Title Format Sponsor
Virtual and Augmented Reality Language Training (VAuLT)
Mobile & Tablets


VAuLT applies AR and VR technology to language learning, situating learners in immersive environments so they can gain the language skills they need in their careers. Learners select a module that matches the second language they are studying and their professional domain. Each module contains vocabulary, grammar, and communication strategies. Most importantly, they include a focus on how to navigate real-life communication, build rapport with others, and interpret meaning.

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Language OER Network


The Language OER Network (LOERN) showcases the work of open educators in the field of language learning and teaching.

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Intercultural Communicative Competence in Educational Exchange: A Multinational Perspective


This publication is a result of a project called Intercultural Communicative Competence: A Multinational Perspective. This project is a research effort involving eight countries and conducted in two distinct phases: I. Exploring and Assessing Intercultural Competence and II. Assessing Intercultural Sojourns: Outcomes and Impact. Both research efforts are projects of the Federation of The Experiment in International Living (Federation EIL), with international headquarters in Brattleboro, Vermont, in the USA. Phase I was a longitudinal study conducted from 2005 to 2006 with funding from the Center for Social Development (CSD), Washington University in St. Louis, Missouri; and Phase II, based on a retrospective design, was conducted from January through October 2015 with funding from the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), University of Arizona, Tucson, Arizona. The entire project is designed as an extended multinational study, utilizing cross-cultural survey methods, with hopes of eventually involving all Federation EIL Member Organizations (MOs) worldwide. The purpose of the Initial Phase Project was to explore and to develop a comprehensive construct of intercultural communicative competence (ICC), first through an extensive search of the intercultural literature, develop an instrument for its assessment based on these findings combined with our own empirical experience and, finally, it investigated intercultural outcomes and impact on participants and their hosts undergoing sojourns during international, intercultural exchange programs. The Initial Phase involved three MOs: Great Britain, Ecuador, and Switzerland. The Follow-on Phase extended the study to include five additional MOs to our research efforts – – Brazil, Germany, Ireland, Japan, and the USA. Once again, the project involved MOs in a learning process with the potential to: 1) further their efforts in several areas, 2) improve understanding of and further Federation EIL’s goals and modus operandi, 3) strengthen their ability to improve delivery of their international, intercultural educational programs, and 4) enhance the development of the ICC of future participants and possibly of hosts as well. Both studies were conducted through use of survey questionnaires followed by individual telephone interviews, collecting and combining both quantitative and qualitative data on both sojourners and hosts. Analysis of the data provided important findings regarding not only each cultural group (the particularist aspect) but also aspects that all groups shared in common (the universalist aspect). Finally, these efforts contribute important knowledge to the field of international, intercultural education regarding intercultural efforts concerned with the identification, development, and assessment of intercultural communicative competencies and the impact of intercultural experiences on the lives of those engaged in sojourns abroad and their hosts. The publication will be available for purchase through Routledge in July 2018.

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Upcoming Events
23 - 26
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

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Feb - Mar
15 - 6
Call for Papers
undergraduate internship at NASA Johnson Space Center’s Language Education Center (JLEC)

The Duke University Slavic and Eurasian Language Resource Center (SEELRC) is pleased to announce a call for applications for a weeklong internship (June, 2020) through TechTrans International Inc. at the NASA Johnson Space Center’s Language Education Center (JLEC) in Houston, TX. The JLEC teaches Russian to members of the NASA Astronaut Corps who need to acquire a high level of Russian language proficiency in both everyday language and in relevant technical language. We are looking for candidates with backgrounds in Russian language and culture; those with backgrounds in STEM-related fields are especially encouraged to apply. The intern’s activities will include, but not be limited to: • working with the JLEC Russian-language teaching group • gaining experience in a variety of areas specific to the JLEC’s activities • The intern will have the opportunity to: • Observe and, possibly, participate in providing basic and advanced Russian language training for astronauts • Gain experience in the primary areas of the JLEC’s work in preparing American crew members to live and train in Russian The SEELRC/TTI internship provides: • funding for intern’s lodging and some local transportation • access to the JLEC, its staff, and some JLEC students • an overview of TTI as a company that specializes in language services Requirements: • currently enrolled in an undergraduate program pursuing a Russian major or area concentration • minimum of 3.0 cumulative GPA on a 4.0 scale (or equivalent) • indication of career interest in teaching Russian • U.S. Citizen or Permanent Resident • minimum Russian language proficiency level of ILR (1) or CEFR/TRKI B1 • availability to work full-time for one week (40 hours) during June 2020 Application Process and Timeline: • If you are interested in this opportunity, please write to c.lewis@duke.edu by February 15, 2020 • Electronic applications deadline: March 6, 2020 • Finalists will have a 10-20 minute phone interview with the selection committee in both English and Russian (end of March, 2020) • Decision announced by April 15, 2020

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North Carolina
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.

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


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