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Working with Spoken Chinese
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Description

The textbook is designed for intermediate to advanced learners (ACTFL proficiency Guidelines) of who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse.

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Korean Holidays
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Description

Four units on "Korean Holidays" developed in the series, Discourse, Genre, and the National Standards, are designed to complement existing pedagogical materials for Korean. They contain authentic, media-based samples of actual language used in Korea by Koreans for specific interactional purposes: television programs (e.g., talk shows, reality shows, news, weather reports), radio programs, films, internet-based discourse (interviews, reviews, blogs, news items, recipes), and the like.

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Textualization and Recontextualization: Teaching for Literacy and Semiotic Awareness in the Foreign Language Curriculum
Web

Description

This is a podcast of some opening remarks from the workshop offered by CERCLL in the summer of 2011. From the origins of writing 5,000 years ago to the internet today, technology has always been central to language education by affording the possibility of creating texts that can be reviewed, analyzed or recontextualized. Writing and the visual media are our primary resources for learning about the past and present worlds outside our own community. When we examine texts to see the particular ways that other people use language to express ideas and experiences, we not only learn a lot about the conventions of the language, we also have a chance to begin to understand the beliefs and values that underlie those uses of language. This workshop focused on practical ways of integrating reading, viewing, writing, and thinking activities, with the aim of deepening students' reflections on the texts they read and making them more aware of their own role as integral participants in the meaning-making process. Included was consideration of connections between film and written texts to show how the interpretive skills students learn in one medium can often be adapted to the other medium. Participant learned how film and written texts can be integrated in tasks and activities that support a broad-based foreign language literacy.

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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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