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South Asia Language Pedagogy and Technology (SALPAT) Journal


The South Asia Language Pedagogy and Technology (SALPAT) journal provides a space for faculty teaching the languages of South Asia to discuss and analyze the latest theories and/or practices in the field of second language acquisition studies. This journal features articles on uses of technology in language teaching and links relevant to the topic of the issue. Each issue focuses on a specific topic related to language pedagogy. This journal is peer-refereed, and its Editorial Board is comprised of experts in South Asian and other languages and in fields as diverse as technology, applied linguistics, sociolinguistics, theoretical linguistics and heritage language issues.

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Manchu: A textbook for reading documents (2nd ed.)


Manchu: A Textbook for Reading Documents, the first English-language Manchu textbook in more than a century, offers students of Chinese history and comparative literature the means to master documentary Manchu. Since Manchu is the most important Tungusic language and, as such, a vital resource for scholars who work on this language family, the book is also useful for those interested in the various branches of linguistics. The reading selections provided in this volume were chosen to give students an opportunity to become familiar with different types of documents and a variety of handwriting styles. Those interested in studying Manchu as a tool for reading historical documents related to China’s Qing dynasty will find texts, ranging from pre-1644 narratives recording the Manchus’ rise to power to memorials from the late dynastic period. Students of linguistics will find examples of the very earliest Manchu writing as well as samples of contemporary Sibe (Xibo), a language that may be considered a modern version of Manchu and that is still spoken today by about twenty thousand people in Western China. The range of reading samples makes it possible to observe the changes that have taken place in the language since the Manchu script was created four hundred years ago. Notes to the documentary materials in the book explain grammatical forms while exercises following each reading selection help consolidate the knowledge gained as the student progresses. An extensive summary of grammatical points and a vocabulary index at the back of the book spare the user the frustration of having to hunt for hard-to-find dictionaries and grammars. This second edition of Manchu: A Textbook for Reading Documents has benefited from the feedback provided by users of the earlier book. Whereas the overall structure of the text remains the same, the first reading selection has a new format, designed to ease the student’s initial exposure to the language. Many other less noticeable yet important changes and corrections have been made throughout the volume. Most significantly, this edition provides audio recordings to go along with the initial Manchu selections, a feature especially useful for those who study the language without access to a teacher.

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Agency and student voice


In this video, Dr. Murphey explains how listening to what students say works and doesn't work in their own second-language education can be of great value not only to educators, but also to students themselves. Featured is an engaging YouTube video of Japanese learners of English delivering a “wish-list” of more student involvement in an improved Japanese educational system. Includes .pdf handout.

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Upcoming Events
22 - 27
North Carolina
Summer Workshop in Language Pedagogy, Technologies, Research and Proficiency Testing

The Duke Slavic and Eurasian Language Resource Center will host a summer workshop from July 22 to July 24, 2019 on Language Pedagogy, Research & Proficiency Testing, and is pleased to call for papers by interested scholars, graduate students, and professionals on workshop-related topics and that focus on teaching/learning ANY language. There is an additional session devoted exclusively to Russian language proficiency testing training and certification in CEFR proficiency testing from July 25-27, 2019. Workshop topics have included, but are not limited to: • Neuroimaging and multilingualism • Teaching language and culture through film • Language proficiency testing • Specialized language instruction at the advanced and superior levels • The use of technology in the language classroom • Integrating heritage students in the language classroom • Addressing the needs of differently-abled students • Using computer technologies to create pedagogical materials • The role of grammar in proficiency-based instruction • Popular culture and language instruction • Web resources for language teachers Papers on other related topics are most welcome. Presentations should be approximately 30 minutes in length and in English. The workshop will be held on the campus of Duke University in Durham, North Carolina. Modest financial support to defray presenters’ travel expenses may be available. All presenters will be invited to submit their papers for publication in SEELRC’s online peer-reviewed journal Glossos. For further information, please email Michael Newcity at mnewcity@duke.edu Individuals interested in presenting a paper at the workshop should submit an abstract of approximately 200 words to Michael Newcity at mnewcity@duke.edu no later than March 15, 2019. Individuals will be notified whether their papers have been accepted for presentation at the workshop by April 1, 2019.

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22 - 26
2019 Summer Institute: Exploring Project-Based Language Learning

Language teachers! Thinking you might have missed the boat on Project-Based Language Learning (PBLL)? It's not too late! Come catch our Summer Institute on the road in Minnesota, July 22-26, 2019! This Institute is designed for educators with little or no background in PBLL. This summer institute is a special collaboration with the NFLRC and the Center for Advanced Research on Language Acquisition at the University of Minnesota. Project-based language learning (PBLL) connects the language classroom to the world beyond through learners’ focus on challenging problems or questions as an organizing principle for learning. In the first part of this institute, participants will examine established principles and standards for high-quality project-based learning (HQPBL) as well as issues and concerns specific to PBLL, such as how to apply the concept of “sustained inquiry” at the Novice level. Participants will engage in guided project idea generation and peer critique, exploring how better to connect with community partners and a public audience. In the second part of the institute, the participants will choose one of their favorite project ideas and flesh it out by aligning to standards, establishing learning outcomes and corresponding assessments, developing one or more assessment rubrics, and designing scaffolding for language, content, interactions, process, product, and use of technology. After this institute, you will be able to: • Develop and outline a compelling and contextualized project-based language learning project; • Foster language proficiency development through appropriate communicative events embedded in project-based language learning experiences; • Employ effective scaffolding strategies that contribute toward final achievement of learning outcomes; • Use the 7-category observational checklist that describes best practice in Imm/DL classroom instruction to improve teaching and learning; • Design and implement effective assessments; and • Use appropriate technology for locating project partners and culturally authentic materials.

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Games2Teach Collaboratory

An interactive workshop where teachers play technology-mediated games, learn how game design principles promote language acquisition, and learn to implement games in their classrooms. Based on the Games2Teach project from CASLS (University of Oregon) and CERCLL (University of Arizona). 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.

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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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You may also contact each LRC individually by locating their directory information in the Meet the LRCs menu.


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