Title Format Sponsor
Chinese Computerized Adaptive Listening Comprehension Test (CCALT)
Web

Description

CCALT measures the student's listening comprehension of Mandarin Chinese and assigns a proficiency level upon the student's completion of the test. The proficiency testing follows the guidelines by the American Council on Teaching of Foreign Languages. It uses sound algorithms to adapt the difficulty level of the items to the individual student, collecting data along the way for item selection and rating of proficiency.

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At Home in Japan
Web

Description

Our goal in this tutorial is to present a program of practical learning that will allow you to go through the process of becoming familiar with Japanese culture, even before you get there. The crucial aspect of "becoming familiar" with a culture is that the experience centers on you. Through a process of trial and error you must learn the appropriate things to say and do. But you must also survive the learning process. There is no way to steer you clear of all potential mistakes, but this tutorial can at least help you identify and learn from them. The learning process in this tutorial replicates the trial-and-error process of "being there". The tutorial maps a critical minefield in the learning process, the things that no one thinks to tell a newcomer. These are not mentioned, precisely because it is assumed that everyone must already know them. Yet ironically, these are the very things one most needs to know in order to successfully adjust, and they may not be obvious to the newcomer at all. While this minefield exists for all cultures, in Japan it is compounded by cultural expectations of not speaking directly; because others are expected to intuit what one is not saying. It goes without saying that this is difficult for newcomers to manage.

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Pathway to Korean: Beginning Spoken Korean from Zero
Web

Description

This online publication was produced with support from the Title VI Grant of U.S. Department of Education. This project is to produce first-level materials for students with no previous exposure to the Korean language. Materials developed thus far include five units and more than forty lessons/stages. In the self-study format, these materials are composed of a “head-start” package, a print, audio program and video program. They introduce the true beginners to the Korean sound system, instructional expressions, performances of basic personal interactions, and Hangul, the Korean alphabet. QuickTime multimedia player is needed to browse these pages.

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Upcoming Events
Apr
2019
6
Arizona
Workshop
LaTeS Workshop: Strengthening your Core: Practices to Support Students’ Language Development

Language Teacher Symposium (LaTeS) Spring 2019 Strengthening your Core: Practices to Support Students’ Language Development Presented by Kristin Davin (University of North Carolina at Charlotte; Department of Middle, Secondary and K12 Education) The American Council on the Teaching of Foreign Languages (ACTFL) designated six core practices that are critical for effective language teaching because they support students’ language development and occur frequently in instruction across contexts. These practices include: Facilitating target language comprehensibility, Guiding learners through interpreting authentic resources, Designing oral interpersonal communication tasks, Planning with backward design model, Teaching grammar as a concept and use in context, and Providing appropriate oral feedback. In this workshop, participants will explore these six core practices and the research base of each one. They will dive deeply into two of these practices, Guiding learners through interpreting authentic resources and Designing oral interpersonal communication tasks. Participants will engage in activities that foster their understanding of how to choose appropriate authentic texts and ways to check students’ understanding of those texts. They will also develop and share oral interpersonal communication tasks that foster spontaneous communication and negotiation of meaning. Participants will leave this workshop with a variety of interpretive and interpersonal communication tasks that they can immediately carry out in their classrooms. A certificate for 6 hours of Arizona Continuing Education will be provided to attendees. Saturday April 6, 2019, 9.a.m. to 4 p.m. Location: University of Arizona campus The event is free to attend (including lunch), but registration is required.

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Apr
2019
13
Georgia
Workshop
Weapons of Mass Instruction: Making the Most of Planning, Routines, and Structure

Participants will be charged to reflect on the structure, routines, and high-leverage habits that make their class a memorable experience for students rather than just memorized content. In the context of large, diverse classes, the presenter will share the ACTFL Six Core Practice hacks that make can-do and proficiency-based language teaching enjoyable and effective. Participants will receive all files used and then, in turn, create their own versions to fit their own beginning 2019-20 units to start the school year refreshed and excited.

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May
2019
17
Georgia
Symposium
Global Languages Leadership Meeting

Interested in joining us and other Atlanta business, government, and education industry leaders? Contact cultr@gsu.edu As an intimate luncheon, this event is tailored to foster conversation and learning about topics related to cultural competency, language learning, and essential skills for an emerging global workforce. Past organization attendees includes the Atlanta Mayor’s Office of Immigrant Affairs, Atlanta Public Schools, Cox Automotive, French Consulate in Atlanta, Marriot International, Office of Congressman John Lewis, Peace Corps, Telemundo Atlanta, and many more. Whether you’re looking to build your network, gain industry insight, or listen to inspirational experiences of renowned peers, there’s something unique waiting for you at GLLM19. CULTR is delighted to feature on this year’s program, Tim Mahoney, Chief Marketing Officer of Global Chevrolet & Global GM Marketing Operations Leader, as the 2019 plenary speaker.

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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
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  • 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.
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