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Internet-mediated Intercultural Foreign Language Education: Approaches, Pedagogy, and Research


CALPER Working Paper No. 6 <br> This working paper focuses on the use of Internet information and communication tools to support intercultural dialogue, debate, collaborative research, and less structured social interaction between (typically) internationally dispersed groups of learners who are members of different linguistic and cultural groups.

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Internet-mediated Text and Multi-modal Expression in Foreign Language Education


CALPER Working Paper No. 5 <br> This paper provides a critical review of current trends in the use of technology in second and foreign language education. It also presents a preview that enumerates a number of nascent or near-future possibilities in this area. The authors aspire to provide a synaptic discussion of factors relevant to intermediate and advanced L2 learning mediated by communication technologies.

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Computer-mediated Learner Corpus Research and the Data-driven Teaching of L2 Pragmatic Competence


CALPER Working Paper No. 4 <br> The authors report on a three-week pedagogical intervention for the teaching of German modal particles, which draws on the methodologies of contrastive learner corpus analysis and data-driven learning. The intervention was administered in the context of a German-American telecollaborative partnership, an electronically mediated learning configuration in which geographically dispersed learners in parallel language classes use Internet communication tools in order to interact with one another on the completion of a variety of teacher-guided projects.

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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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