Title Format Sponsor
Selected Proceedings of the Second Intercultural Competence Conference (2010)
Print

Description

Selected proceedings of the 2010 Second International Conference on the Development and Assessment of Intercultural Competence - Aiming for "The Third Place": Intercultural Competence through Foreign Language Teaching and Learning - organized by CERCLL. Available for download.

Resource Link
PErCOLATE: Topic-based Modules for Preparing the Future FL Professoriate to Teach with a Multiliteracies Approach across the Undergraduate FL Curriculum
Web

Description

The long-standing collegiate FL teacher training paradigm with its short-term focus on methodologies and techniques for teaching lower-level language courses has been viewed–particularly by Language Program Directors (LPDs)–as woefully inadequate for preparing tomorrow’s professoriate to teach in increasingly diverse programmatic contexts. Further, given the 2007 MLA Report calling for a more coherent curriculum in which “language, literature, and culture are taught as a continuous whole” (p. 3), shifts in the content of FL graduate students' professional development as teachers are overdue. As a response to the shortcomings previously noted, this project will develop a set of modules for professional development of teaching assistants (TAs) in several languages that will supplement the model of professional development already in place by adding flexible materials and activities that focus on language teaching at higher levels and provide an alternative structure for professional development in programs where there is either a Language Program Director (LPD) with no applied linguistics background or no LPD at all (the norm in most LCTL language programs). The approach to FL teaching and learning foregrounded in these modules will be based on multiliteracies. Lesson study, a self-directed, collaborative, inquiry-based learning approach will provide a framework to guide FL TAs’ reflective examination of their instructional practices and students’ learning as they work through a module. On this website (work in progress), the authors will be posting modules and related webinars and bibliographies. They will also be announcing workshops and conferences where they will be presenting the project and its outcomes. They will be watching for other related resources on the professional development of foreign language teaching assistants and adjunct instructors and will bring them to the website visitors' attention as they become available.

Resource Link
Games To Teach: Developing Digital Game-Mediated Foreign Language Literacies
Web

Description

Digital games are socio-cultural practices and products, and gaming has become a mainstream, global cultural force. Applied linguists and FL educators have noted that gameplay is mediated by language use and social interaction, thereby also making it a potentially rich context for language acquisition. Off-the-shelf and online digital games are produced by a diversity of countries in a variety of languages. Despite the interest in and availability of these games, ways in which their benefits can be harnessed to enhance FL learning have yet to be fully explored. The primary goal of this blog is to provide FL educators the resources (both material and pedagogical) needed to design, implement, and assess digital game-mediated learning activities that have the potential to develop FL multiliteracies.

Resource Link
3 of 702
Show all
Show free resources only
Show less
Show more
Upcoming Events
Feb
2020
29
North Carolina
Workshop
6th Annual Olympiada of Spoken Russian, Carolinas District

Participants may earn gold, silver, or bronze medals in recognition of their proficiency in Russian conversation, poetry recitation, and Russian civilization at various levels of study. In addition, every third or fourth year outstanding contestants at regional ACTR Olympiada contests have the opportunity to participate in an international Olympiada contest that takes place in Moscow and brings together winners of Russian Olympiada contests from throughout the world to compete for international medals and engage in a rich program of cultural activities.

Event Link
Mar
2020
4
Texas
Presentation
OER Hangout: Stories from teachers who have adopted and adapted OER

6pm CST (4pm PST / 5pm MST / 7pm EST) Presenter(s): Alexandra Gouirand (South Puget Sound Community College) Dawn Michael (Reynoldsburg City Schools) Valérie Morgan (California State University San Bernardino) Open educational resources (OER) are free to access. Open Creative Commons licenses allow teachers to legally make copies, adapt, and share these resources in order to meet the specific needs of their students. Celebrate Open Education Week by attending this discussion-based webinar, where you will have a chance to chat with two instructors who have adopted OER and creatively adapted the content for their language classes. Dawn Michael has been teaching French since 1991, and is currently a high school French teacher in Ohio. She uses the open curriculum Français interactif to teach blended French 1 and 2 courses and creates her own supplements to accompany the resources. Valérie Morgan is a French lecturer. She uses the open curriculum Français interactif to teach Levels 1, 2, and 3 French. To supplement the textbook she uses Google Classroom, Google Tools, Flipgrid, and Padlet. There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists.

Event Link
Mar
2020
12
Texas
Presentation
OER Hangout: Making your language curriculum more inclusive

3:30pm CDT (1:30pm PDT / 2:30pm MDT / 4:30pm EDT) Presenter(s): Kia London Jenniffer Whyte Language students and instructors, and speakers of any given language, come from all different backgrounds and identify with a variety of races, ethnicities, cultures, abilities, genders, sexual orientations, ages, religions, languages, body types, and socio-economic statuses. However, this wide-ranging human experience isn’t always represented in traditional language-learning materials. In this discussion-based webinar, panelists and participants will share ideas for developing classroom activities that include perspectives from a more diverse group of people, especially from populations not traditionally represented in textbooks. Kia London and Jenniffer Whyte will share examples of how they have incorporated Afro-Latino culture into their K-12 Spanish classrooms, but we hope instructors of all languages and levels will join for this universally applicable discussion! There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists.

Event Link
0 - 3 of 9
All LRCs
Previous LRC
Next LRC
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