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This project addresses the outdated and ethnocentric cultural perspectives in the lists of exemplars of text complexity used in the Common Core State Standards (CCSS), lists which are often used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
Oct
2019
25 - 26
Pennsylvania
Presentation
CALPER Materials and Resources

CALPER is co-sponsoring this year's 100th conference of the Pennsylvania State Modern Language Association (PSMLA). Please come visit us in the exhibit area and see our new materials and resources.

Event Link
Nov
2019
13
Texas
Workshop
OER Hangout: Joining a teaching community

In this discussion-based webinar, you will have the chance to talk with three educators who manage or are involved with teacher professional learning communities: Meredith White (#langchat), Oscar Joya (COERLL's Heritage Spanish community), and Una Daly (Community College Consortium for OER). There will be 20 minutes of presentation time where you will hear about how their communities started and evolved, how people communicate and collaborate within the community, and how you can get involved in these communities or start your own. The rest of the hour is for you to ask questions, talk to presenters, and share information about your own communities.

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Nov
2019
16
Arizona
Workshop
LaTeS: Genre Matters in Contextualized World Language

Genre Matters in Contextualized World Language Learning Francis John Troyan (Ohio State University) This workshop introduces participants to a genre theory and pedagogy that views spoken and written texts as genres that can be made visible and systematically taught to students. Participants will learn how to integrate genre into a backward design approach for the assessment and instruction of language that is centered on the development of the learner’s ability to communicate in written and spoken genres. Francis John Troyan, Assistant Professor of World Language Education at The Ohio State University, specializes in world language teacher development, genre and functional linguistics in K-12 world language education, and teacher practices in dual language immersion education. —————————— CERCLL’s biannual Language Teacher Symposium (LaTeS) is a professional development opportunity geared towards K12 educators. Registration is free. A certificate for Arizona Continuing Education is provided.

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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
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  • 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.
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