The Bing translator can translate to and from 39 different languages. The program can translate words, phrases, idioms, and complete sentences with a high degree of accuracy. An audio component is included for English words. The most commonly used translated word is given for translated words and phrases, i.e. 'fill' for ___ instead of 'work'.

This is a website that connects language learners to tutors, language exchanges, a language learning blog, a forum for asking language questions, and a word of the day option. Arabic word of the day options are currently only available in MSA; Egyptian and Syrian dialects are forthcoming. Games are not currently available for Arabic on the site.

Signed and produced by Dr. Joseph Hill at http://aslized.org/black-asl/"The Hidden Treasure of Black ASL: Its History and Structure" at http://aslized.org/pu...

Interdisciplinary survey of people of African descent that draws on the overlapping approaches of history, literature, anthropology, legal studies, media studies, performance, linguistics, and creative writing. This course connects the experiences of African-Americans and of other American minorities, focusing on social, political, and cultural histories, and on linguistic patterns.

Short Description:
As research and best practices on the use of Blended Language Learning (BLL) pedagogies and technologies evolve, there is a need to document and share them with the international second and foreign language learning researchers and practitioners. Experts and leaders in the field have contributed chapters to this timely e-book to help guide educators and policy makers on how to successfully design and implement BLL.

Long Description:
This peer-reviewed e-book comes at an unprecedented moment in online and digital education history, when the COVID-19 pandemic has changed the way distance education and remote learning are viewed and practiced. With millions of learners and educators shifting to the online space, discovering the opportunities and challenges of online vis-à-vis offline learning, there has been more interest and appreciation for blending these practices. Blended Learning (BL) is a rapidly developing area of education having tremendous implications for foreign and second language teaching and learning around the globe, particularly in the post-pandemic era that will be characterized by major shifts toward BL and transition to online learning. With the increasing popularity of Blended Language Learning (BLL), there is a need to share with our international colleagues’ research and practice reports pertaining to various aspects of BLL and to disseminate the knowledge of what works, what does not, and why.

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This module is aimed at students in year 1 semester B (beginners Portuguese). The varied exercises cover a range of topics from a solar eclipse to the Portuguese language. The transcript reader of the listening exercises allows students to identify words/passages they find difficult to understand.

In this lesson, students will be introduced to common business English phrasal verbs. Business English phrasal verbs are useful for English as a Foreign Language students because they serve as simple ways of stating instructions and updates in the workplace.

In this listening comprehension exercise, students of intermediate level French language listen to a podcast interview and complete a questionnaire to check their listening comprehension and enlarge their vocabulary on health topics.

Byki Express is a program for beginning language learners. The program consists of pre-made flashcard lists that the user can both read and listen to. The flashcards include pictures, and users can track which cards theyŐve listened to and learned. New user names can be imported into the program so that different learners can use the same program on the same computer. One can also import lists. There is a possibility of an upgrade (for a fee). Arabic and many other languages are available. PC and Mac compatible.

Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why.

This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students.

Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow.

The CAST exam measures speaking skills and is offered for various languages, Arabic being one of them. The exam can be administered to students at an intermediate and advanced proficiency level who are in the 10-12th grade, students in college, and to professionals. The length of the exam is 30 minutes and it is rated by a CAST assessor or by a teacher/reviewer. The exams are anonymous and results are sent by e-mail automatically after rating.

This course is designed for learners with no background in Chinese. It introduces basic structures of the Mandarin Chinese language with emphasis on listening, speaking, reading and writing skills. Students will gain these four skills in standard Mandarin Chinese, attaining approximately the Novice-High level on the ACTFL-ETS (American Council on the Teaching of Foreign Languages) proficiency scale. Topics of conversation include basic greetings, names, family, work, study, and hobbies.

CHN 102 is a continuation of CHN 101. The four skills of listening, speaking, reading, and writing in standard Mandarin Chinese are further developed. Students will gain these four skills, attaining approximately the Intermediate-low level on the ACTFL-ETS (American Council on the Teaching of Foreign Languages) proficiency scale. Topics of conversation include education, sports, entertainment, travel, and health.

