Title Format Sponsor
Intercultural Pragmatic Interactional Competence (IPIC) Assessment
Web

Description

A national emphasis on high-stakes testing has fueled the development and expansion of proficiency assessments. IPIC adds to this repertoire through the creation of a validated assessment to evaluate students’ intercultural, pragmatic, and interactional competence in multilingual interactions. Utilizing digital simulations, the assessment guides students though three scenarios with varying power and social distance factors to generate a learner profile based on four dimensions critical to competence in this area: knowledge, analytical abilities, subjectivity, and awareness. The three scenarios entail a peer-to-peer interaction, a service encounter between strangers, and a teacher-student or boss-employee interaction. The simulation allows for an individualized experience validated across learners, examines a set of macro-level skills used to interface with other linguistic abilities, and provides a context adept at considering language variation. Using this assessment, IPIC will aid educators in evaluating students’ ability to navigate multilingual interactions. IPIC is a partnership with the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown University.

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Bridging Project
Web

Description

Encouraging students with high levels of proficiency, especially those who graduate from immersion programs and heritage students, to continue language study has become increasingly more challenging. Attrition rates of these advanced-level students across the country continue to rise. The Bridging Project creates meaningful learning experiences to help motivate high school students with high levels of proficiency to continue studying language. Students work in teams to create a place-based, mobile experience for members of their local community using the target language. Each project is themed around engagement in a relevant content area such as sustainability, water rights, and global business. Each team has the option of submitting their project to a scholarship competition.

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Ecopod
Mobile & Tablets

Description

Helping students make the connection between their language study and their daily lives can increase both their motivation and their proficiency. Ecopod expands the language classroom and brings languages to students living in the University of Oregon Global Scholars Hall. Students enroll in a yearlong course to explore being multilingual in a local, national, and international context. Through the course, students play a place-based, augmented reality game in which they are responsible for the health of their residence hall, also known as a pod. They engage in modules requiring them to use both language and content expertise to solve problems, find collaborators, and build community. For example, students work together to select proper resources to survive a pandemic, collaborate to save a region’s population from genocide, and ensure maximum sustainability in their community. Students also develop their own module in the target language to build proficiency through the creation of text, narrative, and tasks for others.

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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.

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