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New trends and issues in teaching Japanese language and culture
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In recent years, Japanese has become the fourth most commonly taught foreign language at the college level in the United States. As the number of students who study Japanese has increased, the teaching of Japanese as a foreign language has been established as an important academic field of study. This technical report includes nine contributions to the advancement of this field, encompassing the following five important issues: Literature and literature teaching Technology in the language classroom Orthography Testing Grammatical versus pragmatic approaches to language teaching

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New technologies and language learning: Cases in the less commonly taught languages [online version]
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In recent years, the National Security Education Program (NSEP) has supported an increasing number of programs for teaching languages using different technological media. This compilation of case study initiatives funded through the NSEP Institutional Grants Program presents a range of technology-based options for language programming that will help universities make more informed decisions about teaching less commonly taught languages. The seven chapters describe how different types of technologies (e.g., Web, ITV, and audio- or video-based materials) are used to support language programs, discuss identifiable trends in e-language learning, and explore how technology addresses issues of equity, diversity, and opportunity. This book offers many lessons learned and decisions made as technology changes and learning needs become more complex.

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New technologies and language learning: Cases in the less commonly taught languages
Print

Description

In recent years, the National Security Education Program (NSEP) has supported an increasing number of programs for teaching languages using different technological media. This compilation of case study initiatives funded through the NSEP Institutional Grants Program presents a range of technology-based options for language programming that will help universities make more informed decisions about teaching less commonly taught languages. The seven chapters describe how different types of technologies (e.g., Web, ITV, and audio- or video-based materials) are used to support language programs, discuss identifiable trends in e-language learning, and explore how technology addresses issues of equity, diversity, and opportunity. This book offers many lessons learned and decisions made as technology changes and learning needs become more complex.

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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.

8 Areas of Focus

Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
  • Research
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  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

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You may also contact each LRC individually by locating their directory information in the Meet the LRCs menu.

Funding

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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