Title Format Sponsor
Ecopod
Mobile & Tablets

Description

Helping students make the connection between their language study and their daily lives can increase both their motivation and their proficiency. Ecopod expands the language classroom and brings languages to students living in the University of Oregon Global Scholars Hall. Students enroll in a yearlong course to explore being multilingual in a local, national, and international context. Through the course, students play a place-based, augmented reality game in which they are responsible for the health of their residence hall, also known as a pod. They engage in modules requiring them to use both language and content expertise to solve problems, find collaborators, and build community. For example, students work together to select proper resources to survive a pandemic, collaborate to save a region’s population from genocide, and ensure maximum sustainability in their community. Students also develop their own module in the target language to build proficiency through the creation of text, narrative, and tasks for others.

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Intercultural Pragmatic Interactional Competence (IPIC) Assessment
Web

Description

A national emphasis on high-stakes testing has fueled the development and expansion of proficiency assessments. IPIC adds to this repertoire through the creation of a validated assessment to evaluate students’ intercultural, pragmatic, and interactional competence in multilingual interactions. Utilizing digital simulations, the assessment guides students though three scenarios with varying power and social distance factors to generate a learner profile based on four dimensions critical to competence in this area: knowledge, analytical abilities, subjectivity, and awareness. The three scenarios entail a peer-to-peer interaction, a service encounter between strangers, and a teacher-student or boss-employee interaction. The simulation allows for an individualized experience validated across learners, examines a set of macro-level skills used to interface with other linguistic abilities, and provides a context adept at considering language variation. Using this assessment, IPIC will aid educators in evaluating students’ ability to navigate multilingual interactions. IPIC is a partnership with the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown University.

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Place- and Experience-based Database Language Learning (PEBLL)
Web

Description

Helping students make the connection between their language study and their daily lives can increase both their motivation and their proficiency. Place-based programs are an excellent option for helping students identify how language intersects with lives outside of the classroom. PEBLL, a curated database of place-based experiences relevant to language learning, helps educators expand learning to happen outside of the classroom. PEBLL ensures that high-quality projects are easily accessible to language educators from all over the world. Each project included in PEBLL is geo-tagged and categorized by language, level, and content area so that educators can find existing programs and services for immediate classroom use or for adaption to their own local contexts. PEBLL is a joint project between CASLS and the Center for Open Educational Resources and Language Learning (COERLL).

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Upcoming Events
Apr
2020
15
Texas
Workshop
OER Hangout: Searching and Publishing in OER Repositories

12pm CDT (10am PDT / 11am MDT / 1pm EDT) Presenter(s): Melinda Boland (Director, OER Services at ISKME & OER Commons) Kevin Hawkins (Assistant Dean for Scholarly Communication, University of North Texas Libraries) Patricia Mulroy (Supervisor, World of Learning Institute) Anita Young (World Language Instructor & Virtual Learning Specialist World of Learning Institute) 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. OER repositories make it easier to find, evaluate, and share these resources. In this discussion-based webinar, gain tips about how to use OER repositories to find high-quality openly licensed educational resources to use in the language classroom, and to share your own creations with other teachers. 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. Melinda Boland directs development of OER Commons and all partner implementations, including professional learning programs and community building efforts with a team of trainers, project managers, librarians, and designers who together produce all of ISKME's OER products and services. Anita Young and Patricia Mulroy work on a team at the World of Learning Institute at Appalachia Intermediate Unit 8, a program that provides face-to-face world language instruction in a virtual environment for students who cannot access them in their school. They have made the open resources they developed for their Spanish and German courses available for other teachers to use on OER Commons. At the UNT Libraries, Kevin Hawkins and his team help educate members of the UNT community about OER and partner with others on campus to run some programs in support of OER.

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May
2020
18 - 20
Hawaii
Conference
The 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS)

The 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS) The Department of Linguistics at the University of Hawai'i at Manoa invites scholars working on Southeast Asian linguistics to the 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS), May 18-20, 2020, to be held on the campus of the University of Hawai'i at Manoa. Plenary speakers: • Gary Holton, University of Hawai'i at Manoa • Kitima Indambarya, Kasetsart University • Peter Jenks, UC Berkeley • Aldrin Lee, University of the Philippines - Diliman The SEALS Conference will be immediately preceded by the International Symposium on Malay/Indonesian Linguistics (ISMIL) and the International Symposium on the Languages of Java (ISLOJ) on May 14-16, as well as a series of workshops on various topics and a special lecture by Dr. Robert Blust (University of Hawai'i at Manoa) on May 17, 2020. Important Dates: Online Pre-registration: February 04 – April 15, 2020 Online Regular Registration: April 16 – May 12, 2020 For more information about the conference, visit our website at https://sites.google.com/a/hawaii.edu/seaconfs/ Questions? Contact us at seaconfs@hawaii.edu The conference is co-sponsored and co-organized by the National Foreign Language Resource Center.

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Jun
2020
10 - 16
Utah
Institute
2020 Summer Institute: Planning for Project-Based Language Learning (PBLL)

2020 Summer Institute: Planning for Project-Based Language Learning (PBLL) June 10-16, 2020 This Summer Institute is designed for world language educators who have some knowledge of Project-Based Learning (PBL) as well as some practice in generating project ideas. During the Institute, participants will flesh out their ideas for a project design they have already subjected to critique. Applicants must complete the prerequisite NFLRC MOOC (massive open online course) Envisioning Project-Based Language Learning and earn a badge in order to qualify for consideration for the Institute. Participants who fulfill requirements outlined in an associated course syllabus may opt to receive two (2) graduate course credits (tuition fee). DURATION: 5 instructional days (Wed., Th., Fri., Mon., and Tue.) LOCATION: University of Utah, Salt Lake City, UT SPONSORS: Second Language Teaching and Research Center (L2TReC) and National Foreign Language Resource Center (NFLRC) PREREQUISITE: Envisioning Project-Based Language Learning MOOC (https://nflrc.hawaii.edu/events/view/126/) APPLICATION TIMELINE: Envisioning PBLL MOOC Completion Deadline: February 28, 2020 Summer Institute Application Period Opens: March 1, 2020 Summer Institute Application Period Ends: March 20, 2020 Notification of Participant Selection Decisions: March 31, 2020 For more information, visit https://nflrc.hawaii.edu/events/view/127/

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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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