�ݺ�ߣshows by User: lclc

�ݺ�ߣshows by User: lclc / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: lclc / Fri, 10 Apr 2015 15:20:22 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: lclc Why foreign language? /slideshow/why-foreign-language/46869234 whyforeignlanguage-150410152022-conversion-gate01
Why Learn a Foreign Language at UIC? http://lcsl.uic.edu/]]>
Why Learn a Foreign Language at UIC? http://lcsl.uic.edu/]]> Fri, 10 Apr 2015 15:20:22 GMT /slideshow/why-foreign-language/46869234 lclc@slideshare.net(lclc) Why foreign language? lclc Why Learn a Foreign Language at UIC? http://lcsl.uic.edu/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/whyforeignlanguage-150410152022-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Why Learn a Foreign Language at UIC? http://lcsl.uic.edu/

Why foreign language? from Language and Culture Learning Center

]]> 2157 5 https://cdn.slidesharecdn.com/ss_thumbnails/whyforeignlanguage-150410152022-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 Language Symposium 2012: Developing Task-Based Social Networking Projects: The Case of Teaching Russian in the L2 Classroom /slideshow/language-symposium-2012-developing-taskbased-social-networking-projects-the-case-of-teaching-russian-in-the-l2-classroom/12660534 april14languagesymposiumpresentation-120423181819-phpapp02
Presentation by Svetlana Dembovskaya, Loyola University Chicago, and Liudmila Klimanova, University of Iowa, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). As integration of Internet-based social networking sites (SNSs) becomes increasingly popular in foreign language classrooms, the use of SNSs is particularly critical in the context of teaching less commonly taught languages, where students' exposure to the target language and its users is usually limited or even minimal. A foreign language educator, however, should be cautioned against the seemingly culturally unbiased nature of social networking environments. Recent studies show that, in online community spaces, cultural values and norms are established using methods similar to those of offline communities (see, for example, Hanna & de Nooy, 2003, 2009; Pasfield-Neofitou, 2011). We designed a project spanning two semesters that brought a rich and authentic target language social networking community, VKontakte, into Russian beginning and intermediate college-level classes. At the same time, we provided continuous structured guidance and regular opportunities for American students to reflect individually and in groups on their emerging insights into culturally determined uniqueness of the VKontakte online community. The students created their own profile pages, worked with students in partner universities in Russia and the Ukraine to complete weekly communicative tasks in Russian, and participated in online discussion forums. Analysis of students' weekly reflections and interactions with keypals appears to show that, over the course of the project, students developed more sensitivity to culturally salient features of the Russia-based social-networking community. Yet, the instructor's guidance was instrumental in developing culturally appropriate interpretation of Russian online culture. In conclusion, we will discuss the rewards and challenges of integrating social networking projects into foreign language classroom instruction.]]>
Presentation by Svetlana Dembovskaya, Loyola University Chicago, and Liudmila Klimanova, University of Iowa, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). As integration of Internet-based social networking sites (SNSs) becomes increasingly popular in foreign language classrooms, the use of SNSs is particularly critical in the context of teaching less commonly taught languages, where students' exposure to the target language and its users is usually limited or even minimal. A foreign language educator, however, should be cautioned against the seemingly culturally unbiased nature of social networking environments. Recent studies show that, in online community spaces, cultural values and norms are established using methods similar to those of offline communities (see, for example, Hanna & de Nooy, 2003, 2009; Pasfield-Neofitou, 2011). We designed a project spanning two semesters that brought a rich and authentic target language social networking community, VKontakte, into Russian beginning and intermediate college-level classes. At the same time, we provided continuous structured guidance and regular opportunities for American students to reflect individually and in groups on their emerging insights into culturally determined uniqueness of the VKontakte online community. The students created their own profile pages, worked with students in partner universities in Russia and the Ukraine to complete weekly communicative tasks in Russian, and participated in online discussion forums. Analysis of students' weekly reflections and interactions with keypals appears to show that, over the course of the project, students developed more sensitivity to culturally salient features of the Russia-based social-networking community. Yet, the instructor's guidance was instrumental in developing culturally appropriate interpretation of Russian online culture. In conclusion, we will discuss the rewards and challenges of integrating social networking projects into foreign language classroom instruction.]]