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Exploring the US language flagship program: professional competence in a second language by graduation

Multilingual Matters, 2016, Vol.50

1st ed., 2016

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The speaking proficiency outcomes of face‐to‐face and online intensive summer LCTL programs

Foreign language annals, 2024-04

2024

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Who Are(n’t) Our Students? The Gender and Ethnoracial Distribution of U.S. Bachelor’s Degrees in Russian Language and Literature over Twenty Years, from 1999—2000 to 2018—2019

Russian language journal, 2021-01, Vol.71 (3), p.17-40

2021

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How important is studying languages for undergraduate students and why (not) study languages?

Foreign language annals, 2024-09

2024

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Connecting through Language and Culture Learning during the COVID-19 Pandemic: The University of Wisconsin—Madison Russian Flagship Program

Russian language journal, 2021-01, Vol.71 (2), p.23-38

2021

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CHAPTER 6: Student Goals and Expectations by More and Less Commonly Taught Languages

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.163-192

2014

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CHAPTER 7: Beyond Hierarchies, Beyond Standards

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.193-221

2014

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CHAPTER 3: Student Goals and Hierarchies

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.64-97

2014

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Acknowledgments

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1)

2014

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Introduction

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.1-11

2014

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CHAPTER 4: Student Expectations and Hierarchies

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.98-127

2014

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Introduction

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.1-11

2014

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Introduction: Goals of Collegiate Learners and the Standards for Foreign Language Learning

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.1-11

2014

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CHAPTER 5: Student Goals and Expectations by Level of Instruction

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.128-162

2014

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Goals of Collegiate Learners and the Standards for Foreign Language Learning

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.1-293

2014

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CHAPTER 8: Standards Through the Perspectives of Postsecondary Students

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.222-251

2014

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CHAPTER 2: Describing the Study

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.40-63

2014

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Introduction

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.1

2014

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Acknowledgments

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1)

2014

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Acknowledgments

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98 (S1), p.fm iii-fm iii

2014

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National Online Less Commonly Taught Languages Teacher Training Initiative

The Modern language journal (Boulder, Colo.), 2009-07, Vol.93 (2), p.298

Murphy, Dianna L

2009

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Supplement. Goals of Collegiate Learners and the Standards for Foreign Language Learning

The Modern language journal (Boulder, Colo.), 2014-01, Vol.98, p.i-293

2014

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Student Goals, Expectations, and the Standards for Foreign Language Learning

Foreign language annals, 2012-06, Vol.45 (2), p.170-192

2012

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The Impact of Study Abroad on the Global Engagement of University Graduates

Frontiers (Boston, Mass.), 2014-08, Vol.24 (1), p.1-24

2014

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Amplifying Student Voices: US. Undergraduate Student Perspectives on Expanding Access and Increasing the Relevance of Courses in Languages Other Than English

Language Program Vitality in the United States, p.59-75

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Exploring the US language flagship program: professional competence in a second language by graduation

The speaking proficiency outcomes of face‐to‐face and online intensive summer LCTL programs

Who Are(n’t) Our Students? The Gender and Ethnoracial Distribution of U.S. Bachelor’s Degrees in Russian Language and Literature over Twenty Years, from 1999—2000 to 2018—2019

How important is studying languages for undergraduate students and why (not) study languages?

Connecting through Language and Culture Learning during the COVID-19 Pandemic: The University of Wisconsin—Madison Russian Flagship Program

CHAPTER 6: Student Goals and Expectations by More and Less Commonly Taught Languages

CHAPTER 7: Beyond Hierarchies, Beyond Standards

CHAPTER 3: Student Goals and Hierarchies

Acknowledgments

Introduction

CHAPTER 4: Student Expectations and Hierarchies

Introduction

Introduction: Goals of Collegiate Learners and the Standards for Foreign Language Learning

CHAPTER 5: Student Goals and Expectations by Level of Instruction

Goals of Collegiate Learners and the Standards for Foreign Language Learning

CHAPTER 8: Standards Through the Perspectives of Postsecondary Students

CHAPTER 2: Describing the Study

Introduction

Acknowledgments

Acknowledgments

National Online Less Commonly Taught Languages Teacher Training Initiative

Supplement. Goals of Collegiate Learners and the Standards for Foreign Language Learning

Student Goals, Expectations, and the Standards for Foreign Language Learning

The Impact of Study Abroad on the Global Engagement of University Graduates

Amplifying Student Voices: US. Undergraduate Student Perspectives on Expanding Access and Increasing the Relevance of Courses in Languages Other Than English

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