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Acceso is a complete intermediate curriculum designed to promote the acquisition of Spanish and the development of cultural understanding of the varied groups of people who share Spanish as a common language. The free online textbook is accompanied by an optional commercial workbook. Supplementary instructor materials, including PowerPoints and lesson plans are available on request. Winner of the 2012 Focus Award from Computer Assisted Language Instruction Consortium (CALICO), Acceso is in wide use in both secondary and post-secondary contexts.

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Download the Envisioning Project-Based Language Learning (PBLL) MOOC


This resource is an exported Moodle course, designed for installation in a Moodle course. The Envisioning Project-Based Language Learning MOOC aims to offer course participants basic information about project-based language learning (PBLL), an approach to designing learning experiences for learning world languages based on established principles and practices of high-quality project-based learning as described by PBL Works (formerly Buck Institute for Education). The downloadable file, <1MB in size, has the file extension .mbz, and can be imported into a Moodle course space. INSTRUCTOR/ADMINISTRATOR USE: Instructors or administrators intending to use this course should, at a minimum, be familiar with the body of knowledge covered in the course -- the hallmarks of high-quality project-based learning (HQPBL), PBL essential design elements, how PBL relates to world language education, and the difference between ‘dessert projects’ and PBL, among others. Instructors or administrators who are not familiar with PBL and PBLL may use the MOOC as an educational resource for themselves, but we counsel against the use of these teaching materials by those unfamiliar with the course material to teach others. For more information about the MOOC course content and download, visit https://nflrc.hawaii.edu/publications/view/MOOC01/

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NFLRC Podcast Series: Integrated Performance Assessments


Interested in learning more about performance assessment? Integrated Performance Assessments is a seven-episode podcast produced by the National Foreign Language Resource Center at the University of Hawai‘i at Mānoa and hosted by Nicole Naditz (2015 ACTFL National Language Teacher of the Year). Interviewees include leading language educators speaking on the following topics: - Intro to Performance Assessments (Paul Sandrock) - Performance Assessments: Presentational mode (Lynn Fulton) - Performance Assessments: Interpersonal mode, pt. 1 (Iman Hashem) - Performance Assessments: Interpersonal mode, pt. 2 (Ying Jin) - Performance Assessments: Interpretive mode (Margaret Malone) - Integrated Performance Assessments: Theoretical Considerations (Francis Troyan) - Putting Integrated Performance Assessments Into Practice (Lisa Shepard) Check them out at https://soundcloud.com/nflrc/sets/integrated-performance

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Upcoming Events
27 - 30
2022 Intercultural Competence Conference

ICC 2022: Decentering Mobility in Intercultural Education: Engagement, Equity and Access Extended Proposal Submission Deadline June 21, 2021 A hybrid event, in Tucson, Arizona, and online, with plenary speakers: * Uju Anya, Pennsylvania State University, USA * Maria Dasli, University of Edinburgh, Scotland * Jennifer Pipitone, College of Mount Saint Vincent, USA In January 2022, the eighth International Conference on the Development and Assessment of Intercultural Competence (ICC) will be a hybrid event on the theme of "Decentering Mobility in Intercultural Education: Engagement, Equity and Access." Presentations will focus on the ways in which intercultural communication and the teaching and learning thereof have been shaped through mobility – both virtual and physical. Of particular interest are contributions that address how the changing state of intercultural communication has been shaped by a world that is simultaneously more and less mobile, for example, due to differences in access among learners or to changing circumstances, such as the current global health crisis. Proposals will be submitted as one of five types: paper presentation, symposium, roundtable discussion, poster, and workshop. See the complete submission guidelines for more about the conference theme and the format of these presentations, proposal restrictions and limitations, access to the online proposal submission form, and notification dates, etc. Proposal Submission Deadline: June 4, 2021. Full Call for Proposals and Submission Guidelines: https://icc.arizona.edu/2022cfp/ Registration for ICC 2020 will open in the Fall.

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Jan - Feb
27 - 24
2022 OLP Series: Engaging Online Language Learners through SEL

This series will highlight how online language instructors can use the Social Emotional Learning Framework to engage students in the virtual classroom and enhance the experience and satisfaction of learning a language online. Topics will include highlighting learner self awareness, promoting self management and self motivation, expanding social awareness through online extracurricular activities, teaching responsible decision making through storytelling and building positive relationship skills in a supportive way. Webinar Dates (Thursdays): Jan 27 | Feb 3 | Feb 10 | Feb 17 | Feb 24 2:00-3:30 pm (Hawaii Standard Time) 4:00-5:30 pm (Pacific) 5:00-6:30 pm (Mountain) 6:00-7:30 pm (Central) 7:00-8:30 pm (Eastern) Registration deadline: January 27, 2022 To register, see the presenter lineups, and optional digital badge information, visit our webpage: https://nflrc.hawaii.edu/events/view/olp2022/

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19 - 21
31st Annual Meeting of the Southeast Asian Linguistics Society

The Department of Linguistics and the National Foreign Language Resource Center at the University of Hawaii at Manoa invites scholars working on Southeast Asian linguistics to the 31st Annual Meeting of the Southeast Asian Linguistics Society (SEALS), May 19-21, 2022, with a special virtual poster session on May 13, 2022. SEALS 31 (2022) will be a hybrid conference, held concurrently in-person (on the campus of the University of Hawaii at Manoa) and online.

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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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  • Outreach and dissemination

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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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