The NCLRC@GW Language Resource
VOL. 18, NO.4

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March/April 2015
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Greeting for March/April 2015

Spring is here! Spring is here! Isn't it? Well, it actually doesn't matter what's happening weather-wise outside our windows. What does matter is what's happening inside our classroom and how we take those experiences and move our students out into the real world with real world skills. This issue we take a look at some ideas to achieve just that: authentic learning situations in and out of the classroom that will help our students to function better when they are faced with those wonderful opportunities. International education, using the ommunity as a resource, finding good internet resources, and opportunities to network with other educators: all are included here. Look for conferences, workshops, webinars, and other events in our calendar. Please let us know if you have idea for future editions. And…rejoice with the renewal that spring brings to all of us.


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2015 Spanish Immersion Institute

We are excited to announce the dates and preliminary details for our 11th annual Spanish Immersion Institute! We hope to see you in Washington, D.C. June 21-24 and to share with you our days at the Embassy of Spain, the Mexican Cultural Institute, the National Gallery of Art, and other venues around town for a look at various facets of Spanish and Latin American life, as well as a taste of great Spanish and Latin American food at some of the best restaurants in town. Details are still being finalized, so keep in touch. Questions should be directed to the Immersion Facilitator: Mark your calendars and be in DC the end of June.


If you have something you would like us to list, please contact the editor: and she will be happy to include your professional event in our calendar.

redstar_white_bg Feature

Building Deep and Relevant Global Teaching and Learning
Laura Engel, The George Washington University

Learning about the world we live in has never been more important, given the range of global processes demanding our understanding and action: Environmental disasters; global financial crises and their impacts; ethnically motivated violence; increased cross-border flows of people, ideas, and capital; and instant access to people and cultures from all over the world. In many educational contexts, incorporating some form of global learning is already being practiced. For example, my son, age four, recently finished a pre-school unit on the seven continents. Each week the students studied one of the continents, exploring distinct cultural aspects and creating art or learning songs from a country or region of the continent. This form of global learning is now more common than it was in the past, even at such an early age, and helps to build knowledge and curiosity about the world. To further enhance such opportunities and build learning opportunities relevant for the globalized world in which we live, it is important to consider how to create deep, relevant, and reflexive forms of global teaching and learning. Read more... (PDF)

redstar_white_bg Using Technology for Language Learning

Technology Enables Authentic and Original Expression
Carol Marcolini, CITT for Hampton City Schools
Laurie Smith, Retired CITT from Hampton City Public Schools

Today's students are growing up as digital citizens. Yet so much instruction and independent practice remains old school. We need to allow them to express themselves with familiar tools in authentic ways. Let's build on ACTFL's three Modes of Communication: Interpretative, Interpersonal, and Presentational. How does technology support communication in another language? Read more... (PDF)

redstar_white_bg YANA (Classroom Solutions)

How Do We Teach Learners How to Learn? Many and Varied Contacts with the Material
YANA: Sheila W. Cockey

This issue we return to the series of columns that address how we can help learners learn how to learn. We will focus our attention on providing many and varied contacts with the language our students are learning. Our task as teachers is to create instances in which students act, react, or interact…in, with, and about the language. Read more... (PDF)

redstar_white_bg Sound Bites for Better Teaching

Authentic Tasks Lead to Authentic Communication
Marcel LaVergne, Ed.D.

The communicative tasks that we plan for the students should reflect as close as possible those language tasks that are used in real life. What are classroom tasks? What are real world tasks? What are the differences between the two? These are questions that Marcel LaVergne asks and provides thoughtful answers for in his current column Read more... (PDF)

redstar_white_bg Business Language in Focus

You are Invited: Business Language Initiatives Kick-off Event
Margaret Gonglewski, and Anna Helm The George Washington University

Regular readers of this column are well aware that Centers for International Business Education and Research (CIBER) programs across the U.S. offer support for language teachers -- at all levels -- interested in delving into the field of business language and culture instruction. Being directly associated with the CIBER at the George Washington University, we have featured that program's activities in numerous past articles, and the entire December Business Language in Focus column highlighted the upcoming activities of GW-CIBER over the next four years. And now, this month's column announces and describes the exciting kickoff event for the GW-CIBER Business Language initiatives during the 2014-2018 grant cycle - to which you, dear readers, are invited. Read more... (PDF)

The Language Resource is a monthly publication of the National Capital Language Resource Center that provides practical teaching strategies, share insights from research, and announce professional development opportunities for all foreign language educators.

® 2015, National Capitol Language Resource Center

Also available on our website
Culture Club
A space to share multicultural and multilanguage resources for teachers and students alike
Elementary Immersion Learning Strategies Resource Guide
Sailing the 5 Cs with Learning Strategies:
A Resource Guide for Secondary Foreign Language Educators
The Essentials of Language Teaching
Portfolio Assessment in the Foreign Language Classroom Developing Autonomy in Language Learners Learning Strategies Instruction in Higher Education