NALRC - National African Language Resource Center

NALRC - National African Language Resource Center


๐—ก๐—ฒ๐˜„ ๐—ข๐—˜๐—ฅ ๐—ณ๐—ฟ๐—ผ๐—บ ๐—–๐—˜๐—ฅ๐—–๐—Ÿ๐—Ÿ! CERCLL Co-Director ๐—–๐—ต๐—ฎ๐—ป๐˜๐—ฒ๐—น๐—น๐—ฒ ๐—ช๐—ฎ๐—ฟ๐—ป๐—ฒ๐—ฟ and ๐—ฅ๐—ถ๐—ฐ๐—ต๐—บ๐—ผ๐—ป๐—ฑ ๐—˜๐—บ๐—ฏ๐—ฒ๐˜†๐˜„๐—ฎ (University of Arizona) have published ๐™ˆ๐™ช๐™ก๐™ฉ๐™ž๐™ก๐™ž๐™ฉ๐™š๐™ง๐™–๐™˜๐™ž๐™š๐™จ ๐™–๐™ฉ ๐™ฉ๐™๐™š ๐™ˆ๐™ช๐™จ๐™š๐™ช๐™ข: ๐˜ผ ๐™๐™š๐™จ๐™ค๐™ช๐™ง๐™˜๐™š ๐˜ฝ๐™ค๐™ค๐™  ๐™›๐™ค๐™ง ๐™‡๐™–๐™ฃ๐™œ๐™ช๐™–๐™œ๐™š ๐™๐™š๐™–๐™˜๐™๐™š๐™ง๐™จ.

Do you want to integrate multiliteracies as multisensory, aesthetic experiences into your classroom? Then this guide is for you! It introduces ways in which you can incorporate not only museums, but also other sites with visual displays such as social media and outdoor markets, into classroom materials that address language and culture.

This guide for teachers includes an introductory section on how museum-based pedagogies can help to facilitate genre awareness, visual literacy, and critical intercultural thinking in a new language. There are also sets of sample lessons and materials in German, Swahili, and English. As open materials, the resources are designed to be easily modified for educatorsโ€™ own classrooms. While several of the sample lessons take direct inspiration from the University of Arizona Museum of Art, instructor notes in the lessons point users towards ways in which the ideas can be adapted to other contexts, including online teaching.

โžฃ ๐—ฆ๐—ฒ๐—ฒ ๐—บ๐—ผ๐—ฟ๐—ฒ ๐—ฎ๐—ฏ๐—ผ๐˜‚๐˜ ๐˜๐—ต๐—ถ๐˜€ ๐—ฝ๐˜‚๐—ฏ๐—น๐—ถ๐—ฐ๐—ฎ๐˜๐—ถ๐—ผ๐—ป ๐—ฎ๐—ป๐—ฑ ๐—ฎ๐—ฐ๐—ฐ๐—ฒ๐˜€๐˜€ ๐˜๐—ต๐—ฒ ๐—ด๐˜‚๐—ถ๐—ฑ๐—ฒ๐—ฏ๐—ผ๐—ผ๐—ธ ๐—ต๐—ฒ๐—ฟ๐—ฒ:

College of Humanities at The University of Arizona
Department of German Studies at the University of Arizona
American Association of Teachers of German
NALRC - National African Language Resource Center
Weโ€™re excited to be at ACTFL for #ACTFL21! ๐—™๐—ถ๐—ป๐—ฑ ๐˜๐—ต๐—ฒ ๐—Ÿ๐—ฎ๐—ป๐—ด๐˜‚๐—ฎ๐—ด๐—ฒ ๐—ฅ๐—ฒ๐˜€๐—ผ๐˜‚๐—ฟ๐—ฐ๐—ฒ ๐—–๐—ฒ๐—ป๐˜๐—ฒ๐—ฟ๐˜€ ๐—ถ๐—ป ๐˜๐—ต๐—ฒ ๐˜ƒ๐—ถ๐—ฟ๐˜๐˜‚๐—ฎ๐—น ๐—ฒ๐˜…๐—ต๐—ถ๐—ฏ๐—ถ๐˜ ๐—ต๐—ฎ๐—น๐—น & ๐˜€๐—ถ๐—ด๐—ป ๐˜‚๐—ฝ ๐—ณ๐—ผ๐—ฟ ๐—ฝ๐—ฟ๐—ถ๐˜‡๐—ฒ๐˜€ ๐—ณ๐—ฟ๐—ผ๐—บ ๐—ฒ๐—ฎ๐—ฐ๐—ต ๐—ฐ๐—ฒ๐—ป๐˜๐—ฒ๐—ฟ at ACTFL 2021 Virtual.

