Title Format Sponsor
Interpreting the Forms czyta and czytaj in the Polish Conjugational System
Audio-Visual

Description

A discussion of how to derive the Polish forms czyta and czytaj, using the Jakobsonian one-stem verb system. Since the forms both appear to have the same stem (czytaj-) and ending (zero), linguists have struggled with the derivation of the two separate forms. The proposed solution is to treat imperatives as having both an internal and external word-final boundary, as evidence by devoicing phenomena. This boundary conditions the different forms in question.

Resource Link
The Enigma of the Polish form król and Jakobson’s Explanation of Slavic *tort forms
Audio-Visual

Description

Discusses the problematic issue of length reflexes in the o vowel of Polish *tort forms. Jakobson had assumed that the vowel o was a generalization of shortness, but this cannot explain the form król. Andersen’s theory of the relative chronology of short a > o is presented, along with a new proposal for a variable treatment of long o either as a single segment or a sequence of two shorts, accounting for the different *tort reflexes in Lekhitic-Sorbian and East Slavic.

Resource Link
Jakobson’s Remarks on the Evolution of Russian and the Slavic Languages
Audio-Visual

Description

Analyzes the methodology of Jakobson’s pioneering 1929 book on historical linguistics. Introduces Jakobson’s principles of compatible and incompatible features (such as tonal accent, intensity accent, and vowel quantity). The paper then presents the historical implications of incompatible feature coexistence, resulting from phonological change, as exemplified by the various Slavic language zones after the loss of final jer vowels.

Resource Link
3 of 692
Show all
Show free resources only
Show less
Show more
Upcoming Events
Oct
2019
25 - 26
Pennsylvania
Presentation
CALPER Materials and Resources

CALPER is co-sponsoring this year's 100th conference of the Pennsylvania State Modern Language Association (PSMLA). Please come visit us in the exhibit area and see our new materials and resources.

Event Link
Nov
2019
13
Texas
Workshop
OER Hangout: Joining a teaching community

In this discussion-based webinar, you will have the chance to talk with three educators who manage or are involved with teacher professional learning communities: Meredith White (#langchat), Oscar Joya (COERLL's Heritage Spanish community), and Una Daly (Community College Consortium for OER). There will be 20 minutes of presentation time where you will hear about how their communities started and evolved, how people communicate and collaborate within the community, and how you can get involved in these communities or start your own. The rest of the hour is for you to ask questions, talk to presenters, and share information about your own communities.

Event Link
Nov
2019
16
Arizona
Workshop
LaTeS: Genre Matters in Contextualized World Language

Genre Matters in Contextualized World Language Learning Francis John Troyan (Ohio State University) This workshop introduces participants to a genre theory and pedagogy that views spoken and written texts as genres that can be made visible and systematically taught to students. Participants will learn how to integrate genre into a backward design approach for the assessment and instruction of language that is centered on the development of the learner’s ability to communicate in written and spoken genres. Francis John Troyan, Assistant Professor of World Language Education at The Ohio State University, specializes in world language teacher development, genre and functional linguistics in K-12 world language education, and teacher practices in dual language immersion education. —————————— CERCLL’s biannual Language Teacher Symposium (LaTeS) is a professional development opportunity geared towards K12 educators. Registration is free. A certificate for Arizona Continuing Education is provided.

Event Link
0 - 3 of 5
All LRCs
Previous LRC
Next LRC
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:
  • Research
  • Teaching materials
  • 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.
© Title VI Language Resource Centers