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Routinizing Advanced Foreign Language Training Successes Through the Humanities
Audio-Visual

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In the video, "Routinizing Advanced Foreign Language Training Successes Through the Humanities," Dr. Walker thoroughly explained the concepts and approaches utilized in OSU's advanced Chinese program.

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Nanu Jàng Wolof
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Description

Nanu Jàng Wolof (2014) is a textbook designed for intermediate-level Wolof teachers and students. In essence, it is meant to reinforce students’ basic knowledge of Wolof, taught in a communicative setting, after two semesters of language exposure. In methodology, Nanu JàngWolof focuses on communication-based and student-centered approaches. The writer of this textbook believes that students most benefit by exposure to multiple communicative tasks. Ample space and opportunity allow students to express themselves while also being creative with the language. In this vein, instructors will be facilitators of their student learning process.

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Cultura-inspired intercultural exchanges: Focus on Asian and Pacific languages
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Description

Although many online intercultural exchanges have been conducted based on the groundbreaking Cultura model, most to date have been between and among European languages. This volume presents several chapters with a focus on exchanges involving Asian and Pacific languages. Many of the benefits and challenges of these exchanges are similar to those reported for European languages; however, some of the difficulties reported in the Chinese and Japanese exchanges might be due to the significant linguistic differences between English and East Asian languages. This volume adds to the body of emerging studies of telecollaboration among learners of Asian and Pacific languages.

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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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