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Language-Specific Materials for Heritage Learners
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Description

Course materials have been developed for the summer high school heritage language courses that were taught at UCLA with STARTALK support. Most heritage languages are also less commonly taught languages, and few materials exist for teachers that are appropriate or can be adapted for heritage language instruction. NHLRC, with support from the National Foreign Language Center’s STARTALK Program, is committed to the development of materials that are suitable for heritage language instruction. DISCLAIMER: These materials are for sharing purposes only and do not necessarily constitute an endorsement by the National Heritage Language Resource Center. We welcome any suggestions and recommendations.

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Analog U
Mobile & Tablets

Description

As adults, we remember a time without the interrupting dings and buzzes of our cell phones. Still, it’s hard to ignore the impulse to check the message even when we know we shouldn’t: when we’re driving or when we’re eating dinner with our families, for example. It’s even harder to ignore the urge to pick up the cell phone when you’re a young adult who can’t remember life without one. Analog U helps young adults explore what it’s like to be human in a digital age. Analog U is unlike any other digital mindfulness app. It is not a meditation or Internet blocking app. It also does not advocate for digital detox or phone avoidance. Rather, Analog U embraces mobile technologies to help learners become more mindful of their digital interactions. For example, when the cell phone buzzes, Analog U gives young adults the tools to pause first and make a conscious choice to pick up the cell phone – or not. Using a series of playful questions, this digital mindfulness app develops learners’ awareness of the most habitually deployed mobile features, like push notifications. In doing so, Analog U promotes reflection and intentionality. It asks learners to consider their own social responsibility in both on- and offline communities. This mindful approach prepares learners to pause, observe the target language culture, and consider their own subjectivity – all of which are key features to developing intercultural competence and communicative proficiency, the very type of language learning we work to support.

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TELLfolio
Web

Description

E-portfolios aren’t just for students, and they’re not the only ones who benefit from reflective practice. We as educators can benefit, too. Research shows that reflective practice facilitates a growth mindset. Those who believe they can develop their intelligence outperform those who believe intelligence is fixed. We’ve been providing e-portfolios for students since 2008. In partnership with Professionals in Education Advancing Research and Language Learning (PEARLL), we’re now developing a professional e-portfolio for educators. Set professional goals, self-assess progress, showcase work, and reflect on your career path. Our professional e-portfolio, TELLfolio, also includes learning resources, which we’ll expand in the next four years to include a one-on-one peer mentoring system. With TELLfolio, educators can: - Compare their current practices to the Teacher Effectiveness for Language Learning (TELL) framework, a research-based set of characteristics and behaviors that model world language teachers exhibit - Set and monitor goals for professional growth - Upload work samples such as videos and planning documents - Connect with professional learning resources, including peer-to-peer mentoring

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Upcoming Events
Apr
2020
15
Texas
Workshop
OER Hangout: Searching and Publishing in OER Repositories

12pm CDT (10am PDT / 11am MDT / 1pm EDT) Presenter(s): Melinda Boland (Director, OER Services at ISKME & OER Commons) Kevin Hawkins (Assistant Dean for Scholarly Communication, University of North Texas Libraries) Patricia Mulroy (Supervisor, World of Learning Institute) Anita Young (World Language Instructor & Virtual Learning Specialist World of Learning Institute) Open educational resources (OER) are free to access. Open Creative Commons licenses allow teachers to legally make copies, adapt, and share these resources in order to meet the specific needs of their students. OER repositories make it easier to find, evaluate, and share these resources. In this discussion-based webinar, gain tips about how to use OER repositories to find high-quality openly licensed educational resources to use in the language classroom, and to share your own creations with other teachers. There will be 20 minutes of presentation time, and the rest of the hour will be dedicated to your questions and to conversation between participants and panelists. Melinda Boland directs development of OER Commons and all partner implementations, including professional learning programs and community building efforts with a team of trainers, project managers, librarians, and designers who together produce all of ISKME's OER products and services. Anita Young and Patricia Mulroy work on a team at the World of Learning Institute at Appalachia Intermediate Unit 8, a program that provides face-to-face world language instruction in a virtual environment for students who cannot access them in their school. They have made the open resources they developed for their Spanish and German courses available for other teachers to use on OER Commons. At the UNT Libraries, Kevin Hawkins and his team help educate members of the UNT community about OER and partner with others on campus to run some programs in support of OER.

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May
2020
18 - 20
Hawaii
Conference
The 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS)

The 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS) The Department of Linguistics at the University of Hawai'i at Manoa invites scholars working on Southeast Asian linguistics to the 30th Annual Meeting of the Southeast Asian Linguistics Society (SEALS), May 18-20, 2020, to be held on the campus of the University of Hawai'i at Manoa. Plenary speakers: • Gary Holton, University of Hawai'i at Manoa • Kitima Indambarya, Kasetsart University • Peter Jenks, UC Berkeley • Aldrin Lee, University of the Philippines - Diliman The SEALS Conference will be immediately preceded by the International Symposium on Malay/Indonesian Linguistics (ISMIL) and the International Symposium on the Languages of Java (ISLOJ) on May 14-16, as well as a series of workshops on various topics and a special lecture by Dr. Robert Blust (University of Hawai'i at Manoa) on May 17, 2020. Important Dates: Online Pre-registration: February 04 – April 15, 2020 Online Regular Registration: April 16 – May 12, 2020 For more information about the conference, visit our website at https://sites.google.com/a/hawaii.edu/seaconfs/ Questions? Contact us at seaconfs@hawaii.edu The conference is co-sponsored and co-organized by the National Foreign Language Resource Center.

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Jun
2020
10 - 16
Utah
Institute
2020 Summer Institute: Planning for Project-Based Language Learning (PBLL)

2020 Summer Institute: Planning for Project-Based Language Learning (PBLL) June 10-16, 2020 This Summer Institute is designed for world language educators who have some knowledge of Project-Based Learning (PBL) as well as some practice in generating project ideas. During the Institute, participants will flesh out their ideas for a project design they have already subjected to critique. Applicants must complete the prerequisite NFLRC MOOC (massive open online course) Envisioning Project-Based Language Learning and earn a badge in order to qualify for consideration for the Institute. Participants who fulfill requirements outlined in an associated course syllabus may opt to receive two (2) graduate course credits (tuition fee). DURATION: 5 instructional days (Wed., Th., Fri., Mon., and Tue.) LOCATION: University of Utah, Salt Lake City, UT SPONSORS: Second Language Teaching and Research Center (L2TReC) and National Foreign Language Resource Center (NFLRC) PREREQUISITE: Envisioning Project-Based Language Learning MOOC (https://nflrc.hawaii.edu/events/view/126/) APPLICATION TIMELINE: Envisioning PBLL MOOC Completion Deadline: February 28, 2020 Summer Institute Application Period Opens: March 1, 2020 Summer Institute Application Period Ends: March 20, 2020 Notification of Participant Selection Decisions: March 31, 2020 For more information, visit https://nflrc.hawaii.edu/events/view/127/

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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.

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