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Teaching Russian reading in a distance classroom: A report


In the spring of 1997, the author team-taught a Russian Reading course at the University of Hawai'i via a distance classroom. A brief report about the course is found at this site.

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Documenting and Revitalizing Austronesian Languages


The case studies in this volume lead to a discussion of changes in the field of linguistics and the alliances which are being built between linguists and community language activists. The 11 chapters in the book touch upon the key themes of international capacity building initiatives, documentation and revitalization activities, and computational methods and tools for language documentation. <a href="http://www.nflrc.hawaii.edu/ldc" target="blank"><i>Language Documentation & Conservation</a> Special Publication No. 1</i>

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An Interactive Digital Reader and Grammar for Elementary Tamil


The current project comprises the first of four phases envisioned in creating a comprehensive and interactive digital reader and grammar for Tamil learning. The fist phase is an interactive reader and grammar for Elementary Tamil to be delivered in three media namely Web, CD ROM (with Windows software), and Printed Book. The second, third and fourth phase of this project will develop similar materials for intermediate, advanced and superior levels of Tamil. The CD ROM and Web formats will be enhanced with interactive multimedia components including audio, video, pictures and interactive exercises. Overall, a multimedia enhanced instructional material will be targeted to provide students an opportunity for "learning by doing" by implementing the feature of interactivity as much as possible. The web materials will be developed in such a way that an online interaction among the Tamil students from other institutions is carried out in a collaborative manner. The CD ROM medium will be sought for the use of audio and video materials more effectively than the web medium, which would require high bandwidth to deliver them.

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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.


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