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Korean Wave
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Description

Audiences around the world are now enjoying media products of The Korean Wave, including the wide variety of K-Drama, movies, and K-Pop. K-Dramas are broadcast not only in South Korea, but also in Japan, China, Indonesia, the Philippines, Iran, Kuwait, UAE, all throughout North and South America, and parts of Africa, including Zimbabwe and Ghana. K-Pop music has fan followers from small, rural villages to ultra modern metropolises, literally spanning the globe. The six units in this newest series focus on The Korean Wave. Units 1, 2, and 3 provide a general history and overview of The Korean Wave as well as rich samples of K-Drama excerpts, like scripts and links to video clips, and activities to explore the discourse and compare and contrast cultural practices and products. Units 4, 5, and 6 document the history of K-Pop and provide an overview of this music genre, with a specific focus on two modern idol groups, BUZZ and EXO. Here you’ll find a robust sampling of news releases, fandom blogs, and song lyrics, also with links to selected music videos. The materials contain a variety of activities for students to explore and experience K-Pop song lyrics, fans’ reactions to their favorite groups, and bits of information on behind-the-scenes production and management operations. Like all of the units in our Discourse and Genre series, The Korean Wave units match the goals of the Korean National Standards and are designed for teachers and students to work toward increasing proficiency in the 5Cs, while working with a complex set of discourse-based materials and activities.

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Understanding Teachers of Heritage and Domestic Language Learners
Audio-Visual

Description

Understanding Teachers of Heritage and Domestic Language Learners combines case-based learning with multimedia technology. It is organized around five conceptual strands: <br> Teachers as Learners of Languages <br> Beliefs about Language Learning <br> Challenges of Teaching LCTLs <br> Perception of Heritage and Domestic Students <br> Explorations <br><br> The resource provides a window into actual language classrooms, showcasing the complexities of addressing the needs of both heritage and domestic learners in the same language classroom.

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Teaching Heritage and Domestic Language Learners
Audio-Visual

Description

This resource combines case-based learning with multimedia technology. It is organized around five conceptual strands: <br> *Teacher's Voice<br> *Students' Voices<br> *Instructional Challenges<br> *Instructional Strategies<br> *Explorations <br><br> The resource provides a window into actual language classrooms, showcasing the complexities of addressing the needs of both heritage and domestic learners in the same language course. <br> The development of this resource was motivated by addressing two significant needs unique to teachers who teach both heritage and domestic language learners in college/university less-commonly-taught language (LCTL) classrooms: (a) to understand the pedagogical challenges for a teacher in such learning environments; and (b) to use this understanding to create effectual learning communities in those classrooms.

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Upcoming Events
Jun
2019
3
Texas
Workshop
OER Hangout - Impact of OER on teaching practices

Join us to hear how engagement with OER and/or OEP influenced the teaching practices of four language instructors. There will be a 25 minute presentation segement, and the rest of the time will be for questions and discussion. Information about presenters and their work: Sonia Balasch worked with a team of colleagues to create Español y cultura en perspectiva: A collection of nine critical-thinking thematic lessons composed of Spanish language readings and communicative activities for intermediate-level students of Spanish. Margherita Berti created Italian Open Education, a website that offers a collection of openly-licensed and free-to-use 360-degree virtual reality videos for Italian learners and teachers. Julianne Hammink is working with the Center for ESL at the University of Arizona to develop instructional materials for ESL and Academic Pathways programs. These materials are developed from Open Educational Resources. They are finishing the first year of the project, and many of our instructional materials are now in use. David Thompson completed a series of problem-based learning units for advanced students of Spanish available to instructors online as OER to use or modify. The purpose of the units is to provide advanced students of Spanish a series of compelling problems from Spanish culture and society to solve collaboratively in small teams.

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Jun
2019
5 - 12
Hawaii
Presentation
2019 NFLRC Webinars: Harnessing High-Leverage Teaching Practices (HLTPs) in Project-Based Language Learning (PBLL)

In our two-part NFLRC Webinars titled Harnessing HLTPs in PBLL, we will explore the question “What HLTP concepts would help me design, develop, and implement PBLL experiences more effectively?” In order to get maximum benefit from the two webinars, we recommend that you 1) familiarize yourself with the six High-Leverage Teaching Practices (HLTPs) beforehand and 2) have experience with Project-Based Language Learning (PBLL). This, however, is not a requirement, and any participant with interest in both is welcome to attend. NOTE: These webinars will be recorded and made available at a later date. Webinar 1: Wednesday, June 5 (PBLL & HLTPs #1-3) Host: Nicole Naditz Guests: Adam Ross & Rachel Mamiya Hernandez Webinar 2: Wednesday, June 12 (PBLL & HLTPs #4-6) Host: Nicole Naditz Guests: Megan Ferry & Laura Sexton Session times (two 90-minute live webinars) 2pm Hawai‘i | 5pm PST | 6pm MST | 7pm CST | 8pm EST Cost Free To register, visit our webpage: https://nflrc.hawaii.edu/events/view/121/. Registration deadline June 4, 2019.

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Jun
2019
10 - 11
Texas
Workshop
Spanish Heritage Language Workshop

This is a workshop for Spanish teachers of heritage speaking high school and university level students. We will post more information about this workshop as we continue to organize it. Sign up for COERLL's newsletter to receive updates: https://goo.gl/5zPVze.

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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:
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  • Outreach and dissemination

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

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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.
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