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Korean Wave
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Description

Audiences around the world are now enjoying media products of The Korean Wave, including the wide variety of K-Drama, movies, and K-Pop. K-Dramas are broadcast not only in South Korea, but also in Japan, China, Indonesia, the Philippines, Iran, Kuwait, UAE, all throughout North and South America, and parts of Africa, including Zimbabwe and Ghana. K-Pop music has fan followers from small, rural villages to ultra modern metropolises, literally spanning the globe. The six units in this newest series focus on The Korean Wave. Units 1, 2, and 3 provide a general history and overview of The Korean Wave as well as rich samples of K-Drama excerpts, like scripts and links to video clips, and activities to explore the discourse and compare and contrast cultural practices and products. Units 4, 5, and 6 document the history of K-Pop and provide an overview of this music genre, with a specific focus on two modern idol groups, BUZZ and EXO. Here you’ll find a robust sampling of news releases, fandom blogs, and song lyrics, also with links to selected music videos. The materials contain a variety of activities for students to explore and experience K-Pop song lyrics, fans’ reactions to their favorite groups, and bits of information on behind-the-scenes production and management operations. Like all of the units in our Discourse and Genre series, The Korean Wave units match the goals of the Korean National Standards and are designed for teachers and students to work toward increasing proficiency in the 5Cs, while working with a complex set of discourse-based materials and activities.

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NFLRC 2015 Intensive Summer Institute: Project-Based Language Learning (PBLL) in Action
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This document reports on and evaluates the NFLRC 2015 Intensive Summer Institute: Project-Based Language Learning (PBLL) in Action (ICLDC) held at the University of Hawai‘i, Mānoa, from July 27–31, 2015.

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Tadriis Arabic Teaching Methods
Web

Description

The Tadriis site is a multimedia online Arabic teacher training intended for Arabic teachers in the U.S. and abroad. It covers the latest in K-16 Arabic language pedagogy, including learner centered classrooms, learning strategies, learning outcomes, learning skills, and task-based and project-based instruction. With Tadriis, users can access video samples of teacher-student interactions in Arabic classrooms, pedagogical demonstrations and teaching tips, samples of L2 Arabic language production, a glossary of key teaching terms, and suggestions for further reading. The entire site is presented in Arabic and available as a free online Open Educational Resource.

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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.

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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.

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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.

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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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  • 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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