Title Format Sponsor
Dorm Talk Project


The purpose of this project is to design supplementary Chinese learning materials for teachers and students based on Chinese L2 learners’ actual engagement in authentic language use outside of classroom. Foreign language textbooks are very poor representations of authentic discourse that second language (L2) learners engage in when they interact with peers who speak the target language (Grant & Starks, 2001; Mori, 2005). Therefore, we base our modules on the actual conversations between American study abroad students and their Chinese roommates. All conversations here came from a corpus of American study abroad students’ conversations with their Chinese peers in the dormitory (the Dorm Talk corpus). Eighteen dyads consented to record their routine conversations and submitted a total of 1,929 minutes or audio recorded conversations. Based on these coanversations, we identified recurring topics and patterns of organization. We then compared these topics and patterns with popular Chinese language textbooks to determine what is missing in the model dialogs in elementary and intermediate Chinese language classes. This comparison enabled us to design the modules here for teachers and students to use as supplementary resources for the learning and teaching of Chinese.

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Foreign Language Program Evaluation Project


Foreign language (FL) educators are asked to engage in evaluation of many kinds and for many reasons, such as traditional program reviews, federal accountability requirements, and accreditation pressures to assess student learning outcomes. Often, however, evaluation within FL education is perceived primarily as an onerous bureaucratic task that is imposed from the outside and lacking in any clear value for ensuring educational effectiveness or other valued program/project outcomes. Furthermore, distinctions between student assessment and program evaluation are poorly understood, as are the links between evaluation and the improvement of curriculum, instruction, and other aspects of program implementation. This project is designed to help FL educators build their capacities to engage in evaluation and assessment for understanding, improving, and ensuring FL program quality across US educational settings.

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PBLL: Promoting Child Literacy in Brazil


In this video, you'll meet Rachel Mamiya Hernandez (University of Hawai‘i at Manoa) who has applied principles of project-based learning (PBL) in a Portuguese language class. Key characteristics of her exciting project promoting child literacy in Brazil include real-world impact, student voice and choice, flexibility, and design thinking.

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Upcoming Events
CERCLL Free Webinar: Poetry and Creative Texts in Any Language Classroom

A webinar presented by Amanda Shufflebarger, Indiana University East. December 10th, 2022, at 10 am Arizona time. Date: December 10, 2022 Time: 10:00 am - 11:30 am Location: Online In this free webinar, Dr. Shufflebarger will share multiliteracies approaches to incorporating poetry and creative texts into any classroom. Drawing from K-12, university, and community-based adult language contexts, she will review the theoretical underpinnings of incorporating poetry into language classrooms, share a variety of instructional activities, and discuss strategies for organizing activities within a broader course curriculum. Participants will be invited to share ideas and practices they incorporate into their own teaching contexts. To register, visit https://cercll.arizona.edu/event/shufflebarger/

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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:
  • Research
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  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • 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.


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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