Upon successful completion of this course, the student should be able to:

* Understand sentence length utterances which consist of recombination of learned utterances on a variety of topics. Content refer primarily to basic personal background and needs, social conversations and some complex tasks.
* Handle successfully a variety of uncomplicated task oriented and social functions. Can ask and answer questions participate in simple conversations on topics beyond the most immediate needs.
* Read consistently with increased understanding simple connected texts dealing with basic personal and social needs. Student will have sufficient comprehension to understand some authentic material as it reflects similarity to specially prepared material and/or to high frequency oral vocabulary and structure.
* Meet a number of practical writing needs. Can write short simple letters. Contents involves personal preference, daily routine, everyday events, and other topics grounded in personal experience. Evidence of control of the syntax of non-complex sentences. Can create a collection of sentences on a given topic.
* List some essential points of Chinese geography, society, and culture.

CITOYEN.NE.S is a French language method for the conversation class at the intermediate/ advanced level. Content and activities are built around the concepts of diversity, inclusivity and equity, and engage students to practice French while questioning and participating in the world they live in – to be full citizens whatever their background, their race or their gender identity. As the French spelling of the title indicates, the book embraces écriture inclusive and uses it for instructions and general information for all students.

Description provided by COERLL:

COERLL hosted an online “OER hangout” on September 25th on the subject of creating open educational resources (OER) with students. With 26 people attending, five language instructors shared their experiences of working with their students to create openly licensed resources for teaching and learning:

Amber Hoye and Kelly Arispe lead the Boise State University Department of World Languages’ Pathways OER Language Teaching Repository of openly licensed proficiency based activities, created by students and teachers.

Kathryn Murphy-Judy, Ngoc-My Guidarelli, and Laura Middlebrooks are part of a team of faculty at Virginia Commonwealth University who have developed an open, connected platform for students to share authentic resources.

At Boise State, upper-level undergraduate students, with the mentorship of staff and faculty, create activities to be used in the weekly language lab component of introductory language courses. These activities can also be used in the classroom and K-12 teachers in Idaho have been involved in creating and teaching with them. At Virginia Commonwealth University, undergraduate students in the 202 class, who are either majors on their way to upper level courses or students finishing their language requirement, curate authentic resources and discuss them with native speakers. Then, upper level students turn those curations into instructional modules, which are being integrated into online open textbooks.

You can learn more about the logistics of these projects by viewing the webinar video, reading about the projects, and perusing the materials. Here, we’ll mention a few of the important themes that came up during the discussion.

One important element of students being involved in materials creation is that they understand what other students will be interested in and can choose topics and texts they know their peers will enjoy. Involving students ensures that a more diverse array of voices and perspectives are represented in the materials, and gives students more of a choice in their own education. Students also gain skills beyond language and culture when they work on these projects: digital citizenship, open license knowledge, technical skills, an understanding of language proficiency, and knowledge of state and national standards.

Each of these projects has a broad community of people with various skills who can support each other and contribute in different ways. At Boise State, the language resource center director, language students and students from other departments, faculty mentors, SLA & CALL researchers, K-12 teachers, state partners, and librarians have all contributed to the OER. At VCU, students, faculty, and librarians contribute to the materials and partnerships are developing with K-12 teachers who use the materials in their courses.

Each of these projects follows an iterative process of development. The work doesn’t start and finish in the span of a semester, it grows and changes. Students develop materials, native speakers proofread them, teachers teach with them, and the team refines them. The Pathways Project carries a disclaimer that “The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed.” The cycle of the projects is such that lower-level students can get involved in the project as learners, but go on to take a more active role in the project as they progress.

The panelists recommend to anyone interested in creating OER with their students that they start small, and reach out to available communities (institution-wide, or online professional networks) for support and sharing. On that note, COERLL’s next OER hangout is on the topic of joining a teacher community. Join us on November 13th!

View the webinar video, links to the repositories, slides from the presenters, and more on the event page of COERLL’s website.

This product is for Spanish II classes. It contains a YouTube video on how to use Direct Objects from Señor Jordan. There are also three sets of task cards created by Spanish2talk to practice what has been explained in the video. The video provides an explanation on how to use Direct Objects and examples. The task cards contain three sets of tasks. In the first set, students choose the correct COD ( lo, la, los, las) to complete sentences. In the second set, students answer a question choosing the correct option from two provided. Each of the options contains a COD. In the third set, students rewrite a sentence incorporating the correct COD in it. 

