Title Format Sponsor
Manchu: A textbook for reading documents (2nd ed.)
Audio-Visual

Description

Manchu: A Textbook for Reading Documents, the first English-language Manchu textbook in more than a century, offers students of Chinese history and comparative literature the means to master documentary Manchu. Since Manchu is the most important Tungusic language and, as such, a vital resource for scholars who work on this language family, the book is also useful for those interested in the various branches of linguistics. The reading selections provided in this volume were chosen to give students an opportunity to become familiar with different types of documents and a variety of handwriting styles. Those interested in studying Manchu as a tool for reading historical documents related to China’s Qing dynasty will find texts, ranging from pre-1644 narratives recording the Manchus’ rise to power to memorials from the late dynastic period. Students of linguistics will find examples of the very earliest Manchu writing as well as samples of contemporary Sibe (Xibo), a language that may be considered a modern version of Manchu and that is still spoken today by about twenty thousand people in Western China. The range of reading samples makes it possible to observe the changes that have taken place in the language since the Manchu script was created four hundred years ago. Notes to the documentary materials in the book explain grammatical forms while exercises following each reading selection help consolidate the knowledge gained as the student progresses. An extensive summary of grammatical points and a vocabulary index at the back of the book spare the user the frustration of having to hunt for hard-to-find dictionaries and grammars. This second edition of Manchu: A Textbook for Reading Documents has benefited from the feedback provided by users of the earlier book. Whereas the overall structure of the text remains the same, the first reading selection has a new format, designed to ease the student’s initial exposure to the language. Many other less noticeable yet important changes and corrections have been made throughout the volume. Most significantly, this edition provides audio recordings to go along with the initial Manchu selections, a feature especially useful for those who study the language without access to a teacher.

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Agency and student voice
Audio-Visual

Description

In this video, Dr. Murphey explains how listening to what students say works and doesn't work in their own second-language education can be of great value not only to educators, but also to students themselves. Featured is an engaging YouTube video of Japanese learners of English delivering a “wish-list” of more student involvement in an improved Japanese educational system. Includes .pdf handout.

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Young learner development with co-learning adults
Audio-Visual

Description

If we just depend on occasional lessons in schools, we are not realizing the potential of our everyday learning environments for allowing young learners to learn not only foreign languages but also “learning how to learn.” Parents and regular primary school teachers can help young learners learn and reinforce occasional lessons from language informants. When primary school teachers and parents model good learning strategies, they teach more valuable simply the language, they model “learning how to learn.” Includes .pdf handout.

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Upcoming Events
Oct
2020
3
Arizona
Workshop
Webinar: Transformative Learning in a Social Justice Oriented Language Classroom

Webinar presented by Stacey Margarita Johnson (Vanderbilt University). Instructors building social justice into their language teaching often report that they hope their language classrooms will be sites of transformative learning and personal growth. As teachers, we want our teaching to make the world better and inspire students to become engaged citizens. Although we might hope for transformative learning, we don’t always know how it happens or how to guide our students through the process of transformation. This webinar will explore the steps in transformative learning, its connection to critical pedagogy and social justice, and, most importantly, ways language teachers can promote transformative learning through instructional choices that align with research and best practices in second language acquisition.

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Oct
2020
17
Arizona
Workshop
Webinar: Some Considerations for Social Justice Teaching in a World Language Setting: From Self to Students to World

Webinar presented by Michelle Nicola (Portland Public Schools). What do we mean when we say that we are social justice educators? What are concrete actions that social justice educators take? What beliefs or mindsets do we adopt? This webinar will help educators define what they mean by social justice education, and offer suggestions for how to incorporate self-reflection, relationship building & curriculum design as tools to recognize and interrupt inequitable patterns and practices in our world language classrooms and beyond. Participants will also receive a few lesson plan ideas that they can build on to meet their own communities’ social justice goals.

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Oct
2020
19 - 24
Arizona
Workshop
L2DL 2020: Critical Transnational Dialogue and Virtual Exchange

Accessible entirely online, the L2 Digital Literacies Symposium (L2DL) is a biennial international event offering an array of synchronous and asynchronous sessions that allow academics to make connections across the globe. In 2020, the conference focuses upon the theme of Critical Transnational Dialogue and Virtual Exchange, and explores intersections between international education, digital literacies, and virtual exchange. Virtual presentations selected from submitted proposals will be available during the week of October 19-24, and attendees are encouraged to participate in synchronous and asynchronous discussion that will take place through October 23; professional development credentials will be provided for presenters and attendees who participate in these activities. The symposium will culminate in livestreamed, invited presentations that will take place on October 23 and 24. The symposium schedule and presentation details are on the L2DL website. Access all the details and the link to registration there.

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

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