The Intermediate Student’s Edition of our Dari textbook series delivers an all-encompassing method for developing Dari language skills, including speaking, writing, listening, and reading. As a pivotal element of our proficiency-based Dari educational content for adults, it targets learners at ACTFL’s Intermediate Low/Mid or ILR levels 1/1+. This edition encourages critical thinking and employs educational strategies like Bloom's Taxonomy to nurture intellectual growth. Interactive exercises available in PDF and EPUB formats on the LMI website (languagementors.org) make the learning journey interactive and engaging.

The Intermediate Teacher’s Edition in our Dari textbook series offers a comprehensive framework for adult education, focusing on the proficiency-based approach to learning Dari. This edition equips instructors with detailed guidelines for teaching the key language skills: speaking, writing, listening, and reading, supplemented with exercises, instructions, and solutions. Aimed at learners achieving ACTFL's Intermediate Low/Mid or ILR levels 1/1+, the textbook underscores the importance of critical thinking and includes teaching strategies such as Bloom's Taxonomy to promote intellectual development. With interactive activities available in both PDF and EPUB formats on the LMI website (languagementors.org), this resource ensures that learning Dari is both engaging and effective.

The Student’s Edition in our Dari introductory textbook series offers a comprehensive approach to mastering the speaking, writing, listening, and reading skills in Dari. Positioned as a key resource in our proficiency-oriented Dari learning materials for adults, this edition aims at learners with ACTFL's Novice High/Intermediate Low or ILR levels 0+/1. It fosters critical thinking and integrates teaching strategies such as Bloom's Taxonomy to support intellectual development. The inclusion of interactive activities in both PDF and EPUB formats, accessible via the LMI website (languagementors.org), enhances the learning experience, making it both dynamic and captivating.

This textbook serves as a foundational component in a series of proficiency-based Dari materials designed for adult learners. The Teacher's Edition provides a thorough framework for teaching Dari's speaking, writing, listening, and reading aspects, complete with exercise instructions and solutions. Targeting ACTFL's Novice High/Intermediate Low or ILR levels 0+/1, it emphasizes critical thinking and incorporates pedagogical strategies like Bloom's Taxonomy for intellectual growth. Interactive activities included in the PDF and EPUB formats, available on the LMI website (languagementors.org), make learning Dari dynamic and engaging.

The materials presented in this book were developed for an advanced-level content-based Russian language course at Portland State University entitled “Russian Literature of the Twentieth Century: The 1920s.” Literature of this period is a major part of the Russian canon, but is notoriously difficult for learners of Russian to read in the original, due both to its stylistic complexity and the relative obscurity of its historical, political, and cultural references. And yet, this decade is crucial for understanding Russia – not only in the Soviet period, but also today. This was the period, when Mikhail Zoshchenko, Isaak Babel, Mikhail Bulgakov, and Andrei Platonov meticulously documented the birth of the “New Soviet Man,” his “newspeak” and Soviet bureaucratese; when Alexandra Kollontai, a Marxist revolutionary and a diplomat, wrote essays and fiction on the “New Soviet Woman”; when numerous satirical works were created; when Babel experimented with a literary representation of dialects (e.g.,Odessa Russian or Jewish Russian). These varieties of language have not disappeared. Bureaucrats still use some form of bureaucratese. Numerous contemporary TV shows imitate the dialects that Babel described. Moreover, Bulgakov’s “Heart of a Dog” gave rise, due largely to its film adaptation, to catch-phrases that still appear throughout contemporary Russian media, satirical contexts, and everyday conversation. Thus, the Russian literature of the 1920s does not belong exclusively to the past, but has relevance and interpretive power for the present, and language learners who wish to pursue a career in humanities, media analysis, analytical translation, journalism, or international relations must understand this period and the linguistic patterns it established.

