NEALLT 2007

The Language Learning Space: Real and Virtual Uses
March 30 - April 1, 2007

March 31, 2007 3:30 pm

Push vs. Pull and LRC Dissemination via Technology

Jill Robbins, National Capital Language Resource Center

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Language Resource Center	Tech Training	Pushed content / Interactive
NCLRC (DC)	Tech for Teachers: About blogs Podcast with me ePortfolios; Linguafolio Discover the Future of L2 Writing with Blogs & Wikis (ppt file)	Blogs, Newsletter Listserv, Arabic K-12 Listserv, Podcasts, Surveys, Polls
CALPER (Penn State)	CALPER hosts or has hosted several CMC environments: Wikis, Blogs, Forums, and Chats	Podcast Series Hindi/Urdu Listserv Multilingual Wiki
CALPER (Penn State)	Technology Summer Institute	Uni-Blogs (Spanish Blog Cafe) Chat (non-functional)
SALRC (Chicago)	Workshop on using technology to promote South Asian langauge learning
LARCNET (San Diego)	Developing instructional Media for Web Interface Technology
CARLA (Minnesota)	Technology Instruction Modules	Survey of Immersion Programs
CARLA (Minnesota)	Technology Insitutes: Podcast basics; CMC; Podcasting: Create Your Own!	Listserv for Language Immersion LCTL Listservs Listserv for K12 Chinese Language Programs
CeCLAR (Indiana)		Central Asian Language Podcasts Distance Learning of Uzbek
CERCLL (Arizona)	Online Language Environments project	OLE Board
CLEAR (Michigan)		Listserv for FL Assessment
NFLRC (Hawaii)		Language Documentation & Conservation e-Journal, Survey on placement
CASLS (Oregon)		InterCom information Listserv, Survey
NEALRC (Ohio)		Survey of East Asian Language Educators

Discussion time; Suggestions for LRCs

Email comments or questions

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The mission of the nationally funded Language Resource Centers (LRCs) has changed dramatically with the development of interactive web technology. Where the LRCs once published hard copies of research reports and teaching guides, now the delivery of content is electronic and a movement toward interactive, Web 2.0 applications is evident. This presentation demonstrates ways the LRCs now 'push' information to teachers and students through podcasts, blogs, and listservs. It also demonstrates ways the LRC pulls readers toward more interactivity with blogs, surveys, and polls. In-person teacher institutes are still a mainstay of the LRCs, but participants can now get a taste of the workshops through podcasts. An open discussion of the new media available on LRC websites and suggestions for improvement concludes this session.

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