You could win a number of conference registrations (yes! that includes our own Intercultural Competence Conference!), workshop registrations, books, access to online learning platforms--all kinds of goodies that are usually offered for a fee by the Language Resource Centers.

Stop by the virtual booth and learn more about the resources and professional development opportunities offered by the 16 Title VI-funded LRCs!

If you aren't at the ACTFL convention, you can learn more about the centers on the common LRC website:

The LRCs are:
CERCLL - Center for Educational Resources in Culture, Language and Literacy
CALPER-Center for Advanced Language Proficiency Education and Research
Center for Open Educational Resources and Language Learning
National Foreign Language Resource Center
CARLA - Center for Advanced Research on Language Acquisition
National Heritage Language Resource Center (NHLRC)
Center for Urban Language Teaching and Research
Center for Applied Second Language Studies (CASLS)
IU Center for Languages of the Central Asian Region
NALRC - National African Language Resource Center
L2TReC Utah
Duke University Center for Slavic, Eurasian, and East European Studies
National East Asian Language Resource Center
Open Language Resource Center
Dinka and Nuer speakers! Are you looking to make a difference?
Your language skills can help the #Dinka and #Nuer people of #SouthSudan make their voices heard. Become a part of our global community of remote #volunteers at Translators without Borders, meet like-minded people, and translate vital resources. Register here:
Visit our website and share this message with your network
Good day.
Do you have any literature at your centre relating to Bapedi history in the Republic of South Africa.
Should you have it, how can I access it?

Society, Identity, and Transformation in Language Teacher Education
Eleventh International Conference on Language Teacher Education

May 30โ€“June 1, 2019
The Graduate Hotel
Minneapolis, MN

Call for Papers Deadline: January 18, 2019
Happy Holidays!
Start learning Arabic @ Yale in the summer. Develop a basic knowledge of Modern Standard Arabic and spoken dialect through a comprehensive and integrated method emphasizing reading, writing, speaking, comprehension, grammar, and vocabulary acquisition. Elementary Arabic I: Session A: May 29 - June 30. Elementary Arabic II: Session B: July 3 - August 4. Apply now @
Up National African Languages Resource Center.!!!!
The National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa is pleased to announce its 2017 Project-Based Language Learning (PBLL) events...

1) Online Symposium
The Power of Project-Based Language Learning (PBLL)
January 11 - 12, 2017 - FREE

In the world language classroom, PBLL offers a framework for designing powerful, culturally contextualized language learning experiences that support learners in using their language to address โ€œreal worldโ€ needs/purposes that are personally meaningful to them.

The Project-Based Language Learning (PBLL) Symposium will bring together language educators, policymakers, researchers, and innovators for conversations regarding the potential of PBLL to enhance and transform language education. This unique, FREE online event will provide attendees with a broad overview of PBLL, engaging interactions with world language teachers who have implemented PBLL in their classrooms, and the chance to network with professionals who are passionate about this topic. The symposium format makes it easy to integrate into busy schedules. Four interactive sessions are distributed across two days (i.e., two sessions per day).

Register today:

2) Online Institute
Fundamentals of Project-Based Language Learning (PBLL)
Starts January 22, 2017 - Registration: $25

Embark on a journey of discovery in which you will learn more about the elements of high quality, rigorous Project-Based Language Learning (PBLL). During this yearโ€™s online institute, youโ€™ll explore PBLLโ€™s connections with experiential learning, career pathways, 21st Century Skills, performance-based assessment, and your own instructional context. You will also connect with colleagues who have a common interest in quality PBLL implementation as experts in the field guide you through the creation of a project blueprint.

