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Download the Envisioning Project-Based Language Learning (PBLL) MOOC
Web

Description

This resource is an exported Moodle course, designed for installation in a Moodle course. The Envisioning Project-Based Language Learning MOOC aims to offer course participants basic information about project-based language learning (PBLL), an approach to designing learning experiences for learning world languages based on established principles and practices of high-quality project-based learning as described by PBL Works (formerly Buck Institute for Education). The downloadable file, <1MB in size, has the file extension .mbz, and can be imported into a Moodle course space. INSTRUCTOR/ADMINISTRATOR USE: Instructors or administrators intending to use this course should, at a minimum, be familiar with the body of knowledge covered in the course -- the hallmarks of high-quality project-based learning (HQPBL), PBL essential design elements, how PBL relates to world language education, and the difference between ‘dessert projects’ and PBL, among others. Instructors or administrators who are not familiar with PBL and PBLL may use the MOOC as an educational resource for themselves, but we counsel against the use of these teaching materials by those unfamiliar with the course material to teach others. For more information about the MOOC course content and download, visit https://nflrc.hawaii.edu/publications/view/MOOC01/

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NFLRC Podcast Series: Integrated Performance Assessments
Audio-Visual

Description

Interested in learning more about performance assessment? Integrated Performance Assessments is a seven-episode podcast produced by the National Foreign Language Resource Center at the University of Hawai‘i at Mānoa and hosted by Nicole Naditz (2015 ACTFL National Language Teacher of the Year). Interviewees include leading language educators speaking on the following topics: - Intro to Performance Assessments (Paul Sandrock) - Performance Assessments: Presentational mode (Lynn Fulton) - Performance Assessments: Interpersonal mode, pt. 1 (Iman Hashem) - Performance Assessments: Interpersonal mode, pt. 2 (Ying Jin) - Performance Assessments: Interpretive mode (Margaret Malone) - Integrated Performance Assessments: Theoretical Considerations (Francis Troyan) - Putting Integrated Performance Assessments Into Practice (Lisa Shepard) Check them out at https://soundcloud.com/nflrc/sets/integrated-performance

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Selecting and Adapting Materials for Online Language Learning and Teaching
Web

Description

Designed for in-service online language teachers, this course, offered in Fall 2019, focused on selecting and adapting materials for online language learning and teaching. TED-Ed lessons of the webinar sessions are available on the webpage.

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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.

Event Link
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.

Event Link
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.

8 Areas of Focus

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

Contact Us

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.
© Title VI Language Resource Centers