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Developing Intercultural Competence in the Foreign Language Class: Why and How?
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Description

These are the materials from the workshop offered by CERCLL in the summer of 2010 that focused on the National Endowment of the Humanities funded Cultura project, a web-based online exchange that was created to develop students’ in-depth understanding of another culture within an intermediate level language class. During this workshop Gilberte Furstenberg, one of the authors of this telecollaborative project, shared her twelve-year experience in designing and teaching an intermediate French language course in which her students interact with students at a French University via online discussion forums. The materials include the presentation and handouts from the workshop as well as workshop participants' projects which adapted Cultura to their own language and culture courses.

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Teaching Texts: Pedagogical Stylistics in the Language Classroom
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Description

These are the materials from the workshop offered by CERCLL in the summer of 2010 that focused on how concepts and methods from stylistics can enrich the teaching of texts in the beginning, intermediate and advanced levels of foreign language study. Stylistic analysis concerns how various linguistic choices affect interpretation and thus, as a pedagogical approach, can help students to move from working with language on the sentence level to dealing with longer, more complex stretches of discourse and to encourage their awareness of the intersections between language and culture. The materials, in addition to covering some basic concepts about stylistics, introduce some sample classroom activities.

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Hypermedia: Multimodal Text Annotation
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Description

This project annotates different types of texts with multimedia hyperlinks (hypermedia) to facilitate linguistic as well as cultural comprehension of reading texts for language learners. Hypermedia can clarify, explain and illustrate not only the meanings of words and expressions, but also rhetorical, socio/cultural, historical and other concepts embedded in the text. Additional information about certain words or concepts may appear as hypermedia annotations presenting information in nodes and links. Working with Italian, this project has produced contemporary and authentic sources annotated with the aid of multiple forms of digital media such as text, graphics, audio, and video. Teachers will be able to use these annotated texts as part of their classroom resources.

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Upcoming Events
Feb
2020
19
Texas
Presentation
OER Hangout: Creating inclusive open resources for language learning

4pm CST (2pm PST / 3pm MST / 6pm EST) Presenter(s): Carlos Pio (University of Pennsylvania) Eduardo Viana da Silva (University of Washington) Language students and instructors, and speakers of any given language, come from all different backgrounds and identify with a variety of races, ethnicities, cultures, abilities, genders, sexual orientations, ages, religions, languages, body types, and socio-economic statuses. However, this wide-ranging human experience isn’t always represented in traditional language-learning materials. If it is, it's often as a sidebar and not an integral part of the materials. In this discussion-based webinar, Eduardo Viana da Silva and Carlos Pio will share examples from an inclusionary e-textbook they are developing for language classes with the collaboration and feedback from Portuguese speakers of several economic and cultural backgrounds. By focusing on listening to the language of a given community and committing to reproduce it, minority groups are not portrayed as ‘curiosities’, but as an integral part of the cultures being represented, and the range of language registers, from formal to informal, reflects that. 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.

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Feb
2020
29
North Carolina
Workshop
6th Annual Olympiada of Spoken Russian, Carolinas District

Participants may earn gold, silver, or bronze medals in recognition of their proficiency in Russian conversation, poetry recitation, and Russian civilization at various levels of study. In addition, every third or fourth year outstanding contestants at regional ACTR Olympiada contests have the opportunity to participate in an international Olympiada contest that takes place in Moscow and brings together winners of Russian Olympiada contests from throughout the world to compete for international medals and engage in a rich program of cultural activities.

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Mar
2020
4
Texas
Presentation
OER Hangout: Stories from teachers who have adopted and adapted OER

6pm CST (4pm PST / 5pm MST / 7pm EST) Presenter(s): Alexandra Gouirand (South Puget Sound Community College) Dawn Michael (Reynoldsburg City Schools) Valérie Morgan (California State University San Bernardino) 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. Celebrate Open Education Week by attending this discussion-based webinar, where you will have a chance to chat with two instructors who have adopted OER and creatively adapted the content for their language classes. Dawn Michael has been teaching French since 1991, and is currently a high school French teacher in Ohio. She uses the open curriculum Français interactif to teach blended French 1 and 2 courses and creates her own supplements to accompany the resources. Valérie Morgan is a French lecturer. She uses the open curriculum Français interactif to teach Levels 1, 2, and 3 French. To supplement the textbook she uses Google Classroom, Google Tools, Flipgrid, and Padlet. 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.

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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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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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