Guidelines for Local Consortium Proposals
The Consortium for Language Teaching and Learning will support projects that show
promise of enhancing instruction of all languages at all levels. These guidelines are
intended to be flexible, because proposals will vary considerably from activity to activity.
A proposal for a two-day workshop on a single campus probably need not be longer than
a couple of pages, whereas a proposal for a new textbook might require more pages.
Proposals for local projects will be appreciably shorter than those applying for national
grants (which have a twenty-five page maximum), many proposals require appendices.
These guidelines will prescribe what basic information should be included in a project
proposal: they do not, however, restrict the kinds of projects that you and your colleagues
The Consortium has been established to affect major improvements in foreign-language
education, and it is not endowed with limitless funds. We ask, therefore, that you adhere
to one principle: your project must represent a priority for your institution for study of the
language in question.
You are encouraged to discuss your ideas with Steven Clancy, Michael Berger, a member
of the Language Instruction Coordinating Committee, or a colleague who has
successfully completed a project funded by the Consortium. It is possible that similar
projects are being developed and can benefit another, or that a proposed project can be
reshaped as a collaborative venture. Successful proposals can be viewed at the Center for
the Study of Languages (CSL).
Each proposal should include the following items:
1. A standard Summary Page (copy enclosed).
2. A narrative no longer than 10 pages.
3. A standard budget form.
Various conditions attach to the awarding of grants by the Consortium. These are as
Change of Activities. Any significant changes in the activities, time frame,
personnel, or budget must be approved in advance by the Consortium.
Reporting requirements. Progress reports will be submitted every 6 months of
the project’s duration and will be posted on the Consortium web site. A final
narrative report describing the conduct and results of the project is due [by e-mail
or in paper format] no later than 60 days after the conclusion of the project; this
report will be used to publicize the project in Consortium publications. A final
financial report, which includes the refund of any unexpended funds, is due within
90 days of the conclusion of the project.
Acknowledgement of support. The final materials should acknowledge in an
obvious manner the support of the Consortium; e.g. “This project was supported
in part by the Consortium for Language Teaching and Learning.”
Copyright policy. The copyright for materials prepared with the assistance of the
Consortium resides with the author(s) in accordance with university policy.
Materials. One complete set of the materials produced under the grant should be
deposited at the CSL. The materials should be available at cost to members of the
Intellectual Property. Ownership of the materials that are developed should be
considered at the beginning of a project. If there is interest in marketing the
results of a Consortium project, please consult Steven Clancy or Michael Berger.
Structure of proposals
1. Cover page
2. Project rationale
Proposals should provide a well-crafted statement of the central question or issue to be
addressed by the project. The authors should describe why the issue deserves in-depth
investigation and study and why analysis of this matter is important for second language
education. Which group or groups are directly affected by this issue? What implications
does this issue have for language learning and teaching in the future? To what extent does
the proposed undertaking suggest subsequent lines of inquiry and effort?
Applicants should show considerable familiarity with recent relevant publications on the
topic. A review of related materials should reveal thorough knowledge of the current
status of thinking among scholars and teachers on the issue addressed by the project.
Reviewers of proposals will be looking for evidence that the project team is
knowledgeable about the latest publications and scholarship in this area.
Proposals should be written so that they are comprehensible to colleagues outside the
specific language area.
3. Intended Goals and Outcomes
Once the case has been made for addressing the issue, the proposal should specify the
intended outcomes from the project. These should be carefully identified and should
clarify how the proposed project contributes to the key issue or question it is meant to
address. How will the project expand understanding in the field of language studies in
terms of the announced theme? How will it help language educators to improve language
teaching and learning?
Proposals should carefully outline the procedural steps that the project team will follow
in carrying out its goals. The reviewers will be looking for evidence that the proposal’s
authors have considered a logical sequence for the work. It is generally a good idea to
include a schedule or timeline of activities as a measure of the project’s progress and
evidence that adequate time has been allotted for the separate stages. The roles and
responsibilities of each team member should be elucidated in detail. Brief references to
their credentials and experience serve to establish their qualifications for assigned tasks
[CV’s of the key team members should appear in the appendix]. Does the project
require any unusual equipment, software, staff support, etc. and if so, does the proposal
explain how this will be available?
5. Evaluation and dissemination
Successful proposals must elaborate how they will evaluate the outcomes from the
project. The authors should describe the objective and subjective methods they will use
to determine how well the project achieves its intended goals. It is important that
wherever possible empirical data be collected and analyzed according to statistical
standards. Assessments of the outcomes should include evaluations by language
professionals not directly involved in the project.
