Title Format Sponsor
Chinese language video lessons for classroom use (text + videos)
Audio-Visual

Description

These fifteen lessons in Mandarin Chinese, comprising a book with instructions for the teacher and student worksheets for photocopying plus two accompanying video cassettes, are designed as supplemental material for students from Novice to Advanced level and may be integrated into existing curricula. The lessons model a performance-based five-stage scheme for lesson development, derived from natural reading/listening behaviors, which can be applied by teachers to other selections from Chinese Language Video Clips for Classroom Use, also available from NFLRC Publications.

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Mari belajar sopan santun Bahasa Indonesia manual (text + 2 videos + website)
Audio-Visual

Description

Filmed on location in East Java, Indonesia, the Mari Belajar Sopan Santun Bahasa Indonesia set consists of two videotapes, a manual, and extended notes on the individual video scenarios. The videos present interactions among Indonesian native speakers and foreign language learners as they engage in tasks and activities of everyday life. The purpose of the videos is to model for foreign language learners how to speak politely in Indonesian by drawing their attention to the ways language is used and the ways it varies according to the social context in which the interaction occurs. The manual accompanying the videos includes the pedagogical background of this project, sample lessons, learning focus, suggested activities, and bibliographies on Indonesian pragmatics and on the teaching of pragmatics in foreign language classrooms. A document containing extended notes on the videotaped scenarios is available at no charge online.

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Communicating in Khmer 1 (text +CD-ROM)
Audio-Visual

Description

Each text plus CD-ROM set contains fifteen lessons representing a second-year Khmer language course taught at the university level. The lessons focus on particular Khmer cultural and social themes and range in difficulty from intermediate to advanced second-year level.

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Upcoming Events
Jun
2019
25 - 27
Maryland
Workshop
PEARLL Summer Institute: Effective Unit Planning

A thematic curriculum allows teachers to create meaningful, real-world contexts for standards-based teaching and learning. By building on learners’ interests and life experiences, their attitudes, skills and knowledge are developed in meaningful ways. What real-world contexts will guide what students will have to know and be able to do by the end of a unit? Participants will explore how the NCSSFL-ACTFL Can-Do Statements provide a focus on performance and language functions which are used to guide the development of thematic units while allowing teachers and learners to monitor and document student growth. Participants will have time to develop a thematic unit and will receive feedback at each stage of the development process. Access to model curricula in multiple languages will be provided.

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Jul
2019
11 - 13
Maryland
Workshop
PEARLL Summer Institute: Facilitating Teacher Effectiveness

Districts and departments who are focused on developing and implementing a performance-based world language curriculum with district-wide assessments will consider how the Teacher Effectiveness for Language Learning (TELL) Framework provides guidance for more effective instruction resulting in accelerated learning for students. This in-depth professional learning opportunity for district and teacher leaders will engage with and create tools that will support the implementation of effective instruction and assessment. Participants will engage in collaborative work centered around a common definition for high-quality world language learning in order to support the professional growth and development of world language teachers. This workshop will be facilitated by Greta Lundgaard, Thomas Sauer and Laura Terrill. (Developed in collaboration with the National Association of District Supervisor of Foreign Languages)

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Jul
2019
22 - 27
North Carolina
Institute
Summer Workshop in Language Pedagogy, Technologies, Research and Proficiency Testing

The Duke Slavic and Eurasian Language Resource Center will host a summer workshop from July 22 to July 24, 2019 on Language Pedagogy, Research & Proficiency Testing, and is pleased to call for papers by interested scholars, graduate students, and professionals on workshop-related topics and that focus on teaching/learning ANY language. There is an additional session devoted exclusively to Russian language proficiency testing training and certification in CEFR proficiency testing from July 25-27, 2019. Workshop topics have included, but are not limited to: • Neuroimaging and multilingualism • Teaching language and culture through film • Language proficiency testing • Specialized language instruction at the advanced and superior levels • The use of technology in the language classroom • Integrating heritage students in the language classroom • Addressing the needs of differently-abled students • Using computer technologies to create pedagogical materials • The role of grammar in proficiency-based instruction • Popular culture and language instruction • Web resources for language teachers Papers on other related topics are most welcome. Presentations should be approximately 30 minutes in length and in English. The workshop will be held on the campus of Duke University in Durham, North Carolina. Modest financial support to defray presenters’ travel expenses may be available. All presenters will be invited to submit their papers for publication in SEELRC’s online peer-reviewed journal Glossos. For further information, please email Michael Newcity at mnewcity@duke.edu Individuals interested in presenting a paper at the workshop should submit an abstract of approximately 200 words to Michael Newcity at mnewcity@duke.edu no later than March 15, 2019. Individuals will be notified whether their papers have been accepted for presentation at the workshop by April 1, 2019.

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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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