Title Format Sponsor
Uzbek Video and Audio Modules
Web

Description

An interactive website for reading, writing, listening, and speaking in Uzbek. Designed as a multimedia supplement to CeLCAR's Intermediate Uzbek textbook.

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Fluency in Play: Computer Game Design for Less Commonly Taught Language Pedagogy
Print

Description

Fluency in Play was written to provide K-16 teachers with an introduction to designing and building computer games for the foreign language classroom. At the heart of the book is the fact that computer games make excellent teaching tools. They combine two of the fundamental processes of new language acquisition—play and exploration—with the power and pleasures of fun. Computer games are also dynamic, scalable, and ductile; they can be drawn out and shaped to fit an infinite number of classroom sizes, subjects, and settings. Computer games are thus ideal for foreign language instruction, especially when that instruction involves less commonly taught languages, which are notorious for being difficult to learn quickly and efficiently at the intermediate and advanced levels of proficiency. Fluency in Play is meant as both an introduction and a prompt, that is, as an overview of the process of educational computer game design and a provocation to language teachers excited about the pedagogical possibilities of that process. It is not hard to envision the interesting, ground-breaking, and useful strategic language games that a little elbow grease could produce, and we hope that Fluency in Play will serve as a guiding and animating force for teachers interested in that kind of production. The entire guide can be purchased at Lulu Press.

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Teaching Portuguese to Spanish-Speaking Learners (L1, L2 and Heritage): A Structured/ Enhanced Input Approach
Web

Description

Building on the language skills of Spanish speakers (native speakers, heritage speakers, FL/SL learners of Spanish), this project focuses upon teaching Portuguese through the early introduction of reading authentic texts. This project provides a rich source of authentic materials for Portuguese teachers and learners through a website offering both classroom tasks and web-based language learning materials online. By using learning tools available on the web, the tasks are designed so as to enhance learners’ exposure to authentic input in the target language and draw learners' attention to form and how structural aspects of the target language (syntax, vocabulary, pragmatics, and morphology) differ from Spanish. Authentic texts, arranged in thematic units, have been compiled and placed online; it also developed a wide range of computer-assisted language learning (CALL) tasks for learners of Portuguese for this purpose. The texts and other online materials were piloted in language classes at the University of Arizona and a web discussion board was created for learners to react to the readings and reflect on the target language. A workshop was held in 2009 for grade 9-16 teachers to familiarize them with the web-based products, and presentations were given at ACTFL and the American Association of Teachers of Spanish and Portuguese (AATSP).

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Upcoming Events
Jul
2018
23 - 27
Minnesota
Institute
Using Authentic Materials to Develop 21st Century Literacies

Preparing students for participation in the globalized communities of the 21st century entails out-of-the-box thinking on the part of foreign language teachers. How do we move beyond preparing students to order coffee or buy train tickets, and instead encourage them to be reflective, culturally aware language users? To answer this question, this institute focuses on how to develop students’ 21st century literacies through engagement with authentic written, audio, audiovisual, visual, and digital materials. Using conceptual and pedagogical understandings gained during the institute, participants will collaboratively evaluate and analyze existing materials and then create learning objectives, select authentic materials, and design lessons that develop students’ communicative abilities, encourage cross-cultural connections, foster critical thinking and problem solving, and facilitate engagement with the world outside of the classroom.

Event Link
Jul
2018
23 - 27
Minnesota
Institute
Growing Learner Language: A Hands-On Approach to Developing the Language Learners Produce

The focus of this institute is on the growth and development of the language learners produce, and how that growth may be enhanced by ongoing pedagogical innovation. This institute (described by past participants as “a veritable spa for language teachers”) uses the problem-solving framework of Exploratory Practice to create a culture of instructor initiative that promotes and responds to learner language development in the classroom. Participants begin with a brief review of theories of second language acquisition, and then work together to reflect on videos of learner language as it is produced by different kinds of learners. Institute participants work with instructors to identify specific features in these learners’ language. Participants then apply those insights to their own classrooms by learning how to set up engaging, puzzle-solving activities that stimulate growth in learner language. Finally, participants learn how to design pre- and post-course measures that demonstrate the impact of their innovations in instruction on the growth of specific features and dimensions of learner language in their own classrooms.

Event Link
Jul
2018
23 - 27
Minnesota
Institute
Content-Based Language Instruction and Curriculum Development

This institute has been specifically designed for K-16 foreign language teachers who want to familiarize themselves with and implement Content-Based Instruction (CBI) in the second language classroom. During this institute, teachers will learn how to create CBI materials and tasks to enhance students’ language proficiency and content learning. Participants will also learn how to expand their own existing curricula by weaving in varied academic/cultural content, navigating and utilizing the Content-Based Language Teaching with Technology (CoBaLTT) online resources, and planning appropriate assessments for CBI.

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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
  • 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