1 edition of Web-based Instruction for the Less Commonly Taught Languages found in the catalog.
Web-based Instruction for the Less Commonly Taught Languages
November 15, 2004
by Center for the Study of Language and Inf
Written in English
|Contributions||Eva Prionas (Editor), James Fox (Editor)|
|The Physical Object|
|Number of Pages||300|
The CouncilNet Web site is the hub of CouncilNet, the Web-based network for organizations representing the less commonly taught languages in the United States. The Council comprises 18 member language teaching associations that represent individual languages or geographically defined language groups. Advantages and challenges of using OERs in teaching less commonly taught languages: case study from Croatia --Chapter 5. Investigating asynchronous interaction between MOOC learners through forum use and peer review --Chapter 6. Independent e-learning: Khan Academy, motivation, and gamification --Chapter 7.
Less Commonly Taught Languages (NCOLCTL) to organize the NCOLCTL/ALTA Conference. book titled African Language Program Development and Administration: A History and Guidelines for Future Programs. This NALRC published text is a product of the life-long teaching and web-based materials and. tions and virtual worlds, have been less frequently explored. In addition, the most commonly investigated languages have been English, Spanish, German, and French. Considerably less research has been conducted on applying Web technologies to less commonly taught languages, such as Arabic, Chinese, or Russian. Additionally.
The book is divided in three parts: a collection of contributor-authored case studies of language teaching using the Web, a compilation of Web-based resources for language teaching (an updated and expanded list similar to the one in Virtual Language Learning), and a report on empirical research of students' perceptions about Web-based language. New Technologies and Language Learning: Cases in the Less Commonly Taught Languages by Carol Spreen is a collection of seven papers that were written to identify the strengths and shortcomings of new technologies and related pedagogies for the teaching and learning of less-commonly taught languages (LCTL). Though the edited book is a collection of reports written .
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New technologies and language learning: cases in the less commonly taught languages. [Carol Anne Spreen;] Video in the virtual language class: building a model for web-based instruction \/ Ken Peterson -- The impact of self-instructional technology on language learning.
James Fox’s most popular book is Life. Web-based Instruction for the Less Commonly Taught Languages by. Rate this book. Clear rating. 1 of 5 stars 2 of 5 stars 3 of 5 stars 4 of 5 stars 5 of 5 stars. Web-based Instruction for the Less Commonly Taught Languages by. Eva Prionas (Editor), James Fox (Editor).
The book and accompanying CD-ROM is designed to assist teachers who want to develop their own materials on the World Wide Web, are interested in integrating interesting Web sites and ideas into their curriculum, or are interested in students' perspectives of the Web.
It is also for anyone who wishes to refresh a language or get a feel for a new one or who wants to learn more about Web Cited by: International Education and Foreign Languages reviews the Department of Education’s Title VI and Fulbright-Hays Programs, which provide higher education funding for international education and foreign language programs.
This book offers a timely look at issues that are increasingly important in an interconnected world. Content-Based Instruction in Foreign Language Education: Models and Methods - Ebook written by Stephen B. Stryker, Betty Lou Leaver.
Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Content-Based Instruction in Foreign Language Education: Models and Methods.5/5(1).
Course Offerings for Less Commonly Taught Languages The LCTL page has compiled a database of course offerings throughout the U.S.
and Canada. This logical first link indicates where, in a given geographical region, instruction in a particular LCTL is given. South Asian Languages," Web-based Instruction for Less Commonly Taught Languages.
Palo Alto: Center for the Study of Language and Information, forthcoming "The University of Chicago's Role in the Formation of the Roja Muthiah Research Library,". The advantages and challenges of using OERs in teaching less commonly taught languages across different language learning levels discussed in.
Resources for Struggling Immersion Learners. CARLA has just published the long-awaited handbook entitled “Struggling Learners and Language Immersion Education: Research-based, Practitioner-informed Responses to Educators’ Top Questions.” The handbook is geared toward immersion parents, K-8 teachers, educational specialists, administrators and policy makers.
buy the book. NEW TECHNOLOGIES AND LANGUAGE LEARNING: Cases in the less commonly taught languages Carol Anne Spreen (Editor). In recent years, the National Security Education Program (NSEP) has supported an increasing number of programs for teaching languages using different technological media.
these less commonly taught languages that would offer a range of interactive learning resources for Southeast Asian languages, literatures, and cultures. In other words, it was not intended to be purely a language learning site, but rather a globally accessible resource for information about Southeast Asian countries, including instruction in File Size: KB.
CALL and culture. Less Commonly Taught Languages (LCTLs) and CALL are discussed in section Section considers the benefits and challenges of CALL in the Endangered Language context.
The impact on the project is outlined in section and a summary of the chapter is provided in section Introduction to CALL What is CALL. Understanding the target culture helps reduce the distance between L1 and the target language and motivate learners of less commonly taught languages with inherent linguistic difficulty (Gor.
The Less Commonly Taught Languages Project assisted LCTL teachers by: 1) developing much needed materials by continuing the highly successful mini-grant program in support of sharable material for less commonly taught languages and creating a book/CD ROM combination on material development, which will be useful to all LCTL teachers, 2) offering.
Universities themselves have invested significant resources beyond those provided by the ED. The programs have built substantial capacity in the teaching of less commonly taught languages, with Title VI NRCs across the nation offering instruction in more than less com.
About this book. About the CD-ROM. Part 1 Development: Doing it with more or less. Introduction. Inter Deutsch. Going solo: First steps into virtual teaching on a zero budget.
Claudia Popov. Advanced EFL online: How can it help. Miriam Schcolnik. A resource centre on the Net: A model for less commonly taught languages. Development of a Web-based listening and reading test for less commonly taught languages.
Work in progress session presented at the 23rd Annual Language Testing Reserach Colloquium, St. Louis, MO. McNamara, T. The Seal of Biliteracy form is appropriate for high school students, grades 11 – 12 and targets the proficiency range of Novice Low to Advanced Mid. This form is available in a number of less commonly taught / tested languages.
Visit ACTFL’s Seal of Biliteracy Assessment page for more information. Assessment Criteria. Distance learning (DL) or online courses for teaching second and foreign languages (L2) has only recently attracted the field's attention (Blake and Delforge, ), primarily in response to student demand for: (i) greater scheduling flexibility unconstrained by time and place, and (ii) increased access to the less commonly taught languages (LCTLs).
She teaches courses in contemporary Greek language, literature, and culture and in Education. She is co-editor of the forthcoming book entitled Web-based Instruction for the Less Commonly Taught Languages (with James Fox, CSLI Publications, Stanford University).
She is also the founder and President of both the Modern Greek Language Teachers Phone: (). Charalabopoulou F. () TELL(Technology-Enhanced Language Learning) and Less-Commonly Taught Languages: The Case of Modern Greek.
In: Lytras M.D. et al. (eds) Technology Enhanced Learning. Quality of Teaching and Educational Reform. TECH-EDUCATION Communications in Computer and Information Science, vol Springer, Author: Frieda Charalabopoulou.
Task-Based Instruction in Foreign Language Education: Practices and Programs - Ebook written by Betty Lou Leaver, Jane R. Willis. Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Task-Based Instruction in Foreign Language Education: Practices and 5/5(1).This project aims to improve and strengthen instruction in modern Middle Eastern and Central Asian languages by developing and publishing specialized instructional materials in two vital albeit less commonly taught languages.
The project will produce 16 Web- and CD-ROM-based modules that support teaching in Iraqi Arabic and Azerbaijani.