Title Format Sponsor
Developing Classroom Materials for Less Commonly Taught Languages website
Web

Description

To address the challenges LCTL teachers face in developing instructional materials, the LCTL Project created a new website offering LCTL teachers the background and tools needed to create high quality materials. The site features videos of leading language teacher educator Bill Johnston presenting concepts for material development from a variety of resources, as he interacts with LCTL teachers. The videos show pairs of LCTL teachers as they work through example activities using the materials as if they were students, and then discuss those activities from the teacher viewpoint. Each video segment is accompanied by pre-viewing questions for teachers, and includes additional questions for reflection after watching. The website is organized into units focused on using written texts, literature, audio, video and pictures. The Developing Classroom Materials for LCTLs website is available free of charge at: http://www.carla.umn.edu/lctl/development/index.html

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Learner Language: Tools for Teachers Website--Multimedia Activities
Web

Description

The learner language website provides a wealth of information for teachers of all languages on learner language, error analysis, interlanguage, referential communication, and complexity. Another section gives practical information on designing interactive communication tasks that invite learners to use their second language in meaningful, unrehearsed communication. This site also showcases video recordings of learners using Chinese, Japanese, Korean, Persian, and Spanish in unrehearsed interaction. Eight videos for each language show two language learners perform 6 communication tasks, plus individual interviews. Multimedia activities guide language teachers to study and reflect on learner language from five perspectives. The activities in this section provide video recordings of 10 language learners doing communication tasks -- two learners each in Chinese, Japanese, Korean, Persian and Spanish. Teachers are guided in analyzing video clips of learner language through multimedia interactive activities, and asked to consider the implications of their analysis for their own pedagogy. These multimedia activities are designed to provide language teachers with a better understanding of the way learner language develops. This understanding will help them adjust their teaching to maximize student achievement. This approach, first used for teachers of English in Tarone & Swierzbin (2009), is extended here to support teachers of five languages: Mandarin Chinese, Japanese, Korean, Persian (Farsi), and Spanish.

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Audio Podcasts from the Second Intercultural Competence Conference (2010)
Web

Description

These are the audio podcasts of the several selected talks delivered at the 2010 Second International Conference on the Development and Assessment of Intercultural Competence - Aiming for “The Third Place”: Intercultural Competence through Foreign Language Teaching and Learning - organized by CERCLL.

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Upcoming Events
Sep
2022
12 - 14
Hawaii
Call for Papers
2022 Pragmatics & Language Learning Conference

The National Foreign Language Resource Center at the University of Hawaii at Manoa and the Center for Applied Second Language Studies at the University of Oregon are pleased to announce the 2022 Pragmatics and Language Learning Conference (PLL 2022) which will take place online on September 12-14, 2022. The conference main theme will be Teaching and Learning Interactional Pragmatics in a Digital World, but we welcome a broad range of topics in pragmatics, discourse, interaction, and sociolinguistics in their relation to second and foreign language learning, education, and use, approached from a variety of theoretical and methodological perspectives. We hope this conference brings together scholars and educators from all around the world who are interested in discussing both established and innovative approaches to teaching and learning pragmatics to strengthen our understanding of principles and practices in PLL and push the field to new and exciting directions in research and practice. Plenary talks will be live and we have tried to schedule them so that a large part of our audience can access at least half of them. The rest of the presentations will be simulive (pre-recorded 20 minute presentation with live interaction by the presenters) or poster sessions (5-7 minute-pre-recorded presentation within Zoom breakout rooms for interaction). CALL FOR PROPOSALS The conference main theme will be Teaching and Learning Interactional Pragmatics in a Digital World, but we welcome a broad range of topics in pragmatics, discourse, interaction, and sociolinguistics in their relation to second and foreign language learning, education, and use, approached from a variety of theoretical and methodological perspectives. ONLINE ABSTRACT SUBMISSIONS: DEADLINE: March 1, 2022 via EasyChair Visit our website [ https://bit.ly/PLL2022 ] for more information and instruction on how to prepare your abstract proposal.

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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
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  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

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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.
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