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Sámi Culture


A comprehensive introduction to the Sámi culture and history of Finland.

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2016 Intercultural Competence Conference - Virtual Presentations


Virtual presentations prepared for "Intercultural Competence: Traditions and Transitions," the fifth International Conference on the Development and Assessment of Intercultural Competence, are archived in this playlist. Amani Alageel, University of Arizona, "Language Practices, Transcultural Identity, and Negotiating Membership in Social Media" Adriana Brandt, Dixie State University, "Between and Beyond the Lines: Interculturality in STARTALK Student Programs" Margarida Morgado, Instituto Politécnico de Castelo Branco; Kay Livingston, University of Glasgow, and María del Carmen Arau Ribeiro, Instituto Politécnico da Guarda, "Lessons Learned: Intercultural Education through Children’s Fiction and Picture Books" Elba S. Ramirez, University of Auckland, "An Intercultural Communicative Teaching Lens on Language Teachers’ Practices" Paola Rivieccio, Université Sorbonne Nouvelle, "The Autobiographies of Intercultural Encounter: A Co-Constructed Account of International Relationships"

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2018 Intercultural Competence Conference Presentations - Intercultural Competence and Mobility: Virtual and Physical


Sixth International Conference on the Development and Assessment of Intercultural Competence, "Intercultural Competence and Mobility: Virtual and Physical". January 25-28, 2018. The keynote, plenaries, and selected presentations made at the conference were livestreamed and recorded, then placed online in this playlist. See also the conference website: http://icc.arizona.edu.

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14 - 19
L2DL - Participation, Equity and Inclusion: L2 Digital Literacies (L2DL) Symposium

Participation, a long-standing assessment category on language syllabi, has found a new conceptual life over the last few decades as digital literacies practices have become a part of everyday life and learning. This symposium aims to contribute to discussions of the role of digital literacies in second language learning and teaching and biliteracy development, by considering the ways in which technologically-mediated communication can enable new forms of participation and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of legitimacy and symbolic power. This is the third event in a biennial series that examines various roles of digital literacies in language learning; presentations and resources from the 2014 and 2016 symposia can be found on the website and CERCLL's YouTube channel.

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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:
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  • Professional development
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  • K-12 initiatives
  • Outreach and dissemination

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


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.
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