Title Format Sponsor
Designing Interaction for Online Language Learning
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Web

Description

Designed for in-service teachers of world languages in online environments, this course, offered in Fall 2015, focuses on the various kinds of interaction that take place in online language courses. While interaction is important in any online course, it deserves special attention in language courses, since communicative interaction is key to developing proficiency in a language. Course content is available as open educational resources (OERs) for self-study and reference.

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Envisioning Project-Based Language Learning (PBLL) (2018 Online Symposium)
Audio-Visual
Web

Description

Project-Based Language Learning (PBLL) offers a framework for designing powerful, culturally contextualized experiences that create opportunities for learners to use their language to address real world needs that are personally meaningful to them. The PBLL Symposium brought together language educators, researchers, and innovators to explore the potential of PBLL to enhance and transform language education and provides an excellent introduction to this topic. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The videos and presentation slides are available as open educational resources (OERs).

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The Power of Project-Based Language Learning (PBLL) (2017 Online Symposium)
Audio-Visual
Web

Description

Project-based Language Learning (PBLL) means much more than having students create an advertisement, develop a review game, make a poster, or give a presentation. Rigorous PBLL requires a deep understanding of Gold Standard PBL (Buck Institute for Education, 2015), with special attention to the principles of Sustained Inquiry, Authenticity, Reflection, and A Public Audience. In the world language classroom, PBLL offers a framework for designing powerful, culturally contextualized language learning experiences that support learners in using their language to address “real world” needs/purposes that are personally meaningful to them. PBLL also presents unique challenges when compared to project-based learning (PBL) in other disciplines because the very means by which learners engage in project work--the target language--is also the object of their learning. On January 11-12, 2017, the Project-Based Language Learning (PBLL) Symposium brought together language educators, policymakers, researchers, and innovators for conversations regarding the potential of PBLL to enhance and transform language education. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The video and presentation slides are available as open educational resources (OERs).

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Upcoming Events
Jan
2022
27 - 30
Arizona
Conference
2022 Intercultural Competence Conference

ICC 2022: Decentering Mobility in Intercultural Education: Engagement, Equity and Access Extended Proposal Submission Deadline June 21, 2021 A hybrid event, in Tucson, Arizona, and online, with plenary speakers: * Uju Anya, Pennsylvania State University, USA * Maria Dasli, University of Edinburgh, Scotland * Jennifer Pipitone, College of Mount Saint Vincent, USA In January 2022, the eighth International Conference on the Development and Assessment of Intercultural Competence (ICC) will be a hybrid event on the theme of "Decentering Mobility in Intercultural Education: Engagement, Equity and Access." Presentations will focus on the ways in which intercultural communication and the teaching and learning thereof have been shaped through mobility – both virtual and physical. Of particular interest are contributions that address how the changing state of intercultural communication has been shaped by a world that is simultaneously more and less mobile, for example, due to differences in access among learners or to changing circumstances, such as the current global health crisis. Proposals will be submitted as one of five types: paper presentation, symposium, roundtable discussion, poster, and workshop. See the complete submission guidelines for more about the conference theme and the format of these presentations, proposal restrictions and limitations, access to the online proposal submission form, and notification dates, etc. Proposal Submission Deadline: June 4, 2021. Full Call for Proposals and Submission Guidelines: https://icc.arizona.edu/2022cfp/ Registration for ICC 2020 will open in the Fall.

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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.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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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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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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