Title Format Sponsor
Makinig at Bumasa: Intermediate-Advanced Filipino
Audio-Visual

Description

This Filipino/Tagalog interactive CD-ROM consists of ten reading and ten listening units for intermediate and advanced levels. Using the schema approach, each unit includes an introduction (cultural notes); pre-listening/reading activities; a lesson (reading/listening text); and post-listening/reading activities (global understanding activities, specific information activities, grammar activities and follow-up activities).

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Chinese language video clips
Audio-Visual

Description

Fifty video segments from footage shot on location in and around Beijing, including: an interview with a girl about her favorite toys self-introductions by college students an off-the-cuff introduction to taxis and buses Filmed on location in Beijing, mostly at Peking University, these naturalistic video clips, ranging from less than one minute to eight minutes in length and consisting chiefly of unrehearsed interviews of ordinary folk, offer valuable source material for Chinese language teachers at all levels. Six topic areas are represented: personal information, commercial transactions, travel and leisure, health and sports, food, and school. Chinese Language Video Clips are not lessons but "raw material" -- video segments shot in China to be used as you see fit.

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Pakinggan At Unawain: Comprehending Intermediate Filipino
Audio-Visual

Description

Watching while listening promotes understanding and makes learning Filipino a lively and engaging experience. Pakinggan at unawain: Comprehending intermediate Filipino includes 42 video dialogs to help students move beyond the beginning level in mastering Filipino structures and functions. The units cover nine thematic areas: meeting people, food, household activities, service, social interactions, office transactions, education, visiting the health clinic, and crime.

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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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