> Mon, 23 Apr 2012 18:18:16 GMT /slideshow/language-symposium-2012-developing-taskbased-social-networking-projects-the-case-of-teaching-russian-in-the-l2-classroom/12660534 lclc@slideshare.net(lclc) Language Symposium 2012: Developing Task-Based Social Networking Projects: The Case of Teaching Russian in the L2 Classroom lclc Presentation by Svetlana Dembovskaya, Loyola University Chicago, and Liudmila Klimanova, University of Iowa, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). As integration of Internet-based social networking sites (SNSs) becomes increasingly popular in foreign language classrooms, the use of SNSs is particularly critical in the context of teaching less commonly taught languages, where students' exposure to the target language and its users is usually limited or even minimal. A foreign language educator, however, should be cautioned against the seemingly culturally unbiased nature of social networking environments. Recent studies show that, in online community spaces, cultural values and norms are established using methods similar to those of offline communities (see, for example, Hanna & de Nooy, 2003, 2009; Pasfield-Neofitou, 2011). We designed a project spanning two semesters that brought a rich and authentic target language social networking community, VKontakte, into Russian beginning and intermediate college-level classes. At the same time, we provided continuous structured guidance and regular opportunities for American students to reflect individually and in groups on their emerging insights into culturally determined uniqueness of the VKontakte online community. The students created their own profile pages, worked with students in partner universities in Russia and the Ukraine to complete weekly communicative tasks in Russian, and participated in online discussion forums. Analysis of students' weekly reflections and interactions with keypals appears to show that, over the course of the project, students developed more sensitivity to culturally salient features of the Russia-based social-networking community. Yet, the instructor's guidance was instrumental in developing culturally appropriate interpretation of Russian online culture. In conclusion, we will discuss the rewards and challenges of integrating social networking projects into foreign language classroom instruction. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/april14languagesymposiumpresentation-120423181819-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation by Svetlana Dembovskaya, Loyola University Chicago, and Liudmila Klimanova, University of Iowa, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). As integration of Internet-based social networking sites (SNSs) becomes increasingly popular in foreign language classrooms, the use of SNSs is particularly critical in the context of teaching less commonly taught languages, where students' exposure to the target language and its users is usually limited or even minimal. A foreign language educator, however, should be cautioned against the seemingly culturally unbiased nature of social networking environments. Recent studies show that, in online community spaces, cultural values and norms are established using methods similar to those of offline communities (see, for example, Hanna & de Nooy, 2003, 2009; Pasfield-Neofitou, 2011). We designed a project spanning two semesters that brought a rich and authentic target language social networking community, VKontakte, into Russian beginning and intermediate college-level classes. At the same time, we provided continuous structured guidance and regular opportunities for American students to reflect individually and in groups on their emerging insights into culturally determined uniqueness of the VKontakte online community. The students created their own profile pages, worked with students in partner universities in Russia and the Ukraine to complete weekly communicative tasks in Russian, and participated in online discussion forums. Analysis of students' weekly reflections and interactions with keypals appears to show that, over the course of the project, students developed more sensitivity to culturally salient features of the Russia-based social-networking community. Yet, the instructor's guidance was instrumental in developing culturally appropriate interpretation of Russian online culture. In conclusion, we will discuss the rewards and challenges of integrating social networking projects into foreign language classroom instruction.

