Title Format Sponsor
Igbo Brochure
Print

Description

The brochure creates awareness about the language itself, basic information about its speakers and their culture, the advantages of learning it as a foreigner and details about institutions that offer it within the US. Illustrative pictures depicting various facets of the language group are provided in addition to the language?s spread and status within and without Africa.

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Hausa Brochure
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Description

The brochure creates awareness about the language itself, basic information about its speakers and their culture, the advantages of learning it as a foreigner and details about institutions that offer it within the US. Illustrative pictures depicting various facets of the language group are provided in addition to the language?s spread and status within and without Africa.

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Flash Cards for Learning Pulaar, Shona, Wolof and Zulu - CDROM
Audio-Visual

Description

African Language Vocabulary Flash Cards is targeting English speakers who are learning three most widely learned African languages: Pular, Shona, Wolof and Zulu. It covers the most useful vocabulary, which is essential to every day life. It is composed of six categories: household items, classroom items, kitchen items, animals and birds, clothing, and professions and in total, it deals with around 150-175 words. Each word is pronounced by a native speaker so that the learner can learn the vocabulary and its pronunciation at the same time. It can be used at any time, and at any place where there is a computer

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Upcoming Events
Jun
2018
24 - 26
Arizona
Institute
Reading Globally: Critical Issues in Global Literature for Children and Adolescents

Presented by Kathy Short (University of Arizona) with experts and authors in global literature. We live in a world where our lives are interconnected in complex ways across global cultures as well as fractured with tensions that divide us. Global children’s literature provides one means of facilitating intercultural understanding, but issues of availability, access, authenticity, and classroom use must be addressed for this potential to be realized. In this institute, participants will explore current trends in global literature for children and adolescents, examine critical issues and approaches to analyzing these books, and experience strategies for critically engaging with global literature. Participants will use the Worlds of Words collection (http://wowlit.org) to be immersed in a wealth of global literature as well as to delve deeply into key books to develop critical understandings and to consider how to invite students into a critical reading of the word. An additional component will be interactions that pair classic, well-known texts often used in elementary and secondary classrooms with global children’s and adolescent literature to expand the curriculum and include global perspectives.

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Jun
2018
25 - 26
Pennsylvania
Workshop
Designing Articulated Performance Assessment in the Three Modes of Communication

This workshop will guide participants in designing performance assessment tasks in the three modes of communication, articulated across three levels. We will explore Interpretive, Interpersonal, and Presentational mode tasks and design integrated assessment around a theme and context. We will also develop specific Can-Do Statements from them, a key implementation piece, keeping transfer and intercultural competence in mind. Examples of integrated tasks with novice high, intermediate mid, and advanced low performance targets will be presented and explored.

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Jun
2018
25
Michigan
Workshop
Increasing proficiency through World Language Core Practices

Looking to up your proficiency game? World Language Core Practices, recently published by ACTFL, are research-supported “teacher moves” that support language learners in gaining proficiency. The practices include using the target language, providing interpersonal communication tasks, employing functional goals and objectives, teaching grammar use in context, using authentic texts, and providing appropriate feedback. Participants in this two-day make-and-take workshop (an expanded version of last year's one-day) can expect to explore the reasoning behind World Language Core Practices, the how-to of using them, and spend time creating their own activities and/or plans for nurturing more proficient world language students.

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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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  • 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.
© Title VI Language Resource Centers