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Motivation and second language acquisition
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This volume -the second in this series concerned with motivation and foreign language learning- includes papers presented in a state-of-the-art colloquium on L2 motivation at the American Association for Applied Linguistics (Vancouver, 2000) and a number of specially commissioned studies. The 20 chapters, written by some of the best-known researchers in the field, cover a wide range of theoretical and research methodological issues and also offer empirical results (both qualitative and quantitative) concerning the learning of many different languages (Arabic, Chinese, English, Filipino, French, German, Hindi, Italian, Japanese, Russian, and Spanish) in a broad range of learning contexts (Bahrain, Brazil, Canada, Egypt, Finland, Hungary, Ireland, Israel, Japan, Spain, and the US).

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Language learning strategies around the world: Cross-cultural perspectives
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Language learning strategies are the specific steps students take to improve their progress in learning a second or foreign language. Optimizing learning strategies improves language performance. This book presents new information about cultural influences on the use of language learning strategies. It also shows innovative ways to assess students' strategy use and useful techniques for helping students improve their choice of strategies, with the goal of peak language learning.

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Language learning motivation: Pathways to the new century
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This volume chronicles a revolution in our thinking about what makes students want to learn languages and what causes them to persist in that difficult and rewarding adventure. Topics in this book include the internal structures of and external connections with foreign language motivation; an exploration of adult language learning motivation, self-efficacy, and anxiety; a comparison of the motivations and learning strategies of students of Japanese and Spanish; and an enhancement of the theory of language learning motivation from many psychological and social perspectives.

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Upcoming Events
Oct
2019
25 - 26
Pennsylvania
Presentation
CALPER Materials and Resources

CALPER is co-sponsoring this year's 100th conference of the Pennsylvania State Modern Language Association (PSMLA). Please come visit us in the exhibit area and see our new materials and resources.

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Nov
2019
13
Texas
Workshop
OER Hangout: Joining a teaching community

In this discussion-based webinar, you will have the chance to talk with three educators who manage or are involved with teacher professional learning communities: Meredith White (#langchat), Oscar Joya (COERLL's Heritage Spanish community), and Una Daly (Community College Consortium for OER). There will be 20 minutes of presentation time where you will hear about how their communities started and evolved, how people communicate and collaborate within the community, and how you can get involved in these communities or start your own. The rest of the hour is for you to ask questions, talk to presenters, and share information about your own communities.

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Nov
2019
16
Arizona
Workshop
LaTeS: Genre Matters in Contextualized World Language

Genre Matters in Contextualized World Language Learning Francis John Troyan (Ohio State University) This workshop introduces participants to a genre theory and pedagogy that views spoken and written texts as genres that can be made visible and systematically taught to students. Participants will learn how to integrate genre into a backward design approach for the assessment and instruction of language that is centered on the development of the learner’s ability to communicate in written and spoken genres. Francis John Troyan, Assistant Professor of World Language Education at The Ohio State University, specializes in world language teacher development, genre and functional linguistics in K-12 world language education, and teacher practices in dual language immersion education. —————————— CERCLL’s biannual Language Teacher Symposium (LaTeS) is a professional development opportunity geared towards K12 educators. Registration is free. A certificate for Arizona Continuing Education is provided.

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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:
  • 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