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George Washington University, Georgetown University, The Center for Applied Linguistics
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NCLRC NEWSLETTER
The NCLRC Language Resource
VOL. 18, NO. 1

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September/October 2014
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Greeting for September/October 2014

Greetings! The fall brings new students, new classes, beautiful weather, and a host of opportunities for starting anew. We at NCLRC are taking each day as it comes, now that we have learned that we were not refunded for the 2014-2018 cycle. However, that does not mean that we will go away. We have enough funding remaining to enable us to publish at least two more issues and we are in the process of looking for alternative funding.

In the interim, we will continue with our newsletter. You will find our regular columns, and one or two feature authors to keep you stimulated with exciting ideas and websites. Articles appear, as usual, under individual tabs on the website and now in full pdf file ready for download.

Rest assured that as soon as we know what our future holds, we will let you know. In addition to this newsletter we have updated the calendar to include important events. We hope you enjoy our thoughts!

greeting

Calendar:

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

redstar_white_bg Business Language in Focus

Do Business Language Courses Deliver? A Student's Perspective
Margaret Gonglewski, The George Washington University

With the enormous investment-of both money and time-that students make in order to earn a college degree, it's no wonder they are eager to connect what they learn in the classroom to what they'll be doing after they graduate. Business languages fulfill that need in a very direct way, providing students with concrete practical skills, like culturally appropriate resume writing, while also emphasizing longer-term skill development, such as analysis and interpretation of texts and graphs. But do these courses truly deliver what they promise? In this month's column, we'll get one response to that question from a student who has taken a business language course in not one, but two languages: German and Japanese. Read more... (PDF)

redstar_white_bg Sound Bites for Better Teaching

Classroom language vs authentic real-life language
Marcel LaVergne, Ed.D.

If we are to prepare our students to converse in L2 outside of the classroom, it is important that they also engage in spontaneous language in real-life situations in the classroom rather than mostly engage in language activities designed to practice vocabulary and grammar. In most cases, the students speak to practice speaking because the teacher tells them to in order to get a good classroom participation grade. Authentic language is spontaneous, arbitrary, and unrehearsed and what is said is potentially interesting to the participants. People speak to get something, to solve a problem, to reach a decision, to provide information, or to make a social contact. Read more... (PDF)

redstar_white_bg YANA (Classroom Solutions)

How do we teach learners how to learn?
YANA: Sheila W. Cockey

Teaching our students how to learn is what we do every second of every day in our classrooms. We do what we can to prepare them to take their language out of the classroom and into the real world of information exchange. After all, many of them are in our class because they want to be able to talk with someone in another language. Keeping in mind the actual processes involved in learning anything, we carefully adapt those processes to the multi-sensory challenges that learning another language presents. In general, strategies such as modeling, repeating, practicing, collaborating, and reflecting are the bread and butter of language learning. What are some of the things we do to excite our students and lead them through the language learning process? Read more... (PDF)

redstar_white_bg Using Technology for Language Learning

4 Great Tech Tools to Support Students' Independent Practice
Carol Marcolini, CITT for Hampton City Schools, and
Tracy Smith, Retired CITT from Hampton City Public Schools

We spend hours planning engaging and meaningful lessons to do everything possible to assist in students' learning. Using the resources available, we craft activities for our students to practice speaking, listening, reading and writing. … What about when they are at home? What free or low cost resources are available to students? … Naturally, the resources you provide your students are meaningful, but allowing students to choose options to practice on their own encourages their dedication to learning the language as well as letting them target the resource that supports their learning styles. 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. Funded by the US Department of Education through Title VI, we are a consortium of Georgetown University, The George Washington University, and the Center for Applied Linguistics.

® 2014, 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