Title Format Sponsor
Chinese language video lessons for classroom use (text + videos)
Audio-Visual

Description

These fifteen lessons in Mandarin Chinese, comprising a book with instructions for the teacher and student worksheets for photocopying plus two accompanying video cassettes, are designed as supplemental material for students from Novice to Advanced level and may be integrated into existing curricula. The lessons model a performance-based five-stage scheme for lesson development, derived from natural reading/listening behaviors, which can be applied by teachers to other selections from Chinese Language Video Clips for Classroom Use, also available from NFLRC Publications.

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Bridges student text, workbook + audio CD
Audio-Visual

Description

Bridges is a complete program for a first-year introductory course in Mandarin Chinese designed for intermediate and secondary school students. The materials were developed and field-tested in Hawai'i's diverse classroom environment. This is an expanded version of the original Bridges including an audiotape and accompanying exercises.

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Asian role play cards (Chinese)
Print

Description

These cards are intended to provide task-based role play situations for teaching and testing in East Asian cultural contexts. Specific sets have been created for Chinese, Japanese, and Korean, although some of the most universal situations are included in all three sets.

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Upcoming Events
Jan
2020
23 - 26
Arizona
Conference
2020 International Conference on the Development and Assessment of Intercultural Competence

Seventh International Conference on the Development and Assessment of Intercultural Competence. Internationalizing the Curriculum: The Role of Intercultural Competence on January 23-26, 2020, in Tucson, Arizona, and online. Invited Presentations: Adriana Diaz (University of Queensland – Australia) Marianne Larsen (Western University – Canada) Sharon Stein (University of British Columbia – Canada) This biennial event brings together researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices, and to foster meaningful professional dialog on issues related to the development and assessment of Intercultural Competence, especially in a foreign or second language. The 2020 ICC conference will take stock of current models for internationalizing curricula as well as the genealogies of these discussions. The organizers are interested in accounts of best practices as well as critical examinations of current trends and conceptual think pieces around what it might mean to internationalize higher education. Proposal submission deadline: May 31, 2019

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Mar
2020
25
Arizona
Conference
University of Arizona Language Fair

In Spring 2020, the Center for Educational Resources in Culture, Language and Literacy (CERCLL) launched the UA Language Fair, an event designed to raise the visibility of the wide range of languages that students study at The University of Arizona. The event was open to all students, faculty/staff, and visitors to campus. Departments, programs, and UA student clubs representing the languages and cultures taught at UA showcased the languages taught in their departments and spoken in their communities. Participants enjoyed free food, games and other activities that celebrate the benefits and opportunities that come from communicating in another language. In 2019, the following languages were represented: American Sign Language Ancient Greek Arabic Chinese English as a Foreign Language French German Hebrew Italian Japanese Kazakh Korean Latin Navajo Persian Portuguese Russian Spanish Tohono O’odham Turkish With representatives from the following programs on hand, to share information about their offerings as well: Critical Languages Program Foreign Language and Area Studies (FLAS) scholarships for language study Global Studies Program UA Study Abroad Current students in language programs joined in the fun, and new ones were recruited for Fall classes!

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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.

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