The textbook is intended for adult learners, and contains language assignments that would, on the one hand, help students transition to ACTFL’s Advanced proficiency level (i.e., be able to create "narratives, descriptions, and summaries … using paraphrasing and elaboration” (ACTFL 2012: 12).), but at the same time promote meaningful engagement with literary texts. The assignments in this textbook are multilevel ones, and thus offer a solution for multilevel classes that include literate heritage Russian speakers, Intermediate High, Advanced, or even Superior-level readers.

Hybrid co-curricular honour workshop series in Indigenous languages revitalization (undergraduate students) In this course, students will be introduced to considerations, approaches, research and best practices for Indigenous language revitalization and programming. This course will look at the work done in the three local communities as well as within Ontario, Canada and globally. The four workshops have been designed to offer practical applications to Indigenous language revitalization. Acknowledging the work and models used by the three local communities (Oneida of the Thames First Nation, Chippewas of the Thames First Nation and Munsee-Delaware Nation).

John William White's First Greek Book was originally published in 1896. The book contains a guided curriculum built around the language and vocabulary of Xenophon’s Anabasis. This digital tutorial is an evolving edition that is designed to run on both traditional browsers, tablet devices, and phones. Each lesson includes drill and practice exercises in addition to the text itself. The site also includes tab-delimited files for all of the vocabulary and grammar that can be imported into flashcard programs.

For more information about the design of the tutorial, you can read an article that was published in Volume 107, Number 1, Fall 2013 of the journal Classical World on pages 111-117 or a presentation from the 2013 meeting of the Digital Classics Association. An article about the audiences and usage statistics for the tutorial entitled An Open Tutorial for Beginning Ancient Greek has been published in a volume of papers entitled Word, Space, Time: Digital Perspectives on the Classical World. edited by Gabriel Bodard & Matteo Romanello and published by Ubiquity Press.

You can use these pages to study Ancient Greek online. As you complete the drill and practice exercises in each chapter, you will earn drachmas to help track your progress. The exercises keep track of the questions you have missed and presents those to you more often. Information about your progress is stored in a cookie on your computer. You can clear all of this data on the settings page.

When you have successfully completed all of the exercises in a chapter, you will have ten drachmas. You will lose drachmas as time passes so you know when you need to review chapters again.

This module is designed to help learners of Swahili as a foreign language achieve Advanced Low proficiency on the ACTFL scale. For classroom learners, it is most appropriate for students who have already studied Swahili for two or three academic years, while self-directed learners and/or those who have spent a significant amount of time in East Africa may find it useful at earlier or later stages of study.

Long Description:
Discourse Community for Future Business Leaders is meant to help improve student learning outcomes in writing for business students across post-secondary institutions by exposing them to discourse community, and the importance of understanding lexis and its use in effective business communication. It is an interactive tool for connecting discourse to collegiate writing, that can be used in the classroom and beyond, and can greatly improve student outcomes through this self-directed study.

This text lends itself to improved business expository writing (succinct sentence structure, compelling thesis statements, persuasive arguments, passive vs. active voice, appropriate lexis, and jargon) and is designed as a supplemental OER for business students in composition and research courses. It fills a void in the high-need area of business composition that will increase writing achievement for collegiate business students.

Word Count: 1768

Included H5P activities: 10

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Missive à François Tatou, mon père. Essai d'anthropographie du quotidien

