Title Format Sponsor
Identity and second language learning: Local Japanese learning Japanese in Hawai`i
Print

Description

This is an ethnographic case study of four Japanese American university students studying the Japanese language in Hawai`i. Drawing on Rampton's (1990) concepts of language expertise, inheritance, and affiliation, this study investigates the role of the Japanese language in the construction of the students' identities. Moving beyond Rampton's discussion, the careful examination of the relationship between the individual students and their study of Japanese provides a more accurate understanding of these concepts. The findings reveal that the students' language inheritance and affiliation, which are understood as their "continuity" with other Japanese Americans in Hawai`i and their "connection" to the language and culture in Japan respectively, have different significance for each student. It is suggested that, by paying sufficient attention to these two aspects, which are both important factors in the construction of the students' identities, teachers can integrate the National Standards for Japanese into their classroom more successfully.

Resource Link
Intermediate reader in technical and scientific Japanese
Print

Description

This textbook is designed so that intermediate Japanese students may learn complex grammatical structures and reading strategies at the same time that they acquire scientific and technical knowledge. The reading passages gradually increase in grammatical and structural complexity while becoming conceptually more sophisticated. Thus students with little scientific or technical background can 'read to learn' new knowledge. The topics include batteries, semiconductors, computers, biochips, biotechnology, and AIDS. This user-friendly textbook also keeps the interest of readers with its ample illustrations, intriguing trivia facts, and up-to-date discussion topics such as environmental issues, trade friction, intellectual property rights, and cloning.

Resource Link
Japanese language needs analysis 1998-1999
Print

Description

This report presents the results of the first stage of an on-going curriculum development project aimed at creating performance based tests for the first and second year Japanese language courses at the University of Hawai`i at Manoa. That first stage is a needs analysis of the learning needs of first and second year Japanese language students as perceived by the students and their teachers. This introductory section will lay the groundwork by discussing a number of relevant issues including the following: (a) the community background (including the vitality of the Japanese in Hawai`i), (b) the Japanese Language Program and the students at the University of Hawai`i at Manoa, and (c) a literature review on needs analysis (including subsections on needs analysis in general education, needs analysis in ESL curriculum development, and needs analysis in Japanese curriculum development).

Resource Link
3 of 673
Show all
Show free resources only
Show less
Show more
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.

Event Link
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.

Event Link
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.

Event Link
0 - 3 of 4
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