National Foreign Language Resource Centers (NFLRC)

Featured LRCs

LRC Centers

Title VI Language Resource Centers support the nation’s capacity for language teaching and learning. LRCs offer free or low-cost teaching materials, professional development opportunities, assessment and evaluation services, and more. Download our brochure to find out how we can support your classroom.

Joint LRC brochure

CeLCAR Bloomington, IN

Indiana University's Center for Languages of the Central Asian Regions (CeLCAR) is one of sixteen Title VI Language Resource Centers in the United States and the only one dedicated to the critical languages of Central Asia and surrounding countries. CeLCAR is dedicated to promoting the teaching and learning of the languages and cultures of Central Asia through the development of language learning materials (online courses, web and mobile applications, textbooks, multimedia resources), teacher training, and intensive language summer courses.

http://iub.edu/~celcar/main.php

NFLRC Honolulu, HI

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. Interested in learning more about PBLL? Join us online: Envisioning PBLL (FREE online symposium), January 17-18, 2018. Learn how to craft quality projects: Fundamentals of PBLL (online institute), starting January 31, 2018.

http://nflrc.hawaii.edu/events/

CALPER University Park, PA

CALPER’s multi-module series for intermediate and advanced learners of Korean focuses on helping students master discourse features of Korean that are essential in developing higher levels of proficiency. Guided exercises, awareness-raising activities, and small projects have been created on the basis of authentic Korean texts and address the National Standards for Korean. Teacher have access to 20 successful program-enhancing units on a range of themes.

http://calper.la.psu.edu/Korean_Language

COERLL Austin, TX

COERLL's mission is to produce and disseminate Open Educational Resources (OER) for the Internet public (e.g., online language courses, reference grammars, assessment tools, corpora, etc.). The term OER refers to any educational material offered freely for anyone to use, typically involving some permission to re-mix, improve, and redistribute. Thus, COERLL seeks to promote a culture of collaboration that lies at the heart of the Open Education movement. In addition, COERLL aims to reframe foreign language education in terms of bilingualism and/or multilingualism. As such, all COERLL resources strive to represent more accurately language development and performance along dialectal and proficiency continua.

http://www.coerll.utexas.edu/coerll/

Title	Format	Sponsor
Multilingual Academic Corpus of Assignments – Writing & Speech (MACAWS)	Audio-Visual
Description Learner corpora can support exciting new SLA research and applications to language teaching. Although there are numerous learner corpora of English, less commonly taught languages still lack resources of this sort to support delivery of “high-quality, pedagogically sound, and cost effective instruction”. The MACAWS project will create a digital resource and eventually an online platform where researchers and instructors will have access to an online repository of students’ assignments (texts, spoken discourse, and multimedia products such as blogs) and pedagogical materials (e.g., syllabi, assignment sheets, lesson plans) from language programs at the University of Arizona, starting with Russian and Portuguese. Resource Link
Dorm Talk Project	Web
Description The purpose of this project is to design supplementary Chinese learning materials for teachers and students based on Chinese L2 learners’ actual engagement in authentic language use outside of classroom. Foreign language textbooks are very poor representations of authentic discourse that second language (L2) learners engage in when they interact with peers who speak the target language (Grant & Starks, 2001; Mori, 2005). Therefore, we base our modules on the actual conversations between American study abroad students and their Chinese roommates. All conversations here came from a corpus of American study abroad students’ conversations with their Chinese peers in the dormitory (the Dorm Talk corpus). Eighteen dyads consented to record their routine conversations and submitted a total of 1,929 minutes or audio recorded conversations. Based on these coanversations, we identified recurring topics and patterns of organization. We then compared these topics and patterns with popular Chinese language textbooks to determine what is missing in the model dialogs in elementary and intermediate Chinese language classes. This comparison enabled us to design the modules here for teachers and students to use as supplementary resources for the learning and teaching of Chinese. Resource Link
Foreign Language Program Evaluation Project	Web
Description Foreign language (FL) educators are asked to engage in evaluation of many kinds and for many reasons, such as traditional program reviews, federal accountability requirements, and accreditation pressures to assess student learning outcomes. Often, however, evaluation within FL education is perceived primarily as an onerous bureaucratic task that is imposed from the outside and lacking in any clear value for ensuring educational effectiveness or other valued program/project outcomes. Furthermore, distinctions between student assessment and program evaluation are poorly understood, as are the links between evaluation and the improvement of curriculum, instruction, and other aspects of program implementation. This project is designed to help FL educators build their capacities to engage in evaluation and assessment for understanding, improving, and ensuring FL program quality across US educational settings. Resource Link
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