High School to College Articulation: Building Proficiency and Structural Control at the Pre-College Level

  • 24 Jan 2017
  • 6:00 PM - 7:30 PM
  • Online


  • Registration is free for current ACTR members

Registration is closed

This webinar will provide models for curriculum design on both a macro and micro level for grades 9-12. The framework for designing a 4-year program sets and meets proficiency targets while developing structural control at each level of instruction in a way that is both accessible and engaging for high school learners and supports strong high school to college articulation. The presenter will also discuss how Prototype AP Russian Language and Culture Exam results may be used by a teacher to inform curricular decisions. Of primary consideration will be the following issues: Should there be explicit grammar instruction, how much and when? How much English should be (and can be) spoken in class? To what degree and when should we focus on accuracy? Participants will also receive guidelines for designing a single unit of study that meets appropriate instructional goals and furthers language proficiency at each instructional level.

About the Presenter:
Elizabeth Lee Roby has been teaching Russian levels 2-5 (novice-mid through intermediate-high) to grades 9-12 at Friends School of Baltimore since 2002.  A graduate of Kenyon College (B.A in Modern Languages [French and Russian]), she went on to teach English in Krasnodar, Russia (1991-1994) prior to pursuing Ph.D. coursework in Slavic Languages and Literatures at Indiana University (1994-2000). While at Indiana University, she taught Russian and Polish language classes, as well as first- through third-year Russian conversation classes in the Summer Language Workshop (then called SWSEESL).  Lee currently serves as a co-chair for the ACTR Maryland Olympiada of Spoken Russian, as the Northeastern Regional Vice President for SLAVA, and sits on the ACTR Board of Directors. She was the 2011 recipient of the AATSEEL Award for Excellence in Teaching at the Secondary Level.

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