Title Format Sponsor
Telecollaboration in foreign language learning: Proceedings of the Hawai'i Symposium
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Description

The Symposium on Local & Global Electronic Networking in Foreign Language Learning & Research, part of the National Foreign Language Resource Center's 1995 Summer Institute on Technology & the Human Factor in Foreign Language Education, included presentations of papers and hands-on workshops conducted by Symposium participants to facilitate the sharing of resources, ideas, and information about all aspects of electronic networking for foreign language teaching and research, including electronic discussion and conferencing, international cultural exchanges, real-time communication and simulations, research and resource retrieval via the Internet, and research using networks. This collection presents a sampling of those presentations.

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Virtual connections: Online activities & projects for networking language learners
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Description

Computer networking has created dramatic new possibilities for connecting language learners in a single classroom or across the globe. This collection of activities and projects makes use of email, the World Wide Web, computer conferencing, and other forms of computer-mediated communication for the foreign and second language classroom at any level of instruction. Teachers from around the world submitted the activities compiled in this volume - activities that they have used successfully in their own classrooms.

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LCTL Instructional Materials
Web

Description

The LCTL Project at CARLA hosts a collection of sharable material (both raw material and exercises) for a number of languages – includes collections of royalty-free images and audio and video files with suggestions on ways to incorporate these resources into in-class and out-of-class activities.

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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:
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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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