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Explicit and incidental instruction and learner awareness
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Explicit instruction can facilitate learner awareness of the surface features of a language, but does not guarantee it. Similarly, learners in an incidental learning condition are not necessarily unaware. This study investigated the development of awareness, among Japanese ESL learners, of rules of thumb for the use of zero and definite articles with place names under an explicit instruction condition, in which learners were given the rules plus examples, and an incidental instruction condition, in which learners responded to sentences containing examples. All instruction was computerized. Instruction was given in English and was followed by a twenty-question debriefing interview conducted in the learners' L1 in order to assess their awareness. The findings show that awareness could develop under either condition, but that the explicit condition was much more facilitative. The study also found a very strong relationship between awareness and improved learner performance.

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Computer-mediated communication in foreign language education: An annotated bibliography
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This literature review is designed to be an online resource to aid teachers and researchers seeking information on computer technology and its applications in second language teaching. It consists primarily of journal article summaries, along with a limited number of book summaries. The works covered deal not only with technology in second language pedagogy, but also with a variety of relevant communications and linguistic concerns.

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Checklist: Evaluative criteria for computer-delivered language learning systems
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Description

The Multimedia Language Learning Software website was developed as a follow-up to the 1998 Invitational Symposium on Assessing and Advancing Technology Option in Language Learning. The goal of the Symposium was to develop a database of multimedia language learning programs. The project also resulted in the development of comprehensive criteria for evaluating computer-delivered multimedia language learning systems, available in this downloadable pdf document.

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Jan
2020
23 - 26
Arizona
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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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2020
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Texas
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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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2020
29
North Carolina
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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.

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