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Chinese language video clips


Fifty video segments from footage shot on location in and around Beijing, including: an interview with a girl about her favorite toys self-introductions by college students an off-the-cuff introduction to taxis and buses Filmed on location in Beijing, mostly at Peking University, these naturalistic video clips, ranging from less than one minute to eight minutes in length and consisting chiefly of unrehearsed interviews of ordinary folk, offer valuable source material for Chinese language teachers at all levels. Six topic areas are represented: personal information, commercial transactions, travel and leisure, health and sports, food, and school. Chinese Language Video Clips are not lessons but "raw material" -- video segments shot in China to be used as you see fit.

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Foreign Languages: Doors to Opportunity (Video)


This free downloadable video is designed in two parts of approximately twelve minutes each. The first part is intended for use with middle and high school students of foreign languages. The second part is designed for K-12 educators, including teachers, guidance counselors, administrators, and parents. A Discussion Guide (available separately) accompanies the video and contains preview and postview activities to help educators in facilitating discussion of both parts of the video.

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Instructional Guide for Use in Small Classes: African Languages (Video)


This free downloadable 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 Instructional Guide for Use in Small Classes ~ African Languages, which is available as a free downloadable PDF. 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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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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  • Outreach and dissemination

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