Title Format Sponsor
Manchu: A textbook for reading documents (2nd ed.)
Audio-Visual

Description

Manchu: A Textbook for Reading Documents, the first English-language Manchu textbook in more than a century, offers students of Chinese history and comparative literature the means to master documentary Manchu. Since Manchu is the most important Tungusic language and, as such, a vital resource for scholars who work on this language family, the book is also useful for those interested in the various branches of linguistics. The reading selections provided in this volume were chosen to give students an opportunity to become familiar with different types of documents and a variety of handwriting styles. Those interested in studying Manchu as a tool for reading historical documents related to China’s Qing dynasty will find texts, ranging from pre-1644 narratives recording the Manchus’ rise to power to memorials from the late dynastic period. Students of linguistics will find examples of the very earliest Manchu writing as well as samples of contemporary Sibe (Xibo), a language that may be considered a modern version of Manchu and that is still spoken today by about twenty thousand people in Western China. The range of reading samples makes it possible to observe the changes that have taken place in the language since the Manchu script was created four hundred years ago. Notes to the documentary materials in the book explain grammatical forms while exercises following each reading selection help consolidate the knowledge gained as the student progresses. An extensive summary of grammatical points and a vocabulary index at the back of the book spare the user the frustration of having to hunt for hard-to-find dictionaries and grammars. This second edition of Manchu: A Textbook for Reading Documents has benefited from the feedback provided by users of the earlier book. Whereas the overall structure of the text remains the same, the first reading selection has a new format, designed to ease the student’s initial exposure to the language. Many other less noticeable yet important changes and corrections have been made throughout the volume. Most significantly, this edition provides audio recordings to go along with the initial Manchu selections, a feature especially useful for those who study the language without access to a teacher.

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Young learner development with co-learning adults
Audio-Visual

Description

If we just depend on occasional lessons in schools, we are not realizing the potential of our everyday learning environments for allowing young learners to learn not only foreign languages but also “learning how to learn.” Parents and regular primary school teachers can help young learners learn and reinforce occasional lessons from language informants. When primary school teachers and parents model good learning strategies, they teach more valuable simply the language, they model “learning how to learn.” Includes .pdf handout.

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Agency and student voice
Audio-Visual

Description

In this video, Dr. Murphey explains how listening to what students say works and doesn't work in their own second-language education can be of great value not only to educators, but also to students themselves. Featured is an engaging YouTube video of Japanese learners of English delivering a “wish-list” of more student involvement in an improved Japanese educational system. Includes .pdf handout.

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Upcoming Events
Mar
2019
20
Arizona
Presentation
University of Arizona Language Fair

This March, the Center for Educational Resources in Culture, Language and Literacy will launch the UA Language Fair, an event designed to raise the visibility of the wide range of languages that students study at The University of Arizona. The event is open to all students, faculty/staff, and visitors to campus. Departments, programs, and UA student clubs representing the languages and cultures taught at UA can register for table space (3-6 feet of space per registration) at which they will showcase the languages taught in their departments and spoken in their communities. CERCLL is also sponsoring small grants (up to $150) to support the purchase of materials for activities or small treats for distribution at these tables. Registration for this event–and the application for funding–will be open on February 15. The deadline to register and apply for funding is March 8, 2019. During the registration process, respondents will be asked to provide the following information: name, department and contact information for the person submitting the application; department / program / organization represented; amount of table space requested (tables are 6 feet in length; registrants can request a half or a whole table, or in the case of a department representing more than one language, they can request multiple tables); business manager name and contact information; a description of the table(s) that will be displayed (maximum 300 words), including language(s) and world regions to be represented, and activities planned; and an itemized budget for any application for funding. Questions? Contact CERCLL at cercll@email.arizona.edu, or (520) 626-8071.

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Apr
2019
6
Arizona
Workshop
LaTeS Workshop: Strengthening your Core: Practices to Support Students’ Language Development

Language Teacher Symposium (LaTeS) Spring 2019 Strengthening your Core: Practices to Support Students’ Language Development Presented by Kristin Davin (University of North Carolina at Charlotte; Department of Middle, Secondary and K12 Education) The American Council on the Teaching of Foreign Languages (ACTFL) designated six core practices that are critical for effective language teaching because they support students’ language development and occur frequently in instruction across contexts. These practices include: Facilitating target language comprehensibility, Guiding learners through interpreting authentic resources, Designing oral interpersonal communication tasks, Planning with backward design model, Teaching grammar as a concept and use in context, and Providing appropriate oral feedback. In this workshop, participants will explore these six core practices and the research base of each one. They will dive deeply into two of these practices, Guiding learners through interpreting authentic resources and Designing oral interpersonal communication tasks. Participants will engage in activities that foster their understanding of how to choose appropriate authentic texts and ways to check students’ understanding of those texts. They will also develop and share oral interpersonal communication tasks that foster spontaneous communication and negotiation of meaning. Participants will leave this workshop with a variety of interpretive and interpersonal communication tasks that they can immediately carry out in their classrooms. A certificate for 6 hours of Arizona Continuing Education will be provided to attendees. Saturday April 6, 2019, 9.a.m. to 4 p.m. Location: University of Arizona campus The event is free to attend (including lunch), but registration is required.

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Apr
2019
13
Georgia
Workshop
Weapons of Mass Instruction: Making the Most of Planning, Routines, and Structure

Participants will be charged to reflect on the structure, routines, and high-leverage habits that make their class a memorable experience for students rather than just memorized content. In the context of large, diverse classes, the presenter will share the ACTFL Six Core Practice hacks that make can-do and proficiency-based language teaching enjoyable and effective. Participants will receive all files used and then, in turn, create their own versions to fit their own beginning 2019-20 units to start the school year refreshed and excited.

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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.

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