Title Format Sponsor
Immersion Conference 2016: Plenary Videos
Web

Description

See videos of the conference plenaries from the 6th International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts held October 20-22, 2016 in Minneapolis.

Resource Link
Teleplaza
Web

Description

Teleplaza facilitates telecollaborative connections among heritage Spanish and Latino Studies courses at the college level within the United States. You can use Teleplaza to find a project posted by another school, or to post your own project. Teleplaza projects can be integrated into language or content courses to support a variety of learning goals, such as development of proficiency, development of literacy, and exploration of specific content. Projects may range from short collaborations to semester-long partnerships. Instructors can select different modalities for communication for their projects (i.e., synchronous, asynchronous). By partnering with a heritage Spanish or Latino Studies course at a different college, instructors create a learning environment where communities with different experiences learn together and from each other. For example, in its pilot projects Teleplaza connected Latino students attending a community college on the East Coast with a heritage Spanish class at a private, 4-year school on the West Coast to discuss interpretations of the “American Dream” in the context of issues of unequal access to education. Another pilot connected Latino students of Caribbean descent with Latino students of Mexican descent, who together explored issues of language and identity.

Resource Link
Pragmatics & interaction: Vol. 4. Interactional competence in Japanese as an additional language
Print

Description

In the research literature on interactional competence in talk among second language speakers and their coparticipants, this volume of Pragmatics & Interaction is the first to focus on interaction in Japanese. The chapters examine the use and development of interactional practices in a wide range of social settings, from everyday talk among friends to service encounters, workplace interaction, and a rakugo performance to various activities in Japanese language classrooms and oral language assessment. Conducted from the shared perspective of conversation analysis, the studies show in detail how the activities are accomplished through the generic methods of interactional organization, multimodal practices, and the specific linguistic resources of Japanese.

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Upcoming Events
Dec
2019
4
Arizona
Workshop
Webinar: Learn to Teach with Social Networks- A Practical Guide for Intercultural Competence

Margherita Berti (University of Arizona) will present “Learn to Teach with Social Networks: A Practical Guide for Intercultural Competence” This webinar will illustrate how social networks, such as Facebook, Instagram, and Twitter, can be utilized in language courses to foster intercultural competence. Pedagogical applications and practical suggestions will be provided for using social networks and authentic social media with beginner and intermediate language learners. Participants will receive a teacher’s guide e-book, access to an online training site, and video tutorials to begin using social networks with their own students the very next day! Margherita Berti is a doctoral student in Second Language Acquisition and Teaching (SLAT) at the University of Arizona and holds a master’s degree in Linguistics/TESL from Indiana State University. Her research specialization resides at the intersection of intercultural competence, educational technology, and curriculum and L2 content development.

Event Link
Jan
2020
23 - 26
Arizona
Conference
2020 International Conference on the Development and Assessment of Intercultural Competence

Seventh International Conference on the Development and Assessment of Intercultural Competence. Internationalizing the Curriculum: The Role of Intercultural Competence on January 23-26, 2020, in Tucson, Arizona, and online. Invited Presentations: Adriana Diaz (University of Queensland – Australia) Marianne Larsen (Western University – Canada) Sharon Stein (University of British Columbia – Canada) This biennial event brings together researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices, and to foster meaningful professional dialog on issues related to the development and assessment of Intercultural Competence, especially in a foreign or second language. The 2020 ICC conference will take stock of current models for internationalizing curricula as well as the genealogies of these discussions. The organizers are interested in accounts of best practices as well as critical examinations of current trends and conceptual think pieces around what it might mean to internationalize higher education. Proposal submission deadline: May 31, 2019

Event Link
Mar
2020
25
Arizona
Conference
University of Arizona Language Fair

In Spring 2020, the Center for Educational Resources in Culture, Language and Literacy (CERCLL) launched the UA Language Fair, an event designed to raise the visibility of the wide range of languages that students study at The University of Arizona. The event was open to all students, faculty/staff, and visitors to campus. Departments, programs, and UA student clubs representing the languages and cultures taught at UA showcased the languages taught in their departments and spoken in their communities. Participants enjoyed free food, games and other activities that celebrate the benefits and opportunities that come from communicating in another language. In 2019, the following languages were represented: American Sign Language Ancient Greek Arabic Chinese English as a Foreign Language French German Hebrew Italian Japanese Kazakh Korean Latin Navajo Persian Portuguese Russian Spanish Tohono O’odham Turkish With representatives from the following programs on hand, to share information about their offerings as well: Critical Languages Program Foreign Language and Area Studies (FLAS) scholarships for language study Global Studies Program UA Study Abroad Current students in language programs joined in the fun, and new ones were recruited for Fall classes!

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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.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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