We are a group of volunteer CSD scientists and clinicians passionate about bridging the gap between scientific research and clinical practice.
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While there are many ways to increase research access and awareness, our 2020–2021 goal centers squarely on self-archiving and "green" open access options.
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WHY? Our field relies on high-quality, peer-reviewed research to support evidence-based practice. Yet, much of our work remains inaccessible to practitioners, researchers, and people in the community who are not affiliated with universities or national organizations.
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By teaching CSD scientists how to self-archive, and providing them with the support needed to make it happen, we can empower our colleagues to make research accessibility the norm in our field. Because when free, legal versions of our field's best research is made available to the public, it can improve the sustainable value of all of our work.

Café Denj is 14 episodes of short stories made for Advanced Persian Language Learners. The purpose of producing this series of videos that are all linked together was to help those who are learning modern Persian as well as offering a better understanding of the Persian culture as it is in Iran today.

This online game activity allows the learners to calculate their carbon footprint using a French language calculator developed by a Swiss environmental organization. Students will describe their results in French and engage in related expansion activities for the language class.

The Cali Chiu course is designed to give undergraduates a working command of Valley Zapotec, an indigenous language of Oaxaca, Mexico, also spoken by many immigrants to California. The course presents a new simplified system for writing Valley Zapotec, along with a guide to pronunciation and information on building Valley Zapotec words and sentences. This book provides background material for an instructor’s class lectures, but it can be used for self-study along with the accompanying audio material.

Calligraphy Qallam offers visitors information about the Arabic alphabet, various styles of scripts, and the process and history of calligraphy. It offers tutorial videos which demonstrate the various shapes of the Arabic characters both within one script and between different scripts. There is also a "script quiz" which allows visitors to test their ability to recognize different calligraphic scripts. The site also includes a blog and a forum where topics surrounding calligraphy are discussed.

A handy bookmark with ACTFL's tips for best practices when using the NCSSFL-ACTFL Can-Do Statemetns.

In this lab, students will learn how to ask for a favor from a stranger. They will also learn how to accept or decline a request and provide reasons why. 

Students will practice asking permissions and making requests. With this activity students will be able to identify some of cultural etiquettes and values in South Korea. Students will also discuss different etiquettes from different cultures.

This activity allows students to practice describing pictures. Based on level, students will either describe what the image is showing, create a caption for the image, or tell a story behind the image.

Catalyst is a social, online portfolio based on the Teacher Effectiveness for Language Learning (TELL) framework. Developed out of a collaboration between the Center for Applied Second Language Studies (CASLS) and Professionals in Education Advancing Research and Language Learning (PEARLL), it allows world language educators to: 1) set professional goals, 2) identify their strengths, 3) upload work samples and reflections to document ongoing growth, 4) connect to professional learning resources, including small group peer-to-peer mentoring, 5) create and participate in a professional group, and 6) reflect on their growth over time.

Students will practice talking about events and holidays. They will discuss the ways in which they celebrate events with family and friends in the past. Students will also be able to identify how other cultures celebrate local or national holidays. They will recommend places to celebrate birthdays or go on dates in their city, and practice how to talk about past friendships or relationships.

The Center for Advanced Language Proficiency Education and Research (CALPER) at the University of Pennsylvania is one of the fifteen Language Resource Centers established under Title VI of the U.S. Department of Education. According to the website, CALPER's particular focus is to improve the environment of advanced-level foreign language teaching and learning and assessment. The center thus far has developed innovative teaching materials, created online professional development resources, offered workshops for educators, and more.

The mission of the Center for Advanced Research on Language Aquisition (CARLA) is to study multilingualism and multiculturalism, to develop knowledge of second language acquisition, and to advance the quality of second language teaching, learning, and assessment. Some of the ways in which the center aims to achieve this mission is by conducting research and action projects in order to share research-based forms of knowledge.

CARLA's Social Justice in Language Education project is creating instructional materials that address a wide range of social justice topics in ten languages. Grounded in multiliteracies pedagogy, these materials will improve students' language abilities, intercultural understanding, and career competencies through critical engagement with target language texts.

