Title Format Sponsor
Pathways V. 06 Difficult Characters Interdisciplinary Studies of Chinese and Japanese Writing
Print

Description

Mary S. Erbaugh has compiled this volume to examine the so-called "ideographic myth" from a variety of perspectives. Through this multidisciplinary collection of articles, we learn how the myth has come about, what sort of theory and empirical evidence have been generated to refute it, and how this myth has stubbornly persisted to hamper progress in a number of scholarly areas. But perhaps most importantly, this volume presents in a detailed manner how different academic disciplines go about analyzing historical and empirical data in order to arrive at new knowledge.

Resource Link
Pathways V. 05 Pedagogy of African Languages
Print

Description

CH. 1 African Language Field Development CH. 2 The State of African Language Instruction in the U.S.: An Inventory of Programs, Assets, and Resources CH. 3 Focus on Teaching CH. 4 Focus on the African Language Learner CH. 5 A Goal-Based Approach to African Language Instruction CH. 6 Toward Cultural Proficiency in African Languages CH. 7 The Use of Audio-Visual and Emerging Technologies CH. 8 A Twenty-First Century Vision for African Language Instruction and Learning ISBN: 978-0-87415-174-9

Resource Link
Pathways V. 04 Learner, Text and Context: An Arabic Perspective
Print

Description

Contents: CH. 1 Language Learning Strategies of Successful Learners CH. 2 Reading Strategies of Elementary and Advanced Learners: Effects of CALL Coding Options on Comprehension CH. 3 Impact of the Linguistic Situation in the Target Culture on Teaching the Language Abroad: The Case of Arabic Diglossia CH. 4 The Construct of the Educated Native Speaker of Arabic: Implications for Curriculum Design CH. 5 Computer-Assisted Language Learning: Linkage Between Learning and Research CH. 6 Models of Foreign Language Acquisition and the Meaning-Form Relationship CH. 7 Curriculum Design: Theoretical Bases and Implications CH. 8 Assessment of Functional Language Abilities Appendix A: A Typology of Learning Strategies Appendix B: Foreign Language Learning Strategies Appendix C: Guidelines for Writing the Language Learning Journal Appendix D: Selected Questions Asked in the Oral Interviews Appendix E: A List of Colloquial Lexical Items in the Speech of Native Speakers in a Formal Situation Appendix F: Transliteration Key

Resource Link
3 of 697
Show all
Show free resources only
Show less
Show more
Upcoming Events
Jan
2020
23 - 26
Arizona
Conference
2020 International Conference on the Development and Assessment of Intercultural Competence

Seventh International Conference on the Development and Assessment of Intercultural Competence. Internationalizing the Curriculum: The Role of Intercultural Competence on January 23-26, 2020, in Tucson, Arizona, and online. Invited Presentations: Adriana Diaz (University of Queensland – Australia) Marianne Larsen (Western University – Canada) Sharon Stein (University of British Columbia – Canada) This biennial event brings together researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices, and to foster meaningful professional dialog on issues related to the development and assessment of Intercultural Competence, especially in a foreign or second language. The 2020 ICC conference will take stock of current models for internationalizing curricula as well as the genealogies of these discussions. The organizers are interested in accounts of best practices as well as critical examinations of current trends and conceptual think pieces around what it might mean to internationalize higher education. Proposal submission deadline: May 31, 2019

Event Link
Feb - Mar
2020
15 - 6
Texas
Call for Papers
undergraduate internship at NASA Johnson Space Center’s Language Education Center (JLEC)

The Duke University Slavic and Eurasian Language Resource Center (SEELRC) is pleased to announce a call for applications for a weeklong internship (June, 2020) through TechTrans International Inc. at the NASA Johnson Space Center’s Language Education Center (JLEC) in Houston, TX. The JLEC teaches Russian to members of the NASA Astronaut Corps who need to acquire a high level of Russian language proficiency in both everyday language and in relevant technical language. We are looking for candidates with backgrounds in Russian language and culture; those with backgrounds in STEM-related fields are especially encouraged to apply. The intern’s activities will include, but not be limited to: • working with the JLEC Russian-language teaching group • gaining experience in a variety of areas specific to the JLEC’s activities • The intern will have the opportunity to: • Observe and, possibly, participate in providing basic and advanced Russian language training for astronauts • Gain experience in the primary areas of the JLEC’s work in preparing American crew members to live and train in Russian The SEELRC/TTI internship provides: • funding for intern’s lodging and some local transportation • access to the JLEC, its staff, and some JLEC students • an overview of TTI as a company that specializes in language services Requirements: • currently enrolled in an undergraduate program pursuing a Russian major or area concentration • minimum of 3.0 cumulative GPA on a 4.0 scale (or equivalent) • indication of career interest in teaching Russian • U.S. Citizen or Permanent Resident • minimum Russian language proficiency level of ILR (1) or CEFR/TRKI B1 • availability to work full-time for one week (40 hours) during June 2020 Application Process and Timeline: • If you are interested in this opportunity, please write to c.lewis@duke.edu by February 15, 2020 • Electronic applications deadline: March 6, 2020 • Finalists will have a 10-20 minute phone interview with the selection committee in both English and Russian (end of March, 2020) • Decision announced by April 15, 2020

Event Link
Feb
2020
29
North Carolina
Workshop
6th Annual Olympiada of Spoken Russian, Carolinas District

Participants may earn gold, silver, or bronze medals in recognition of their proficiency in Russian conversation, poetry recitation, and Russian civilization at various levels of study. In addition, every third or fourth year outstanding contestants at regional ACTR Olympiada contests have the opportunity to participate in an international Olympiada contest that takes place in Moscow and brings together winners of Russian Olympiada contests from throughout the world to compete for international medals and engage in a rich program of cultural activities.

Event Link
0 - 3 of 4
All LRCs
Previous LRC
Next LRC
In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

8 Areas of Focus

Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
  • Research
  • Teaching materials
  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

Contact Us

You may also contact each LRC individually by locating their directory information in the Meet the LRCs menu.

Funding

The U.S. Department of Education Title VI provides funding for Language Resource Centers. The contents of this website do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
© Title VI Language Resource Centers