Proposals must include a plan for disseminating the project’s findings, outcomes and
products. These may include presentations at professional conferences and meetings,
publications in academic journals or periodicals, distribution through electronic media, or
The budget must account for all project expenditures, including those contributed by the
member institutions themselves [though not in-kind contributions]. Note that the
Consortium does not pay for indirect, overhead costs! A budget narrative should explain
the costs and the basis of calculation for salaries and wages, consultant fees, travel and
lodging, supplies and materials, and any other necessary expenses. Budgets may not
include contingency or miscellaneous costs, nor may they include indirect costs, gift
assessments, or other administrative charges. Purchases of equipment are eligible for
support, usually on a cost-sharing basis. At the conclusion of a project it is expected that
equipment will become part of the LLA’s holdings, and thus available to all departments.
Equipment may not be purchased for individuals.
Outline for Proposals -
1. Basic requirements
a. Proposals submitted by the end of the day of the posted deadline date, sent in
electronic format as Word or .pdf document attached to an email to Michael Berger.
b. If the proposal is for a specific web or multi-media project, illustrations of
proposed web pages or similar relevant material should be included.
2. Project rationale
a. Well-crafted statement of the central question;
b. Why this issue is important for second language education;
c. Which groups are directly affected by this issue;
d. To what extent does the proposed undertaking suggest subsequent lines of inquiry
e. Familiarity with recent publications; review of related materials showing thorough
knowledge of current thinking;
f. Proposals written so that they are comprehensible to colleagues outside the specific
3. Intended goals
a. Intended outcomes, including how the project contributes to the key issue or
question it is meant to address;
b. How the project will expand understanding;
c. How it will help educators to improve language teaching and learning.
a. Outline of procedural steps that project team will follow, showing logical sequence
b. Schedule or timeline of activities;
c. Roles and responsibilities of each team member, with reference to their expertise or
qualifications (their CV's included as appendices);
d. Reference to needs for equipment or other special project support, and how it will
5. Evaluation and dissemination
a. Status reports are due annually for projects with durations of longer than one year..
b. A final report is due at the end of a project.
c. Project participants may be asked to consult on other projects, or present the results
of their projects at LLA presentations and workshops.
THE CONSORTIUM FOR LANGUAGE TEACHING AND LEARNING
City: State: Zip Code:
Telephone ‹ Office: Dept:
Project Period: Amount Requested:
The following Wage Guidelines apply to those employed under a Consortium for
Language Teaching and Learning Grant:
Be sure to check with Michael Berger about benefits charges that also must be
assessed. These vary according to the status of your employee with the university and the
time they work (e.g., enrolled students are not charged benefits, but students who are not
Veteran Developer/Senior programmer: ($14.00) Must be responsible for
programming creatively, using major programming languages to translate the PI's design
Developer/Programmer: ($12) Responsible for data entry or simple manipulation
of a programming language. May even be simply a word processor.
Assistant: ($10) Either assisting in research, editing, proofreading or being
recorded on tape or computer. Work requires no leadership or special skills except
possibly native knowledge of the language of the project.
Human Subject’s Rights
You should be aware that, when planning a development project that will require the use
of human subjects, your Consortium proposal (or protocol) will have to be submitted to
an Institutional Review Board, directed by Brian Schwegler. This IRB, one of three on
campus, reports to the Committee on the Protection of Human Subject's Rights here at the
University. At the same time, you should submit a consent form, (that will be given to
your human subjects), to the IRB for the board's review.
If you use human subjects for research or to help develop textual materials, computer,
video or audio programs, you must submit your proposal and sample consent form to the
Your consent form should inform participants about the purpose of the project, whether
the resulting program is intended for educational and research use only or for commercial
use. You should also describe possible subsequent uses of the information you gather,
e.g., other projects or research uses.
The LICC will ask you to submit your protocol and consent form to the IRB before the
start date for your project. The IRB meets about once a month during the academic year
(e.g., 1/2/06, 2/16/06, 3/16/06, and protocols due by 1/2/06 will be reviewed at the
1/12/06 meeting), and less frequently during the summer.
Applications are available at the Social & Behavioral Sciences Institutional Review
Board web site. Please note: “The SBS IRB no longer accepts paper submissions. All
SBS IRB protocol, amendment, and continuing review requests must be submitted
through the IRB Wise.”
Sample protocols and consent forms are available at the CSL for your perusal.