Title Format Sponsor
Makinig at Bumasa: Intermediate-Advanced Filipino
Audio-Visual

Description

This Filipino/Tagalog interactive CD-ROM consists of ten reading and ten listening units for intermediate and advanced levels. Using the schema approach, each unit includes an introduction (cultural notes); pre-listening/reading activities; a lesson (reading/listening text); and post-listening/reading activities (global understanding activities, specific information activities, grammar activities and follow-up activities).

Resource Link
Authentic Tagalog video (text + video)
Audio-Visual

Description

The Authentic Tagalog Video set (text plus videotape) is intended to supplement existing Tagalog curricula at the secondary and post-secondary school level. The twenty-one video lessons are assembled from selected authentic materials ranging from documentaries to television soap operas to product advertisements. Each five-stage lesson targets a specific learning level (from elementary to advanced) by proceeding through activities for pre-viewing, global viewing, extracting specific information, linguistic exploration, and post-viewing. Additional texts may be ordered separately for classroom use.

Resource Link
Las voces de las mujeres de Xelaju
Audio-Visual

Description

Listen to the authentic voices of twenty ordinary Guatemalan women as you watch these interviewees share their unique views regarding their values and choices in life. Students of intermediate to advanced Spanish improve listening comprehension while they learn about Guatemalan culture by watching twenty Guatemalan women each answer the same seven questions. The repetition reinforces vocabulary and grammatical structures in a meaningful context. As students compare the women's answers and formulate their own responses, they develop critical thinking and writing skills. Students can work independently, in groups, or as a class.

Resource Link
3 of 712
Show all
Show free resources only
Show less
Show more
Upcoming Events
Apr
2021
16
Utah
Workshop
How to Improve 2nd Language Reading Fluency and Word Recognition (Chinese Language)

Reading fluently in a foreign or second language can be challenging. Past research has shown that reading fluency can influence word recognition and comprehension, but few action research projects have examined reading fluency. This session will report the results of a recently published study (Journal of Immersion and Content-Based Education) that investigated the effects of timed, repeated readings and peer assisted learning strategies (PALS) with Chinese Foreign Language (CFL) learners. Results showed that the PALS group scored significantly better on tests of reading fluency,character recognition, and comprehension than the control group. In addition, a survey that examined students’ attitudes towards literacy revealed that the PALS students reported significantly higher levels of confidence and enjoyment of reading. Session participants will learn how to develop and teach the PALS intervention and how to situate reading fluency within a comprehensive literacy program. This webinar is applicable for all Chinese teachers in different fields including DLI and general world language. THE WEBINAR IS FREE BUT REGISTRATION IS REQUIRED.

Event Link
Apr
2021
21
Arizona
Workshop
Webinar- Translation in the Multilingual Language Classroom: Rationale, Roles and Activity Design

A webinar presented by Sonia Colina and Sara Albrecht, University of Arizona. Pedagogical translation is making a comeback in the multilingual language classroom as an activity that promotes literacy, metalinguistic and cultural awareness, translanguaging, language diversity, and community engagement. While theoretical papers on this topic are becoming more common, practical guidance for teachers on how to incorporate translation in their curriculum in an informed manner is scarce. This presentation will help teachers understand the historical context that banned translation, the justification for its reintroduction, and the roles translation can serve in language learning. Participants will be guided through sample activities and will learn basic steps to design translation activities that meet their learning goals. This webinar is part of a larger CERCLL project, Cross-Cultural Thinking Through Translation and Interpretation

Event Link
May
2021
8
Arizona
Workshop
Webinar- Vlogging Abroad: L2 Multimodal Composing for Language Learning and Cultural Reflection

Webinar presented by Natalie Amgott, a doctoral candidate in Second Language Acquisition and Teaching at the University of Arizona. In the twenty-first century, the growing importance of multicultural and multilingual competences is undeniable in our global economy (Douglas Fir Group, 2016). While decades of educators have called for channeling the “multi” into our modes, genres, and registers of language teaching materials (e.g., the New London Group, 1996), little research exists on how multimodal composing can mediate expansion of linguistic and cultural repertoire in L2 contexts outside of EFL and ESL (Kumagai et al., 2015; Schmerbeck & Lucht, 2017). In this webinar, postsecondary instructors and administrators of world languages will learn how to leverage multimodal composing for language learning and cultural reflection in study abroad contexts. A brief overview of how multimodal composing has been applied to EFL and ESL contexts will highlight how multimodal projects support academic learning (Pacheco et al., 2017), self-reflection (DeJaynes, 2015), and multilingual identities (Cummins et al., 2015). Amgott will then illustrate how the findings in EFL and literacy research can be translated to the postsecondary study abroad arena. Attendees will learn about the importance of modeling and scaffolding for fostering engagement and access to full multilingual and multimodal repertoires through multimodal composing (Pacheco & Smith, 2015; Smith et al., 2017) and discuss how multimodal and technological workshops can be coupled with discussion of the vlog genre in order for students to reflexively explore their study abroad environment. After this session, attendees will be able to apply their understanding of multimodality and their course context(s) to encourage students to use multimodal vlogging to reflect on cultural and socioemotional experiences, to develop metalinguistic awareness, and to promote goal-setting and accountability in the language learning community. This event is one in a two-part webinar series on exploring Intercultural communication in the L2 classroom.

Event Link
0 - 3 of 10
All LRCs
Previous LRC
Next LRC
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:
  • Research
  • Teaching materials
  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

Contact Us

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.
© Title VI Language Resource Centers