Title Format Sponsor
Performance and portfolio assessment (1985–1995): An extended annotated bibliography of sources useful for language teachers
Print

Description

This bibliography offers a collection of extended article summaries drawn from the performance and portfolio assessment literature of the past decade. Articles include journal entries as well as book chapters, and they were chosen based on the representation of various segments of the relevant literature. Annotated entries represent the general education literature and the L2 literature, and they cover theoretical bases for performance and portfolio assessment as well as implementation of and research on alternative forms of assessment. Also included are representative articles from the relevant assessment validity literature. Finally, other related references (not annotated in the current bibliography) are listed. The bibliography should be of use to language testers, language educators, and language researchers interested in the development of performance and portfolio assessment over the past ten years.

Resource Link
Motivational aspects of using computers for writing and communication
Print

Description

This sample chapter from Telecollaboration in Foreign Language Learning: Proceedings of the Hawai`i Symposium (Technical Report #12) describes a study which researches the effects on student motivation of using computers for writing and communication in the language classroom.

Resource Link
L2 vocabulary learning strategies
Print

Description

Explicit instruction can facilitate learner awareness of the surface features of a language, but does not guarantee it. Similarly, learners in an incidental learning condition are not necessarily unaware. This study investigated the development of awareness, among Japanese ESL learners, of rules of thumb for the use of zero and definite articles with place names under an explicit instruction condition, in which learners were given the rules plus examples, and an incidental instruction condition, in which learners responded to sentences containing examples. All instruction was computerized. Instruction was given in English and was followed by a twenty-question debriefing interview conducted in the learners' L1 in order to assess their awareness. The findings show that awareness could develop under either condition, but that the explicit condition was much more facilitative. The study also found a very strong relationship between awareness and improved learner performance.

Resource Link
3 of 702
Show all
Show free resources only
Show less
Show more
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.

Event Link
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.

Event Link
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.

Event Link
0 - 3 of 8
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.

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.
© Title VI Language Resource Centers