Title Format Sponsor
Globalizing the Common Core State Standards
Web

Description

This project addresses the outdated and ethnocentric cultural perspectives in the lists of exemplars of text complexity used in the Common Core State Standards (CCSS), lists which are often used as core reading lists that do not reflect the kinds of cultural and global literacy needed in today’s world. The project has created carefully constructed grade-level lists of global fiction and nonfiction literature that match the required lexile levels. Of particular interest are books that include some use of a world language through codeswitching in dialogue or in terminology for objects, events, etc., since these books can foster interest in LCTLs (which are rarely taught in elementary schools) even at this young age. Books that can be used as paired texts with the existing books in the exemplar lists have been identified so that teachers required to use the original CCSS lists will be able to still use the global texts alongside them. The new book lists are available free for download, and in-service professional development opportunities for local teachers and a summer institute for a national audience in 2018 will support teachers in integrating these books into their curriculum while meeting the CCSS.

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Reading Globally: Connecting Classrooms to the World
Print
Web

Description

An extension of CERCLL’s “Introducing Children and Adolescents to the World” project of 2006-2010, and the “Bringing Global Cultures and World Languages into K-8 Classrooms” project in 2010-2014, the new project again brings International Consultants and Language and Culture Kits into K-8 schools. The project will: (1) make K-8 teachers more confident and comfortable with integrating a broader range of cultural and linguistic perspectives into their classrooms—including materials created by this project and its earlier iterations; (2) respond to research that shows that early connection of students to foreign language and culture is imperative by bringing materials to K-8 students in order to encourage them to pursue these languages in high school and university contexts; and (3) contribute to the professional development of elementary preservice and inservice teachers, by influencing their instruction and expanding their perspectives on global education and intercultural competence. The project has created new kits on the following languages/cultures/regions: a. West Africa (Ghana, Mali, and Nigeria)/Bambara, Hausa, Igbo, Yoruba, b. India/Hindi, and c. Maori/New Zealand (each kit includes: 12-15 picture books, 3-5 novels, language study materials for the targeted culture, with teaching strategies and information on web sites and electronic resources), in addition to the previous kits created for Arabic, Korean, Mandarin Chinese, Japanese, Portuguese, Russian, Spanish. The project has also offered a series of on-site workshops/study groups at requesting schools, and refined the assessment tools to measure teachers’ and students’ intercultural competence in elementary and middle schools (developed in the previous iterations of this project).

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2018 Intercultural Competence Conference Remote Presentations - Intercultural Competence and Mobility: Virtual and Physical
Audio-Visual

Description

Virtual presentations prepared for the Sixth International Conference on the Development and Assessment of Intercultural Competence, Intercultural Competence and Mobility: Virtual and Physical. (http://icc.arizona.edu) Kevin Anzzolin, Dickinson State University, "Intercultural Communication in Octavio Paz’s The Labyrinth of Solitude" Robert Godwin-Jones, Virginia Commonwealth University, "Designing a Collaborative OER Textbook for Intercultural Communication" Christiane Heemann, Rodrigo Schaefer, Margarete Belli, Universidade do Vale do Itajai (UNIVALI), "The Contribution of Telecollaboration to the Development of Academic Mobility" Brianna Janssen Sanchez, University of Iowa, "Exploring Approaches to Talking About Culture in Telecollaborative Tandem Exchanges" Maria Kostromitina, Northern Arizona University, "Pragmatics of Service Encounter Requests in English, German, and Russian" Florence Le Baron-Earle, Marta Giralt, University of Limerick, School of Modern Languages and Applied Linguistics, "Authenticity and Multimodal Communication in Online Intercultural Exchanges" Yenny-Lisbeth Mora, Universidad El Bosque, "Comunidades Indígenas en la Competencia Intercultural" Rodrigo Schaefer, Universidade Federal de Santa Catarina, "The Construction of Interculturality in Teletandem Sessions" Theresa Schenker, Yale University, "Maximizing Language and Intercultural Learning in Short-Term Study Abroad" Kelly Torres, The Chicago School of Professional Psychology, "Developing Intercultural Competence through Study Abroad Experiences" Adnan Yilmaz, Dicle University, "Communication Across Cultures: Research on Apologies and Refusals" William Walker, Maria Cristina Montoya, Chilton Reynolds, SUNY Oneonta; Luis Humberto Benavidez, Elizabeth Nuñez, Universidad del Valle–Cali, Colombia, "Utilizing Dialogue Methodology to Structure Collaborative Online International Learning"