Short Description:
Une malle s’ouvre. De précieux vestiges s’en échappent : photos impeccablement conservées par la douce vigilance d’une épouse, ouvrages jadis passionnément annotés, polycopiés aux signatures illustres, agendas nimbés de la patine du temps. Voilà le matériau à partir duquel l’autrice construit l’épistémologie particulière de cette si longue lettre par laquelle, portée par la fratrie, une fille parle à son père. Et voici lancée non pas une saga familiale, mais une anthropographie du quotidien de leurs vies. Réflexivité et catharsis. NewParaD’abord Dschang, sur les plateaux verdoyants de l’ouest du Cameroun où est né François Tatou « vers 1928 ». Son parcours de vie s’acheva aux confins du Sahel, dans une ville rebaptisée tendrement ici Garoua la Belle. Entre les deux, juste après les Indépendances, Paris où François Tatou acheva sa formation à l’Institut des Hautes Études d’Outre-mer, ce lieu qui forma de nombreux cadres de la haute fonction publique d’Afrique francophone. NewParaAu fil de la missive, sa fille met en scène un ressenti commun sur des enjeux toujours d’actualité : la femme dans la cité, les défis et dépits du multilinguisme, la scénarisation - brutale ou feutrée - des chocs culturels, l’assignation à résilience, le développement humain et social, l’urgence primordiale de la gestion pertinente des savoirs.

Long Description:
Une malle s’ouvre. De précieux vestiges s’en échappent : photos impeccablement conservées par la douce vigilance d’une épouse, ouvrages jadis passionnément annotés, polycopiés aux signatures illustres, agendas nimbés de la patine du temps. Voilà le matériau à partir duquel l’autrice construit l’épistémologie particulière de cette si longue lettre par laquelle, portée par la fratrie, une fille parle à son père. Et voici lancée non pas une saga familiale, mais une anthropographie du quotidien de leurs vies. Réflexivité et catharsis.

D’abord Dschang, sur les plateaux verdoyants de l’ouest du Cameroun où est né François Tatou « vers 1928 ». Son parcours de vie s’acheva aux confins du Sahel, dans une ville rebaptisée tendrement ici Garoua la Belle. Entre les deux, juste après les Indépendances, Paris où François Tatou acheva sa formation à l’Institut des Hautes Études d’Outre-mer, ce lieu qui forma de nombreux cadres de la haute fonction publique d’Afrique francophone.

Au fil de la missive, sa fille met en scène un ressenti commun sur des enjeux toujours d’actualité : la femme dans la cité, les défis et dépits du multilinguisme, la scénarisation – brutale ou feutrée – des chocs culturels, l’assignation à résilience, le développement humain et social, l’urgence primordiale de la gestion pertinente des savoirs.

Word Count: 52085

ISBN: 978-2-924661-72-7

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Supplementary materials for your beginning adult English language learners

Short Description:
Handouts, checklists and practices for second language learners of English

Word Count: 3054

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Word Count: 45126

(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 primer provides a basic introduction to Egyptian colloquial Arabic, beginning with the alphabet, demonstrating both pronunciation and the writing system. From there the text moves on to discussing the parts of speech as well as some of the dialect's basic grammar. The book then progresses to common phrases and ends with a vocabulary section that relies on transliteration.

This manual, written in 1914, includes a very basic introduction to the colloquial Egyptian Arabic spoken in Cairo. The 80-page text focuses mostly on vocabulary and contains 28 different word lists. There is also a brief section on grammar, one on the Arabic alphabet and how it is pronounced in Egypt, and a collection of sample dialogues. Although the book covers the alphabet, most sections rely on transliteration into Latin characters. The filesize of the PDF is 5 MB.

Welcome to “El español por el mundo”, a book written by Gemma Morawski and Ani Alcocer as part of an OER project for the Idaho Department of Education. Gemma is an adjunct professor for the Department of World Languages at Boise State University. Ani is an instructor in Spanish for the Department of Modern Languages and Cultures at the University of Idaho.

Short Description:
This is an open textbook on Beginner Arabic for undergraduate students who are taking Arabic in their first semester. It addresses letters and sounds of Arabic along with basic skills in reading, speaking and writing. The book can be used as a self-study resource or as the main textbook in beginning Arabic classes.

