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AAUSC works to: promote, improve, and strengthen foreign language and second language instruction in the US; to strengthen development programs for teaching assistants, teaching fellows, associate instructors, or their equivalents; to promote research in second language acquisition and on the preparation and supervision of teaching assistants; and to establish a forum for exchanging ideas, experiences, and materials among those concerned with language program direction.

PICS Videoguidelines: The following guidelines should stimulate your work with video in language teaching. We have chosen a list-like format that should encourage teachers to scan quickly through the pages to find the argument or technique that best fits their immediate needs. We hope it goes without further saying that these guidelines are not meant to be prescriptive, but provocative; they are ideas, suggestions, perspectives, fragments of a larger universe of possibilities. Please feel free to copy and distribute these suggestions. # Part A: Twelve Topics on Video in Language Learning addresses some of the most frequently heard questions about work with video. # Part B: Dimensions of Interactivity provides a rationale and a chart to guide a teacher's approach to any video segment. # Part C: An Activities Inventory offers an extensive checklist of specific activities for working with video. # Part D: Readings makes a few suggestions for further exploration of this topic.

Juicy Geography... is Noel Jenkins' personal collection of ideas, lessons and resources for school geography at KS3 and KS4. The emphasis is on creativity, ICT and original Google Earth lessons.

Welcome to the Language Technology Boot Camp Site. The first Boot Camp was initiated because the language residents at the Oldenborg Center at Pomona College did not receive any training in the use of technology in foreign language learning and teaching. Many had never encountered the possibilities that a private liberal arts college offers and most had not been familiar with the teaching and learning styles and philosophy prevalent at our institution. Therefore the first Boot Camp was conducted at Pomona College in August 2006. After talks with colleagues at other colleges I found that this was a novelty, as usually only faculty get trained in these matters and that language residents or assistants usually fall through the cracks. But especially these teacher/students are the ones with a lot of enthusiasm, current cultural knowledge, native-speaker abilities, and a more open and relaxed relationship with new technologies and possibilities. As I was planning the 2007 Boot Camp, which underwent several changes, the idea was born that all this work and preparation should be shared, and also that if others contributed to this Boot Camp, the program would be better than if only I prepared everything.

LLU was started in 2005 as a place for people interested in language learning and technology to come together and discuss, ponder, or complain about teaching and learning languages in the 21st century… On any given K-16 campus there may be one (and just one) person who supports the teaching and learning of languages. While our fellow language faculty know and appreciate and respect our work, quite often our colleagues throughout the rest of the campus have absolutely no idea what we do, or how we do it. As a result, we often labor alone at our schools, and yet we crave the ability to connect with others who are in similar jobs, facing similar concerns.

A collection of lesson plans and materials for teaching speech acts/pragmatics. Focuses on English, but ideas could be applied to other languages.

"Hosted by: Dr. Abigail Grant Scheg (Elizabeth State University) Date: November 29, 2012 Text messaging, in and out of the classroom, is often viewed as a negative communicative mode which results in poor grammar and poor idea representation, let alone student procrastination from more important projects. However, as Web 2.0 technologies increase in number and popularity, these tools are changing the face of education, business, and communication at large. This session will discuss the pedagogical possibilities using text messaging and ways to incorporate texting into the classroom or as part of a class in a way that will make the instructor feel comfortable. Starting with the idea that our students are experts in the technology of text messaging, this session will allow the instructor to utilize students' skills in a positive light rather than dismiss them as unimportant. In this presentation, author Dr. Abigail Grant Scheg will discuss her IGI Global chapter, Textperts: Utilizing Students' Skills in the Teaching of Writing. Her research explores both the theoretical and practical implementations of text messaging into the composition of the classroom with careful consideration of the positive and negative impacts."

"This article will address those questions by examining what corpus linguistics is, how it can be applied to teaching English, and some of the issues involved. Resources are also included which will assist anyone who is interested in pursuing this line of study further."

Stanford Humanities Fellow Edith Sheffer had an idea of how she could personalize history for her students. This led to an innovative use of the wiki. The following are highlights from a conversation in January 2009 about her course "Germany and the World Wars, 1870-1990.″. The idea was to have a writing assignment that would function like weekly response papers but be slightly more interesting to the students. Each student would create his or her own character that was born in 1900 and be in complete control of their persona. Beyond the initial introductory sentence that gave their parent's occupation, and birthplace and gender, they could make life choices.

Diane J. Tedick, Editor (The Minnesota Articulation Project). This handbook for teachers was designed to provide world language teachers with the background knowledge, ideas, and resources for implementing proficiency-oriented language instruction and classroom-based performance measures into their curriculum. Tied to the national Standards for Foreign Language Education, the Handbook gives teachers a solid foundation of the principles and practices that are central to standards-based and proficiency-oriented language instruction and assessment. The Handbook gives teachers a wide variety of tasks and activities to use in the classroom along with ideas for adapting these activities for different levels and languages and longer curricular packages.The Handbook was originally created by members of the Minnesota Articulation Project. While the handbook is still available in print through the CARLAmworking paper series most of the handbook is now available online.

Special Issue: Using Corpora in Language Teaching and Learning

"I was unaware of exactly what could be gained from using corpora, having never done so, nor had I seen it mentioned in the numerous coursebooks I had used. In fact, the extent to which corpora have infiltrated teaching is not non-existent but remains marginal. A DELTA assignment later and the week before I was to give an input session on using concordances in the classroom, various colleagues sidled up to me muttering, "So, er, what's a concordance?" This is perhaps the most sensible place to begin."

FREE MONTHLY WEBINARS: Learn about practical teaching ideas, new pedagogy, and materials for use in your classroom through these interactive, online discussions with authors and experts. All you need is a computer with speakers and an Internet connection. "

The KEEP Toolkit is a set of web-based tools that help teachers, students and institutions quickly create compact and engaging knowledge representations on the Web. With the KEEP Toolkit you can: * select and organize teaching and learning materials. * prompt analysis and reflection by using templates. * transform materials and reflections into visually appealing and intellectually engaging representations. * share ideas for peer-review, assessment, and collective knowledge building. * simplify the technical tasks and facilitate knowledge exchange and dissemination.

Forum discussion gathering ideas for magazine article on top-10 things that teachers should know that they didn't learn in their teacher education programs.

A book with a difference, #movemeon is a collection of 140-character pearls of wisdom from educators using the social networking service, Twitter. From behaviour management to interaction with colleagues, you will find practical advice and ideas contributed by classroom practitioners!

"ICT4LT Module 2.4 Using concordance programs in the Modern Foreign Languages classroom"

A Spanish teacher's blog

Describes how a professor at Boston College used a wiki as the core of his course, suggesting it is a better tool than a textbook.