Title Format Sponsor
Ijaw Brochure
Web

Description

The Ijaw languages are mainly spoken within the Niger Delta region of Nigeria, specifically in Bayelsa, Delta and Rivers States. Outside of the Niger Delta region, the Arogbo-Ijaw can be found in the riverine area of Ondo State, Nigeria. Many are found as migrant fishermen in camps as far west as Sierra Leone and as far east as Gabon along the Western Africa coastline.

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Pathways to Advanced Skills, vol. 14, Individualized Instruction in East Asian Languages
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Description

This volume presents both case studies of and issues in individualized instruction at the college level and proposes individualized instruction as a promising new possibility for East Asian language pedagogy. This volume should be of interest not only to East Asian language educators but also to foreign language educators, administrators, and education specialists in general.

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Pathways V. 01 Pathways to Advanced Skills Learning the Less Commonly Taught Languages
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Description

This monograph is volume I of the Pathways to Advanced Skills series, dedicated to teaching and learning less commonly taught languages. The following topics are covered: * Principal Consideration * Conditions for Learning LCTLs * Adaptations to Local Conditions * The Impact of Collective Wisdom on Individual Practitioners

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Upcoming Events
Jun
2019
10 - 11
Texas
Workshop
Spanish Heritage Language Workshop

This is a workshop for Spanish teachers of heritage speaking high school and university level students. We will post more information about this workshop as we continue to organize it. Sign up for COERLL's newsletter to receive updates: https://goo.gl/5zPVze.

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Jun
2019
10 - 14
New Mexico
Institute
Eleventh Heritage Language Research Institute

For over a decade, research in the field of heritage languages (HLs) has focused on understanding the linguistic properties of HLs in all contexts from childhood to adulthood. This understanding has informed best practices in HL education, helping heritage speakers develop higher proficiency through language programs that address their linguistic and identity needs. The HL research that underpins these findings has focused on more widely-studied languages such as Spanish, Russian, or Chinese. However, HLs are everywhere, not only in these communities nor in typical immigrant environments. More needs to be done to understand the effects of language development and education in understudied bilingual populations with respect to heritage development. This Institute will bring together scholars who have long worked on more familiar HLs as well as researchers working on Native American languages (which often have heritage language varieties), sign languages (in the context of bimodal bilingualism), creole languages (as a paradigmatic case of language contact), and several lesser-studied HLs. Methods needed to address the linguistic and sociocultural dynamics experienced by these bilingual populations can be refined in comparison with established teaching methods. Joint discussions at the Institute will further our understanding of language change under intense contact and will allow us to propose new policies and educational strategies needed to maintain and promote heritage languages among their speakers. The Institute will feature presentations by researchers, discussion sessions, and two round table sessions: (1) on HL support in schools with the aim of helping heritage speakers succeed personally, linguistically, and academically, and (2) on lesser-studied HLs in larger HL contexts. In addition, there will be an all-day workshop will cover: (1) the principles and practices of heritage language teaching and project-based learning and (2) strategies for meeting the needs of heritage and second language learners in mixed classes.

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Aug
2019
1 - 2
Texas
Workshop
Games2Teach Collaboratory

An interactive workshop where teachers play technology-mediated games, learn how game design principles promote language acquisition, and learn to implement games in their classrooms. Based on the Games2Teach project from CASLS (University of Oregon) and CERCLL (University of Arizona). We will post more information about this workshop as we continue to organize it. Sign up for COERLL's newsletter to receive updates: https://goo.gl/5zPVze.

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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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