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Short-cut proficiency assessments (C-tests)
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Description

Since 2014, the AELRC has developed and piloted eight short-cut proficiency assessments, also referred to as C-tests. These instruments are useful for estimating global proficiency quickly and accurately with diverse populations (such as university, community college, high school, and heritage learners). The AELRC is working to finalize the validation of the Mandarin C-test, develop and validate a C-test in Turkish, and improve the existing C-test in Russian. The AELRC will also develop a web-based system for sharing the instruments with the field. For more information on the development of C-tests across multiple languages, see John Norris (Ed.), Developing C-tests for estimating proficiency in foreign language resource. 2018.

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Language-Specific Materials for Heritage Learners
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Description

Course materials have been developed for the summer high school heritage language courses that were taught at UCLA with STARTALK support. Most heritage languages are also less commonly taught languages, and few materials exist for teachers that are appropriate or can be adapted for heritage language instruction. NHLRC, with support from the National Foreign Language Center’s STARTALK Program, is committed to the development of materials that are suitable for heritage language instruction. DISCLAIMER: These materials are for sharing purposes only and do not necessarily constitute an endorsement by the National Heritage Language Resource Center. We welcome any suggestions and recommendations.

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Analog U
Mobile & Tablets

Description

As adults, we remember a time without the interrupting dings and buzzes of our cell phones. Still, it’s hard to ignore the impulse to check the message even when we know we shouldn’t: when we’re driving or when we’re eating dinner with our families, for example. It’s even harder to ignore the urge to pick up the cell phone when you’re a young adult who can’t remember life without one. Analog U helps young adults explore what it’s like to be human in a digital age. Analog U is unlike any other digital mindfulness app. It is not a meditation or Internet blocking app. It also does not advocate for digital detox or phone avoidance. Rather, Analog U embraces mobile technologies to help learners become more mindful of their digital interactions. For example, when the cell phone buzzes, Analog U gives young adults the tools to pause first and make a conscious choice to pick up the cell phone – or not. Using a series of playful questions, this digital mindfulness app develops learners’ awareness of the most habitually deployed mobile features, like push notifications. In doing so, Analog U promotes reflection and intentionality. It asks learners to consider their own social responsibility in both on- and offline communities. This mindful approach prepares learners to pause, observe the target language culture, and consider their own subjectivity – all of which are key features to developing intercultural competence and communicative proficiency, the very type of language learning we work to support.

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Upcoming Events
Oct
2020
3
Arizona
Workshop
Webinar: Transformative Learning in a Social Justice Oriented Language Classroom

Webinar presented by Stacey Margarita Johnson (Vanderbilt University). Instructors building social justice into their language teaching often report that they hope their language classrooms will be sites of transformative learning and personal growth. As teachers, we want our teaching to make the world better and inspire students to become engaged citizens. Although we might hope for transformative learning, we don’t always know how it happens or how to guide our students through the process of transformation. This webinar will explore the steps in transformative learning, its connection to critical pedagogy and social justice, and, most importantly, ways language teachers can promote transformative learning through instructional choices that align with research and best practices in second language acquisition.

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Oct
2020
17
Arizona
Workshop
Webinar: Some Considerations for Social Justice Teaching in a World Language Setting: From Self to Students to World

Webinar presented by Michelle Nicola (Portland Public Schools). What do we mean when we say that we are social justice educators? What are concrete actions that social justice educators take? What beliefs or mindsets do we adopt? This webinar will help educators define what they mean by social justice education, and offer suggestions for how to incorporate self-reflection, relationship building & curriculum design as tools to recognize and interrupt inequitable patterns and practices in our world language classrooms and beyond. Participants will also receive a few lesson plan ideas that they can build on to meet their own communities’ social justice goals.

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Oct
2020
19 - 24
Arizona
Workshop
L2DL 2020: Critical Transnational Dialogue and Virtual Exchange

Accessible entirely online, the L2 Digital Literacies Symposium (L2DL) is a biennial international event offering an array of synchronous and asynchronous sessions that allow academics to make connections across the globe. In 2020, the conference focuses upon the theme of Critical Transnational Dialogue and Virtual Exchange, and explores intersections between international education, digital literacies, and virtual exchange. Virtual presentations selected from submitted proposals will be available during the week of October 19-24, and attendees are encouraged to participate in synchronous and asynchronous discussion that will take place through October 23; professional development credentials will be provided for presenters and attendees who participate in these activities. The symposium will culminate in livestreamed, invited presentations that will take place on October 23 and 24. The symposium schedule and presentation details are on the L2DL website. Access all the details and the link to registration there.

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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

Contact Us

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.
© Title VI Language Resource Centers