Title Format Sponsor
Present Communities of Imagination (PCOIz)
Audio-Visual

Description

Using group dynamics as an umbrella term for overlapping literatures on community, cooperative, and collaborative practices, I introduce the concept of PCOIz which might help teachers to better conceptualize their classes and the time-frame influences on their students. I position PCOIz as complementary to but different from communities of practice and imagined communities, and in some ways overlapping, with an emphasis on imagining and re-imagining. We look at how teachers can systematically organize activities to look at students’ pasts, presents, and futures. I also present several mixed method studies done in Japan which indicate that PCOIz, when well developed, can nurture the aspirations, resilience, learning strategies, beliefs, motivations, and possible selves of its members through critical dialogue and collaboration.

Resource Link
Sámi Culture
Web

Description

A comprehensive introduction to the Sámi culture and history of Finland.

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Modern Persian Textbook Series: Intermediate
Print

Description

The political and educational climate of the world in the year 2010 speaks most clearly to the extreme need to develop instructional materials in Persian (aka Farsi), the official language of Iran, Afghanistan and Tajikistan and is also spoken in other communities in Central Asia. Despite the growing popularity of Persian courses on American campuses, the instructional materials currently available are either dated or unsuitable for English-speaking second language learners. This publication introduces two volumes from a series of six, designed to teach Persian to college students or independent learners (the first two volumes, at the introductory level, were published by the Yale University Press in 2005, and the last two, at the advanced level, are currently in progress and will be published by CERCLL). These textbooks will assist FL teachers of Persian in teaching students to read, write, listen and speak at the intermediate level and provide a foundation for an increased understanding of colloquial Persian. The textbooks teach both spoken and written formats and provide students with information about aspects of Iranian culture so that the language and culture are connected. The Intermediate Texts (Volumes I and II) offer extended vocabulary, grammar, and essays on aspects of Iranian culture. They expose learners to an extended vocabulary and grammatical range in both spoken and written formats, while teaching all levels of formality and informality. Both volumes are available for purchase.

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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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