Complete Option 1 as part of a facilitated cohort or Option 2 via self-paced study. Registration for this online institute is $25. Successfully complete all assigned tasks to earn an NFLRC Digital Badge, which qualifies you to apply for the NFLRC PBLL Intensive Summer Institute, Pathways to PBLL, offered in Honolulu in 2017. Stipends available for qualifying applicants.

For more information or registration:

3) Intensive Summer Institute
Pathways to Project-Based Language Learning (PBLL)
August 2 - 9, 2017
Facilitators: Cherice Montgomery & Cindy Kendall

Join us in exploring the use of Project-Based Language Learning (PBLL) as a framework for crafting compelling environments and experiences for language learners. During the NFLRC 2017 Intensive Summer Institute held in Hawaiโ€˜i, inservice Kโ€“16 world language educators will learn how to orchestrate rich, experiential language learning opportunities that draw on a diverse array of disciplines and career pathways. After participating in an abbreviated, face-to-face, PBLL experience, each participant will design a well-scaffolded project for use in their own language classes. Join a team of experts with background in PBLL, language pedagogy, career and technical education, and assessment in redefining what it means to teach, transforming what it is possible for students to learn, and discovering how to craft more compelling lives for ourselves in the process!

Please note: This is not a beginnerโ€™s workshop. Applicants must first earn a digital badge from the Fundamentals of PBLL Online Institute as a prerequisite. Seats are limited and applications are competitive. Community college instructors interested in creating interdisciplinary connections will receive special consideration.

For more information:
IT Position: The Center for Language & Technology at the University of Hawaii at Mฤnoa is seeking applicants for a full-time Information Technology (IT) position. Application deadline October 10, 2016.

For full details, see
Job opportunity: Interested in technology and language learning/teaching? Here's an opportunity to join a great team and work in this area at the University of Hawaiโ€˜i at Manoa.
NFLRC Seeks Online Professional Development Facilitator

The National Foreign Language Resource Center (NFLRC) seeks an energetic and knowledgeable online facilitator for a national project. If you are an online K-16 foreign language teacher with an interest in the development of materials for online instruction, we encourage you to apply. This is a unique opportunity to lead an online professional development series exclusively designed for online foreign language teachers. This Online Language Pedagogy (OLP) module will be the second of a series of three modules developed and offered annually by the NFLRC in collaboration with North Carolina Virtual Public School. The 2015 module is available at

Position Description

This position will entail facilitating five 2-hour weekly sessions of a professional development module on materials development for online foreign language teachers. Various professionals in the field are invited to give presentations on topics in their area of expertise. Sessions are synchronous, in webinar format, and start September 28 and end on October 26, 2016. The facilitator is expected to:

โ€ข give a brief overview of the topic for each session and introduce each speaker;
โ€ข moderate a discussion after the topic has been presented (with support from the NFLRC staff);
โ€ข wrap up each session;
โ€ข communicate with participants through email as needed;
assess participantsโ€™ tasks;
โ€ข provide feedback to improve the materials.

Minimum Requirements

โ€ข At least 3 years of experience teaching K-16 foreign language online at an accredited institution.
โ€ข Demonstrated experience facilitating professional development for foreign language teachers.
โ€ข Experience or interest in the design and development of instructional materials for online teaching and learning.

Applicant must reside and be authorized to work in the U.S.

Funded by a Title VI grant, the NFLRC aims to expand the nationโ€™s capacity to teach and learn foreign languages effectively through research and materials development projects. The primary audience for most NFLRC endeavors is language instructors and applied linguists.

Application Instructions

Submit a cover letter explaining how you meet the minimum requirements and a C.V. to [email protected] by August 1, 2016.

The National African Language Resource Center (NALRC) is a federally funded, non-profit national foreign language center dedicated to the advancement of African language teaching and learning in the United States.

