Title Format Sponsor
The Enigma of the Polish form król and Jakobson’s Explanation of Slavic *tort forms


Discusses the problematic issue of length reflexes in the o vowel of Polish *tort forms. Jakobson had assumed that the vowel o was a generalization of shortness, but this cannot explain the form król. Andersen’s theory of the relative chronology of short a > o is presented, along with a new proposal for a variable treatment of long o either as a single segment or a sequence of two shorts, accounting for the different *tort reflexes in Lekhitic-Sorbian and East Slavic.

Resource Link
Interpreting the Forms czyta and czytaj in the Polish Conjugational System


A discussion of how to derive the Polish forms czyta and czytaj, using the Jakobsonian one-stem verb system. Since the forms both appear to have the same stem (czytaj-) and ending (zero), linguists have struggled with the derivation of the two separate forms. The proposed solution is to treat imperatives as having both an internal and external word-final boundary, as evidence by devoicing phenomena. This boundary conditions the different forms in question.

Resource Link
Grammatical Dictionary of Contemporary Standard Russian


This is the only grammatical dictionary of modern Russian that includes full paradigms for all lexical entries, including verbal government, word-formative derivations, full sentence examples and an auditory component for each entry. When relevant, St. Petersburg versus Moscow pronunciation differences are given. This dictionary has a searchable bilingual component. This project was reviewed in Vestnik SPbGU in 2005. This site was updated in 2014 with a more modern interface and expanded inter-word relationships.

Resource Link
3 of 684
Show all
Show free resources only
Show less
Show more
Your search did not return any results. Please change your search criteria.
All LRCs
Previous LRC
Next LRC
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.


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