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Upcoming Events
Apr
2020
15
Texas
Workshop
OER Hangout: Searching and Publishing in OER Repositories

12pm CDT (10am PDT / 11am MDT / 1pm EDT) Presenter(s): Melinda Boland (Director, OER Services at ISKME & OER Commons) Kevin Hawkins (Assistant Dean for Scholarly Communication, University of North Texas Libraries) Patricia Mulroy (Supervisor, World of Learning Institute) Anita Young (World Language Instructor & Virtual Learning Specialist World of Learning Institute) Open educational resources (OER) are free to access. Open Creative Commons licenses allow teachers to legally make copies, adapt, and share these resources in order to meet the specific needs of their students. OER repositories make it easier to find, evaluate, and share these resources. In this discussion-based webinar, gain tips about how to use OER repositories to find high-quality openly licensed educational resources to use in the language classroom, and to share your own creations with other teachers. There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists. Melinda Boland directs development of OER Commons and all partner implementations, including professional learning programs and community building efforts with a team of trainers, project managers, librarians, and designers who together produce all of ISKME's OER products and services. Anita Young and Patricia Mulroy work on a team at the World of Learning Institute at Appalachia Intermediate Unit 8, a program that provides face-to-face world language instruction in a virtual environment for students who cannot access them in their school. They have made the open resources they developed for their Spanish and German courses available for other teachers to use on OER Commons. At the UNT Libraries, Kevin Hawkins and his team help educate members of the UNT community about OER and partner with others on campus to run some programs in support of OER.

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May
2020
18 - 20
Hawaii
Conference
The 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS)

The 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS) The Department of Linguistics at the University of Hawai'i at Manoa invites scholars working on Southeast Asian linguistics to the 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS), May 18-20, 2020, to be held on the campus of the University of Hawai'i at Manoa. Plenary speakers: • Gary Holton, University of Hawai'i at Manoa • Kitima Indambarya, Kasetsart University • Peter Jenks, UC Berkeley • Aldrin Lee, University of the Philippines - Diliman The SEALS Conference will be immediately preceded by the International Symposium on Malay/Indonesian Linguistics (ISMIL) and the International Symposium on the Languages of Java (ISLOJ) on May 14-16, as well as a series of workshops on various topics and a special lecture by Dr. Robert Blust (University of Hawai'i at Manoa) on May 17, 2020. Important Dates: Online Pre-registration: February 04 – April 15, 2020 Online Regular Registration: April 16 – May 12, 2020 For more information about the conference, visit our website at https://sites.google.com/a/hawaii.edu/seaconfs/ Questions? Contact us at seaconfs@hawaii.edu The conference is co-sponsored and co-organized by the National Foreign Language Resource Center.

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Jun
2020
10 - 16
Utah
Institute
2020 Summer Institute: Planning for Project-Based Language Learning (PBLL)

2020 Summer Institute: Planning for Project-Based Language Learning (PBLL) June 10-16, 2020 This Summer Institute is designed for world language educators who have some knowledge of Project-Based Learning (PBL) as well as some practice in generating project ideas. During the Institute, participants will flesh out their ideas for a project design they have already subjected to critique. Applicants must complete the prerequisite NFLRC MOOC (massive open online course) Envisioning Project-Based Language Learning and earn a badge in order to qualify for consideration for the Institute. Participants who fulfill requirements outlined in an associated course syllabus may opt to receive two (2) graduate course credits (tuition fee). DURATION: 5 instructional days (Wed., Th., Fri., Mon., and Tue.) LOCATION: University of Utah, Salt Lake City, UT SPONSORS: Second Language Teaching and Research Center (L2TReC) and National Foreign Language Resource Center (NFLRC) PREREQUISITE: Envisioning Project-Based Language Learning MOOC (https://nflrc.hawaii.edu/events/view/126/) APPLICATION TIMELINE: Envisioning PBLL MOOC Completion Deadline: February 28, 2020 Summer Institute Application Period Opens: March 1, 2020 Summer Institute Application Period Ends: March 20, 2020 Notification of Participant Selection Decisions: March 31, 2020 For more information, visit https://nflrc.hawaii.edu/events/view/127/

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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.

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