The National African Language Resource Center, formerly at the University of Wisconsin Madison, but now domiciled at the Indiana University Bloomington, was established in September 1999. It is a federally funded, nonprofit national foreign language center dedicated to the advancement of African language teaching and learning in the United States.
โ€ขProvide resources and training to enhance the tea

Operating as usual


Dinka, Nuer, and Sudanese Arabic speakers based in the U.S. urgently needed.

Contact us at [email protected].


What are some research-based strategies for supporting heritage learners in mixed classrooms? Join the ACTFL Critical Conversation on June 8 at 8:00 p.m. ET to discuss this important topic on !
Both members and nonmembers are encouraged to attend.
Register and learn more at:


Participant 05

Shannon Hahn is chair of foreign languages and Spanish instructor at Durham Technical Community College in Durham, NC where she has taught since 2005 after receiving her MA in Hispanic Language and Literature from UNC Chapel Hill. She has presented at regional, national and international conferences on integrated performance assessment and proficiency-based teaching, online teaching, and globalization of curricula across disciplines. Before beginning her teaching career, Shannon worked in international freight forwarding where she managed exports and imports by air and sea transport. She often shares these experiences with her students to show them how language proficiency can open doors in business and beyond. She looks forward to incorporating business concepts into language courses at her institution to better prepare students for employment in the global workforce and to teach them skills that will transfer to other aspects of their lives.


Participant 04

Dr. Veronica Trapani joined OSPI as the Associate Director for Content, World Languages and International Education in 2020 after a decade of teaching German and English in Michigan, Tennessee, New York, and Germany. In 2021, she successfully completed her Ed.D. through Vanderbilt University, focusing on the social and emotional well-being of international students. Veronica serves on the Executive Board of the National Council of State Supervisors for Language (NCSSFL) as Technology Coordinator. She is also currently working with ACTFL to collect data to support National Board Certification for All Languages. Veronicaโ€™s interests, outside language acquisition and education, include cats, Detroit Red Wings hockey, films, hiking, skiing, and musical theater.


Participant 03

Margaret Mwingira is pursuing a PhD in Special Education at Indiana University, Bloomington where she also teaches Kiswahili. She had also studied and worked with second language learners, special needsโ€™ students, and the deaf community in the Psychology and Curriculum Departments at Stellenbosch University in South Africa. Margaret began her teaching career at a high school in Tanzania where she taught social sciences and English. She continues to work with students and preservice teachers in special education programs in IU School of Education, language learners in IU African Studies Program and in schools in Bloomington and its environs. She is attending the workshop because she is interested in how business components can be added to language syllabuses.


Participant 02

Lindsay Giacomino is a Lecturer of Spanish in the World Languages and Cultures Department at Iowa State University. She received her M.A from Indiana University, Bloomington in Hispanic Linguistics in 2017, specializing in phonetics/phonology, sociolinguistics, and second language acquisition, and a dual B.A. in Spanish and Linguistics from St. Cloud State University. Prior to beginning her graduate studies, she was a Fulbright English Teaching Assistant and taught English at a university in Colombia. Lindsay taught Spanish Conversation for Professionals at Iowa State, which focuses on agriculture, engineering, and business in the Spanish-speaking world. She is attending the Business in World Languages Workshop so that she can improve her knowledge of developing and delivering curriculum on Language for Specific Purposes (LSP) in Spanish, as she believes LSP is the future of foreign language pedagogy.


Participant 01

Yetunde Alabede is a Ph.D. student of Curriculum Instruction and Teacher Education at Michigan State University where she is also a Global Curriculum Fellow and works with Preservice World Language Teacher Candidates. She holds a bachelorโ€™s in Education and English and masterโ€™s of in Cross-cultural and International Education. She is interested in language education policy, foreign language teaching, language curriculum development, and implementation. As a language field instructor and a teacher educator she is interested in the Business in World Languages Workshop to hone her skill in how to train Preservice Teachers and in-service teachers whom she works with on developing learning plans that are project-based with a contemporary outlook. She is also interested in the workshop to consolidate her experience using Backward Curriculum Design in language teaching.


The second edition of our Workshop on Incorporating Business Concepts in World Languages Instruction (A.K.A. Business in World Languages) is already ongoing. Details about the participants coming soon.


