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Selected papers from Pragmatics in the CJK Classroom: The state of the art
Web

Description

This online collection (http://nflrc.hawaii.edu/CJKProceedings/) presents 10 selected papers from the forum on Pragmatics in the CJK Classroom: The State of the Art held from June 5 to June 7, 2006 at the University of Hawai‘i-Manoa in Honolulu, Hawai‘i. The papers are representative of the many outstanding contributions to the field of L2 pragmatics that were presented at the gathering. The papers are also representative of the diverse range of research interests and pedagogical issues taken up by the conference presenters. Cumulatively, the papers in this volume address current concerns in L2 pragmatics that range from the development of pragmatic competence by children and college-age students in both foreign and second language settings to pragmatics-focused instruction in the foreign language classroom for students at all levels of foreign language learning. The pedagogically-oriented contributions are diverse in their scope: from innovative approaches for teaching true beginners to the specialized curriculum of students receiving post-graduate professional training. Instructional innovations for L2 classroom pragmatics-focused teaching from each of the language groups — Chinese, Japanese, and Korean — are included.

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Case studies in foreign language placement: Practices and possibilities
Print

Description

Although most language programs make placement decisions on the basis of placement tests, there is surprisingly little published about different contexts and systems of placement testing. The present volume contains case studies of placement programs in foreign language programs at the tertiary level across the United States. The different programs span the spectrum from large programs servicing hundreds of students annually to small language programs with very few students. The contributions to this volume address such issues as how the size of the program, presence or absence of heritage learners, and population changes affect language placement decisions.

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Chinese Communicating in the Culture DVD
Audio-Visual

Description

This DVD accompanies the texts, "Chinese Communicating in the Culture 1" and "Chinese Communicating in the Culture 2"

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2020
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2020 Summer Institute: Planning for Project-Based Language Learning (PBLL)

2020 Summer Institute: Planning for Project-Based Language Learning (PBLL) June 10-16, 2020 This Summer Institute is designed for world language educators who have some knowledge of Project-Based Learning (PBL) as well as some practice in generating project ideas. During the Institute, participants will flesh out their ideas for a project design they have already subjected to critique. Applicants must complete the prerequisite NFLRC MOOC (massive open online course) Envisioning Project-Based Language Learning and earn a badge in order to qualify for consideration for the Institute. Participants who fulfill requirements outlined in an associated course syllabus may opt to receive two (2) graduate course credits (tuition fee). DURATION: 5 instructional days (Wed., Th., Fri., Mon., and Tue.) LOCATION: University of Utah, Salt Lake City, UT SPONSORS: Second Language Teaching and Research Center (L2TReC) and National Foreign Language Resource Center (NFLRC) PREREQUISITE: Envisioning Project-Based Language Learning MOOC (https://nflrc.hawaii.edu/events/view/126/) APPLICATION TIMELINE: Envisioning PBLL MOOC Completion Deadline: February 28, 2020 Summer Institute Application Period Opens: March 1, 2020 Summer Institute Application Period Ends: March 20, 2020 Notification of Participant Selection Decisions: March 31, 2020 For more information, visit https://nflrc.hawaii.edu/events/view/127/

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24
Texas
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Configure Get Your Students Speaking! Intentionally Raising Oral Proficiency in the Language Classroom

Participants will leave this workshop with practical, easy-to-use strategies that increase the use of the target language in their classrooms. Through experiential learning, participants will gain practical tools to add to their toolkits that increase student motivation, time on task and build proficiency. We will discuss the rationale behind each strategy, tool and activity, supported by brain-based research and proven through experience in the secondary LOTE classroom. This will be a hands-on workshop with expectations of sharing, learning and gaining from each participant in the room. This workshop is open to foreign language instructors of all languages and all levels (K-12 teachers, higher ed faculty and graduate students).

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25 - 26
Texas
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Effective methods to advance Heritage Spanish teaching

Sessions will include information on using technology to create with students, creating promotional materials for your program, vertical curricular alignment, mixed classes and differentiation, assessment, and reading with heritage students. Session facilitators will be from universities and high schools across Texas. The workshop is intended for language instructors of all levels and all contexts: K-12, community college, 4-year colleges and universities.

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