Title Format Sponsor
Reading Globally: Connecting Classrooms to the World


An extension of CERCLL’s “Introducing Children and Adolescents to the World” project of 2006-2010, and the “Bringing Global Cultures and World Languages into K-8 Classrooms” project in 2010-2014, the new project again brings International Consultants and Language and Culture Kits into K-8 schools. The project will: (1) make K-8 teachers more confident and comfortable with integrating a broader range of cultural and linguistic perspectives into their classrooms—including materials created by this project and its earlier iterations; (2) respond to research that shows that early connection of students to foreign language and culture is imperative by bringing materials to K-8 students in order to encourage them to pursue these languages in high school and university contexts; and (3) contribute to the professional development of elementary preservice and inservice teachers, by influencing their instruction and expanding their perspectives on global education and intercultural competence. The project has created new kits on the following languages/cultures/regions: a. West Africa (Ghana, Mali, and Nigeria)/Bambara, Hausa, Igbo, Yoruba, b. India/Hindi, and c. Maori/New Zealand (each kit includes: 12-15 picture books, 3-5 novels, language study materials for the targeted culture, with teaching strategies and information on web sites and electronic resources), in addition to the previous kits created for Arabic, Korean, Mandarin Chinese, Japanese, Portuguese, Russian, Spanish. The project has also offered a series of on-site workshops/study groups at requesting schools, and refined the assessment tools to measure teachers’ and students’ intercultural competence in elementary and middle schools (developed in the previous iterations of this project).

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2018 Intercultural Competence Conference Remote Presentations - Intercultural Competence and Mobility: Virtual and Physical


Virtual presentations prepared for the Sixth International Conference on the Development and Assessment of Intercultural Competence, Intercultural Competence and Mobility: Virtual and Physical. (http://icc.arizona.edu) Kevin Anzzolin, Dickinson State University, "Intercultural Communication in Octavio Paz’s The Labyrinth of Solitude" Robert Godwin-Jones, Virginia Commonwealth University, "Designing a Collaborative OER Textbook for Intercultural Communication" Christiane Heemann, Rodrigo Schaefer, Margarete Belli, Universidade do Vale do Itajai (UNIVALI), "The Contribution of Telecollaboration to the Development of Academic Mobility" Brianna Janssen Sanchez, University of Iowa, "Exploring Approaches to Talking About Culture in Telecollaborative Tandem Exchanges" Maria Kostromitina, Northern Arizona University, "Pragmatics of Service Encounter Requests in English, German, and Russian" Florence Le Baron-Earle, Marta Giralt, University of Limerick, School of Modern Languages and Applied Linguistics, "Authenticity and Multimodal Communication in Online Intercultural Exchanges" Yenny-Lisbeth Mora, Universidad El Bosque, "Comunidades Indígenas en la Competencia Intercultural" Rodrigo Schaefer, Universidade Federal de Santa Catarina, "The Construction of Interculturality in Teletandem Sessions" Theresa Schenker, Yale University, "Maximizing Language and Intercultural Learning in Short-Term Study Abroad" Kelly Torres, The Chicago School of Professional Psychology, "Developing Intercultural Competence through Study Abroad Experiences" Adnan Yilmaz, Dicle University, "Communication Across Cultures: Research on Apologies and Refusals" William Walker, Maria Cristina Montoya, Chilton Reynolds, SUNY Oneonta; Luis Humberto Benavidez, Elizabeth Nuñez, Universidad del Valle–Cali, Colombia, "Utilizing Dialogue Methodology to Structure Collaborative Online International Learning"

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2016 Intercultural Competence Conference - Virtual Presentations


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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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.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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