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Pathways V. 02 Chinese Pedagogy An Emerging Field
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Contents: CH. 1 Toward a Communicative Model for Teaching and Learning Chinese as a Foreign Language: Exploring Some New Possibilities CH. 2 Reinventing Language Fields: The Chinese Case CH. 3 Tonal Distinction Errors by Beginning Chinese Language Students: A Comparative Study of American English and Japanese Native Speaker CH. 4 Exploiting Background Knowledge in the Development of Chinese Pedagogical Reading Materials CH. 5 Acquisition of Modal Particles in Chinese Second Language Learners CH. 6 Class Plan for Teaching Chinese as a Functional Language CH. 7 Starting a Secondary School Chinese Program CH. 8 Designing an Intensive Chinese Curriculum CH. 9 Citizens of a Global Village: Information Technology and Chinese Language Instruction--A Search for Standards CH. 10 A Review of Some Computer-Assisted Language Learning (CALL) Software for Chinese CH. 11 Linguistically Accurate and Culturally Appropriate: The Use of Authentic Video in Chinese Language Instruction

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

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Pathways V. 07 Advances in Japanese Pedagogy
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Details: Essays designed to support informed classroom and curricular decisions. Dispels some of the misunderstandings about Japanese language instruction and introduces the intellectual inquires we are making in the field. Contents: Ch.1 Development of Kanji Knowledge Among Adult JFL Learners. Ch.2 Subvocalization in Reading Kanji: Can Japanese Text Be Comprehended Without It? Ch.3 Developmental Sequences. Ch.4 Japanese Second Language Acquisition in the Classroom. Ch.5 Reading as Socio-Cultural Performance. Ch.6 Can a Computer Tutor Detect Problems with Linked Sentences? Ch.7 The Logic of Japanese Language Practice. Ch.8 Automaticity and Its Implications for JFL Pedagogy. Ch.9 Japanese for Special Purposes: Teaching Japanese to Engineers and Scientists. Ch.10 Pedagogic Implications of Standards-based Education. Ch.11 The First Framework: Getting Down to Basics.

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Upcoming Events
Oct
2018
14 - 19
Arizona
Symposium
L2DL - Participation, Equity and Inclusion: L2 Digital Literacies (L2DL) Symposium

Participation, a long-standing assessment category on language syllabi, has found a new conceptual life over the last few decades as digital literacies practices have become a part of everyday life and learning. This symposium aims to contribute to discussions of the role of digital literacies in second language learning and teaching and biliteracy development, by considering the ways in which technologically-mediated communication can enable new forms of participation and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of legitimacy and symbolic power. This is the third event in a biennial series that examines various roles of digital literacies in language learning; presentations and resources from the 2014 and 2016 symposia can be found on the website and CERCLL's YouTube channel.

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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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