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Performed Culture Approach in the Classroom: Final Oral Interview
Audio-Visual

Description

This video demonstrates how to conduct a final oral interview at Chinese III level. It Is conducted like an oral proficiency interview and the content is based on what students have studied and practiced in class.

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Performed Culture Approach: ACT Class
Audio-Visual

Description

This video demonstrates a full 55-minute ACT class. In this class, students are expected to give a higher level of spontaneous performance in delivery, accuracy, pronunciation, listening comprehension, and sociocultural appropriateness. Students should actively engage in conversations with previously rehearsed target expressions. ACT class regards classroom as a Chinese environment, and thus is Chinese language only. Students know what to expect in each class by reading weekly schedules.

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Performed Culture Approach: ACT Class
Audio-Visual

Description

This video demonstrates how to conduct an ACT class. The students are expected to give a spontaneous performance in delivery, accuracy, pronunciation, listening comprehension, and sociocultural appropriateness. Students should actively engage in conversations with previously rehearsed target expressions. ACT class regards classroom as a Chinese environment, and thus is Chinese language only. Students know what to expect in each class by reading weekly schedules.

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Upcoming Events
Oct
2018
14 - 19
Arizona
Symposium
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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  • 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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