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Fluency in Play: Computer Game Design for Less Commonly Taught Language Pedagogy
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Description

Fluency in Play was written to provide K-16 teachers with an introduction to designing and building computer games for the foreign language classroom. At the heart of the book is the fact that computer games make excellent teaching tools. They combine two of the fundamental processes of new language acquisition—play and exploration—with the power and pleasures of fun. Computer games are also dynamic, scalable, and ductile; they can be drawn out and shaped to fit an infinite number of classroom sizes, subjects, and settings. Computer games are thus ideal for foreign language instruction, especially when that instruction involves less commonly taught languages, which are notorious for being difficult to learn quickly and efficiently at the intermediate and advanced levels of proficiency. Fluency in Play is meant as both an introduction and a prompt, that is, as an overview of the process of educational computer game design and a provocation to language teachers excited about the pedagogical possibilities of that process. It is not hard to envision the interesting, ground-breaking, and useful strategic language games that a little elbow grease could produce, and we hope that Fluency in Play will serve as a guiding and animating force for teachers interested in that kind of production. The entire guide can be purchased at Lulu Press.

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Arabic Learners Written Corpus: A Resource for Research and Learning
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Description

This project introduces an extensive Arabic learner corpus comprising numerous written samples produced by L2 and heritage students, collected over 15 years of teaching. They are transcribed into a database with cross-referenced categories according to level (beginning, intermediate, advanced), learner (L2 vs. heritage), and genre (description, narration, instruction). The corpus can serve as a source of empirical data for hypothesis testing as well as a resource for developing materials for teaching Arabic. A Spring 2010 workshop/demonstration took place at the Western Consortium of Middle East National Resource Centers' Language Workshop.

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Teaching Portuguese to Spanish-Speaking Learners (L1, L2 and Heritage): A Structured/ Enhanced Input Approach
Web

Description

Building on the language skills of Spanish speakers (native speakers, heritage speakers, FL/SL learners of Spanish), this project focuses upon teaching Portuguese through the early introduction of reading authentic texts. This project provides a rich source of authentic materials for Portuguese teachers and learners through a website offering both classroom tasks and web-based language learning materials online. By using learning tools available on the web, the tasks are designed so as to enhance learners’ exposure to authentic input in the target language and draw learners' attention to form and how structural aspects of the target language (syntax, vocabulary, pragmatics, and morphology) differ from Spanish. Authentic texts, arranged in thematic units, have been compiled and placed online; it also developed a wide range of computer-assisted language learning (CALL) tasks for learners of Portuguese for this purpose. The texts and other online materials were piloted in language classes at the University of Arizona and a web discussion board was created for learners to react to the readings and reflect on the target language. A workshop was held in 2009 for grade 9-16 teachers to familiarize them with the web-based products, and presentations were given at ACTFL and the American Association of Teachers of Spanish and Portuguese (AATSP).

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Upcoming Events
Mar
2019
20
Arizona
Presentation
University of Arizona Language Fair

This March, the Center for Educational Resources in Culture, Language and Literacy will launch 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 is open to all students, faculty/staff, and visitors to campus. Departments, programs, and UA student clubs representing the languages and cultures taught at UA can register for table space (3-6 feet of space per registration) at which they will showcase the languages taught in their departments and spoken in their communities. CERCLL is also sponsoring small grants (up to $150) to support the purchase of materials for activities or small treats for distribution at these tables. Registration for this event–and the application for funding–will be open on February 15. The deadline to register and apply for funding is March 8, 2019. During the registration process, respondents will be asked to provide the following information: name, department and contact information for the person submitting the application; department / program / organization represented; amount of table space requested (tables are 6 feet in length; registrants can request a half or a whole table, or in the case of a department representing more than one language, they can request multiple tables); business manager name and contact information; a description of the table(s) that will be displayed (maximum 300 words), including language(s) and world regions to be represented, and activities planned; and an itemized budget for any application for funding. Questions? Contact CERCLL at cercll@email.arizona.edu, or (520) 626-8071.

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Apr
2019
6
Arizona
Workshop
LaTeS Workshop: Strengthening your Core: Practices to Support Students’ Language Development

Language Teacher Symposium (LaTeS) Spring 2019 Strengthening your Core: Practices to Support Students’ Language Development Presented by Kristin Davin (University of North Carolina at Charlotte; Department of Middle, Secondary and K12 Education) The American Council on the Teaching of Foreign Languages (ACTFL) designated six core practices that are critical for effective language teaching because they support students’ language development and occur frequently in instruction across contexts. These practices include: Facilitating target language comprehensibility, Guiding learners through interpreting authentic resources, Designing oral interpersonal communication tasks, Planning with backward design model, Teaching grammar as a concept and use in context, and Providing appropriate oral feedback. In this workshop, participants will explore these six core practices and the research base of each one. They will dive deeply into two of these practices, Guiding learners through interpreting authentic resources and Designing oral interpersonal communication tasks. Participants will engage in activities that foster their understanding of how to choose appropriate authentic texts and ways to check students’ understanding of those texts. They will also develop and share oral interpersonal communication tasks that foster spontaneous communication and negotiation of meaning. Participants will leave this workshop with a variety of interpretive and interpersonal communication tasks that they can immediately carry out in their classrooms. A certificate for 6 hours of Arizona Continuing Education will be provided to attendees. Saturday April 6, 2019, 9.a.m. to 4 p.m. Location: University of Arizona campus The event is free to attend (including lunch), but registration is required.

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Jun
2019
10 - 11
Texas
Workshop
Spanish Heritage Language Workshop

This is a workshop for Spanish teachers of heritage speaking high school and university level students. 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.

8 Areas of Focus

Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
  • Research
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  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • 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.

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.
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