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Language Learning & Technology
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Description

Language Learning & Technology is a refereed journal that began publication in July 1997. This publication is a joint effort of CLEAR and the University of Hawai'i's National Foreign Language Resource Center. The journal seeks to disseminate research to foreign and second language educators in the U.S. and around the world on issues related to technology and language education, and is published online three times a year.

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Instructional Guide for Use in Small Classes: African Languages
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The free downloadable Instructional Guide for African Languages is written for teachers of any African language. It acts as support material for tutors who are native speakers of African languages who may or may not have a language teaching background. The Guide can also be helpful to experienced language teachers. The Guide begins with an overview of strategies for creating a language course (i.e., establishing goals, using the L2, and finding and using materials). Following the general information, The Guide offers three different groupings of lesson plans: basic language-learning lesson plans for beginners, task-based lessons for intermediate learners, and cultural-based modules for advanced learners. Finally, The Guide concludes with some ideas for integrating structure into a communicative-based classroom with sections on teaching vocabulary, integrating grammar, and understanding the sound system. The accompanying video is intended for use as a training tool for new language teachers who may not be familiar with the language teaching activities found in The Guide. The video depicts three types of language learning activities: information gap activities, role-plays, and text-based lessons. It also discusses topics such maximizing the use of the target language and implementing appropriate error correction.

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Instructional Guide for Use in Small Classes: Thai
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Description

This free downloadable Instructional Guide is written for native speakers of Thai who are teaching Thai in either a classroom or a tutorial setting. Like the African Language Instructional Guide, the Thai Guide begins with an overview of strategies for creating a language course (i.e., establishing goals, using the L2, and finding and using materials). Following the general information, The Guide offers three different groupings of lesson plans: basic language-learning lesson plans for beginners, task-based lessons for intermediate learners, and cultural-based modules for advanced learners. Finally, The Guide concludes with some ideas for integrating structure into a communicative-based classroom with sections on teaching vocabulary, integrating grammar, and understanding the sound system.

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Upcoming Events
Feb
2020
29
North Carolina
Workshop
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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Mar
2020
4
Texas
Presentation
OER Hangout: Stories from teachers who have adopted and adapted OER

6pm CST (4pm PST / 5pm MST / 7pm EST) Presenter(s): Alexandra Gouirand (South Puget Sound Community College) Dawn Michael (Reynoldsburg City Schools) Valérie Morgan (California State University San Bernardino) Open educational resources (OER) are free to access. Open Creative Commons licenses allow teachers to legally make copies, adapt, and share these resources in order to meet the specific needs of their students. Celebrate Open Education Week by attending this discussion-based webinar, where you will have a chance to chat with two instructors who have adopted OER and creatively adapted the content for their language classes. Dawn Michael has been teaching French since 1991, and is currently a high school French teacher in Ohio. She uses the open curriculum Français interactif to teach blended French 1 and 2 courses and creates her own supplements to accompany the resources. Valérie Morgan is a French lecturer. She uses the open curriculum Français interactif to teach Levels 1, 2, and 3 French. To supplement the textbook she uses Google Classroom, Google Tools, Flipgrid, and Padlet. There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists.

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Mar
2020
12
Texas
Presentation
OER Hangout: Making your language curriculum more inclusive

3:30pm CDT (1:30pm PDT / 2:30pm MDT / 4:30pm EDT) Presenter(s): Kia London Jenniffer Whyte Language students and instructors, and speakers of any given language, come from all different backgrounds and identify with a variety of races, ethnicities, cultures, abilities, genders, sexual orientations, ages, religions, languages, body types, and socio-economic statuses. However, this wide-ranging human experience isn’t always represented in traditional language-learning materials. In this discussion-based webinar, panelists and participants will share ideas for developing classroom activities that include perspectives from a more diverse group of people, especially from populations not traditionally represented in textbooks. Kia London and Jenniffer Whyte will share examples of how they have incorporated Afro-Latino culture into their K-12 Spanish classrooms, but we hope instructors of all languages and levels will join for this universally applicable discussion! There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists.

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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:
  • 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