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Mongolian Informational Pamphlet
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Our informational language pamphlets give a concise overview of our languages, including information on who speaks the language, where it is spoken, unique linguistic features, and resources on where in the United States you can study this language. Plus, these colorful pamphlets filled with beautiful cultural pictures are just pretty to look at! To order pamphlets in bulk contact us at celcar@indiana.edu.

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Kyrgyz Informational Pamphlet
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Description

Our informational language pamphlets give a concise overview of our languages, including information on who speaks the language, where it is spoken, unique linguistic features, and resources on where in the United States you can study this language. Plus, these colorful pamphlets filled with beautiful cultural pictures are just pretty to look at! To order pamphlets in bulk contact us at celcar@indiana.edu.

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Kazakh Informational Pamphlet
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Description

Our informational language pamphlets give a concise overview of our languages, including information on who speaks the language, where it is spoken, unique linguistic features, and resources on where in the United States you can study this language. Plus, these colorful pamphlets filled with beautiful cultural pictures are just pretty to look at! To order pamphlets in bulk contact us at celcar@indiana.edu.

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Upcoming Events
Mar
2021
3
Arizona
Workshop
Webinar- Exploring Multimodal Literacies through the Linguistic Landscape in the L2 Classroom

Presented by Sebastien Dubreil, Professor of French and Francophone Studies, Second Language Acquisition and Technology-Enhanced Learning at Carnegie Mellon University. Linguistic Landscape (LL) studies have grown as a field and has led to a keen interest in using the linguistic landscape to foster second language (L2) learning. LL researchers and L2 educators have specifically focused on the linguistic and sociolinguistic benefits to L2 learners who engage the linguistic landscape (e.g., Cenoz & Gorter, 2008; Rowland, 2013; Sayer, 2010). Increasingly, however, L2 educators have gravitated to using the LL to engage with a more comprehensive and sophisticated understanding of the potential of LL studies in the L2 classroom to engage with issues of form and content. In particular, this has led to engaging with the multimodal nature of the LL as well as issues of power and ideology, diversity and inclusion. In this workshop, participants will become familiar with the fundamentals of work in the linguistic landscape and will examine how it can be leveraged to address several of the perennial challenges faced by L2 classroom instructors. Indeed, the LL is a site that necessitates attention to meaning, form, use, and cultural interpretation (meaning learners engage with both “language” and “content” simultaneously). Second, through judicious use of the physical environment and instructional technology, teaching the LL can make the second language and culture present and alive for the learners. Third, LL projects also have the potential to engage L2 learners with their own communities. Last, as an inherently interdisciplinary field LL-based pedagogies afford L2 instruction the opportunity to establish connections beyond language studies. Examples of such work will be provided and participants will be guided to envision how these principles can be adapted in their own practice to enhance language and culture learning. This event is one in a two-part webinar series on multi-modal literacies in second language classrooms.

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Mar
2021
4 - 7
Hawaii
Call for Papers
CALL FOR PAPERS: 7th International Conference on Language Documentation & Conservation (ICLDC): Recognizing Relationships

ICLDC 2021: GENERAL SESSION PROPOSALS (PAPERS & POSTERS – DEADLINE: SEPTEMBER 30, 2020) While we especially welcome abstracts that address the conference theme, we also welcome abstracts on other subjects in language documentation and conservation, which may include but are not limited to: - Archiving and mobilizing language materials - Ethical issues - Indigenous language education - Indigenous sign languages - Language and its relation to health and well being - Language planning - Language reclamation and revitalization - Language work in the era of covid-19 - Lexicography, grammar, orthography and corpus design - Multidisciplinary language documentation - Successful models of documentation - Technology in documentation and reclamation - Topics in areal language documentation - Training and capacity building in language work - Other PRESENTATION FORMATS Papers: To allow for as many presentations as possible, we have decided that all 20-minute paper presentations will be pre-recorded and uploaded to a platform (to be announced) a few weeks before the beginning of the conference. Conference participants will then have an opportunity to watch presentations before the beginning of the conference. During the conference itself, each paper presentation will be given scheduled time for questions and discussion synchronously over Zoom (details of the discussion period will be announced in October 2020). We are also exploring different ways of encouraging interaction asynchronously (e.g., by posting comments and questions) or synchronously throughout the conference. Posters: To allow for as many poster presentations as possible, posters will be uploaded as a PDF a few weeks prior to the beginning of the conference. Poster presenters will have the option of uploading an accompanying 10 minute audio/video recording walking participants through the poster. Poster presenters will also have the opportunity to interact with participants at a scheduled time during the conference. All paper and poster presentations will be archived in ScholarSpace, the University of Hawaii Repository, for continued viewing after the end of the ICLDC. For more details or to submit a proposal, visit http://ling.lll.hawaii.edu/sites/icldc/call-for-proposals/papers-posters/

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Mar
2021
4 - 7
Hawaii
Conference
7th International Conference on Language Documentation & Conservation (ICLDC): Recognizing Relationships

RECOGNIZING RELATIONSHIPS The 7th International Conference on Language Documentation & Conservation (ICLDC) University of Hawaii at Manoa March 4-7, 2021 COVID-19 STATEMENT Due to COVID-19, ICLDC 2021 will be held virtually. The ICLDC 7 organizers are excited about this year’s theme, and the possibilities for broad international discussion that an online conference can offer. We are currently investigating what technologies we will use and how the conference will take shape and how we can accommodate time zone differences for presenters, as well as family and work obligations. We look forward to your participation. Please “join” us! CONFERENCE THEME: RECOGNIZING RELATIONSHIPS There are many critical challenges that endangered language documentation and conservation faces, some of which seem insurmountable, and despite linguists’ best efforts, many of the proposed solutions fall short. These challenges have been apparent to many communities, language activists and academic linguists since (or even before) the earliest public warnings of the “endangered language crisis” in the early 1990’s, and recognition of the great number of large-scale challenges has only become more apparent since. One reason that many of the current solutions have not reached the level of success to which they have aspired is that the need to identify and/or foster relationships is often minimized or even ignored completely. Identifying and fostering relationships by taking the time to build understanding between stakeholders, learning about needs and skills that can be offered, and developing shared goals and outcomes are central to sustainable solutions for language documentation and conservation. These relationships go beyond those between communities and linguists and extend to multi-party relationships among linguists, communities, other academic fields, governmental and non-governmental organizations, educational and funding agencies, and many other individuals invested in the future of the language. There are also important intra-group relationships within these stakeholding groups (e.g., between members of an Indigenous community, or language workers documenting signed languages and those documenting spoken languages) as well as inter-group relationships between different Indigenous communities. At ICLDC 2021 we propose to initiate a dialogue on how recognizing relationships can help overcome the many critical challenges in language documentation and language reclamation. We believe that this focus will lead to improved connections among academic linguists, various communities, researchers from other disciplines, educational practitioners, and many other stakeholders. We specifically aim to draw attention to the transformative power of recognizing relationships to overcome critical challenges. For more information, visit our conference website: http://ling.lll.hawaii.edu/sites/icldc/

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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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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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