Title Format Sponsor
Materials Development for Online Language Courses


The purpose of this series is to introduce instructors to principles and best practices for designing or adapting materials for online language courses. The series consists of five sessions focusing on various scenarios in which an online instructor would need to adapt existing materials or create new materials to meet students' learning needs. Course content is available as open educational resources (OERs) for self-study and reference.

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Designing Interaction for Online Language Learning


Designed for in-service teachers of world languages in online environments, this course, offered in Fall 2015, focuses on the various kinds of interaction that take place in online language courses. While interaction is important in any online course, it deserves special attention in language courses, since communicative interaction is key to developing proficiency in a language. Course content is available as open educational resources (OERs) for self-study and reference.

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Envisioning Project-Based Language Learning (PBLL) (2018 Online Symposium)


Project-Based Language Learning (PBLL) offers a framework for designing powerful, culturally contextualized experiences that create opportunities for learners to use their language to address real world needs that are personally meaningful to them. The PBLL Symposium brought together language educators, researchers, and innovators to explore the potential of PBLL to enhance and transform language education and provides an excellent introduction to this topic. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The videos and presentation slides are available as open educational resources (OERs).

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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.


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.
© Title VI Language Resource Centers