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Alphabet tutorials for heritage languages of Arabic, Hindi, Persian, Urdu
Web

Description

The NHLRC in conjunction with the STARTALK program created online orthography tutorials to give high school heritage learners a head start before taking our UCLA summer courses. They are specially designed for heritage learners of Arabic, Hindi, Persian, and Urdu, taking their knowledge of basic vocabulary and oral skills into account to make a bridge to literacy. Each tutorial is sequential: teachers introduce a certain number of letters in each lesson, providing multiple ways to practice identifying and writing each letter. The following lessons build on the previous ones, until students are practicing reading, listening to, and writing all the letters in the alphabet. Because of this structure, we recommend that you begin at the beginning and go through the lessons in order without skipping. We hope you enjoy these tutorials and let us know whether they helped you learn.

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Annotated bibliography: Overview of evaluation and assessment in heritage language learning
Web

Description

This annotated bibliography presents a synopsis of studies, from as early as 1989 to the present, which address different issues related to heritage language assessment and program evaluation. It is composed of 8 parts: (a) Reviews; (b) Surveys; (c) Assessment (placement and other tests); (d) Assessment for the purpose of differentiating HLLs and non-HLLs; (e) ACTFL Proficiency guidelines for assessing HLLs; (f) Evaluation of HL programs; (g) Sociocultural aspects (identity, attitudes, and motivation); and (h) Key background and theoretical papers on HLLs

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Short-cut proficiency assessments (C-tests)
Print
Web

Description

Since 2014, the AELRC has developed and piloted eight short-cut proficiency assessments, also referred to as C-tests. These instruments are useful for estimating global proficiency quickly and accurately with diverse populations (such as university, community college, high school, and heritage learners). The AELRC is working to finalize the validation of the Mandarin C-test, develop and validate a C-test in Turkish, and improve the existing C-test in Russian. The AELRC will also develop a web-based system for sharing the instruments with the field. For more information on the development of C-tests across multiple languages, see John Norris (Ed.), Developing C-tests for estimating proficiency in foreign language resource. 2018.

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Upcoming Events
Jan
2022
27 - 30
Arizona
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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.

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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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