Title Format Sponsor
An Interactive Digital Reader and Grammar for Elementary Tamil
Web

Description

The current project comprises the first of four phases envisioned in creating a comprehensive and interactive digital reader and grammar for Tamil learning. The fist phase is an interactive reader and grammar for Elementary Tamil to be delivered in three media namely Web, CD ROM (with Windows software), and Printed Book. The second, third and fourth phase of this project will develop similar materials for intermediate, advanced and superior levels of Tamil. The CD ROM and Web formats will be enhanced with interactive multimedia components including audio, video, pictures and interactive exercises. Overall, a multimedia enhanced instructional material will be targeted to provide students an opportunity for "learning by doing" by implementing the feature of interactivity as much as possible. The web materials will be developed in such a way that an online interaction among the Tamil students from other institutions is carried out in a collaborative manner. The CD ROM medium will be sought for the use of audio and video materials more effectively than the web medium, which would require high bandwidth to deliver them.

Resource Link
Rehabilitation of Hindi Video Materials, Volume 1
Web

Description

This project rehabilitated selected Hindi video materials listed on the priority list formulated by the teachers of Hindi at the Hindi & Urdu workshop organized by SALRC in January, 2003. We restored and enhanced the quality and pedagogic utility of the following widely used Hindi materials by converting them into digital format and adding new exercises (including pre and post activities) and multimedia learning tools. These preserved and enhanced the quality of fading video materials. Also, it enhanced their pedagogic value because students can now interact with the materials in a fashion suitable to their learning styles. Moreover, they will be able to move at their own pace and use them from any location. Although, the main objective of the selected materials is to develop speaking and listening skills, they will enhance reading and writing skills also. Students now have the opportunity to read the Hindi transcriptions and some of the tasks would require them to write in Hindi. For easy distribution, finished materials will be made available on CD-ROM (PC format) and Web formats.

Resource Link
Rehabilitation of Hindi Video Materials, Volume 2
Web

Description

This project rehabilitated selected Hindi video materials listed on the priority list formulated by the teachers of Hindi at the Hindi & Urdu workshop organized by SALRC in January, 2003. We restored and enhanced the quality and pedagogic utility of the following widely used Hindi materials by converting them into digital format and adding new exercises (including pre and post activities) and multimedia learning tools. These preserved and enhanced the quality of fading video materials. Also, it enhanced their pedagogic value because students can now interact with the materials in a fashion suitable to their learning styles. Moreover, they will be able to move at their own pace and use them from any location. Although, the main objective of the selected materials is to develop speaking and listening skills, they will enhance reading and writing skills also. Students now have the opportunity to read the Hindi transcriptions and some of the tasks would require them to write in Hindi. For easy distribution, finished materials will be made available on CD-ROM (PC format) and Web formats.

Resource Link
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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)

Event Link
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.

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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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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