Title Format Sponsor
LinguaFolio Online
Web
Mobile & Tablets

Description

LinguaFolio Online, an e-portfolio for language learning, helps students show that they CAN actually use the language they are studying. Even better, it allows students to set their own goals, track their progress toward accomplishing those goals, concretely view opportunities for growth, and upload work samples to showcase their abilities. LinguaFolio Online also allows students to document their intercultural experiences and reflections, which enhances language learning and cultural understanding. Organized around the NCSSFL-ACTFL Can-Do Statements, the e-portfolio provides a standardized, concrete framework for talking about language proficiency. This means that students can show teachers and their parents what they can do in the target language. And educators can share student outcomes of their programs with principals and superintendents. - Flexible, adaptable e-portfolio tool LinguaFolio Online provides a place for learners of any language and skill level to set goals, showcase their proficiency, and track their second language skills. - Centered on learner proficiency Organized around the NCSSFL-ACTFL Can-Do Statements, the e-portfolio provides an effective framework for documenting language progress across communicative modes. - Support for instructors and districts LinguaFolio Online has the power to guide language programs in addressing students’ strengths and needs while facilitating articulation among programs. - Facilitate and capture learning outside of the classroom Learners can easily capture evidence when and where they use the target language: in local stores, in restaurants, or even online. Easily upload evidence using the free companion iOS and Android mobile application, LFO to Go.

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Test Development Set: Workbook
Print

Description

This workbook and companion DVD (available separately) are designed to assist language instructors who develop their own tests. Explanations of different possible test items are accompanied by a variety of examples. The video introduces basic concepts involved in language test development, while the workbook explains these concepts in more detail. This valuable resource supplies more than a thousand models for test items. Workbook chapters with a brief description of each follow. For the inexperienced language test writer, these materials provide a solid introduction to language test development. For the experienced test writer, they offer an extensive variety of possible language test items.

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Foreign Languages: Doors to Opportunity (Discussion Guide)
Print

Description

This guide accompanies the video (available separately), which is designed in two parts of approximately twelve minutes each. The first part is intended for use with middle and high school students of foreign languages. The second part is designed for K-12 educators, including teachers, guidance counselors, administrators, and parents. This Discussion Guide accompanies the video (available separately) and contains preview and postview activities to help educators in facilitating discussion of both parts of the video.

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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.

Event Link
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.

Event Link
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.

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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  • Professional development
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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.

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.
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