Title Format Sponsor
Tá Falado
Web

Description

Tá Falado includes 46 podcast lessons on the pronunciation and grammar of Portuguese, specifically designed to help those who already speak Spanish. The lessons are built around Portuguese dialogs that are repeated in Spanish, providing a direct comparison of the two languages. All lessons include downloadable PDF files with the transcripts and notes, mp3 audio files, and blog discussions. Additionally all of the dialogs present cultural scenarios that illustrate differences between North American and Brazilian culture.

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Persian Teaching Resources
Web

Description

Persian Teaching Resources produced in the Department of Middle Eastern Studies by the College of Liberal Arts ITS of the University of Texas at Austin. Sixteen units include audio files and videos to learn to pronounce and write Persian vocabulary.

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Persian Catch Up@the Café
Web

Description

PERSIAN Catch Up@the Café is designed to help a student practice Persian language reading and listening comprehension. It’s intended for English speaking intermediate Persian learners to brush up on their language skills before moving on to an advanced course: i.e., some existing Persian is required. It is an Open Educational Resource from the ROTC Language Culture Project and the Department of Middle Eastern Studies of the University of Texas.

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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.

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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  • Outreach and dissemination

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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.
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