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Materials from the Hindi-Urdu Flagship at UT Austin
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Description

The Hindi Urdu Flagship is an undergraduate program at the University of Texas at Austin designed for students who wish to achieve advanced professional proficiency in Hindi and Urdu while majoring in a wide variety of programs. Faculty have produced a wide range of materials as part of the program, which are available through UT Austin's Texas Scholarworks.

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K-16 Chinese Dual Immersion Research
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For two decades, Portland Public Schools (PPS) (Portland, Oregon) has offered a Mandarin Dual Language Immersion Program with preschool and kindergarten entry points. In the last decade, PPS has partnered with the University of Oregon to build a well-articulated K–16 Mandarin immersion and world language program. Our ethnography study, funded by The Language Flagship, examines the historical development of the PPS program, sets forth key components of the PPS model that other districts may replicate, and examines catalysts and disruptors to the language immersion model.

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LingroToGo
Mobile & Tablets

Description

Designed by gamers and linguists, LingroToGo utilizes game-based play to inspire users to learn Spanish on their mobile device. Game-based play teaches learners to tolerate the ambiguity needed for language learning and rewards them for time on task, accuracy, speed, and problem-solving abilities. The more time learners spend with language, the more they learn! LingroToGo is designed to make that time as productive and enjoyable as possible. Each topic gives learners the skills they need to carry out a specific communicative task in Spanish, and deep thinking helps create the automaticity needed for greater fluency in the language. Learning Spanish in context helps users understand how meaning is constructed and conveyed based on much more than word choice. How Learners Play: - Watch videos. Play games. Play games. Watch videos. It's completely up to learners. They pick the topics, the tasks, and the way they learn best. - Earn coins and XP to level up, unlock great new content, boosts, and other fun prizes. Can learners get all the gold medals, or are they satisfied with silver and bronze? - Play each game once, twice, or more. Remember, the more learners practice, the better they will be at Spanish! Co-created with LingroLearning, LingroToGo is based on the latest learning science and inspires learners to master the second most spoken language in the world.

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Upcoming Events
Sep
2021
29
Arizona
Workshop
Translating Google Translate: Instructional Strategies for Machine Translation in the Language Classroom

Webinar presented by Emily Hellmich (University of Arizona) and Kimberly Vinall (DeAnza College). Google Translate and other machine translation platforms can be a source of strife and confusion in language learning classrooms. Many instructors wonder if and how to handle these platforms with their students. This webinar presents a series of instructional strategies for how to approach machine translation platforms in the language classroom. These strategies come from findings of a research study that used screen recording and retrospective interviews to observe how foreign language learners (French, Spanish, Mandarin) actually use machine translation platforms while completing a writing task. In the webinar, we present key findings from the study and explore the implications they have for instructional practices. By the end of the webinar, participants will be able to: 1) broadly describe how students actually use machine translation; 2) identify a range of instructional strategies in three areas (training, assignment creation, policies); and 3) reflect on how to integrate take-ways from the webinar into their own teaching/learning contexts.

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Nov
2021
6
Arizona
Workshop
Building Bridges Across Cultures through Global Inquiry with Children

A webinar presented by Kathy G. Short and Dorea Kleker (University of Arizona). In our interconnected world, an understanding of global cultures has become a necessity as children are challenged to think and act globally. Our inquiry as educators is on creating instructional strategies that encourage children to develop open-minded perspectives toward ways of living that differ from their own. We invite children to engage in inquiries around specific cultures, while trying to avoid the pitfalls of only exploring surface aspects of a culture and not the deeper values and beliefs that underlie easily observable traditions and actions. Our goal is that children develop an orientation on the world that balances reflection on the known through identifying their loyalties with reflection on the new through developing open-minded perspectives. In this webinar, we share the instructional strategies and frameworks we have developed in working with elementary children to explore their cultural identities and to engage them in inquiries on specific global cultures, such as Korea and India. These inquiries are supported through global children’s literature and a range of interactive experiences. We will provide examples of children’s use of thinking routines, instructional strategies, and children’s books as well as engage participants in trying out several strategies.

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Jan
2022
27 - 30
Arizona
Conference
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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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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