Title Format Sponsor
Conducting a FACT Class
Audio-Visual

Description

Introduction to the "Performed Culture Approach" to the classroom instruction. This video shows how to conduct a FACT class to develop learners' explicit knowledge of language and culture. The example demonstrates an instructor's treatment of the particle "le" in Chinese in FACT class.

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Perform Suzhou: a Course in Intermediate to Advanced Spoken Mandarin
Print

Description

Perform Suzhou: a Course in Intermediate to Advanced Spoken Mandarin is a self-manageable intensive course designed to help Chinese language learners raise their level of sophistication in interacting with the local people while staying and studying in Suzhou. Communication strategies developed through this course will be generally applicable to other cities in China.

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Coyote Traces – Aku Wuwu’s Poetic Sojourn in America
Audio-Visual

Description

Aku Wuwu is a poet of the Yi ethnic minority in China, also a literary critic and a professor at Southwest University for Nationalities. "Coyote Traces – Aku Wuwu’s Poetic Sojourn in America" consists of 80 poems written in Chinese about Aku’s observations and insights during his travels among people of various races in America from Aku’s unique perspective as a cross-culture individual himself. This book also includes two valuable interviews of the author by one of the translators – Professor WEN Peihong. The other translator is Professor Mark Bender from DEALL at OSU. Here, we present the recitations of the poems in this book, as sound is always an important part of poetry. Reciters: Chinese – SUN Hong, professor and head of the Department of Performance (Drama, TV, and Film) in the School of Arts at Southwest University for Nationalities. English – Mark Bender, professor of Chinese literature and folklore at The Ohio State University.

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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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