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Fluency in Play: Computer Game Design for Less Commonly Taught Language Pedagogy
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Description

Fluency in Play was written to provide K-16 teachers with an introduction to designing and building computer games for the foreign language classroom. At the heart of the book is the fact that computer games make excellent teaching tools. They combine two of the fundamental processes of new language acquisition—play and exploration—with the power and pleasures of fun. Computer games are also dynamic, scalable, and ductile; they can be drawn out and shaped to fit an infinite number of classroom sizes, subjects, and settings. Computer games are thus ideal for foreign language instruction, especially when that instruction involves less commonly taught languages, which are notorious for being difficult to learn quickly and efficiently at the intermediate and advanced levels of proficiency. Fluency in Play is meant as both an introduction and a prompt, that is, as an overview of the process of educational computer game design and a provocation to language teachers excited about the pedagogical possibilities of that process. It is not hard to envision the interesting, ground-breaking, and useful strategic language games that a little elbow grease could produce, and we hope that Fluency in Play will serve as a guiding and animating force for teachers interested in that kind of production. The entire guide can be purchased at Lulu Press.

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Modern Persian Textbook Series: Intermediate
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Description

The political and educational climate of the world in the year 2010 speaks most clearly to the extreme need to develop instructional materials in Persian (aka Farsi), the official language of Iran, Afghanistan and Tajikistan and is also spoken in other communities in Central Asia. Despite the growing popularity of Persian courses on American campuses, the instructional materials currently available are either dated or unsuitable for English-speaking second language learners. This publication introduces two volumes from a series of six, designed to teach Persian to college students or independent learners (the first two volumes, at the introductory level, were published by the Yale University Press in 2005, and the last two, at the advanced level, are currently in progress and will be published by CERCLL). These textbooks will assist FL teachers of Persian in teaching students to read, write, listen and speak at the intermediate level and provide a foundation for an increased understanding of colloquial Persian. The textbooks teach both spoken and written formats and provide students with information about aspects of Iranian culture so that the language and culture are connected. The Intermediate Texts (Volumes I and II) offer extended vocabulary, grammar, and essays on aspects of Iranian culture. They expose learners to an extended vocabulary and grammatical range in both spoken and written formats, while teaching all levels of formality and informality. Both volumes are available for purchase.

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Arabic Learners Written Corpus: A Resource for Research and Learning
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Description

This project introduces an extensive Arabic learner corpus comprising numerous written samples produced by L2 and heritage students, collected over 15 years of teaching. They are transcribed into a database with cross-referenced categories according to level (beginning, intermediate, advanced), learner (L2 vs. heritage), and genre (description, narration, instruction). The corpus can serve as a source of empirical data for hypothesis testing as well as a resource for developing materials for teaching Arabic. A Spring 2010 workshop/demonstration took place at the Western Consortium of Middle East National Resource Centers' Language Workshop.

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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.

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Mar
2020
4
Texas
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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.

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Mar
2020
12
Texas
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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.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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