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Working with Spoken Chinese
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Description

The textbook is designed for intermediate to advanced learners (ACTFL proficiency Guidelines) of who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse.

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Korean Holidays
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Description

Four units on "Korean Holidays" developed in the series, Discourse, Genre, and the National Standards, are designed to complement existing pedagogical materials for Korean. They contain authentic, media-based samples of actual language used in Korea by Koreans for specific interactional purposes: television programs (e.g., talk shows, reality shows, news, weather reports), radio programs, films, internet-based discourse (interviews, reviews, blogs, news items, recipes), and the like.

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Textualization and Recontextualization: Teaching for Literacy and Semiotic Awareness in the Foreign Language Curriculum
Web

Description

This is a podcast of some opening remarks from the workshop offered by CERCLL in the summer of 2011. From the origins of writing 5,000 years ago to the internet today, technology has always been central to language education by affording the possibility of creating texts that can be reviewed, analyzed or recontextualized. Writing and the visual media are our primary resources for learning about the past and present worlds outside our own community. When we examine texts to see the particular ways that other people use language to express ideas and experiences, we not only learn a lot about the conventions of the language, we also have a chance to begin to understand the beliefs and values that underlie those uses of language. This workshop focused on practical ways of integrating reading, viewing, writing, and thinking activities, with the aim of deepening students' reflections on the texts they read and making them more aware of their own role as integral participants in the meaning-making process. Included was consideration of connections between film and written texts to show how the interpretive skills students learn in one medium can often be adapted to the other medium. Participant learned how film and written texts can be integrated in tasks and activities that support a broad-based foreign language literacy.

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Upcoming Events
Feb
2020
19
Texas
Presentation
OER Hangout: Creating inclusive open resources for language learning

4pm CST (2pm PST / 3pm MST / 6pm EST) Presenter(s): Carlos Pio (University of Pennsylvania) Eduardo Viana da Silva (University of Washington) Language students and instructors, and speakers of any given language, come from all different backgrounds and identify with a variety of races, ethnicities, cultures, abilities, genders, sexual orientations, ages, religions, languages, body types, and socio-economic statuses. However, this wide-ranging human experience isn’t always represented in traditional language-learning materials. If it is, it's often as a sidebar and not an integral part of the materials. In this discussion-based webinar, Eduardo Viana da Silva and Carlos Pio will share examples from an inclusionary e-textbook they are developing for language classes with the collaboration and feedback from Portuguese speakers of several economic and cultural backgrounds. By focusing on listening to the language of a given community and committing to reproduce it, minority groups are not portrayed as ‘curiosities’, but as an integral part of the cultures being represented, and the range of language registers, from formal to informal, reflects that. There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists.

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Feb
2020
29
North Carolina
Workshop
6th Annual Olympiada of Spoken Russian, Carolinas District

Participants may earn gold, silver, or bronze medals in recognition of their proficiency in Russian conversation, poetry recitation, and Russian civilization at various levels of study. In addition, every third or fourth year outstanding contestants at regional ACTR Olympiada contests have the opportunity to participate in an international Olympiada contest that takes place in Moscow and brings together winners of Russian Olympiada contests from throughout the world to compete for international medals and engage in a rich program of cultural activities.

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Mar
2020
4
Texas
Presentation
OER Hangout: Stories from teachers who have adopted and adapted OER

6pm CST (4pm PST / 5pm MST / 7pm EST) Presenter(s): Alexandra Gouirand (South Puget Sound Community College) Dawn Michael (Reynoldsburg City Schools) Valérie Morgan (California State University San Bernardino) Open educational resources (OER) are free to access. Open Creative Commons licenses allow teachers to legally make copies, adapt, and share these resources in order to meet the specific needs of their students. Celebrate Open Education Week by attending this discussion-based webinar, where you will have a chance to chat with two instructors who have adopted OER and creatively adapted the content for their language classes. Dawn Michael has been teaching French since 1991, and is currently a high school French teacher in Ohio. She uses the open curriculum Français interactif to teach blended French 1 and 2 courses and creates her own supplements to accompany the resources. Valérie Morgan is a French lecturer. She uses the open curriculum Français interactif to teach Levels 1, 2, and 3 French. To supplement the textbook she uses Google Classroom, Google Tools, Flipgrid, and Padlet. There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists.

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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.

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