The Social Justice in Language Education website currently includes the following:
--Social Justice Bibliography: provides a curated list of resources in three main categories--general social justice resources; social justice and language education; and language-specific resources.
--Social Justice and Language Education Presentations: includes recordings of a webinar highlighting the intersection of language and social justice and another webinar that describes the process of developing research-based curricular unit and lesson plan templates that support language instructors in the teaching of social justice themes.

The goal of the Center for Applied Second Language Studies at the University of Oregon is to improve the teaching and learning of foreign languages. Similar to other language resource centers, CASLS creates language learning and teaching materials, offers professional development opportunities, and conducts research on foreign language learning.

The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona is one of the 15 Language Research Centers established across the nation under Title VI of the U.S. Department of Education. CERCLL researches culture, language and literacy with less commonly taught languages. The center also strives to provide educators with teaching resources and opportunities for their professional development.

COERLL produces online language learning materials (for example language courses, reference grammars, assessment tools, and corpora) for teachers to adopt, adapt, modify, and share, and also provides professional development tools for teachers. You can browse materials on the COERLL website.

Chansons françaises is the integrated music component of Français interactif. Chansons features a French or Francophone song, related to each chapter's cultural or pedagogical focus, presented via audio or video. Accompanying pdfs provide additional information, as well as comprehension exercises. Songs act as a portal to various Francophone cultures and musical genres. Aural comprehension and study of lyrics afford students practice with culturally authentic text and expression. Students discover yet another reason to be passionate about studying French!

Chapeau! is a first-year college text. Although it may appear, at first glance, to move very fast and introduce a large amount of material early, the vocabulary and grammatical structures that we expect students to control actively by the end of the year are limited in accord with our notion of a reasonable application of the ACTFL proficiency guidelines. As a result, while some instructors may be surprised at such things as the absence of the possessive pronoun, no insistence on the use of optional subjunctives, and no active treatment of the relative dont, others may be disturbed by what we still include in a first-year text. What we do expect students to acquire (which is quantitatively less than what we present in the text for them to know about), we believe they will acquire well, providing a sound basis for further study (formal or informal) and permitting us to say to them, both during and at the end of the course, "Chapeau!"

This chapter will cover clothing, colors, adjectives to describe people and things.  Invariable adjectives, adjectives that come before noun.Qu'est-ce que tu portes?Presents clothing, possessive adjectives,,places in town with allerReviewing professions

Chapter 5 The House House vocabulary and furnitureIl ya  and the verb 'avoir'Possessive adjectives

 This chapter will focus on the family, telling ages and phones numbers covering numbers from 30 - 1.000.000; it will reintroduce the verb "avoir" to have. Making interrogatory questions will also be covered with "qui", "que, "comment", "quand" etc.  It will also revisit possessive adjectives for use with family members.

This chapter will solely review chapter 1-6 of this text with practice, review and study tips

This lab creates a summary of the several weeks of labs. Students will also play a game to help review their vocabulary.

This course studies the transformation of childhood and youth since the 18th century in France, as well as the development of sentimentality within the family in a francophone context. Students will examine the personification of children, both as a source of inspiration for artistic creation and a political ideal aimed at protecting future generations, and consider various representations of childhood and youth in literature (e.g., Pagnol, Proust, Sarraute, Lave, Morgievre), movies (e.g., Truffaut), and songs (e.g., Brel, Barbara). This course is taught entirely in French.

“A place for students and teachers to connect with and discover the diverse and exciting world of Chinese culture.”

This podcast series consists of simple dialogue exchanges. The listening materials are suitable for beginners and help them take the first step toward becoming proficient listeners. The contents of these 72 dialogues are completely based on the beginning level Chinese curriculum; they are creative yet realistic scenarios on topics that listeners can relate to, such as the social, family and school aspects of one’s life. Full transcripts transcripts in both traditional and simplified characters as well as English translations are provided as downloadable PDF documents. The podcast format enables a generation of increasingly ‘mobile’ learners to study the material ‘on-the-go’.

Practice vocabulary on the go! The original idea conceived by a fellow Chinese language student, this flashcard exercise is an engaging and effective way to review vocabulary terms from the convenience of your mobile device.

A collection of video lessons on grammar topics for beginning Mandarin Chinese, available as a YouTube playlist.

