– 16 Language Teacher Development,Immersion/Dual Language/Heritage Language Programs, Assessing LearningOutcomes, and Intercultural Teaching and Learning.
Congratulations to the following 2021 ACTFL Research PrioritiesAward recipients:
Sarah Albrecht, University of Arizona
Pedagogical Translation for Reading Comprehension in Mixed HL-L2
Jersus Colmenares, Northern Arizona University
Spanish Teachers’ Knowledge and Use of Corpus Data and Tools for MaterialsDevelopment: A National Survey
Andie Faber, Kansas State University, with Christina Beubienm,Westfield State University
Promoting Equity Through Assessment: Ungrading in 3rd and 4th SemesterSpanish Courses
Joseph Fees, Delaware State University
Delaware Dual-Language Immersion, ACTFL Standards and Spanish Conversation
Lauren Godspeed with Mandy Menke and Helen Ruf,University of Minnesota-Twin Cities
Social Justice in Language Education: Postsecondary Instructors’ Cognitionand Identity Construction
Alice Gruber, Heilbronn University of Applied Sciences, with ManuelaWagner, University of Connecticut
Fostering Intercultural Citizenship with Virtual Reality in a World LanguageVirtual Exchange Project
Hiba Ibrahim, York University
Toward Intercultural Mediation in Online Language Learning: Understandingand Working with Miscommunication in Virtual Exchange
Dianna Murphy, with Hadis Ghaedi, Felecia Lucht,
Jana Martin, Sonya Sedivy, Chen Sun, University of Wisconsin-Madison
The Speaking Proficiency Outcomes of Face-to-Face and Online IntensiveSummer Programs in Less Commonly Taught Languages
Kelly Paciaroni, with Patricia J. Brooks, The Graduate Center, CUNY
The Impact of a Text-Based Secondary School Curriculum on the OralLanguage Production of Level 2 Italian Students
Dara Tafazoli, The University of Newcastle
Key Enablers and Barriers to Integrating Technology into Iranian LanguageTeaching Profession
Janire Zalbidea, Temple University
Writing Performance in Spanish as a Heritage Language: Investigating Taskand Individual Difference Factors