Title Format Sponsor
PErCOLATE: A Multiliteracies Framework for Collegiate Foreign Language Teaching
Print
Mobile & Tablets

Description

Existing foreign language teacher training models focus on lower-level language acquisition, failing to prepare graduates for a world where language, literature and culture are inseparable in nature and significance. This project developed modular, multiliteracy-based professional development frameworks for teaching assistants that focuses on language teaching at higher levels, available on the project website, and resulted in a textbook, A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson Higher Education, 2015).

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Globalizing the Common Core State Standards
Web

Description

This project addresses the outdated and ethnocentric cultural perspectives in the lists of exemplars of text complexity used in the Common Core State Standards (CCSS), lists which are often used as core reading lists that do not reflect the kinds of cultural and global literacy needed in today’s world. The project has created carefully constructed grade-level lists of global fiction and nonfiction literature that match the required lexile levels. Of particular interest are books that include some use of a world language through codeswitching in dialogue or in terminology for objects, events, etc., since these books can foster interest in LCTLs (which are rarely taught in elementary schools) even at this young age. Books that can be used as paired texts with the existing books in the exemplar lists have been identified so that teachers required to use the original CCSS lists will be able to still use the global texts alongside them. The new book lists are available free for download, and in-service professional development opportunities for local teachers and a summer institute for a national audience in 2018 will support teachers in integrating these books into their curriculum while meeting the CCSS.

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Reading Globally: Connecting Classrooms to the World
Print
Web

Description

An extension of CERCLL’s “Introducing Children and Adolescents to the World” project of 2006-2010, and the “Bringing Global Cultures and World Languages into K-8 Classrooms” project in 2010-2014, the new project again brings International Consultants and Language and Culture Kits into K-8 schools. The project will: (1) make K-8 teachers more confident and comfortable with integrating a broader range of cultural and linguistic perspectives into their classrooms—including materials created by this project and its earlier iterations; (2) respond to research that shows that early connection of students to foreign language and culture is imperative by bringing materials to K-8 students in order to encourage them to pursue these languages in high school and university contexts; and (3) contribute to the professional development of elementary preservice and inservice teachers, by influencing their instruction and expanding their perspectives on global education and intercultural competence. The project has created new kits on the following languages/cultures/regions: a. West Africa (Ghana, Mali, and Nigeria)/Bambara, Hausa, Igbo, Yoruba, b. India/Hindi, and c. Maori/New Zealand (each kit includes: 12-15 picture books, 3-5 novels, language study materials for the targeted culture, with teaching strategies and information on web sites and electronic resources), in addition to the previous kits created for Arabic, Korean, Mandarin Chinese, Japanese, Portuguese, Russian, Spanish. The project has also offered a series of on-site workshops/study groups at requesting schools, and refined the assessment tools to measure teachers’ and students’ intercultural competence in elementary and middle schools (developed in the previous iterations of this project).

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Upcoming Events
Sep
2022
12 - 14
Hawaii
Call for Papers
2022 Pragmatics & Language Learning Conference

The National Foreign Language Resource Center at the University of Hawaii at Manoa and the Center for Applied Second Language Studies at the University of Oregon are pleased to announce the 2022 Pragmatics and Language Learning Conference (PLL 2022) which will take place online on September 12-14, 2022. The conference main theme will be Teaching and Learning Interactional Pragmatics in a Digital World, but we welcome a broad range of topics in pragmatics, discourse, interaction, and sociolinguistics in their relation to second and foreign language learning, education, and use, approached from a variety of theoretical and methodological perspectives. We hope this conference brings together scholars and educators from all around the world who are interested in discussing both established and innovative approaches to teaching and learning pragmatics to strengthen our understanding of principles and practices in PLL and push the field to new and exciting directions in research and practice. Plenary talks will be live and we have tried to schedule them so that a large part of our audience can access at least half of them. The rest of the presentations will be simulive (pre-recorded 20 minute presentation with live interaction by the presenters) or poster sessions (5-7 minute-pre-recorded presentation within Zoom breakout rooms for interaction). CALL FOR PROPOSALS The conference main theme will be Teaching and Learning Interactional Pragmatics in a Digital World, but we welcome a broad range of topics in pragmatics, discourse, interaction, and sociolinguistics in their relation to second and foreign language learning, education, and use, approached from a variety of theoretical and methodological perspectives. ONLINE ABSTRACT SUBMISSIONS: DEADLINE: March 1, 2022 via EasyChair Visit our website [ https://bit.ly/PLL2022 ] for more information and instruction on how to prepare your abstract proposal.

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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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