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Language Learning & Technology
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Description

Language Learning & Technology is a refereed journal that began publication in July 1997. This publication is a joint effort of CLEAR and the University of Hawai'i's National Foreign Language Resource Center. The journal seeks to disseminate research to foreign and second language educators in the U.S. and around the world on issues related to technology and language education, and is published online three times a year.

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Instructional Guide for Use in Small Classes: African Languages
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The free downloadable Instructional Guide for African Languages is written for teachers of any African language. It acts as support material for tutors who are native speakers of African languages who may or may not have a language teaching background. The Guide can also be helpful to experienced language teachers. The Guide begins with an overview of strategies for creating a language course (i.e., establishing goals, using the L2, and finding and using materials). Following the general information, The Guide offers three different groupings of lesson plans: basic language-learning lesson plans for beginners, task-based lessons for intermediate learners, and cultural-based modules for advanced learners. Finally, The Guide concludes with some ideas for integrating structure into a communicative-based classroom with sections on teaching vocabulary, integrating grammar, and understanding the sound system. The accompanying video is intended for use as a training tool for new language teachers who may not be familiar with the language teaching activities found in The Guide. The video depicts three types of language learning activities: information gap activities, role-plays, and text-based lessons. It also discusses topics such maximizing the use of the target language and implementing appropriate error correction.

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Instructional Guide for Use in Small Classes: Thai
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Description

This free downloadable Instructional Guide is written for native speakers of Thai who are teaching Thai in either a classroom or a tutorial setting. Like the African Language Instructional Guide, the Thai Guide begins with an overview of strategies for creating a language course (i.e., establishing goals, using the L2, and finding and using materials). Following the general information, The Guide offers three different groupings of lesson plans: basic language-learning lesson plans for beginners, task-based lessons for intermediate learners, and cultural-based modules for advanced learners. Finally, The Guide concludes with some ideas for integrating structure into a communicative-based classroom with sections on teaching vocabulary, integrating grammar, and understanding the sound system.

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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.

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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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