Long Description:
This open textbook is intended for beginning students of Arabic in their first semester. This OER is unique in its presentation of Arabic language content through theme-based modules. Each theme is addressed through vocabulary, grammar, reading, speaking, and writing components. Each chapter includes self-check embedded quizzes that help learners digest language concepts. The book is also designed with teachers in mind. Each chapter includes pair work and group tasks that the teacher can implement in class and other parts that can be assigned as homework. The focus of the book is to build literacy in Standard Arabic structure in a simplified and sequenced approach while emphasizing speaking skills. By the end of this course, students will be well prepared for building their competence in a sequenced and organized manner in the following parts of this series.

Word Count: 6312

ISBN: 978-1-62610-108-1

(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.)

Short Description:
This is an open textbook on Elementary Arabic for undergraduate students who are taking Arabic in their second semester. It addresses language structures in theme-based modules that cover the four language skills. The book can be used as a self-study resource or as the main textbook in beginning Arabic classes.

Long Description:
This open textbook is intended for beginning students of Arabic who have already covered their literacy skills and ready to explore language in a lively and interactive approach. This OER is unique in its presentation of Arabic language content through theme-based modules. Each theme is addressed through vocabulary, grammar, reading, speaking, culture, and writing components. Each chapter includes self-check embedded quizzes that help learners digest language concepts. The book is also designed with teachers in mind. Each chapter includes pair work and group tasks that the teacher can implement in class and other parts that can be assigned as homework. The focus of the book is to establish a sound basis in Standard Arabic structure in a simplified and sequenced approach. Additionally, each theme will include a conversation section in which a module on Egyptian Arabic is presented. While developing a solid foundation in written Arabic, the Egyptian Arabic component will enhance students’ spoken fluency and enrich their cultural experience in their language learning journey.

Word Count: 14498

ISBN: 978-1-62610-108-1

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Short Description:
This open textbook is designed for those who are learning Chinese as a second/foreign language in their first semester. It has eight chapters, covering topics including a brief introduction about the Chinese language, greetings, and self-introduction, hobbies, nationalities, family members and occupations, inviting friends to dinner, talking about food and beverage, making phone calls, and talking about classes and exams.

Long Description:
This open textbook is designed for beginners learning Chinese as a second/foreign language. This book aims to introduce learners to standard Chinese pronunciation, character knowledge, basic conversational phrases, grammar and vocabulary use, and cultural knowledge. Throughout the eight chapters, learners will explore: greetings and self-introduction, hobbies, nationalities, family members and occupations, inviting friends to dinner, talking about food and beverage, making phone calls, and talking about classes and exams. Learning activities include audio recordings so students can listen to the pronunciation of vocabulary words and observe dialogue between speakers. The book also includes videos with captions, allowing learners to listen, watch, and read. Original interactive activities have been created by the author to facilitate the practice of target vocabulary and dialogues.

Word Count: 19508

ISBN: 978-1-62610-115-9

(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.)

Short Description:
This open textbook is designed for those who are learning Chinese as a second/foreign language in their second semester. It has six chapters, covering topics including describing school life, shopping in stores and online, transportation means, reporting weather and climates, ordering foods, and asking and giving directions.

Long Description:
Elementary Chinese II is aimed at those who have learned Chinese as a second/foreign language for one semester, using the OER textbook “Elementary Chinese I“.

This open textbook contains six main lessons, including topics such as school life, shopping, transportation, weather, eating out, and asking and giving directions. They are organized in a straightforward and well-structured manner that are easy to follow. Within each lesson, there are a set of two dialogues or a set of one dialogue plus one narration. The texts of the dialogues or narrations are created to provide real-life Chinese language to beginning learners. After the texts, vocabulary words are listed for them to study and review. Grammatical points are explained in English and example sentences are provided for students to understand. Each dialogue or narration ends with culture notes where learners can read and better understand the target text.

Word Count: 20224

ISBN: 978-1-62610-116-6

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The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline.

It became clear after several years of trial and error that a “lexical” or “tools” approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to “teach the language itself,” at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation.

The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon [BDAG] and an exegetical grammar [Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT.