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Language OER Network


The Language OER Network (LOERN) showcases the work of open educators in the field of language learning and teaching.

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Intercultural Communicative Competence in Educational Exchange: A Multinational Perspective


This publication is a result of a project called Intercultural Communicative Competence: A Multinational Perspective. This project is a research effort involving eight countries and conducted in two distinct phases: I. Exploring and Assessing Intercultural Competence and II. Assessing Intercultural Sojourns: Outcomes and Impact. Both research efforts are projects of the Federation of The Experiment in International Living (Federation EIL), with international headquarters in Brattleboro, Vermont, in the USA. Phase I was a longitudinal study conducted from 2005 to 2006 with funding from the Center for Social Development (CSD), Washington University in St. Louis, Missouri; and Phase II, based on a retrospective design, was conducted from January through October 2015 with funding from the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), University of Arizona, Tucson, Arizona. The entire project is designed as an extended multinational study, utilizing cross-cultural survey methods, with hopes of eventually involving all Federation EIL Member Organizations (MOs) worldwide. The purpose of the Initial Phase Project was to explore and to develop a comprehensive construct of intercultural communicative competence (ICC), first through an extensive search of the intercultural literature, develop an instrument for its assessment based on these findings combined with our own empirical experience and, finally, it investigated intercultural outcomes and impact on participants and their hosts undergoing sojourns during international, intercultural exchange programs. The Initial Phase involved three MOs: Great Britain, Ecuador, and Switzerland. The Follow-on Phase extended the study to include five additional MOs to our research efforts – – Brazil, Germany, Ireland, Japan, and the USA. Once again, the project involved MOs in a learning process with the potential to: 1) further their efforts in several areas, 2) improve understanding of and further Federation EIL’s goals and modus operandi, 3) strengthen their ability to improve delivery of their international, intercultural educational programs, and 4) enhance the development of the ICC of future participants and possibly of hosts as well. Both studies were conducted through use of survey questionnaires followed by individual telephone interviews, collecting and combining both quantitative and qualitative data on both sojourners and hosts. Analysis of the data provided important findings regarding not only each cultural group (the particularist aspect) but also aspects that all groups shared in common (the universalist aspect). Finally, these efforts contribute important knowledge to the field of international, intercultural education regarding intercultural efforts concerned with the identification, development, and assessment of intercultural communicative competencies and the impact of intercultural experiences on the lives of those engaged in sojourns abroad and their hosts. The publication will be available for purchase through Routledge in July 2018.

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Digital Literacies and Technology-Enhanced Language Learning: Interdisciplinary and Interactions


As digital technologies continue to radically change the social acts of communication in which we engage, boundaries once taken for granted between various modes and medialities, between consumption and production have begun to break down. Digital, networked communication forms afford new literacies—new forms of interaction, meanings, and understandings of ourselves and the world around us; thus, they also demand new pedagogical approaches and perspectives. The Digital Literacies project arose as a way to provide educators, practitioners, and researchers a space in which to explore the wide array of practices captured by the concept of digital literacies as they relate to particular circumstances of learning and living in a second or additional language and culture: in October 2014, CERCLL hosted the first symposium in this series, “Digital Literacies in and Beyond the L2 Classroom”, with online posters accepted from among a pool of submissions and with opportunities for synchronous and asynchronous exchange with the authors, as well as an in-person event consisting of a roundtable discussion, keynote presentation, and assessment of the posters. The symposium takes place every two years, with two primary and interrelated goals: (1) to provide a forum within which various stakeholders (teachers, administrators, researchers) can consider how to integrate digital literacies into language classrooms, study abroad programs, and other forms of structured language learning, and (2) to provide a set of resources related to digital literacies and language teaching in the form of a web site, which will extend long beyond the symposium event itself.

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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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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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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
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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.


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