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Korean Culture and Media Series


The goal of this series is to present language and culture as an integral whole-to enhance students' awareness of language <i>through</i> culture and to deepen students' understanding of culture <i>through</i> language. Individual workbook units that can be used as supplemental materials or for self-study. <br><br> Unit 1: TV Commercials and Korean Culture (2008) <br> Unit 2: A Comparative Approach to Culture Through TV Commercials: The Case of Korean and the U.S. (2008)<br> Unit 3: "The King and the Clown" (Film) (2009)<br> Unit 4: "Le Grand Chef" (Film)<br> Unit 5: "Radio Star" (Film><br>

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Gender and Emotional Investment in Language Learning during Study Abroad


CALPER Working Paper No. 2<br> This paper proposes a relatively nuanced account of the role of gendered activity as it shapes emotional investment in language learning during study abroad.

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Computer-mediated Learner Corpus Research and the Data-driven Teaching of L2 Pragmatic Competence


CALPER Working Paper No. 4 <br> The authors report on a three-week pedagogical intervention for the teaching of German modal particles, which draws on the methodologies of contrastive learner corpus analysis and data-driven learning. The intervention was administered in the context of a German-American telecollaborative partnership, an electronically mediated learning configuration in which geographically dispersed learners in parallel language classes use Internet communication tools in order to interact with one another on the completion of a variety of teacher-guided projects.

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14 - 19
L2DL - Participation, Equity and Inclusion: L2 Digital Literacies (L2DL) Symposium

Participation, a long-standing assessment category on language syllabi, has found a new conceptual life over the last few decades as digital literacies practices have become a part of everyday life and learning. This symposium aims to contribute to discussions of the role of digital literacies in second language learning and teaching and biliteracy development, by considering the ways in which technologically-mediated communication can enable new forms of participation and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of legitimacy and symbolic power. This is the third event in a biennial series that examines various roles of digital literacies in language learning; presentations and resources from the 2014 and 2016 symposia can be found on the website and CERCLL's YouTube channel.

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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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  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • 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.


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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