This course forms the intermediate level of what constitutes a four-term foundation in Mandarin. Upon completion of Chinese III and IV, students should be able to speak Chinese with fluency on everyday topics, reach a literacy level of 700 characters (approximately 2000 common words written in both traditional and simplified characters), read materials in simple standard written Chinese, and produce both orally and in writing short compositions on everyday topics. Throughout the course we will address issues of how cultural differences inform and are informed by different linguistic contexts and practices.

This course is the intermediate level of the streamlined curriculum, which is intended for students who, when they began streamlined I, had some background in the language, whether it be comprehension with limited speaking ability or quite fluent speaking ability. The focus of the course is on standard pronunciation and usage, on reading in both complex and simplified characters, and on writing. It is presupposed that students in Chinese III have already learned the pinyin system of representing pronunciation sufficiently well to be able to read texts in pinyin accurately. (If not, there are pinyin tutorials to assist you to learn the system.)

This subject is the second semester of four that forms an introduction to modern standard Chinese, commonly called Mandarin. The emphasis is on further developing students' abilities to participate in simple, practical conversations on everyday topics as well as enhancing their abilities on reading and writing. The relationship between Chinese language and culture and the sociolinguistically appropriate use of language will be stressed throughout. A typical class includes performance of memorized basic conversations, drills, questions and discussion, and various types of communicative exercises. At the end of this course, students are expected to develop an understanding of the language learning process so that they will be able to continue studying effectively on their own.

This course, along with 21G.107 / 157 Chinese I (Streamlined) offered in the previous fall, form the elementary level of the streamlined sequence, which is intended for students who, when they began the sequence at beginning level, had basic conversational skills (gained, typically, from growing up in a Chinese speaking environment), but lacked a corresponding level of literacy. The focus of the course is on standard usage, on reading in both traditional and simplified characters, and on writing. The course is conducted entirely in Chinese.
Streamlined I and II—each section is limited to 16 students for pedagogical purposes. Pre-registered students have priority. Continuing students get first priority, followed, in order, by students in 21G.076, declared concentrators and minors, sophomores, freshmen, juniors, seniors, and graduate students. Pre-registered students who did not show up for the first two days of class without warning will be eliminated. Students beginning their studies of Chinese language at MIT above the elementary level must contact the Chinese instructors for a placement test. No auditors allowed.

This subject is the first semester of four that forms an introduction to modern standard Chinese, commonly called Mandarin, the language with the largest number of native speakers in the world. It is the official language of Mainland China and Taiwan, and one of the official languages of Singapore. The course presupposes no prior background in the language. Course objectives are to master Mandarin pronunciation, including the recognition and writing of Pinyin romanization, basic reading and writing skills (around 150 characters in the traditional character set or the simplified set), and to develop the ability to participate in simple, practical conversations on everyday topics. The relationship between Chinese language and culture and the sociolinguistically appropriate use of language will be stressed throughout. Typical class format will include performance of memorized basic conversations, drills, questions and discussion, and various types of communicative exercises.

This course, along with 21G.108 / 158 offered in the spring, form the elementary level of the streamlined sequence, which is for students who have some basic conversational skills gained, typically, from growing up in a Chinese speaking environment, but lack a corresponding level of literacy. The focus of the course is on learning standard everyday usage, on reading in both full and simplified characters, and on writing. This course, along with 21G.108 / 158 offered in the spring, are conducted entirely in Chinese.

Together with 21G.103 Chinese III, this course forms the intermediate level of what constitutes a four-term foundation in Mandarin. Upon completion of Chinese III and IV, students should be able to speak Chinese with fluency on everyday topics, reach a literacy level of 750 characters (approximately 1200 common words written in both traditional and simplified characters), read materials written in simple standard written Chinese, and produce both orally and in writing short compositions on everyday topics. Throughout the course we will address issues of how cultural differences inform and are informed by different linguistic contexts and practices.

This is the second semester of the intermediate level sequence intended for students whose conversational ability exceeds their reading and writing skills. Focus is on reading and writing, as well as broadening conversational skills and control of standard pronunciation, for students with background in conversational Chinese. Lab work is required. On completing this course, students should be able to speak the language with standard pronunciation, to converse with some fluency on everyday topics, as well as on some specialized topics, to read edited, as well as authentic texts, in simplified or traditional characters with suitable fluency, and to be able to write composition on certain topics. The class consists of a combination of practice, reading, discussion, dictation, composition and feedback, net exploration via the web, and presentation. This course is conducted in Mandarin.

