Title Format Sponsor
Korean News Discourse
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Description

Instructional materials for high-intermediate and advanced learners of Korean will be developed that focus on typical and critical features of the news genre. The basis for the materials is comprised of a large set of authentic texts, such as traditional newspapers, magazines, TV news broadcasts and online news outlets. Like all of the units in our Korean series, Korean News Discourse match the goals of the Korean National Standards and are designed for teachers and students to work toward increasing proficiency in the 5Cs, while working with a complex set of discourse-based materials and activities.

Resource Link
CALPER Language Advocacy Site
Web

Description

CALPER collected and compiled materials that will help language educators, administrators, parents, and students to advocate for language learning and filed them under several categories: opinion pieces and news stories published in the press; websites advocating for a particular language; web pages from departments in colleges and universities; flyers, brochures, infographics; videos.

Resource Link
CLTNet Resource Portal
Web

Description

CLTNet of PA is an initiative spearheaded by CALPER that will support teachers of Chinese in the state of Pennsylvania. The resource portal provides references to quality teaching resources and a professional resources for teachers. While the teaching resources are of interest to all teachers of Chinese, the professional resources contain a large amount of information that is specific to educators teaching in the state of Pennsylvania.

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Upcoming Events
Jun
2021
24 - 25
Texas
Workshop
From design to success: Spanish Heritage Language teaching practices for engaging and empowering our students

This workshop will provide Spanish instructors with hands-on guidance for engaging heritage students based on their individual needs and local context. A variety of facilitators will share their expertise on integrating critical pedagogies, building writing skills, and engaging with the community. K-12 teachers, higher ed faculty, grad students can apply to present a poster at the poster session (deadline May 17, 2021) This workshop is intended for both K-12 and higher ed language instructors. CPE credits are available for those who attend the workshop in its entirety. Please notify us by June 22, 2021 of accessibility needs for the workshop, by emailing coerll@austin.utexas.edu. Sponsored by the Texas Coalition for Heritage Spanish (TeCHS), Center for Open Educational Resources and Language Learning (COERLL), and Texas Language Center (TLC).

Event Link
Jun - Jul
2021
29 - 2
Texas
Workshop
Games2Teach collaboratory

Presenter(s): Julie Sykes (CASLS, University of Oregon) Stephanie Knight (CASLS, University of Oregon) An interactive, online workshop where language teachers experience collaborative, game-oriented play, learn how game design principles promote language acquisition, and learn to implement games in their classrooms. Tuesday 6/29 and Friday 7/2 are synchronous, and Wednesday 6/30 and Thursday 7/1 involve supported, asynchronous prototype development. Based on the Games2Teach project from CASLS (University of Oregon) and CERCLL (University of Arizona). - Participants will be able to explain how game design principles promote language acquisition. - Participants will articulate at least one lesson in which learning opportunities are extended and enhanced with intentional use of game design principles. - Participants will demonstrate understanding of the connection between cognitive processes, play, and how play enhances learning. - Participants will demonstrate understanding of how play can promote interactional competence. This workshop is intended for both K-12 and higher ed language instructors. CPE credits are available for those who attend the workshop in its entirety. Cost: $50 for teachers & faculty, $25 for students Please notify us by June 22, 2021 of accessibility needs for the workshop, by emailing coerll@austin.utexas.edu.

Event Link
Jan
2022
27 - 30
Arizona
Conference
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:
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  • Professional development
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  • 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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