Title Format Sponsor
Games2Teach
Web

Description

By creating an exciting learning environment, teachers can help motivate students to learn languages and to use the language outside of the classroom. Incorporating digital games into the classroom is one powerful way to create such an environment. Games2Teach helps teachers take the leap and build games into their curriculum.The website includes: - Reviews of current games and their application to the language learning classroom - Curricular resources and activities to accompany third-party games - Professional development posts on how incorporate games into the curriculum The site began as a collaborative project between CASLS and the Center for Educational Resources in Culture, Language, and Literacy (CERCLL).

Resource Link
Bridging Project
Web

Description

Encouraging students with high levels of proficiency, especially those who graduate from immersion programs and heritage students, to continue language study has become increasingly more challenging. Attrition rates of these advanced-level students across the country continue to rise. The Bridging Project creates meaningful learning experiences to help motivate high school students with high levels of proficiency to continue studying language. Students work in teams to create a place-based, mobile experience for members of their local community using the target language. Each project is themed around engagement in a relevant content area such as sustainability, water rights, and global business. Each team has the option of submitting their project to a scholarship competition.

Resource Link
Intercultural Pragmatic Interactional Competence (IPIC) Measure
Web
Mobile & Tablets

Description

The Intercultural, Pragmatic, and Interactional Competence (IPIC) Measure helps assess students’ abilities to use the target language appropriately in multilingual interactions. It is the first assessment of its kind to combine intercultural, pragmatic, and interactional constructs. The IPIC Measure uses digital simulations to determine students’ abilities to navigate intercultural encounters with varying power and social distance using the target language. The intercultural assessment simulation allows for an individualized experience and accounts for language variation. It then creates a learner profile based on four dimensions critical to language competence: knowledge, analytical abilities, subjectivity, and awareness. An intercultural assessment alone cannot help students develop the type of communicative proficiency we believe is the heart of language learning. The IPIC Measure’s accompanying professional development materials, which will be posted here as they become available, support educators in creating a classroom environment that allows learners the opportunity to practice the art of communication.

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Upcoming Events
Apr
2019
24
Texas
Workshop
OER Hangout

Planning an OER project for language learning? Looking for new materials or culturally relevant media for your class? Wondering about copyright and licensing? You can get ideas for all of this in COERLL’s OER hangout! We’ll share some basic information about OER, then you’ll break into groups to work on assigned tasks related to searching, licensing, remixing, creating and sharing OER. It’s a chance to meet and talk to other language teachers from across the US and the world. Continuing Professional Education (CPE) credits available for teachers who attend for the entire duration.

Event Link
May
2019
17
Georgia
Symposium
Global Languages Leadership Meeting

Interested in joining us and other Atlanta business, government, and education industry leaders? Contact cultr@gsu.edu As an intimate luncheon, this event is tailored to foster conversation and learning about topics related to cultural competency, language learning, and essential skills for an emerging global workforce. Past organization attendees includes the Atlanta Mayor’s Office of Immigrant Affairs, Atlanta Public Schools, Cox Automotive, French Consulate in Atlanta, Marriot International, Office of Congressman John Lewis, Peace Corps, Telemundo Atlanta, and many more. Whether you’re looking to build your network, gain industry insight, or listen to inspirational experiences of renowned peers, there’s something unique waiting for you at GLLM19. CULTR is delighted to feature on this year’s program, Tim Mahoney, Chief Marketing Officer of Global Chevrolet & Global GM Marketing Operations Leader, as the 2019 plenary speaker.

Event Link
Jun
2019
10 - 11
Texas
Workshop
Spanish Heritage Language Workshop

This is a workshop for Spanish teachers of heritage speaking high school and university level students. We will post more information about this workshop as we continue to organize it. Sign up for COERLL's newsletter to receive updates: https://goo.gl/5zPVze.

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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