Title Format Sponsor
Envisioning Project-Based Language Learning (PBLL) (2018 Online Symposium)
Audio-Visual
Web

Description

Project-Based Language Learning (PBLL) offers a framework for designing powerful, culturally contextualized experiences that create opportunities for learners to use their language to address real world needs that are personally meaningful to them. The PBLL Symposium brought together language educators, researchers, and innovators to explore the potential of PBLL to enhance and transform language education and provides an excellent introduction to this topic. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The videos and presentation slides are available as open educational resources (OERs).

Resource Link
The Power of Project-Based Language Learning (PBLL) (2017 Online Symposium)
Audio-Visual
Web

Description

Project-based Language Learning (PBLL) means much more than having students create an advertisement, develop a review game, make a poster, or give a presentation. Rigorous PBLL requires a deep understanding of Gold Standard PBL (Buck Institute for Education, 2015), with special attention to the principles of Sustained Inquiry, Authenticity, Reflection, and A Public Audience. In the world language classroom, PBLL offers a framework for designing powerful, culturally contextualized language learning experiences that support learners in using their language to address “real world” needs/purposes that are personally meaningful to them. PBLL also presents unique challenges when compared to project-based learning (PBL) in other disciplines because the very means by which learners engage in project work--the target language--is also the object of their learning. On January 11-12, 2017, the Project-Based Language Learning (PBLL) Symposium brought together language educators, policymakers, researchers, and innovators for conversations regarding the potential of PBLL to enhance and transform language education. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The video and presentation slides are available as open educational resources (OERs).

Resource Link
Project-Based Language Learning: Inspiring Teachers, Transforming Learning (2016 Online Symposium)
Audio-Visual
Web

Description

On January 12-15, 2016, the Project-Based Language Learning (PBLL) Symposium brought together experts, educational leaders, and world language teachers to foster the conversation on the potential for PBLL to transform and enhance language education. PBLL's intersections with content-based instruction, task-based language learning, and performance assessment make it an ideal conduit to ground language learning on real needs and measurable outcomes. We invited language educators, policymakers, researchers, and innovators to join the conversation and help further refine the PBLL framework by anchoring it to issues and ideas that are relevant to language education. This unique FREE online event provided attendees not only invaluable opportunities to access expertise in PBLL and engage in thought-provoking and constructive dialogues, but also a chance to network with professionals who are passionate about this topic. Eight engaging presentations were distributed across four days (i.e., two sessions per day) and recorded. The videos and presentation slides are available below as open educational resources (OERs).

Resource Link
3 of 697
Show all
Show free resources only
Show less
Show more
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

Event Link
Feb - Mar
2020
15 - 6
Texas
Call for Papers
undergraduate internship at NASA Johnson Space Center’s Language Education Center (JLEC)

The Duke University Slavic and Eurasian Language Resource Center (SEELRC) is pleased to announce a call for applications for a weeklong internship (June, 2020) through TechTrans International Inc. at the NASA Johnson Space Center’s Language Education Center (JLEC) in Houston, TX. The JLEC teaches Russian to members of the NASA Astronaut Corps who need to acquire a high level of Russian language proficiency in both everyday language and in relevant technical language. We are looking for candidates with backgrounds in Russian language and culture; those with backgrounds in STEM-related fields are especially encouraged to apply. The intern’s activities will include, but not be limited to: • working with the JLEC Russian-language teaching group • gaining experience in a variety of areas specific to the JLEC’s activities • The intern will have the opportunity to: • Observe and, possibly, participate in providing basic and advanced Russian language training for astronauts • Gain experience in the primary areas of the JLEC’s work in preparing American crew members to live and train in Russian The SEELRC/TTI internship provides: • funding for intern’s lodging and some local transportation • access to the JLEC, its staff, and some JLEC students • an overview of TTI as a company that specializes in language services Requirements: • currently enrolled in an undergraduate program pursuing a Russian major or area concentration • minimum of 3.0 cumulative GPA on a 4.0 scale (or equivalent) • indication of career interest in teaching Russian • U.S. Citizen or Permanent Resident • minimum Russian language proficiency level of ILR (1) or CEFR/TRKI B1 • availability to work full-time for one week (40 hours) during June 2020 Application Process and Timeline: • If you are interested in this opportunity, please write to c.lewis@duke.edu by February 15, 2020 • Electronic applications deadline: March 6, 2020 • Finalists will have a 10-20 minute phone interview with the selection committee in both English and Russian (end of March, 2020) • Decision announced by April 15, 2020

Event Link
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.

Event Link
0 - 3 of 4
All LRCs
Previous LRC
Next LRC
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