Welcome to the Chinese wikibook, a free Chinese textbook on the Standard Mandarin dialect. This page links to lessons using simplified characters (used in mainland China, Singapore and Malaysia). There is also a Traditional Character Version available (used in Taiwan, Macau, and Hong Kong).

The authors of Chinese Rhetoric and Writing offer a response to the argument that Chinese students' academic writing in English is influenced by "culturally nuanced rhetorical baggage that is uniquely Chinese and hard to eradicate." Noting that this argument draws from "an essentially monolingual and Anglo-centric view of writing," they point out that the rapid growth in the use of English worldwide calls for "a radical reassessment of what English is in today's world." The result is a book that provides teachers of writing, and in particular those involved in the teaching of English academic writing to Chinese students, an introduction to key stages in the development of Chinese rhetoric, a wide-ranging field with a history of several thousand years. Understanding this important rhetorical tradition provides a strong foundation for assessing and responding to the writing of this growing group of students.

Chinese Take-In provides an interactive environment where first-year Chinese learners can practice listening outside the classroom according to individual needs and paces while receiving immediate feedback.

This course is the continuation of 21G.105. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. Some special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.

This course is a sequel to 21G.113 Chinese V (Streamlined). It is designed to further help students develop sophisticated conversational, reading and writing skills by combining authentic reading and audio-visual material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT, in the Boston area and on the web. Some special features of Chinese societies, cultures and customs will be introduced. The class consists of readings, discussion, student presentations and network exploration. The course is conducted in Mandarin.

This course is the continuation of 21G.104/108. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at in the Boston area. Some of special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are be introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.

Created by student request, this set of basic word-order exercises will help beginners practice the foundational skills of how to use the language in the right order.

Chqe’tamaj le qach’ab’al K’iche’! seeks to develop a beginner to advanced level online course for K’iche’, a Mayan language of Guatemala. The team includes faculty and grad students at The University of Texas at Austin and at Vanderbildt University, as well as associates in Nahualá who are all working together to develop materials relevant for the course.

This will be the first full online course of any Mayan language. Based on the variety spoken in Nahualá, it seeks to develop oral fluency in the student 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.

This site offers a brief list of words that relate to Christianity, including a number of terms that are specific to Christianity as it is practiced in the Middle East. Many of the words are accompanied by brief explanations of their significance. The glossary is preceded by a brief introduction.

Students will practice using fingerspelling. Using the game of Chutes and Ladders, students will practice asking and answering questions.

¡Chévere! Introductory Spanish I & II offer a comprehensive introductory Spanish sequence, providing guidance and practice in reading, writing, listening to, and speaking Spanish. Each module includes thematic vocabulary, sequenced grammar instruction, numerous self-check drills and exercises, open-form communicative activities, scaffolded writing assignments, and reading passages exploring various aspects of life and culture in the Spanish-speaking world. Each grammar section is introduced by a short reading passage to highlight new structures and patterns within their linguistic context. Within each lesson, self-grading practice activities with targeted feedback allow students to learn by doing and track their level of mastery. The text is accompanied by engaging images and videos throughout, and all vocabulary and reading passages include audio files to practice pronunciation and listening comprehension.

Looting, despoiling temples, attempted rape and judicial murder: these are just some of the themes of this classic piece of writing by one of the world's greatest orators. This particular passage is from the second book of Cicero's Speeches against Verres, who was a former Roman magistrate on trial for serious misconduct. Cicero presents the lurid details of Verres' alleged crimes in exquisite and sophisticated prose.

This volume provides a portion of the original text of Cicero's speech in Latin, a detailed commentary, study aids, and a translation. As a literary artefact, the speech gives us insight into how the supreme master of Latin eloquence developed what we would now call rhetorical "spin". As an historical document, it provides a window into the dark underbelly of Rome's imperial expansion and exploitation of the Near East.

Ingo Gildenhard's illuminating commentary on this A-Level set text will be of particular interest to students of Latin at both high school and undergraduate level. It will also be a valuable resource to Latin teachers and to anyone interested in Cicero, language and rhetoric, and the legal culture of Ancient Rome.

