Title Format Sponsor
2016 Intercultural Competence Conference - Virtual Presentations
Audio-Visual

Description

Virtual presentations prepared for "Intercultural Competence: Traditions and Transitions," the fifth International Conference on the Development and Assessment of Intercultural Competence, are archived in this playlist. Amani Alageel, University of Arizona, "Language Practices, Transcultural Identity, and Negotiating Membership in Social Media" Adriana Brandt, Dixie State University, "Between and Beyond the Lines: Interculturality in STARTALK Student Programs" Margarida Morgado, Instituto Politécnico de Castelo Branco; Kay Livingston, University of Glasgow, and María del Carmen Arau Ribeiro, Instituto Politécnico da Guarda, "Lessons Learned: Intercultural Education through Children’s Fiction and Picture Books" Elba S. Ramirez, University of Auckland, "An Intercultural Communicative Teaching Lens on Language Teachers’ Practices" Paola Rivieccio, Université Sorbonne Nouvelle, "The Autobiographies of Intercultural Encounter: A Co-Constructed Account of International Relationships"

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2018 Intercultural Competence Conference Presentations - Intercultural Competence and Mobility: Virtual and Physical
Audio-Visual

Description

Sixth International Conference on the Development and Assessment of Intercultural Competence, "Intercultural Competence and Mobility: Virtual and Physical". January 25-28, 2018. The keynote, plenaries, and selected presentations made at the conference were livestreamed and recorded, then placed online in this playlist. See also the conference website: http://icc.arizona.edu.

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KÀN NA! Authentic Chinese reading & video (PC only)
Audio-Visual

Description

Ten reading lessons from a variety of sources, including: • a newspaper report of a hijacking • a family letter to Chinese students in the US • a letter of agreement between two institutions These materials are designed for advanced learners, approximately third year level or above. All of them are based on authentic or simulated-authentic materials, in other words, materials created by native speakers for native speakers (or a close imitation), including newspaper articles, personal letters, and informational brochures. KÀN NA! Authentic Chinese reading & video offers twenty lessons based on clips selected from Chinese Language Video Clips. Filmed on location in Beijing, these naturalistic video clips consist chiefly of unrehearsed interviews of ordinary folk. The learner is led through a series of activities aiding comprehension and learning that sharpen communication strategies and linguistic skills. KÀN NA! and HANGUL-RO BOJA! are multimedia lessons that guide the user step by step through a five-stage series of activities designed to approximate the strategies used by native speakers to comprehend text and video. The stages are: • pre- activities: the user is invited to predict and make guesses about the material, and to activate background knowledge • global activities: the user identifies sections of the material and the topics that belong to them • specific information activities: the user gets detailed information about individual topics • linguistic activities: the user works with vocabulary and linguistic structures that have enabled comprehension • post- activities: the user integrates new language into a productive activity PC version ONLY available; you may download the files for PC here. DOESN'T ALWAYS WORK WELL ON NEWER OPERATING SYSTEMS. WE ARE GIVING OUR REMAINING STOCK AWAY FREE UPON REQUEST, CONTACT NFLRC.

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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.

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