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Selected Proceedings of the Second Intercultural Competence Conference (2010)
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Selected proceedings of the 2010 Second International Conference on the Development and Assessment of Intercultural Competence - Aiming for "The Third Place": Intercultural Competence through Foreign Language Teaching and Learning - organized by CERCLL. Available for download.

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PErCOLATE: Topic-based Modules for Preparing the Future FL Professoriate to Teach with a Multiliteracies Approach across the Undergraduate FL Curriculum
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Description

The long-standing collegiate FL teacher training paradigm with its short-term focus on methodologies and techniques for teaching lower-level language courses has been viewed–particularly by Language Program Directors (LPDs)–as woefully inadequate for preparing tomorrow’s professoriate to teach in increasingly diverse programmatic contexts. Further, given the 2007 MLA Report calling for a more coherent curriculum in which “language, literature, and culture are taught as a continuous whole” (p. 3), shifts in the content of FL graduate students' professional development as teachers are overdue. As a response to the shortcomings previously noted, this project will develop a set of modules for professional development of teaching assistants (TAs) in several languages that will supplement the model of professional development already in place by adding flexible materials and activities that focus on language teaching at higher levels and provide an alternative structure for professional development in programs where there is either a Language Program Director (LPD) with no applied linguistics background or no LPD at all (the norm in most LCTL language programs). The approach to FL teaching and learning foregrounded in these modules will be based on multiliteracies. Lesson study, a self-directed, collaborative, inquiry-based learning approach will provide a framework to guide FL TAs’ reflective examination of their instructional practices and students’ learning as they work through a module. On this website (work in progress), the authors will be posting modules and related webinars and bibliographies. They will also be announcing workshops and conferences where they will be presenting the project and its outcomes. They will be watching for other related resources on the professional development of foreign language teaching assistants and adjunct instructors and will bring them to the website visitors' attention as they become available.

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Games To Teach: Developing Digital Game-Mediated Foreign Language Literacies
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Description

Digital games are socio-cultural practices and products, and gaming has become a mainstream, global cultural force. Applied linguists and FL educators have noted that gameplay is mediated by language use and social interaction, thereby also making it a potentially rich context for language acquisition. Off-the-shelf and online digital games are produced by a diversity of countries in a variety of languages. Despite the interest in and availability of these games, ways in which their benefits can be harnessed to enhance FL learning have yet to be fully explored. The primary goal of this blog is to provide FL educators the resources (both material and pedagogical) needed to design, implement, and assess digital game-mediated learning activities that have the potential to develop FL multiliteracies.

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Upcoming Events
Nov
2020
7
Arizona
Workshop
Webinar: Crafting Compelling Experiences: The Power of Stories, Scaffolding, & Sharing

Presented by Cherice Montgomery, Assistant Professor of Spanish Pedagogy at Brigham Young University. Filmmakers are experts at producing memorable movies that educate, entertain, and inspire their audiences. Teachers have similar goals, but sometimes hesitate to engage learners with authentic texts or “real life issues,” fearing that the necessary language will be too complex for them to understand. During this 90-minute, interactive webinar, you will: (1) learn a step-by-step process for skillfully integrating culturally authentic texts into meaningful interpretive communication activities; (2) explore effective techniques for supporting learners’ comprehension; (3) experience interactive activities for assessing learners’ understanding. Bring your textbook, a lesson you’d like to improve, and your creativity!

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Nov
2020
18
Arizona
Workshop
Webinar: Multimodal Pedagogies in the L2 Classroom: Moving from Language to a Communication Paradigm

Presented by José Aldemar Álvarez Valencia, Ph.D., professor of applied linguistics in the School of Language Sciences at Universidad del Valle, Cali, Colombia. The current communication landscape shows that communication is multimodal by nature. This new perspective on language and communication impacts directly second language acquisition and pedagogical practices. Multimodal pedagogies intend to bring this perspective into second/foreign language classrooms by highlighting the centrality of modes of communication and transmodal practices in the design of tasks that engage learners in processes of language/communication appropriation. By looking at language as one more semiotic resource among many others that make up communication ecologies, multimodal pedagogies recognize and look for ways to articulate and rearticulate students’ cultural semiotic resources, including their languages, their embodied communicative practices, and their identity affiliations. In this webinar, participants will be introduced to the main concepts of multimodal pedagogies such as design, modes, semiotic resources, and transmodality. Likewise, the presenter will discuss the main principles of this new approach, followed by some examples on how it can be implemented in a language/communication classroom.

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Dec
2020
5
Arizona
Workshop
Webinar: Re-Envisioning Writing Instruction Using a Design Approach

Webinar presented by Heather Willis Allen (University of Wisconsin-Madison). Writing is a critical skill in personal, educational, and professional domains, yet its role in L2 (second language) education in the United States is unclear and several recent studies have identified presentational writing as the most difficult modality to teach and the one that students struggle with the most. In this 90-minute webinar, we will explore the principles of Design writing instruction and discuss pedagogical examples of how this approach can be used to integrate L2 reading and writing, to facilitate learners’ familiarity with and use of appropriate L2 writing conventions, and to foster dialogue around the process and products of L2 writing. For the application stage of this workshop, please bring a presentational writing assignment that you have used in the past and want to improve or revise.

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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.

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