MHC Languages

"ANTWERP CALL 2010: Motivation and beyond
18-20 August 2010

The editor, associate editors and editorial board of the CALL Journal extend a cordial invitation to attend Antwerp CALL 2010, the XIVth International CALL Research Conference.

Keynote speakers Antonie Alm (University of Otago, New Zealand), Maarten Vansteenkiste (Ghent University, Belgium) and Ema Ushioda (Warwick University, United Kingdom) will provide an overview of literature on motivation, an introduction to Self-Determination Theory and a presentation of the L2 SELF model.

You are hereby invited to present your current CALL activities, highlighting aspects such as:

* the impact of ICT on motivation;
* designing for motivation;
* the role of ICT in the analysis of motivation;
* the relationship between motivation and proficiency level;
* learning styles;
* anxiety;
* technophobia/technophilia;
* self-models;
* teacher motivation."

"Learn Japanese the fun way!
* Learn hiragana and katakana in two weeks
* Improve your kana IME reading speed
* Review JLPT kanji and vocabulary in context
* Learn to correctly use particles and counters"
(Software)

"Does listening to something, perhaps once, perhaps more than once, perhaps over and over again, mean that it is learned in a way that is useful to the student and that they can retrieve and re-use in an appropriate context at a later date? It is a proposition that seems to conflict with the situated learning theories of researchers like Brown, Collins and Duguid (1989), which assert that learning always lies in the interactions between people rather than in the content itself or in the minds of the individual learners. The general premise that listening is often more engaging than the written word and that diction, intonation and inflection add meaning might be acceptable at face value, but as Hargis and Wilson (2005: 6) point out, 'there are currently no examples which clearly indicate proven foundational pedagogical uses and outcomes for podcasts.'. Though the technology is quite recent, it may tend to lead teachers towards outmoded, didactic approaches to delivery rather than the constructivist, collaborative activities recommended by more recent learning theorists."

"This is the global gateway to educational partnerships! Partner finding is free for all schools and colleges worldwide. Click on the map (right) to start your search. This is the international version of our website."

Community, connections, solutions - ePals, the global platform for learning online. ePals is a Global Community of collaborative learners, teachers, and academic experts in 200 countries and territories. ePals provides Connections to students, classes, and school districts worldwide that are safe and secure.

Sign up with what languages you want to teach / learn, connect with language exchange partners.

Babbel combines community activities like chat, messages and boards with self-study content.

Language learning in Tandem: Autonomous learning with a partner. Site with Tandem principles and materials, including face-to-face and e-tandem connections.

"iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world."

eTwinning is an action that supports online-based projects between at least two schools from at least two different European countries. Schools form a project and use Information and Communication Technology (ICT) to carry out their work. As schools communicate and collaborate via the Internet, there are no grants or administrative conditions connected to the scheme and face-to-face meetings are not required.

"As part of the VALUE project, teams of faculty and other academic and student affairs professionals engaged in an iterative process over eighteen months wherein they gathered, analyzed, synthesized, and then drafted institutional level rubrics (and related materials) for 15 of the AAC&U Essential Learning Outcomes, creating the set of VALUE rubrics that appears below. "

"Welcome to the STARTALK Resource Website, home to information on teaching and learning Arabic, Chinese, Hindi, Persian, Turkish, Swahili and Urdu. The purpose of this site is to share information on implementing programs as well as to share resources on curriculum design, instructional materials, assessment tools, and useful links. Information on our site is particularly targeted toward parents and students, teachers, current and future program directors, an"

Great resource on copyright including codes of best practices for fair use, scenarios, guides and information.

This is a great site with all the videos from the Al-Kitaab DVDs put up. Since every single American student of Arabic uses these books, this should be particularly helpful.

"Most cultures exhibit a particular configuration or style. A single value or pattern of perceiving the world often leaves its stamp on several institutions in the society. Examples are "machismo" in Spanish-influenced cultures, "face" in Japanese culture, and "pollution by females" in some highland New Guinea cultures. Here Horace Miner demonstrates that "attitudes about the body" have a pervasive influence on many institutions in Nacirema society."

Type in a website address or Japanese text and Rikai will load it with mouseover definitions for Japanese characters.

Online library of ebooks for Japanese

Improve your listening skills and hear about the news. Listen-and-write.com is free listening practice.
Users can create and use dictation exercises and track their scores