Participant 10

Segun Fabiyi is pursuing a masterโ€™s in African Studies at Indiana University, Bloomington. He holds a bachelorโ€™s in English from Obafemi Awolowo University. Between 2020 and 2021, he was a Fulbright FLTA at the University of North Carolina, Chapel Hill where he taught Yoruba. He currently works as an Associate Instructor and a Researcher with IU African Studies Program. He hopes to learn about Backward Curriculum Design from the Summer Institute.


Participant 09

Abiodun Awokoya holds a BA and an MA in linguistics from the University of Ibadan. Her research interests include Second Language Acquisition and language and technology. Her goal for attending the Summer Institute is to have a better understanding of standard-based and thematically organized Backward Curriculum Design.


Participant 08

Twalha Twaha Abbass is a novelist, a graduate student of African Studies, and an Associate Instructor of Kiswahili at Indiana University, Bloomington. As a language instructor, Twalha is motivated to continuously acquire new language instruction skills. His inspiration goes back to 2017 when he graduated with a bachelorโ€™s degree in education from the University of Dar es Salaam, Tanzania, and started teaching English at a high school. Between 2019 to 2020, he taught Kiswahili at Indiana University as a Fulbright FLTA. Twalha views the Summer Institute as another opportunity to enrich his foreign language teaching career.


Participant 07

Ann Njeri is an experienced curriculum specialist with a demonstrated history of working in the education management industry. She is skilled in research, ESL/EFL, English, Kiswahili, lexicography, translation, interpretation, editing, proofreading, staff development, educational leadership, instructional coaching, and teaching. She graduated from Kenyatta University and was also trained at Westford International Language Centre and the International TEFL/TESOL Training Institute.


Participant 06

Nandipa Sipengane teaches isiZulu at Yale University. She also works with the Shared Course Initiative organized by the Yale Centre for Language Studies, which allows her to teach isiZulu to Columbia University and Cornell University students. Nandi holds a bachelorโ€™s in education from the University of Pretoria and a masterโ€™s in African languages and literature from the University of Wisconsin-Madison. Nandiโ€™s home languages are isiZulu and isiXhosa. She also speaks Sesotho and Afrikaans to a useful level.


Participant 05

Oreoluwa Esther Martins has the Nigerian Certificate of Education (NCE) in English and Yoruba Language, and she is a licensed teacher registered under the Teachers Registration Council of Nigeria (TRCN). She is currently pursuing her first degree in Education and Yoruba language. Oreoluwa has passion for imparting kids with knowledge about Yoruba language. She is interested in learning how to create a simplified and child-friendly curriculum for her students and believes that the NALRC Summer Institute will guide her through this.


Participant 04

Kaosarat Aina holds a BA and an MA in Linguistics and African Languages from the University of Ibadan where she also worked with the Centre for General Studies, teaching Use of English to first year students. She is currently a PhD student at the University of Georgia and she has taught Yoruba language for two semesters. Kaosarat is enthusiastic about the use of technology in second language learning. Through the Summer Institute, she hopes to get a deeper understanding of the Backward Curriculum Design and how to use target language at least 90% of class time.

Our Story

The National African Language Resource Center, at Indiana University Bloomington, was established in September 1999. It is a federally funded, non-profit national foreign language center dedicated to the advancement of African language teaching and learning in the United States.

Our Mission:

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. 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 of cultural and institutional perspectives, while also promoting the profession of African language teaching.

Our Goal:

Our goal is to provide resources and training to enhance the teaching and learning of African languages. While doing so we plan to establish and maintain networks among African language teachers, professional language teacher associations, and other foreign language centers, coordinate African language teaching and learning resources available in the United States, disseminate information and materials on the teaching and learning of African languages, and evaluate and promote African language instructional programs.

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355 N Eagleson Ave.
Bloomington, IN

Opening Hours

Monday 8am - 5pm
Tuesday 8am - 5pm
Wednesday 8am - 5pm
Thursday 8am - 5pm
Friday 8am - 5pm

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