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Language learning strategies around the world: Cross-cultural perspectives
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Language learning strategies are the specific steps students take to improve their progress in learning a second or foreign language. Optimizing learning strategies improves language performance. This book presents new information about cultural influences on the use of language learning strategies. It also shows innovative ways to assess students' strategy use and useful techniques for helping students improve their choice of strategies, with the goal of peak language learning.

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Pragmatics and language learning, volume 11
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This volume features cutting-edge research on L2 pragmatics from a wide range of theoretical and methodological approaches. It offers fresh perspectives on standard topics such as the use and learning of speech acts and the pragmatic meanings of linguistic resources, and the effect of planned intervention on pragmatic development in language instruction. The chapters also document researchers' increasing attention to different forms of computer-mediated communication as environments for using and developing L2 pragmatic competence and of conversation analysis as an approach to different aspects of interaction in a variety of settings. PRAGMATICS & LANGUAGE LEARNING, a refereed series sponsored by the National Foreign Language Resource Center at the University of Hawai`i, publishes selected papers from the biannual International Pragmatics & Language Learning Conference under the editorship of the conference hosts and the series editor, Gabriele Kasper.

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Chinese as a heritage language: Fostering rooted world citizenry
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The authors examine the socio-cultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a Heritage Language may be acquired, maintained, and developed. It draws upon developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. This volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed, and to stimulate research and enhance teaching both within and beyond Chinese language education.

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Upcoming Events
Jun
2018
19
Pennsylvania
Workshop
Project Work in Language Courses

In this workshop, we present the fundamentals of project work as a way of creating student-centered learning environments that allow to strengthen the link between content and language instruction. We address the rationale, design, development, and the implementation of project work. Participants will begin to construct a project work learning unit for their own instructional contexts.

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Jun
2018
20 - 21
Pennsylvania
Workshop
Language ePortfolios, Badges, and Seals

In this workshop we will explore an innovative approach to assessing communicative and cultural proficiency using ePortfolios and mini-credentials. We will discuss Lafayette College's LaFolio initiative and showcase samples of transcurricular student ePortfolios, the badges awarded for achievement, and their corresponding assessment rubrics, as well as the technologies employed to construct, implement, and disseminate these learning materials. Special attention will be paid to the use of ePortfolios and corresponding rubrics as an important part of the new Seals of Biliteracy initiative. Small presentations and hands-on activities. Info on "How-to set-up portfolios" using free or open-source technologies will be provided

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Jun
2018
22 - 23
Pennsylvania
Workshop
Effective Use of Technology in K-16 Chinese Language Classrooms

This two-day workshop introduces a wide range of resources and tools that are useful for Chinese language learning and teaching, facilitates discussions and provides hands-on practice on how to apply the technologies effectively in K-16 Chinese language classrooms for the purpose of improving student Chinese proficiency and empowering them with 21st century world language skills.

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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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You may also contact each LRC individually by locating their directory information in the Meet the LRCs menu.

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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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