Language Symposium 2012: Developing Task-Based Social Networking Projects: The Case of Teaching Russian in the L2 Classroom from Language and Culture Learning Center

]]> 617 7 https://cdn.slidesharecdn.com/ss_thumbnails/april14languagesymposiumpresentation-120423181819-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post

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0 Language Symposium 2012: Taking online research tasks to the conversational level /slideshow/language-symposium-2012-taking-online-research-tasks-to-the-conversational-level/12660516 languagesymposiumuicsp12-120423181441-phpapp01
Presentation by Montserrat Mir of Illinois State University at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Advanced conversation classes and materials are built upon the assumption that intriguing and controversial topics are the key to get learners to speak. However, learners see most of these open-ended activities designed to stimulate conversation and discussion as simple answer the questions exercises. When students are asked to provide their opinion on a topic, they often lack information about that topic and this is the reason why these discussion/debate activities do not work. Research shows that exchange of information tasks elicit more production than any other types of tasks and thus, promotes interaction and language acquisition (Long, 1989; Ellis, 2000). The informational nature of communication needs to be exploited fully in conversation classes. In this presentation we will discuss a task based approach to enhance advanced conversation skills. In this approach students individually research topics of their choice which then are discussed and shared through task-oriented activities in the classroom. In that sense the exchange of information has a clear purpose since listeners in the conversation are learning new concepts or ideas and not simply personal opinions. In order to guide students in the completion of research activities, we provide templates which can be used with the different concrete themes chosen by students. Some of the benefits of these online research tasks include student motivation, control over own learning, amount of reading and content knowledge, and active speaking and listening.]]>
Presentation by Montserrat Mir of Illinois State University at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Advanced conversation classes and materials are built upon the assumption that intriguing and controversial topics are the key to get learners to speak. However, learners see most of these open-ended activities designed to stimulate conversation and discussion as simple answer the questions exercises. When students are asked to provide their opinion on a topic, they often lack information about that topic and this is the reason why these discussion/debate activities do not work. Research shows that exchange of information tasks elicit more production than any other types of tasks and thus, promotes interaction and language acquisition (Long, 1989; Ellis, 2000). The informational nature of communication needs to be exploited fully in conversation classes. In this presentation we will discuss a task based approach to enhance advanced conversation skills. In this approach students individually research topics of their choice which then are discussed and shared through task-oriented activities in the classroom. In that sense the exchange of information has a clear purpose since listeners in the conversation are learning new concepts or ideas and not simply personal opinions. In order to guide students in the completion of research activities, we provide templates which can be used with the different concrete themes chosen by students. Some of the benefits of these online research tasks include student motivation, control over own learning, amount of reading and content knowledge, and active speaking and listening.]]> Mon, 23 Apr 2012 18:14:40 GMT /slideshow/language-symposium-2012-taking-online-research-tasks-to-the-conversational-level/12660516 lclc@slideshare.net(lclc) Language Symposium 2012: Taking online research tasks to the conversational level lclc Presentation by Montserrat Mir of Illinois State University at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Advanced conversation classes and materials are built upon the assumption that intriguing and controversial topics are the key to get learners to speak. However, learners see most of these open-ended activities designed to stimulate conversation and discussion as simple answer the questions exercises. When students are asked to provide their opinion on a topic, they often lack information about that topic and this is the reason why these discussion/debate activities do not work. Research shows that exchange of information tasks elicit more production than any other types of tasks and thus, promotes interaction and language acquisition (Long, 1989; Ellis, 2000). The informational nature of communication needs to be exploited fully in conversation classes. In this presentation we will discuss a task based approach to enhance advanced conversation skills. In this approach students individually research topics of their choice which then are discussed and shared through task-oriented activities in the classroom. In that sense the exchange of information has a clear purpose since listeners in the conversation are learning new concepts or ideas and not simply personal opinions. In order to guide students in the completion of research activities, we provide templates which can be used with the different concrete themes chosen by students. Some of the benefits of these online research tasks include student motivation, control over own learning, amount of reading and content knowledge, and active speaking and listening. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/languagesymposiumuicsp12-120423181441-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation by Montserrat Mir of Illinois State University at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Advanced conversation classes and materials are built upon the assumption that intriguing and controversial topics are the key to get learners to speak. However, learners see most of these open-ended activities designed to stimulate conversation and discussion as simple answer the questions exercises. When students are asked to provide their opinion on a topic, they often lack information about that topic and this is the reason why these discussion/debate activities do not work. Research shows that exchange of information tasks elicit more production than any other types of tasks and thus, promotes interaction and language acquisition (Long, 1989; Ellis, 2000). The informational nature of communication needs to be exploited fully in conversation classes. In this presentation we will discuss a task based approach to enhance advanced conversation skills. In this approach students individually research topics of their choice which then are discussed and shared through task-oriented activities in the classroom. In that sense the exchange of information has a clear purpose since listeners in the conversation are learning new concepts or ideas and not simply personal opinions. In order to guide students in the completion of research activities, we provide templates which can be used with the different concrete themes chosen by students. Some of the benefits of these online research tasks include student motivation, control over own learning, amount of reading and content knowledge, and active speaking and listening.

Language Symposium 2012: Taking online research tasks to the conversational level from Language and Culture Learning Center

]]> 415 4 https://cdn.slidesharecdn.com/ss_thumbnails/languagesymposiumuicsp12-120423181441-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post

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0 Language Symposium 2012: Social Media for Language Learning Outside the Classroom /slideshow/language-symposium-2012-onlinetasks-a-framework-for-intermediate-materials-development/12660451 lclcpowerpoint-april14-11-00am-120423180449-phpapp01
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!]]>
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!]]> Mon, 23 Apr 2012 18:04:46 GMT /slideshow/language-symposium-2012-onlinetasks-a-framework-for-intermediate-materials-development/12660451 lclc@slideshare.net(lclc) Language Symposium 2012: Social Media for Language Learning Outside the Classroom lclc Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours! <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lclcpowerpoint-april14-11-00am-120423180449-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!

