Title Format Sponsor
Digital Literacies and Technology-Enhanced Language Learning: Interdisciplinary and Interactions
Web

Description

As digital technologies continue to radically change the social acts of communication in which we engage, boundaries once taken for granted between various modes and medialities, between consumption and production have begun to break down. Digital, networked communication forms afford new literacies—new forms of interaction, meanings, and understandings of ourselves and the world around us; thus, they also demand new pedagogical approaches and perspectives. The Digital Literacies project arose as a way to provide educators, practitioners, and researchers a space in which to explore the wide array of practices captured by the concept of digital literacies as they relate to particular circumstances of learning and living in a second or additional language and culture: in October 2014, CERCLL hosted the first symposium in this series, “Digital Literacies in and Beyond the L2 Classroom”, with online posters accepted from among a pool of submissions and with opportunities for synchronous and asynchronous exchange with the authors, as well as an in-person event consisting of a roundtable discussion, keynote presentation, and assessment of the posters. The symposium takes place every two years, with two primary and interrelated goals: (1) to provide a forum within which various stakeholders (teachers, administrators, researchers) can consider how to integrate digital literacies into language classrooms, study abroad programs, and other forms of structured language learning, and (2) to provide a set of resources related to digital literacies and language teaching in the form of a web site, which will extend long beyond the symposium event itself.

Resource Link
PErCOLATE: A Multiliteracies Framework for Collegiate Foreign Language Teaching
Print
Mobile & Tablets

Description

Existing foreign language teacher training models focus on lower-level language acquisition, failing to prepare graduates for a world where language, literature and culture are inseparable in nature and significance. This project developed modular, multiliteracy-based professional development frameworks for teaching assistants that focuses on language teaching at higher levels, available on the project website, and resulted in a textbook, A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson Higher Education, 2015).

Resource Link
Globalizing the Common Core State Standards
Web

Description

This project addresses the outdated and ethnocentric cultural perspectives in the lists of exemplars of text complexity used in the Common Core State Standards (CCSS), lists which are often used as core reading lists that do not reflect the kinds of cultural and global literacy needed in today’s world. The project has created carefully constructed grade-level lists of global fiction and nonfiction literature that match the required lexile levels. Of particular interest are books that include some use of a world language through codeswitching in dialogue or in terminology for objects, events, etc., since these books can foster interest in LCTLs (which are rarely taught in elementary schools) even at this young age. Books that can be used as paired texts with the existing books in the exemplar lists have been identified so that teachers required to use the original CCSS lists will be able to still use the global texts alongside them. The new book lists are available free for download, and in-service professional development opportunities for local teachers and a summer institute for a national audience in 2018 will support teachers in integrating these books into their curriculum while meeting the CCSS.

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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.

Event Link
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.

Event Link
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