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Conducting a FACT Class
Audio-Visual

Description

Introduction to the "Performed Culture Approach" to the classroom instruction. This video shows how to conduct a FACT class to develop learners' explicit knowledge of language and culture. The example demonstrates an instructor's treatment of the particle "le" in Chinese in FACT class.

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Perform Suzhou: a Course in Intermediate to Advanced Spoken Mandarin
Print

Description

Perform Suzhou: a Course in Intermediate to Advanced Spoken Mandarin is a self-manageable intensive course designed to help Chinese language learners raise their level of sophistication in interacting with the local people while staying and studying in Suzhou. Communication strategies developed through this course will be generally applicable to other cities in China.

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Coyote Traces – Aku Wuwu’s Poetic Sojourn in America
Audio-Visual

Description

Aku Wuwu is a poet of the Yi ethnic minority in China, also a literary critic and a professor at Southwest University for Nationalities. "Coyote Traces – Aku Wuwu’s Poetic Sojourn in America" consists of 80 poems written in Chinese about Aku’s observations and insights during his travels among people of various races in America from Aku’s unique perspective as a cross-culture individual himself. This book also includes two valuable interviews of the author by one of the translators – Professor WEN Peihong. The other translator is Professor Mark Bender from DEALL at OSU. Here, we present the recitations of the poems in this book, as sound is always an important part of poetry. Reciters: Chinese – SUN Hong, professor and head of the Department of Performance (Drama, TV, and Film) in the School of Arts at Southwest University for Nationalities. English – Mark Bender, professor of Chinese literature and folklore at The Ohio State University.

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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.

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

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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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