Title Format Sponsor
PErCOLATE: Topic-based Modules for Preparing the Future FL Professoriate to Teach with a Multiliteracies Approach across the Undergraduate FL Curriculum
Web

Description

The long-standing collegiate FL teacher training paradigm with its short-term focus on methodologies and techniques for teaching lower-level language courses has been viewed–particularly by Language Program Directors (LPDs)–as woefully inadequate for preparing tomorrow’s professoriate to teach in increasingly diverse programmatic contexts. Further, given the 2007 MLA Report calling for a more coherent curriculum in which “language, literature, and culture are taught as a continuous whole” (p. 3), shifts in the content of FL graduate students' professional development as teachers are overdue. As a response to the shortcomings previously noted, this project will develop a set of modules for professional development of teaching assistants (TAs) in several languages that will supplement the model of professional development already in place by adding flexible materials and activities that focus on language teaching at higher levels and provide an alternative structure for professional development in programs where there is either a Language Program Director (LPD) with no applied linguistics background or no LPD at all (the norm in most LCTL language programs). The approach to FL teaching and learning foregrounded in these modules will be based on multiliteracies. Lesson study, a self-directed, collaborative, inquiry-based learning approach will provide a framework to guide FL TAs’ reflective examination of their instructional practices and students’ learning as they work through a module. On this website (work in progress), the authors will be posting modules and related webinars and bibliographies. They will also be announcing workshops and conferences where they will be presenting the project and its outcomes. They will be watching for other related resources on the professional development of foreign language teaching assistants and adjunct instructors and will bring them to the website visitors' attention as they become available.

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Video podcasts from the Second Intercultural Competence Conference (2010)
Web

Description

These are the video podcasts of the keynote address (by Claire Kramsch, UC Berkeley) and two plenary addresses (by R. S. Zaharna, American University, and Jun Liu, University of Arizona) delivered at the 2010 Second International Conference on the Development and Assessment of Intercultural Competence - Aiming for “The Third Place”: Intercultural Competence through Foreign Language Teaching and Learning - organized by CERCLL.

Resource Link
Audio Podcasts from the Second Intercultural Competence Conference (2010)
Web

Description

These are the audio podcasts of the several selected talks delivered at the 2010 Second International Conference on the Development and Assessment of Intercultural Competence - Aiming for “The Third Place”: Intercultural Competence through Foreign Language Teaching and Learning - organized by CERCLL.

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Upcoming Events
Jun
2019
25 - 27
Maryland
Workshop
PEARLL Summer Institute: Effective Unit Planning

A thematic curriculum allows teachers to create meaningful, real-world contexts for standards-based teaching and learning. By building on learners’ interests and life experiences, their attitudes, skills and knowledge are developed in meaningful ways. What real-world contexts will guide what students will have to know and be able to do by the end of a unit? Participants will explore how the NCSSFL-ACTFL Can-Do Statements provide a focus on performance and language functions which are used to guide the development of thematic units while allowing teachers and learners to monitor and document student growth. Participants will have time to develop a thematic unit and will receive feedback at each stage of the development process. Access to model curricula in multiple languages will be provided.

Event Link
Jul
2019
11 - 13
Maryland
Workshop
PEARLL Summer Institute: Facilitating Teacher Effectiveness

Districts and departments who are focused on developing and implementing a performance-based world language curriculum with district-wide assessments will consider how the Teacher Effectiveness for Language Learning (TELL) Framework provides guidance for more effective instruction resulting in accelerated learning for students. This in-depth professional learning opportunity for district and teacher leaders will engage with and create tools that will support the implementation of effective instruction and assessment. Participants will engage in collaborative work centered around a common definition for high-quality world language learning in order to support the professional growth and development of world language teachers. This workshop will be facilitated by Greta Lundgaard, Thomas Sauer and Laura Terrill. (Developed in collaboration with the National Association of District Supervisor of Foreign Languages)

Event Link
Jul
2019
22 - 27
North Carolina
Institute
Summer Workshop in Language Pedagogy, Technologies, Research and Proficiency Testing

The Duke Slavic and Eurasian Language Resource Center will host a summer workshop from July 22 to July 24, 2019 on Language Pedagogy, Research & Proficiency Testing, and is pleased to call for papers by interested scholars, graduate students, and professionals on workshop-related topics and that focus on teaching/learning ANY language. There is an additional session devoted exclusively to Russian language proficiency testing training and certification in CEFR proficiency testing from July 25-27, 2019. Workshop topics have included, but are not limited to: • Neuroimaging and multilingualism • Teaching language and culture through film • Language proficiency testing • Specialized language instruction at the advanced and superior levels • The use of technology in the language classroom • Integrating heritage students in the language classroom • Addressing the needs of differently-abled students • Using computer technologies to create pedagogical materials • The role of grammar in proficiency-based instruction • Popular culture and language instruction • Web resources for language teachers Papers on other related topics are most welcome. Presentations should be approximately 30 minutes in length and in English. The workshop will be held on the campus of Duke University in Durham, North Carolina. Modest financial support to defray presenters’ travel expenses may be available. All presenters will be invited to submit their papers for publication in SEELRC’s online peer-reviewed journal Glossos. For further information, please email Michael Newcity at mnewcity@duke.edu Individuals interested in presenting a paper at the workshop should submit an abstract of approximately 200 words to Michael Newcity at mnewcity@duke.edu no later than March 15, 2019. Individuals will be notified whether their papers have been accepted for presentation at the workshop by April 1, 2019.

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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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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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