In republican times, one of Rome's deadliest enemies was King Mithridates of Pontus. In 66 BCE, after decades of inconclusive struggle, the tribune Manilius proposed a bill that would give supreme command in the war against Mithridates to Pompey the Great, who had just swept the Mediterranean clean of another menace: the pirates. While powerful aristocrats objected to the proposal, which would endow Pompey with unprecedented powers, the bill proved hugely popular among the people, and one of the praetors, Marcus Tullius Cicero, also hastened to lend it his support. In his first ever political speech, variously entitled pro lege Manilia or de imperio Gnaei Pompei, Cicero argues that the war against Mithridates requires the appointment of a perfect general and that the only man to live up to such lofty standards is Pompey. In the section under consideration here, Cicero defines the most important hallmarks of the ideal military commander and tries to demonstrate that Pompey is his living embodiment.

This course book offers a portion of the original Latin text, study aids with vocabulary, and a commentary. Designed to stretch and stimulate readers, the incisive commentary will be of particular interest to students of Latin at both AS and undergraduate level. It extends beyond detailed linguistic analysis and historical background to encourage critical engagement with Cicero's prose and discussion of the most recent scholarly thought.

Students will be choosing and defending their opinions on a variety of cinematic topics. Students will also practice discussing opinions other than their own.

Circumlocution is a necessary skill for negotiating meaning in the target language.  This activity could be used at any level as partner practice, as a written assessment, or as a game like "Taboo".  Phrases should be taught in advance or students may have them available.  Vocabulary could be varied according to the unit and level of instruction.  This activity could be a filler for a few minutes at the end of class or as a longer activity.  

Students will be able to ask for directions, information, and recommendations in the target language. Students will also learn to provide directions and information to other students. Students will play a game of "Chutes and Ladders" and answer trivia questions in the target language.

Variety of cultural city icons for multiple countries

To download and access the icons, click on view resource.
This will open the resource in a new google drive tab.
In the top right corner there should be a download button.
The folder will download as a ZIP file.
Once the ZIP file is downloaded, double click on it to open it, and it will create a new folder with all the icons!
The icons are PNG files, which means they have a transparent background, so they can easily be placed on top of other materials.

This lesson plan focuses on helping high school students learn and understand cultural diversity, empathy, and online bias as concepts to develop through civil discourse. It promotes debate and sharing of ideas regarding the three different themes. It is intended for pre-intermediate English language learners (A2-B1 CEFR).

This lesson plan is made for two learning objectives:Ss will be able to find reliable resources on the internet (Digital literacy skill)Ss will be able to present a specific and realistic action plan (Speaking skill)

Step-by-Step instructions for collaboratively annotating a public-domain text in your course and sharing it with the world.

The Classroom Oral Competency Interview (COCI) exam tests for listening and speaking skills and is offered for any language. The exam can be administered to students in 6-12th grade as well as in college. The length of the exam is 5-7 minutes. The exam consists of a face to face interview and the result reported is a proficiency level.

The Portuguese language lessons of ClicaBrasil highlight aspects of Brazilian culture. They are designed for intermediate to advanced students, but are accessible to everyone. Each lesson includes videos of Brazilians from all walks of life speaking naturally about their lives and their country. All lessons integrate reading, writing, listening and comprehension, grammar, vocabulary, oral communication and cultural activities with the videos. This is also available as a free PDF textbook and as print on demand.

ClicaBrasil was developed for intermediate level Portuguese language courses at UT-Austin. People all ove the world are now using it for different purposes: self-study, classroom instruction, tutoring, or as a pastime.The lessons in ClicaBrasil integrate reading, writing, listening and reading comprehension, grammar, vocabulary, oral communication, and cultural activities. Numerous video clips (157, to be precise!) that show different Brazilians speaking about their lives, their culture, and their country support and enhance these activities.

This seven page guide contains a curated collection of digital humanities sites, authentic materials and openly licensed design resources. In addition to a number of examples, the guide also provides teachers with search tips for finding these sites on their own!

This is a lesson to help students write climate fiction to create conscience about climate change.

This chapter will cover clothing, colors, adjectives to describe people and things. Qu'est-ce que tu portes?Presents clothing  

Integrated grammar and composition for upper-level ESOL students of writing

Short Description:
This courses presents grammar and composition skills for upper-level ESOL students using the social justice themes of the Universal Declaration of Human Rights.

