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The Language Acquisition Resource Center, LARC, is a national Language Resource Center located on the San Diego State University campus. It is one of fifteen Department of Education Title VI funded Language Resource Centers (LRCs). Our mission is to develop and support the teaching and learning of foreign languages in the United States through research, technology, and publications. Particular attention is paid to less commonly taught languages, cross-cultural issues, language skills assessment, and teacher training.

NCLRC is a joint project of Georgetown University,The George Washington University, and the Center for Applied Linguistics. We are located in Washington, DC, and are one of fifteen nonprofit Language Resource Centers funded by the U.S. Department of Education. Sponsors the International Conference on Language Teacher Education

New MIT Center Will Explore New Forms of Storytelling (Including Holographic Ones). The Media Lab at the Massachusetts Institute of Technology announced yesterday that it had signed a contract with a budding film-and-television studio to create the Center for Future Storytelling.

"The French Cultural Center is thrilled to unveil the first ever francophone e-Library in the United States, available to residents of New England! Our initial, hand-picked collection of 500 e-Books and e-Audiobooks spans classic and contemporary literature, as well as non-fiction works such as history, biographies and travel guides. It includes offerings for Francophiles at all levels, from beginners to native speakers, and a number of young adult and early reader titles. To learn more about the collection, feel free to browse the e-Library catalog before registering."

ANVILL (A National Virtual Language Lab) is a speech-based toolbox for language teachers. Like the language lab console of old, it's focused on the practice of oral/aural language, but at its core are very modern web-based audio and video tools from duber dot com: Voiceboards (an asynchronous speech tool), LiveChat (a 4-way conversation tool), and Voicerecorder (a widget for instant recordings). Each really opens up the scope and sequence of spoken language tasks. Creating media-rich lessons in ANVILL is simple and straightforward. There are templates for audio, video, and image tasks; there are also tools for text-based discussions like blogs and forums. ANVILL's assessment tool,Quizzes and Surveys, gives teachers an easy way to assign and respond to spoken language tasks. In addition, ANVILL is a course management system. Teachers who are doing distance or hybrid courses have a simple means of managing their students as well as their curriculum. We think you'll find that ANVILL is quite flexible, and permits the kind of extra listening and speaking practice that language students need so much. ANVILL is a project of the Yamada Language Center at the University of Oregon. These tools are currently in use at UO and at a select number of K-12 sites around the Northwest. Thanks to our National Foreign Language Resource Center partners at CASLS, we are able to offer ANVILL to educators at no cost. Here is an overview of its features. If you think it would be helpful to you and your students, contact us to set up an account. Our two-year pilot study has just gotten underway and we're looking for language teachers at all levels to use it and tell us what they think.

The Center's mission is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities designed to improve the accessibility and quality of African language instruction in the United States. The Center encourages a variety of pedagogical approaches to accommodate learner diversity, and advocates the integration of language and culture learning and the acquisition of fluency in these areas. It facilitates dialogue among teachers, learners, and administrators from a wide variety cultural and institutional perspectives, and promotes the profession of African language teaching.

The Language Center's goal is to enhance second language instruction at the University of Minnesota. The Center provides audio, video and computer facilities and equipment, assists in the preparation of instructional materials and offers training and consultation to instructors with the application of new instructional technologies.

National Center for the Study of Adult Learning and Literacy

University of Michigan; New Language Resource Center

PeerCentered is a space for peer writing tutors/consultants or anyone interested in writing centers to blog with their colleagues from around the world. Bloggers here will share their ideas, experiences, or insight. PeerCentered also features a podcast. If you are interested participating in the podcast, contact Clint.

Exercises developed by the CLA Language Center GlossMaker: Allows the creation of on-line texts with annotations or glosses. EvalMaker: Creates an exercise where students can evaluate their own answers by comparing them to the teacher's. Also allows incorporation of sound or image files. MatchMaker: Creates a classic two-column matching exercise. Good provision for feedback. Also allows incorporation of sound or image files.

Collection of materials and links for Russian teachers.

"For the third year, AAEEBL members and eportfolio practitioners from around the world will gather at the Seaport World Trade Center on stunning Boston Harbor for the AAEEBL Annual Conference. Once again, AAEEBL is co-locating with Campus Technology, and attendees will be welcome to attend either AAEEBL or CT sessions."

"Understanding Assessment: A Guide for Foreign Language Educators is a tutorial on language testing for foreign language educators. It is designed to help new users of the Center for Applied Linguistics' Foreign Language Assessment Directory (FLAD) and it is also an excellent resource for anyone who wants to learn more about language testing."

"In the increasingly interconnected world of the 21st century, Americans must be able to communicate effectively in English and other world languages. Yet while countries around the world are implementing language programs that position their students to become multilingual world citizens, results of a recent national report by the Center for Applied Linguistics (Rhodes & Pufahl, 2010) reveal that opportunities for U.S. students to learn a foreign language have declined.

Throughout our years of language teaching, we experienced the all-too-common frustration of constantly searching for THE textbook suited to our French language classes and never finding one. What we needed was a textbook teaching beginners or near-beginners how to live in French in the Canadian context. We could not find it, so we wrote it. Teaching how to live in French in the Canadian context means being able to interact with Francophones in a way similar to how Francophones interact among themselves. This implies knowing the rules of communication, being familiar with French-Canadian culture, using real language, and being actively involved in one's learning. À bon port can best be described by these key-words: communication, Canadian, authentic, learner-centered.

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.

KEYNOTE SPEAKERS Friday, April 3: Barbara Sawhill (Oberlin College) Saturday, April 4: Gus Leonard (CSU Monterey Bay) In addition to the keynote speeches, the conference will consist of various workshops, joint presentations and panels centered around the use of technology and language learning. This collaborative conference, co-located with SWALLT, is designed for the expert and novice alike! April 3-5, 2009

Chronicle article about a new guide by the university's Center for Social Media offers free legal advice to clarify such issues-and its authors say that the "fair use" provisions of copyright law are more permissive than many professors may think.

Video Interactions for Teaching and Learning (VITAL) is a Web-based video analysis and communication system created by the Columbia Center for New Media Teaching and Learning and Professor Herbert Ginsburg of Teachers College, Columbia University. VITAL comprises tools for video editing and annotation and for the creation of multimedia reports, embedded in the context of an course syllabus with topics, videos, and activities, all housed within an online community space. Students who use VITAL learn to observe closely, interpret, and develop arguments using cited video content as evidence.