Title Format Sponsor
Envisioning Project-Based Language Learning (PBLL) (2018 Online Symposium)
Audio-Visual
Web

Description

Project-Based Language Learning (PBLL) offers a framework for designing powerful, culturally contextualized experiences that create opportunities for learners to use their language to address real world needs that are personally meaningful to them. The PBLL Symposium brought together language educators, researchers, and innovators to explore the potential of PBLL to enhance and transform language education and provides an excellent introduction to this topic. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The videos and presentation slides are available as open educational resources (OERs).

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The Power of Project-Based Language Learning (PBLL) (2017 Online Symposium)
Audio-Visual
Web

Description

Project-based Language Learning (PBLL) means much more than having students create an advertisement, develop a review game, make a poster, or give a presentation. Rigorous PBLL requires a deep understanding of Gold Standard PBL (Buck Institute for Education, 2015), with special attention to the principles of Sustained Inquiry, Authenticity, Reflection, and A Public Audience. In the world language classroom, PBLL offers a framework for designing powerful, culturally contextualized language learning experiences that support learners in using their language to address “real world” needs/purposes that are personally meaningful to them. PBLL also presents unique challenges when compared to project-based learning (PBL) in other disciplines because the very means by which learners engage in project work--the target language--is also the object of their learning. On January 11-12, 2017, the Project-Based Language Learning (PBLL) Symposium brought together language educators, policymakers, researchers, and innovators for conversations regarding the potential of PBLL to enhance and transform language education. This unique, FREE online event provided attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. Four interactive sessions were distributed across two days (i.e., two sessions per day) and recorded. The video and presentation slides are available as open educational resources (OERs).

Resource Link
Project-Based Language Learning: Inspiring Teachers, Transforming Learning (2016 Online Symposium)
Audio-Visual
Web

Description

On January 12-15, 2016, the Project-Based Language Learning (PBLL) Symposium brought together experts, educational leaders, and world language teachers to foster the conversation on the potential for PBLL to transform and enhance language education. PBLL's intersections with content-based instruction, task-based language learning, and performance assessment make it an ideal conduit to ground language learning on real needs and measurable outcomes. We invited language educators, policymakers, researchers, and innovators to join the conversation and help further refine the PBLL framework by anchoring it to issues and ideas that are relevant to language education. This unique FREE online event provided attendees not only invaluable opportunities to access expertise in PBLL and engage in thought-provoking and constructive dialogues, but also a chance to network with professionals who are passionate about this topic. Eight engaging presentations were distributed across four days (i.e., two sessions per day) and recorded. The videos and presentation slides are available below as open educational resources (OERs).

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Upcoming Events
Oct
2019
25 - 26
Pennsylvania
Presentation
CALPER Materials and Resources

CALPER is co-sponsoring this year's 100th conference of the Pennsylvania State Modern Language Association (PSMLA). Please come visit us in the exhibit area and see our new materials and resources.

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Nov
2019
13
Texas
Workshop
OER Hangout: Joining a teaching community

In this discussion-based webinar, you will have the chance to talk with three educators who manage or are involved with teacher professional learning communities: Meredith White (#langchat), Oscar Joya (COERLL's Heritage Spanish community), and Una Daly (Community College Consortium for OER). There will be 20 minutes of presentation time where you will hear about how their communities started and evolved, how people communicate and collaborate within the community, and how you can get involved in these communities or start your own. The rest of the hour is for you to ask questions, talk to presenters, and share information about your own communities.

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Nov
2019
16
Arizona
Workshop
LaTeS: Genre Matters in Contextualized World Language

Genre Matters in Contextualized World Language Learning Francis John Troyan (Ohio State University) This workshop introduces participants to a genre theory and pedagogy that views spoken and written texts as genres that can be made visible and systematically taught to students. Participants will learn how to integrate genre into a backward design approach for the assessment and instruction of language that is centered on the development of the learner’s ability to communicate in written and spoken genres. Francis John Troyan, Assistant Professor of World Language Education at The Ohio State University, specializes in world language teacher development, genre and functional linguistics in K-12 world language education, and teacher practices in dual language immersion education. —————————— CERCLL’s biannual Language Teacher Symposium (LaTeS) is a professional development opportunity geared towards K12 educators. Registration is free. A certificate for Arizona Continuing Education is provided.

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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:
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  • Professional development
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  • Outreach and dissemination

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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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