All resources in International and Foreign Language Education Resources (U.S. Department of Education)

Student Activism and the Sustainable Development Goals

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Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

Material Type: Activity/Lab, Case Study, Homework/Assignment, Lesson, Lesson Plan, Reading, Teaching/Learning Strategy

Author: Lindsay Teeples-Mitchell

Tracking the Sun's Patterns Around the Globe

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Students will create a panorama drawing of their own landscape.  They will include landmarks and cardinal directions in their drawings, and use their drawings to plot the movement of the sun in the sky over the course of a day. They may make their observations in one day, or over a period of days or weeks. Once students have created their own panoramas, they will look at panoramas taken in the North and South Poles and compare similarities and differences. They will then explore the “Sun Path Simulator” online. Before beginning these lessons, students should already know: 1) How to find the four, cardinal directions, and 2) That the Earth rotates on its axis, and revolves around the sun. 3) How to tell time.  This unit pairs nicely with the Mystery Science Unit, Spinning Sky. Where indicated, worksheets and videos for lessons can be found on their website. Links to all other worksheets for the entire unit are in the “Overview” Section of my slideshow. Each day’s lesson comes with a worksheet to focus the students and to show evidence of student learning.

Material Type: Activity/Lab, Diagram/Illustration, Homework/Assignment, Lesson Plan, Student Guide

Author: Anya Rose

Center for Advanced Research on Language Acquisition (CARLA)–Social Justice in Language Education

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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.

Material Type: Lesson Plan, Teaching/Learning Strategy

Author: Center for Advanced Research on Language Acquisition (CARLA)

National Foreign Language Resource Center (NFLRC)

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The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.

Material Type: Reading, Teaching/Learning Strategy

Center for Educational Resources in Culture, Language & Literacy (CERCLL)

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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.

Material Type: Teaching/Learning Strategy

National Heritage Language Resource Center (NHLRC)

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The mission of the National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles is to develop effective pedagogical approaches to teaching heritage language learners, first by creating a research base and then by pursuing curriculum design and teacher education. Some of the center's projects for Arabic include facilitating STARTALK workshops, publishing articles on Arabic linguistics, and more. The NHLRC is one of 15 Language Resource Centers established under Title VI of the U.S. Department of Education.

Material Type: Teaching/Learning Strategy

Center for Advanced Language Proficiency Education and Research (CALPER)

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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.

Material Type: Teaching/Learning Strategy

National African Language Resource Center (NALRC)

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The mission of the National African Language Resource Center (NALRC) at the University of Indiana is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities. The intent is to improve the accessibility and quality of African language instruction in the United States.

Material Type: Teaching/Learning Strategy

Center for Applied Second Language Studies (CASLS)

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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.

Material Type: Assessment, Teaching/Learning Strategy

Catalyst - Professional Growth Platform

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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.

Material Type: Interactive

Authors: CASLS, PEARLL

Her Şey Bir Merhaba ile Başlar

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Her Şey Bir Merhaba ile Başlar was developed for intermediate level Turkish language courses at the University of Texas at Austin. Intermediate learners and their instructors may use it for different purposes: self-study, classroom instruction, tutoring, or as a pastime. The lessons in Her Şey Bir Merhaba ile Başlar integrate reading, listening and viewing comprehension, writing and speaking practice, grammar, vocabulary, and cultural activities. Dozens of audio and video clips of Turkish speakers describing their lives, their culture, and their country support and enhance these activities. The Her Şey Bir Merhaba ile Başlar textbook, online interactive H5P exercises, and Youtube channel (https://www.youtube.com/channel/UCOHyPBVzLiIwUFgXfxxkcvA) comprise a media-rich open educational resource (OER) developed by Dr. Jeannette Okur at the University of Texas at Austin and published by the Center for Open Educational Resources and Language Learning under the U.S. Department of Education Title VI Grant #P229A180003, with additional support from the UT Liberal Arts Instructional Technology Services and the UT Center for Middle Eastern Studies.

Material Type: Textbook

Author: Jeannette Okur

Digital Forays in Middle Eastern Studies: Course Extensions

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This website was produced by students in the Kevorkian Center's MA proseminar "Problems and Methods in Middle Eastern Studies" and includes extensions from the Center's 2020-2021 Virtual Series "Digital Forays in Middle Eastern Studies" that explored new avenues of research, teaching, and life in a digital age as it pertains to Middle Eastern Studies. Students created extended reflections, gathered primary and secondary readings, and completed field assignments related to each of the events in the series and published them here alongside the embedded videos from each of the events in the series.

Material Type: Activity/Lab, Teaching/Learning Strategy

Visualizing the Middle East: Course Website

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VISUAL CULTURES OF THE MIDDLE EAST MOVING IMAGES FROM DAGUERREOTYPES TO SMARTPHONES: This course examines changing technologies of image capture/(re)production/circulation in the Middle East from the turn of the century through today. We examine historical moments through an appreciation of changing technological advancements of visual material. From changing printing practices on postcards, consumer grade cameras, increasing photographs in periodicals, TVs & VHS, leading up to networked technologies and the digital morass in which we now live. Across the course, emergent technological capabilities of visuality become entwined in issues of nationalism, revolt, consumerism, tourism, changing gender roles, and boundaries of sexuality. The second half of the course focuses on the contemporary landscape of smartphones/internet/apps/digitality and the dizzying array of visual material in which we now drown. From protests to citizen journalists, emergent political movements and social media on smartphones, from Grindr to surveillance, selfies, & sex. Finally, there is an emphasis for students to develop and integrate visual material in their developing research agendas. We will explore some visual methods across the course and you will learn how to create a digital story paying special attention to not simply using visual material as the "representation" of your argument.

Material Type: Activity/Lab, Full Course, Syllabus

Author: Jared McCormick

India and South Asia: From Area Studies to Ethnic Studies | High School Social Studies Course

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India and South Asia: From Area Studies to Ethnic Studies Course design by Rachel Heilman, Issaquah High School. Developed with the support of Sunila Kale (Associate Professor of International Studies) and the South Asia Center (Henry M. Jackson School of International Studies, University of Washington), with funding from the U.S. Department of Education National Resource Centers Program. Dear Colleague, I hope you are able to implement some version of this course at your institution! I have it aligned to Washington State Social Studies Standards, but it is right in line with Common Core-driven expectations and should fit well with any state’s standards. This course also very much supports the new Washington Ethnic Studies Framework. ––Rachel Heilman, March 2022 Course Description How can understanding a particular region both shape and enhance our understanding of ourselves and the world around us? As we gain knowledge, how do we both recognize and cross the political boundaries we see on maps? In this one-semester course we will use an interdisciplinary approach to examine India and wider South Asia as we work to conceptualize the ways people, power, geography, and the past shape the region. For the purposes of this course South Asia will include Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka. In our role as global citizens we will also expand our inquiries to the web of connections between South Asia and our own individual and social identities.

Material Type: Activity/Lab, Assessment, Case Study, Full Course, Lecture Notes, Lesson Plan, Module, Syllabus, Teaching/Learning Strategy, Unit of Study

Authors: Rachel Heilman, University of Washington South Asia Center