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Perform Suzhou: a Course in Intermediate to Advanced Spoken Mandarin
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Description

Perform Suzhou is a set of instructional and learning materials designed for CFL(Chinese as a foreign language) learners at beginning-intermediate to beginning advanced levels. The main objectives are to train learners to develop transferable strategies and skills for effective performance in Chinese by engaging them in various aspects and levels of a real and specific Chinese community. The textbook has 8 units covering topics relevant to non-native learners participating in a target culture community. Each unit consists of 3 stages and each stage further includes 8 sections reflecting different steps in a learning process leading to the acquisition as well as expansion of new knowledge and skill. The textbook is accompanied with comprehensive audio materials covering all dialogues, narratives, drills and exercises.

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eComma
Web

Description

eComma is a social reading tool that can be installed in any Learning Management System (LMS) for students to read, comment on, and tag texts together.

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CHQETA'MAJ LE QACH’AB’AL K’ICHE’! A Beginner to Advanced Level K'iche' Online Course
Web

Description

Chqe’tamaj le qach’ab’al K’iche’! is a set of beginner online course materials for K’iche’, a Mayan language of Guatemala. This will be the first full online course of any Mayan language. Based on the variety spoken in Nahualá, it seeks to develop students' oral fluency in addition to an understanding of the grammar as well as reading skills. The intended audience for this pedagogical resource is foreign students interested in developing their language skills, as well as native teachers in bilingual schools through western Guatemala.

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Upcoming Events
Jun
2020
10 - 16
Utah
Institute
2020 Summer Institute: Planning for Project-Based Language Learning (PBLL)

2020 Summer Institute: Planning for Project-Based Language Learning (PBLL) June 10-16, 2020 This Summer Institute is designed for world language educators who have some knowledge of Project-Based Learning (PBL) as well as some practice in generating project ideas. During the Institute, participants will flesh out their ideas for a project design they have already subjected to critique. Applicants must complete the prerequisite NFLRC MOOC (massive open online course) Envisioning Project-Based Language Learning and earn a badge in order to qualify for consideration for the Institute. Participants who fulfill requirements outlined in an associated course syllabus may opt to receive two (2) graduate course credits (tuition fee). DURATION: 5 instructional days (Wed., Th., Fri., Mon., and Tue.) LOCATION: University of Utah, Salt Lake City, UT SPONSORS: Second Language Teaching and Research Center (L2TReC) and National Foreign Language Resource Center (NFLRC) PREREQUISITE: Envisioning Project-Based Language Learning MOOC (https://nflrc.hawaii.edu/events/view/126/) APPLICATION TIMELINE: Envisioning PBLL MOOC Completion Deadline: February 28, 2020 Summer Institute Application Period Opens: March 1, 2020 Summer Institute Application Period Ends: March 20, 2020 Notification of Participant Selection Decisions: March 31, 2020 For more information, visit https://nflrc.hawaii.edu/events/view/127/

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Jun
2020
24
Texas
Workshop
Configure Get Your Students Speaking! Intentionally Raising Oral Proficiency in the Language Classroom

Participants will leave this workshop with practical, easy-to-use strategies that increase the use of the target language in their classrooms. Through experiential learning, participants will gain practical tools to add to their toolkits that increase student motivation, time on task and build proficiency. We will discuss the rationale behind each strategy, tool and activity, supported by brain-based research and proven through experience in the secondary LOTE classroom. This will be a hands-on workshop with expectations of sharing, learning and gaining from each participant in the room. This workshop is open to foreign language instructors of all languages and all levels (K-12 teachers, higher ed faculty and graduate students).

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Jun
2020
25 - 26
Texas
Workshop
Effective methods to advance Heritage Spanish teaching

Sessions will include information on using technology to create with students, creating promotional materials for your program, vertical curricular alignment, mixed classes and differentiation, assessment, and reading with heritage students. Session facilitators will be from universities and high schools across Texas. The workshop is intended for language instructors of all levels and all contexts: K-12, community college, 4-year colleges and universities.

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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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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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