Long Description:
This courses presents grammar and composition skills for upper-level ESOL students using the social justice themes of the Universal Declaration of Human Rights. The course addresses specifically definition, cause-and-effect, and discussion essays using a paragraph-to-essay writing process.

Word Count: 44018

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This activity allows students to practice describing vocabulary words using memorized descriptors. Students will learn more ways to describe items and topics.

Students will play a game regarding a wide variety of topics to further their conversation skills. Students will describe objects using descriptors to work on fingerspelling

Word Count: 64486

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This lesson plan aims to show how Hand Signals benefit the deaf community.

In this lab, students will be conversing about their weekly routines. They will try to find a time to meet with their classmates to work on a group assignment. They will also compare college life in South Korea compared to the United States.

This site houses a large number of very brief audio files in which native speakers say brief, useful, every day phrases in a number of conjugations. Phrases include things like "How much is this?" "How are you?" or simply reciting useful vocabulary and also cover numbers and time. Each phrase is spoken in 8 or 9 dialects from the regions of North Africa, the Levant, and the Persian Gulf. Every phrase is accompanied by a transcript.

Students will play a game called "Colorful Vocabulary". Students will practice describing people, places, and items using a game. This will teach students how to describe multiple topics using different vocabulary words.

In Communicating in American Culture(s), bilingual students examine how various aspects of American culture—history, geography, institutions, traditions, values—have shaped dominant Anglo-American communication norms and responses to critical events in the world. In addition, you can expect to practice and strengthen your analytical and communication skills in a carefully scaffolded manner, starting with frequent short writing and speaking tasks and progressing to longer, more formal tasks.

An Introductory Listening and Speaking Text for English Language Learners

Short Description:
For more accessible and classroom-friendly (Word and PDF) versions of this book, please view and download them at PDXScholar. This Pressbook version primarily exists to encourage others to adapt and adopt Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners using Pressbooks. This textbook is designed for advanced beginning-intermediate English language learners in an academic English program.

Long Description:
Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners is designed for advanced beginning-intermediate English language learners in an academic English program. It is composed of 7 chapters, each of which covers specific speaking and listening learning objectives and includes dialogues, interviews, discussions and conversation activities. Each chapter also focuses on 10 target words from the New General Service List of English vocabulary and reviews basic grammar points. The textbook includes an audio component that consists of recorded conversations of native and non-native English speakers, as well as links to additional listening resources on the web.

Word Count: 16252

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A short written work about online and face-to-face education that can be used in class as a reading activity.

Microcurso: Comprensión Lectora Aplicada, realizado con el fin de facilitar estrategias importantes para la comprensión lectora.

This is a textbook for first-semester Spanish with a focus on the cultural products, practices and perspectives of Spanish-speaking communities in the world today. This text is designed to build students’ cultural and communicative proficiency at the novice level through interaction with authentic resources and real-life video conversations featuring native Spanish speakers living in the American Midwest. Each chapter includes interactive activities focused on each of the three modes of communication (interpretive, interpersonal and presentational), at least one Integrated Performance Assessment, exercises with automated feedback and prompts that promote cross-cultural comparisons through research and reflection.

Mock direct examination of a witness by the Prosecution. Accompanying recording (5:30 minutes) is included at approximately 128 WPM. The National Center for State Courts (NCSC) exam is approximately 120 WPM and the duration is 8 minutes.

This video was originally created through the Department of Linguistics and Interpreting at Gallaudet University. "Interpreter Training for Deaf Individuals' CFDA. 84.160A, U.S. Department of Education, Rehabilitation Services Administration. The CATIE Center is grateful to Dr. Carol Patrie for making it available for inclusion in the GTC Resource Library.

Students will review ASL idioms and use them in context. Students will take pieces of information (setting, time, activity, item) and create a story to share in American Sign Language. 

Students will review ASL idioms and use them in context. Students will take pieces of information (setting, time, activity, item) and create a story to share in American Sign Language. 

This lesson is intended to teach Intermediate and Advanced EFL students how to build longer sentences in English. In this lesson, students will learn the different types of sentences in English syntax the ways they can be combined. This lesson is a segment of an EFL (English as a Foreign Language) course which is meant to advance learners' abilities in the four skills: reading, listening, speaking and writing.