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Chokwe Brochure
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Chokwe is the Bantu language spoken by the Chokwe people of the Democratic Republic of Congo, Angola and Zambia. It is recognized as a national language of Angola, where about 456,000 people spoke it as of 1991. Another half a million speakers lived in the Congo in 1990, and some 44,200 in Zambia as of 1986. Angola’s Instituto de Línguas Nacionais (National Languages Institute) has established spelling rules for Chokwe with a view to facilitate and promote its use. It is used as a lingua franca in eastern Angola.

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Ebira Brochure
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Ebira means behaviour when translated literally with ethics and hospitality as compliments. The unique features of Ebira culture with its ethnic aestheticism are appreciated most in the event of traditional marriages. Ebira people are republican by nature, outspoken and very hard working. Farming and cloth- weaving are occupations for which the Ebiras are well known. Primary crops grown for export are yam and cassava. Guinea corn is an important local commodity as the staple of most meals and is used in the brewing of beer. Due to abundance of rivers and streams on the Niger-Benue plateau, fishing is conducted by individual households. In recent years, larger fish farms have been developed by private and public firms.

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Gbaya Brochure
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The Gbaya are also known as the Baya, the Mbere Baya or the Gbaya-Bossangoa. They are the largest ethnic group in the Central African Republic. The Gbaya are closely related to the Mandija people (also called Mandja). In 1880 the fled Fulani slave raids an holy wars (Jihad) connected with the founding of the Sokoto Caliphate; the ancestors of the Gbaya migrated to the region from present-day northern Cameroon and Nigeria in the early 1800s. They incorporated many of the indigenous nhabitants creating the six basic subgroups of the Gbaya. Fulani continued to raid the Gbaya region each year to capture slaves for sale both in the Caliphate and to the rans-Saharan caravans

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Upcoming Events
Jun
2019
25 - 27
Maryland
Workshop
PEARLL Summer Institute: Effective Unit Planning

A thematic curriculum allows teachers to create meaningful, real-world contexts for standards-based teaching and learning. By building on learners’ interests and life experiences, their attitudes, skills and knowledge are developed in meaningful ways. What real-world contexts will guide what students will have to know and be able to do by the end of a unit? Participants will explore how the NCSSFL-ACTFL Can-Do Statements provide a focus on performance and language functions which are used to guide the development of thematic units while allowing teachers and learners to monitor and document student growth. Participants will have time to develop a thematic unit and will receive feedback at each stage of the development process. Access to model curricula in multiple languages will be provided.

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Jul
2019
11 - 13
Maryland
Workshop
PEARLL Summer Institute: Facilitating Teacher Effectiveness

Districts and departments who are focused on developing and implementing a performance-based world language curriculum with district-wide assessments will consider how the Teacher Effectiveness for Language Learning (TELL) Framework provides guidance for more effective instruction resulting in accelerated learning for students. This in-depth professional learning opportunity for district and teacher leaders will engage with and create tools that will support the implementation of effective instruction and assessment. Participants will engage in collaborative work centered around a common definition for high-quality world language learning in order to support the professional growth and development of world language teachers. This workshop will be facilitated by Greta Lundgaard, Thomas Sauer and Laura Terrill. (Developed in collaboration with the National Association of District Supervisor of Foreign Languages)

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Jul
2019
22 - 27
North Carolina
Institute
Summer Workshop in Language Pedagogy, Technologies, Research and Proficiency Testing

The Duke Slavic and Eurasian Language Resource Center will host a summer workshop from July 22 to July 24, 2019 on Language Pedagogy, Research & Proficiency Testing, and is pleased to call for papers by interested scholars, graduate students, and professionals on workshop-related topics and that focus on teaching/learning ANY language. There is an additional session devoted exclusively to Russian language proficiency testing training and certification in CEFR proficiency testing from July 25-27, 2019. Workshop topics have included, but are not limited to: • Neuroimaging and multilingualism • Teaching language and culture through film • Language proficiency testing • Specialized language instruction at the advanced and superior levels • The use of technology in the language classroom • Integrating heritage students in the language classroom • Addressing the needs of differently-abled students • Using computer technologies to create pedagogical materials • The role of grammar in proficiency-based instruction • Popular culture and language instruction • Web resources for language teachers Papers on other related topics are most welcome. Presentations should be approximately 30 minutes in length and in English. The workshop will be held on the campus of Duke University in Durham, North Carolina. Modest financial support to defray presenters’ travel expenses may be available. All presenters will be invited to submit their papers for publication in SEELRC’s online peer-reviewed journal Glossos. For further information, please email Michael Newcity at mnewcity@duke.edu Individuals interested in presenting a paper at the workshop should submit an abstract of approximately 200 words to Michael Newcity at mnewcity@duke.edu no later than March 15, 2019. Individuals will be notified whether their papers have been accepted for presentation at the workshop by April 1, 2019.

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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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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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