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Teaching Texts: Pedagogical Stylistics in the Language Classroom


These are the materials from the workshop offered by CERCLL in the summer of 2010 that focused on how concepts and methods from stylistics can enrich the teaching of texts in the beginning, intermediate and advanced levels of foreign language study. Stylistic analysis concerns how various linguistic choices affect interpretation and thus, as a pedagogical approach, can help students to move from working with language on the sentence level to dealing with longer, more complex stretches of discourse and to encourage their awareness of the intersections between language and culture. The materials, in addition to covering some basic concepts about stylistics, introduce some sample classroom activities.

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Hypermedia: Multimodal Text Annotation


This project annotates different types of texts with multimedia hyperlinks (hypermedia) to facilitate linguistic as well as cultural comprehension of reading texts for language learners. Hypermedia can clarify, explain and illustrate not only the meanings of words and expressions, but also rhetorical, socio/cultural, historical and other concepts embedded in the text. Additional information about certain words or concepts may appear as hypermedia annotations presenting information in nodes and links. Working with Italian, this project has produced contemporary and authentic sources annotated with the aid of multiple forms of digital media such as text, graphics, audio, and video. Teachers will be able to use these annotated texts as part of their classroom resources.

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Uzbek Video and Audio Modules


An interactive website for reading, writing, listening, and speaking in Uzbek. Designed as a multimedia supplement to CeLCAR's Intermediate Uzbek textbook.

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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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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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