Title Format Sponsor
UG access in L2 acquisition: Reassessing the question Colloquium papers from the Second Language Research Forum 1998 October 15–18, 1998 at the University of Hawai‘i
Print

Description

Original Invitation to the Colloquium: At a special colloquium at SLRF/Los Angeles in 1989, participants examined the so-called access question: Is Universal Grammar accessible to the (adult) L2 learner? Given that nearly ten years have passed since that colloquium, and given that we have, in that time, learned a good deal more about the nature of the human language faculty, it seems like a good time to reexamine the assumptions that went into the original UG-access research of the 1980s. In particular, then, questions that participants at the present colloquium might consider include (at least) the following: Is the original access question a reasonable one to ask at the present time? Does the current state of linguistic theory, our current understanding of the human language potential, warrant the original question? If not, how should the question be reformulated? How would such a reformulation affect our understanding of previous research, as well as any future attempts at falsification of a reformulated question? After the colloquium, several members of the audience asked whether we had taped or videotaped the session. In fact, the idea had never dawned on any of us. In the days after the conference, we then discussed the feasibility of making the papers available as unpublished manuscripts on the web. Of course, because the manuscripts do not include the Q&A discussions that followed each and every presentation, making the papers web-accessible will not substitute entirely. Nevertheless, we hope that the papers will at least stimulate further discussion of the issues. Indeed, if you have questions of your own, you are certainly welcome to e-mail any of us.

Resource Link
Teaching Russian reading in a distance classroom: A report
Web

Description

In the spring of 1997, the author team-taught a Russian Reading course at the University of Hawai'i via a distance classroom. A brief report about the course is found at this site.

Resource Link
Reanalysis of discernment from a social constructivist perspective: Academic consultation sessions in Japanese universities
Print

Description

From the social constructivist perspective, this paper examines speech style shifts in academic consultation sessions between professors and students in Japanese universities and demonstrates that politeness is an interactional achievement. The paper attempts to show how what has previously been described as a display of discernment can be reanalyzed as an active co-construction in the sequential organization of talk.

Resource Link
3 of 708
Show all
Show free resources only
Show less
Show more
Upcoming Events
Jun
2021
24 - 25
Texas
Workshop
From design to success: Spanish Heritage Language teaching practices for engaging and empowering our students

This workshop will provide Spanish instructors with hands-on guidance for engaging heritage students based on their individual needs and local context. A variety of facilitators will share their expertise on integrating critical pedagogies, building writing skills, and engaging with the community. K-12 teachers, higher ed faculty, grad students can apply to present a poster at the poster session (deadline May 17, 2021) This workshop is intended for both K-12 and higher ed language instructors. CPE credits are available for those who attend the workshop in its entirety. Please notify us by June 22, 2021 of accessibility needs for the workshop, by emailing coerll@austin.utexas.edu. Sponsored by the Texas Coalition for Heritage Spanish (TeCHS), Center for Open Educational Resources and Language Learning (COERLL), and Texas Language Center (TLC).

Event Link
Jun - Jul
2021
29 - 2
Texas
Workshop
Games2Teach collaboratory

Presenter(s): Julie Sykes (CASLS, University of Oregon) Stephanie Knight (CASLS, University of Oregon) An interactive, online workshop where language teachers experience collaborative, game-oriented play, learn how game design principles promote language acquisition, and learn to implement games in their classrooms. Tuesday 6/29 and Friday 7/2 are synchronous, and Wednesday 6/30 and Thursday 7/1 involve supported, asynchronous prototype development. Based on the Games2Teach project from CASLS (University of Oregon) and CERCLL (University of Arizona). - Participants will be able to explain how game design principles promote language acquisition. - Participants will articulate at least one lesson in which learning opportunities are extended and enhanced with intentional use of game design principles. - Participants will demonstrate understanding of the connection between cognitive processes, play, and how play enhances learning. - Participants will demonstrate understanding of how play can promote interactional competence. This workshop is intended for both K-12 and higher ed language instructors. CPE credits are available for those who attend the workshop in its entirety. Cost: $50 for teachers & faculty, $25 for students Please notify us by June 22, 2021 of accessibility needs for the workshop, by emailing coerll@austin.utexas.edu.

Event Link
Jan
2022
27 - 30
Arizona
Conference
2022 Intercultural Competence Conference

ICC 2022: Decentering Mobility in Intercultural Education: Engagement, Equity and Access Extended Proposal Submission Deadline June 21, 2021 A hybrid event, in Tucson, Arizona, and online, with plenary speakers: * Uju Anya, Pennsylvania State University, USA * Maria Dasli, University of Edinburgh, Scotland * Jennifer Pipitone, College of Mount Saint Vincent, USA In January 2022, the eighth International Conference on the Development and Assessment of Intercultural Competence (ICC) will be a hybrid event on the theme of "Decentering Mobility in Intercultural Education: Engagement, Equity and Access." Presentations will focus on the ways in which intercultural communication and the teaching and learning thereof have been shaped through mobility – both virtual and physical. Of particular interest are contributions that address how the changing state of intercultural communication has been shaped by a world that is simultaneously more and less mobile, for example, due to differences in access among learners or to changing circumstances, such as the current global health crisis. Proposals will be submitted as one of five types: paper presentation, symposium, roundtable discussion, poster, and workshop. See the complete submission guidelines for more about the conference theme and the format of these presentations, proposal restrictions and limitations, access to the online proposal submission form, and notification dates, etc. Proposal Submission Deadline: June 4, 2021. Full Call for Proposals and Submission Guidelines: https://icc.arizona.edu/2022cfp/ Registration for ICC 2020 will open in the Fall.

Event Link
0 - 3 of 3
All LRCs
Previous LRC
Next LRC
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