Language Symposium 2012: Social Media for Language Learning Outside the Classroom from Language and Culture Learning Center

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0 Language Symposium 2012: Connecting to the World through Digital Story Telling /slideshow/language-symposium-2012-connecting-to-the-world-through-digital-story-telling/12660006 bartalesi-graf-120423171643-phpapp01
Presentation by Daniela Bartalesi-Graf of Wellesley College at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Story telling is an ancient art in every language and culture around the world. With the help of modern technology, story telling has become a digital experience, one that combines oral tradition and images captured by and stored on a computer. Digital story telling is a powerful and gratifying experience for both teachers and learners, and can be successfully employed in the language classroom. Students become active learners as they work through several stages towards a well defined objective: to write and illustrate a story in any genres, i.e. autobiography, fantasy, science fiction, fairy tales, history, essay, travel narrative, etc This step by step presentation will focus on how to guide students in creating, writing, revising and presenting a digital story telling project in any language and at any level of language learning, using Voicethread, a free web application. Handouts will include step by step instructions and rubrics, guidelines on how to conduct peer reviews and assessment. The presentation will include PowerPoint slides, and a discussion of a sample of students projects.]]>
Presentation by Daniela Bartalesi-Graf of Wellesley College at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Story telling is an ancient art in every language and culture around the world. With the help of modern technology, story telling has become a digital experience, one that combines oral tradition and images captured by and stored on a computer. Digital story telling is a powerful and gratifying experience for both teachers and learners, and can be successfully employed in the language classroom. Students become active learners as they work through several stages towards a well defined objective: to write and illustrate a story in any genres, i.e. autobiography, fantasy, science fiction, fairy tales, history, essay, travel narrative, etc This step by step presentation will focus on how to guide students in creating, writing, revising and presenting a digital story telling project in any language and at any level of language learning, using Voicethread, a free web application. Handouts will include step by step instructions and rubrics, guidelines on how to conduct peer reviews and assessment. The presentation will include PowerPoint slides, and a discussion of a sample of students projects.]]> Mon, 23 Apr 2012 17:16:41 GMT /slideshow/language-symposium-2012-connecting-to-the-world-through-digital-story-telling/12660006 lclc@slideshare.net(lclc) Language Symposium 2012: Connecting to the World through Digital Story Telling lclc Presentation by Daniela Bartalesi-Graf of Wellesley College at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Story telling is an ancient art in every language and culture around the world. With the help of modern technology, story telling has become a digital experience, one that combines oral tradition and images captured by and stored on a computer. Digital story telling is a powerful and gratifying experience for both teachers and learners, and can be successfully employed in the language classroom. Students become active learners as they work through several stages towards a well defined objective: to write and illustrate a story in any genres, i.e. autobiography, fantasy, science fiction, fairy tales, history, essay, travel narrative, etc This step by step presentation will focus on how to guide students in creating, writing, revising and presenting a digital story telling project in any language and at any level of language learning, using Voicethread, a free web application. Handouts will include step by step instructions and rubrics, guidelines on how to conduct peer reviews and assessment. The presentation will include PowerPoint slides, and a discussion of a sample of students projects. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bartalesi-graf-120423171643-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation by Daniela Bartalesi-Graf of Wellesley College at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Story telling is an ancient art in every language and culture around the world. With the help of modern technology, story telling has become a digital experience, one that combines oral tradition and images captured by and stored on a computer. Digital story telling is a powerful and gratifying experience for both teachers and learners, and can be successfully employed in the language classroom. Students become active learners as they work through several stages towards a well defined objective: to write and illustrate a story in any genres, i.e. autobiography, fantasy, science fiction, fairy tales, history, essay, travel narrative, etc This step by step presentation will focus on how to guide students in creating, writing, revising and presenting a digital story telling project in any language and at any level of language learning, using Voicethread, a free web application. Handouts will include step by step instructions and rubrics, guidelines on how to conduct peer reviews and assessment. The presentation will include PowerPoint slides, and a discussion of a sample of students projects.

Language Symposium 2012: Connecting to the World through Digital Story Telling from Language and Culture Learning Center

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0 2010 Spring Google Wave Pres Simp Web2 /slideshow/2010-spring-google-wave-pres-simp-web2/3605084 2010spring-googlewavepressimpweb2-100331122224-phpapp01
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]]> Wed, 31 Mar 2010 12:22:16 GMT /slideshow/2010-spring-google-wave-pres-simp-web2/3605084 lclc@slideshare.net(lclc) 2010 Spring Google Wave Pres Simp Web2 lclc <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2010spring-googlewavepressimpweb2-100331122224-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

2010 Spring Google Wave Pres Simp Web2 from Language and Culture Learning Center

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0 https://public.slidesharecdn.com/v2/images/profile-picture.png lclc.uic.edu https://cdn.slidesharecdn.com/ss_thumbnails/whyforeignlanguage-150410152022-conversion-gate01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/why-foreign-language/46869234 Why foreign language? https://cdn.slidesharecdn.com/ss_thumbnails/april14languagesymposiumpresentation-120423181819-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/language-symposium-2012-developing-taskbased-social-networking-projects-the-case-of-teaching-russian-in-the-l2-classroom/12660534 Language Symposium 201... https://cdn.slidesharecdn.com/ss_thumbnails/languagesymposiumuicsp12-120423181441-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/language-symposium-2012-taking-online-research-tasks-to-the-conversational-level/12660516 Language Symposium 201...