Title Format Sponsor
Project-Based Language Learning: Inspiring Teachers, Transforming Learning (2016 Online Symposium)
Audio-Visual
Web

Description

On January 12-15, 2016, the Project-Based Language Learning (PBLL) Symposium brought together experts, educational leaders, and world language teachers to foster the conversation on the potential for PBLL to transform and enhance language education. PBLL's intersections with content-based instruction, task-based language learning, and performance assessment make it an ideal conduit to ground language learning on real needs and measurable outcomes. We invited language educators, policymakers, researchers, and innovators to join the conversation and help further refine the PBLL framework by anchoring it to issues and ideas that are relevant to language education. This unique FREE online event provided attendees not only invaluable opportunities to access expertise in PBLL and engage in thought-provoking and constructive dialogues, but also a chance to network with professionals who are passionate about this topic. Eight engaging presentations were distributed across four days (i.e., two sessions per day) and recorded. The videos and presentation slides are available below as open educational resources (OERs).

Resource Link
Korean for Professionals Volume 3
Print

Description

The Korean Language Flagship Center aims to produce professionals who can function in Korean in their chosen fields. After two years of intensive Korean language training customized to their fields, graduates of this program are expected to take their place among the next generation of global professionals as Korea specialists, commanding professional-level proficiency in Korean. Successful completion of the program and demonstration of the ability to use Korean at a professional level (ILR 3, ACTFL Superior) lead to the Master of Arts degree in Korean for Professionals. This monograph series is a compilation of the students’ research critical and controversial issues in Korea or Korea-US relations.

Resource Link
South Asian Language OER
Web

Description

The South Asia Institute works closely with instructional faculty for South Asian languages taught at the University of Texas. Like all teachers of Less Commonly Taught Languages, these instructors have produced classroom materials, curricular plans, lesson plans, and other resources to facilitate teaching and learning Hindi, Urdu, Malayalam, Tamil, Sanskrit, and Bangla. The Hindi-Urdu Flagship project set a new standard for the kinds of resources available for South Asia languages. Building on their success, and in collaboration with the Center for Open Educational Resources and Language Learning (COERLL), we are working to share resources used at UT for other South Asian languages as open educational resources (OER).

Resource Link
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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.

Event Link
Jan - Feb
2022
27 - 24
Hawaii
Symposium
2022 OLP Series: Engaging Online Language Learners through SEL

This series will highlight how online language instructors can use the Social Emotional Learning Framework to engage students in the virtual classroom and enhance the experience and satisfaction of learning a language online. Topics will include highlighting learner self awareness, promoting self management and self motivation, expanding social awareness through online extracurricular activities, teaching responsible decision making through storytelling and building positive relationship skills in a supportive way. Webinar Dates (Thursdays): Jan 27 | Feb 3 | Feb 10 | Feb 17 | Feb 24 2:00-3:30 pm (Hawaii Standard Time) 4:00-5:30 pm (Pacific) 5:00-6:30 pm (Mountain) 6:00-7:30 pm (Central) 7:00-8:30 pm (Eastern) Registration deadline: January 27, 2022 To register, see the presenter lineups, and optional digital badge information, visit our webpage: https://nflrc.hawaii.edu/events/view/olp2022/

Event Link
May
2022
19 - 21
Hawaii
Conference
31st Annual Meeting of the Southeast Asian Linguistics Society

The Department of Linguistics and the National Foreign Language Resource Center at the University of Hawaii at Manoa invites scholars working on Southeast Asian linguistics to the 31st Annual Meeting of the Southeast Asian Linguistics Society (SEALS), May 19-21, 2022, with a special virtual poster session on May 13, 2022. SEALS 31 (2022) will be a hybrid conference, held concurrently in-person (on the campus of the University of Hawaii at Manoa) and online.

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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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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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