The Crisis in Teacher Preparation
Created by Norman Leonard, Director of Outreach at LARC
Teacher Education and Credentialing
STARTalk Teacher Resource Wiki
Created by Toni Theisen
5-Step, Standards-Based, Lesson Plans
Less Commonly Taught Languages
Brazilian Favela Blog
Brazilian Culture / English
Mixtec Culture / Persian Culture
Mixtec Language & Culture
Mixtec / English
Human Rights in Latin America
LARC Language Lab
Multiple Languages, Technology Tools, Training
LARC on Youtube
CALICO Esperanto “Access to Language Education” Award Winners
2009 - Français interactif
Karen Kelton, Carl Blyth, & Nancy Guilloteau
2008 – Arabic Without Walls
Robert Blake & Kirk Belnap (Project Co-Directors); & Sonia Shiri (Course Designer)
2007 – French Online
Christopher Jones (Project Director & Coauthor); Marc Siskin (Technical Lead); & Sophie Queuniet & Bonnie Youngs (coauthors)
2006 – Franel
Piet Desmet & the Lingu@tic team
Autonomous Technology-assisted Language Learning (The ATALL wikibook)
Bauhaus and Beyond: Influences on Chicago’s Skyline
Franziska Lys, Denise Meuser, & Ingrid Zeller (Project Conception and Development); Denise Meuser & Ingrid Zeller (Video Production); Mark Schaefer (Camera and Editing); Franziska Lys, Daniel Escuatia, & Adam Bennett (Software Development)
2005 – German Resources on the Web
Jim Witte, Donna Van Handle, & Anne Green (American Association of Teachers of German).
2004 – Spanish Grammar Exercises
Barbara Kuczun Nelson
Educators today teach in a range of formats, from traditional face-to-face courses to Web-assisted courses in physical classrooms to entirely online courses in which the teacher and students never meet in person. The pressure to integrate teaching with information technology is strong, and more and more educational institutions are offering blended courses and distance-education learning options.
Link: Teaching Literature and Language Online
SDSU border proximity provides rich sources of border culture and language. Projects such as Professor Mario Martin Flores’ Baja Literature and special studies for Human Rights in Latin American provide authentic resources for learners to explore the Spanish language and literature at all registers while focusing particularly on border culture, economics, history, sociology and intercultural understanding.
Collaboration with Professor Paul Sneed (U of K) has resulted in an online 30-minute documentary video about the Brazilian Favela known as Rocinha in Rio de Janiero. LARC follow-up with the Two Brothers Foundation in Rio has since led to the production of nine student video scenarios related to their culture and interests. These are accessible on YouTube and through an Intercultural Connections Blog as part of a virtual language and culture exchange project.
Through our collaboration with the Center for Latin American Studies (CLAS), another Title VI Center, LARC was first able to develop an online Culture Box for Mixtec, based on Lynn Eddy-Zambrano original idea for hands-on exploration of authentic cultural artifacts stored in a box. The authentic culture box that was transported from classroom to classroom, has been made virtual online with digital audio, images and video of the authentic artifacts. Following the example of the Mixtec Culture Box, and another was produced for Persian with hopes to add more for other cultures.
Culture Box Links
Mixtec Culture Box
Mixtec is one of eight branches of the Otomanguean language family, a family accounting for about a third of all the indigenous language speakers in Mexico today. It is spoken primarily in the state of Oaxaca, but there are significant groups of Mixtec speakers in the states of Puebla and Guerrero. In addition, migration has had the effect of creating significant Mixtec communities in the U.S., primarily in California. The Mixtec Language & Culture project is an online trilingual website that uses Spanish and English to present the cultural differences of greeting people in Mixtec. It offers some basic grammar, translations and transcriptions for these video resources.
The Human Rights (HR) project focuses on understanding human rights issues in Latin America by examining authentic Spanish language resources. Interactive exploration enables learners to establish their perspective from the site rich resource library, and share their opinions. These HR resources gain student interest in learning more (and thus, in reading more) about the critical and timely subject of human rights in the target language, and from multiple perspectives, and at multiple levels of linguistic proficiency.
The LARC Language Labs merge the resources of the Title VI National Language Resource Center and the College of Arts and Letters for foreign language students at SDSU. Two labs support high quality digital recording capabilities, an extensive collection of language learning resources, a set of tools for assessment, and lab tech training and support for teaching language through technology, which are but a few of the products of this convergence of resources.
LARC works in collaboration with SDSU departments of language, literature and linguistics by hosting and providing language and culture resources to students enrolled in these subject areas. LARC Materials include course texts, graphics, photos, audio and video that are posted online by language. Most of these course materials are intended just for SDSU language students. As faculty give us permission to use their materials, we post or link to them in related resource sites. The LARC Materials includes materials for Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Mixtec, Persian, Portuguese, Russian and Spanish.
LARC Materials Link: http://larcmaterials.sdsu.edu
The LARC lab also maintains and supports site licenses for language learning software which faculty are including in their syllabus and teaching. Students build vocabulary and practice speaking by recording audio at their computer workstations, and then save it on a LARC server for instructor review. Transparent Language BYKI electronic flashcards provides access to hundreds of card sets online and allows you to create your own sets for students. Auralog Tell Me More software with 35 activities at all levels, six with speech recognition, and a variety of cultural texts, is available online in Western European languages and on CD in Chinese, Japanese and Arabic. Eurotalk, by the company of the same name, is available on every computer in LARC for vocabulary building and oral skills practice in 17 languages.
LARC created a website for Argentina historical Los Desaparecidos or The Disappeared in conjunction with the Human Right in Latin Americas site. Professor Nora Strejilevich, one of the few disappeared to escape death, has made testimonial literature of these times her main focus of research. This site explores testimonials via authentic video interviews and related literature.
LARC/SDSU On Youtube
The attraction of YouTube Internet reputation has led LARC to create an account to post language video resources from their Digital Media Archive and other projects. These videos are tagged with foreign language metadata and are made accessible with links to LARC project sites and related resources. YouTube also provides informative data as to the number of viewers attracted and where they come from.
SCPAA (SCORM Content Package Authoring Application) is a tool that enables teachers to author and package their own lessons in a SCORM compliant package. Materials from DMA may be revised and annotated as new lessons and then zipped for SCORM use in course management systems such as Blackboard & Moodle.
LARC created a website for Professor Tess Lane ethnographic study of female attitudes concerning their cultures and lifestyles drawn from hypotheses about contrasting comparisons of these women. Given a consistent set of questions, women from similar regions and cultural areas are interviewed on videotape. The digitized interviews are accessible on the Web for teaching about cultural attitude at different language levels.
The Women’sVoices Project focuses on shifting cultures and regimes and how women change and cope with the rapid changes brought on by globalization. Authentic resources include culturally correct interviews with native speakers in Arabic, Persian and Spanish, which are digitally processed and posted online for language teaching and learning. A new women Voices website is being design and developed for this project based on the VOCES site created with Professor Tess Lane and her ethnographic study of Spanish-speaking women’s voices.