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Bridging Contexts, Making Connections: Selected Papers from the Fifth International Conference on Language Teacher Education
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Eight papers originally presented at the Fifth International Conference on Language Teacher Education were selected for inclusion in this volume dedicated to the diversity of voices in the field. While each paper speaks to a different teaching context, they all highlight best practices in language teacher education. Some of the papers address practices in different contexts and others challenge readers to rethink the knowledge base of language teacher education, to think critically about what this knowledge consists of and why, and to describe classroom and professional tools that will best equip language teachers to help their students achieve their language learning goals.

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Struggling Learners and Language Immersion Education
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Description

This handbook provides dual language and immersion educators with rich information and practical resources that address common concerns with children who struggle with language, literacy and learning. It includes: Real Stories—case narratives that recount lived experiences with struggling learners from a range of educational specialists, administrators and teachers; Background information and research summaries that provide important information about the existing knowledge base on this topic; Discussion of issues as they relate to language minority and language majority learners; Guiding principles to inform program policies and practices; Reference materials and useful web resources to assist educators in meeting the needs of a wide variety of language and learning challenges.

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Developing Classroom Materials for Less Commonly Taught Languages website
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To address the challenges LCTL teachers face in developing instructional materials, the LCTL Project created a new website offering LCTL teachers the background and tools needed to create high quality materials. The site features videos of leading language teacher educator Bill Johnston presenting concepts for material development from a variety of resources, as he interacts with LCTL teachers. The videos show pairs of LCTL teachers as they work through example activities using the materials as if they were students, and then discuss those activities from the teacher viewpoint. Each video segment is accompanied by pre-viewing questions for teachers, and includes additional questions for reflection after watching. The website is organized into units focused on using written texts, literature, audio, video and pictures. The Developing Classroom Materials for LCTLs website is available free of charge at: http://www.carla.umn.edu/lctl/development/index.html

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Upcoming Events
Nov
2021
6
Arizona
Workshop
Building Bridges Across Cultures through Global Inquiry with Children

A webinar presented by Kathy G. Short and Dorea Kleker (University of Arizona). In our interconnected world, an understanding of global cultures has become a necessity as children are challenged to think and act globally. Our inquiry as educators is on creating instructional strategies that encourage children to develop open-minded perspectives toward ways of living that differ from their own. We invite children to engage in inquiries around specific cultures, while trying to avoid the pitfalls of only exploring surface aspects of a culture and not the deeper values and beliefs that underlie easily observable traditions and actions. Our goal is that children develop an orientation on the world that balances reflection on the known through identifying their loyalties with reflection on the new through developing open-minded perspectives. In this webinar, we share the instructional strategies and frameworks we have developed in working with elementary children to explore their cultural identities and to engage them in inquiries on specific global cultures, such as Korea and India. These inquiries are supported through global children’s literature and a range of interactive experiences. We will provide examples of children’s use of thinking routines, instructional strategies, and children’s books as well as engage participants in trying out several strategies.

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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.

8 Areas of Focus

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