In a globalized world, those who can communicate effectively in more than one language and across cultures, have a great advantage.
Such language proficiency is critical for business, trade, diplomacy, and can help to promote mutual understanding and respect.
For students, learning more than one language can enrich their academic and life experiences and open doors to opportunities.
Since 1959, CAL has actively worked with partners around the world to promote literacy in world languages and improve the learning of English as international language. Currently, CAL staff conduct research and develop practical solutions to support successful language programs for learners at all levels of instruction (early childhood, elementary, secondary, higher education, and adult education).
We are committed to supporting language learning and cultural understanding within the United States and around the world.
To learn more about CAL's work and resources about this topic, browse the subtopics within this section.
The Center for Applied Linguistics is working in collaboration with Georgetown University to establish the Assessment and Evaluation Language Resource Center (AELRC) funded by the U.S. Department of Education.
STARTALK was created in 2006 to provide learning opportunities in the critical languages for students (K-16) and professional development for teachers of the critical languages, mainly through programs offered during the summer.
The COPI provides language educators with a computerized, time-efficient assessment of their native-English-speaking students' oral language proficiency in Arabic or Spanish.
CAL is serving as an external consultant to the Peace Corps to review and validate the Peace Corps standards for a Peace Corps Teaching English as a Foreign Language (TEFL) Certificate.
CAL conducted a national survey of foreign language instruction in public and private elementary and secondary schools to provide an updated national and regional portrait of foreign language instruction in the United States.
CAL was awarded a grant to fund a study designed to provide study abroad programs, students, host families, and institutions of higher education with information on how to optimize the language learning benefits of the homestay setting.
The COPI is a comprehensive oral proficiency assessment that provides reliable, valid results to help inform instruction and gauge student progress. The COPI is available in Mandarin Chinese, Modern Standard Arabic, and Spanish.
The Multimedia Rater Training Program (MRTP) is a hands-on introduction to oral proficiency assessment that teaches rating skills via CD-ROM. This computer assisted professional development program was modeled after live rater training workshops and CAL's self-instructional Rater Training Kits.
CAL surveyed public and private elementary and secondary schools across the country to identify current patterns and shifts over time in foreign language education. This report provides detailed information about the survey results and includes recommendations for increasing language capacity in the United States.
This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York.
Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice
This timely and comprehensive publication provides a state-of-the-art overview of major issues related to heritage, community, and Native American languages in the United States, providing a foundational perspective on how these languages are learned and used in a variety of contexts and outlining the importance of drawing on these languages as valuable national resources.
Evaluation and Program Design Services
CAL offers evaluation and program design services to schools, districts, and other institutions that are planning or implementing programs for language learners.
News & Events
Students at a Cree bilingual school in Saskatchewan recently created lyrics that they later performed to a hip-hop beat.
This commentary aims to provide insight into the program evaluation process through a concrete example of how CAL conducts evaluation for the Peace Corps TEFL Certificate program.