Accelerated Introductory Portuguese for Spanish Speakers covers the basics of Portuguese grammar and presents selected cultural aspects of the Lusophone world, with special emphasis on Brazil. Designed as an intensive introductory course equivalent to Portuguese I and II, it is a Portuguese course for native speakers of Spanish or speakers of other languages who have a native-like command of Spanish.

En este curso el estudiante perfeccionará su comunicación oral y escrita mediante el estudio y la discusión de temas relacionados al impacto social y cultural de la ciencia y la tecnología en ciertas sociedades hispanas. Algunos de los temas a tratar son los efectos de los cambios tecnológicos en la estructura familiar y comunitaria, en las relaciones entre los sexos, en la identidad personal y cultural, en el mundo natural y en los sistemas de valores, la religión, la educación y el trabajo. También se examinan y discuten diversas actitudes hacia la innovación tecnológica y científica así como las ramificaciones éticas de las decisiones tecnológicas.

The Spanish Language Immersion School is a public school with dedicated educators and committed parents who are creating an extraordinary experience for kids from K to Grade 5. Students arrive speaking English as their dominant language. They leave fluent in Spanish, but also filled with knowledge about various cultures, practiced in diversity, and possessing real skills that give them an educational and career advantage.

This OER Lesson plan/unit was created by Trinia Perigo. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for student learning of Mid Novice Learners of German. Students will practice speaking about clothing, exchanging information through interaction and negotiation of meaning. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.1, NE WL 1.2It is expected that this Lesson Plan will take students 5-10 minutes to complete.

This series of proficiency-based Dari textbooks, meticulously crafted for adult learners from novice to advanced levels (ACTFL, 2017), dives deep into the nuances of both colloquial and formal Dari. It empowers learners to engage in authentic, culturally rich conversations with native speakers. Tailored editions for both students and teachers provide clear pathways for mastering speaking, writing, listening, and reading skills, while equipping educators with effective strategies to utilize these materials. The teacher's edition is packed with detailed instructions and answers to exercises, ensuring a comprehensive learning experience.

Targeting ACTFL advanced level or ILR level 2 proficiency, our series places a strong emphasis on critical thinking and transformative learning. Incorporating sophisticated methodologies such as Bloom's Taxonomy and Mezirow’s transformative models, it creates an environment conducive to intellectual growth and innovation. Available in PDF and EPUB formats through the LMI website Dari course (languagementors.org), the textbooks include interactive activities that make learning Dari a dynamic and engaging process.

This initiative directly addresses the urgent need for high-quality Dari language resources, greatly enhancing learners' linguistic abilities and cultural understanding.

Continuation of JPN101. There is also a worksheet packet to go with this text. It is meant to be used in language classroom and not for self-study. Source file can be requested by e-mailing Yoko.Sato@mhcc.edu.

This is meant to be used in a classroom situation with a teacher. It was created for showing on big screen as well as individual computer monitor. Easy to use for remote learning. Many graphic images and activities as well as simple grammar and culture explanations. Worksheet set to go with this is also available. Source file can be requested by e-mailing Yoko.Sato@mhcc.edu.

This set goes with First Year Japanese I - JPN101 text by Yoko Sato. It includes Kana charts, Kana practice sheets, some lecture notes, drills and activities.

The FLLITE website contains a collection of lessons in second language literacy for various languages.

The website is the focal point of the FLLITE Project, which takes the creative moments found in everyday language use as the basis for lessons in second language literacy. By emphasizing language play as central to communication, FLLITE lessons aim to develop language awareness as well as communicative abilities through the integration of speaking, reading, listening, and writing tasks.

The goal of the FLLITE Project is the publication of classroom-tested lessons based on authentic texts in different languages, for example, blogs, Internet memes, YouTube videos, slam poetry, and so forth.

All FLLITE lessons carry an open license that allows you the teacher to…

…access, adapt, and re-use any lesson; and
…contribute a lesson for editorial feedback and publication.

In this course students are exposed to history and culture of German-speaking countries through audio, video, and Web materials. It focuses on the expansion of basic communication skills and further development of linguistic competency, and includes the review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Students will also read short literary texts.

This course focuses on development of interpretive skills, using literary texts (B. Brecht, S. Zweig) and contemporary media texts (film, TV broadcasts, Web materials). The emphasis is on discussion and exploration of cultural topics in their current social, political, and historical context via hypermedia documentaries. It also covers further refinement of oral and written expression and expansion of communicative competence in practical everyday situations.

Students further develop their skills in Japanese speaking, listening, reading, and writing in this intermediate language course. This course involves continued vocabulary and kanji building.

This OER story map was created by Joseba Moreno as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. This resource contains a document with a story map to help students follow the events and chronology of the Mexican revolution. The attached resource is designed for 9 - 12 World Language Arts teachers for student learning of Intermediate Learners of Spanish. Students will analyze and evaluate the events of the Mexican Revolution, This resource addresses the following NDE World Language Standard(s): NE WL.1.2d, 2.2d, 3.1dThe Story Map asks that the students look up information about the events, the context of the events, the main characters, and some of the consequences of the Mexican Revolution. 

This site that I created has resources for French students of various levels, including notes and videos they can use to review or learn different verb tenses. The site will continue to be updated and include more verb tenses and interactive features.

Learning How to Learn Languages is a student-developed, interactive, open-source online textbook. It is a collaborative effort of five undergraduate students, one graduate student, and a faculty member at the University of Oregon. It offers a comprehensive view of second language learning in one place, providing conceptual perspectives on language learning through a practical lens. This how-to guide is useful for learners of all levels and can be used in various ways: as a complete textbook for a course, as supplemental chapters in language courses, or as self-study. It contains ten chapters: five chapters on different foundational aspects of language learning followed by five additional chapters on language skills and their integration with practical strategies and example stories from learners. This OER incorporates various visual elements such as illustrations, student-created videos, authors’ stories, and H5P activities with built-in feedback for learners to engage independently.

Foreign Language Content and Achievement Standards for the state of North Dakota. Updated 2001.

This Remote Learning Plan was created by Brittany Andrews in collaboration with Nicholas Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for for high school Spanish one students. Students will be able to read and understand a description of someone in Spanish. This Remote Learning Plan addresses the following NDE Standard: 1.2 Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.5.1 Students self-assess growth in language learning, practice, and understanding.It is expected that this Remote Learning Plan will take students 60 minutes to complete.Here is the direct link to the Google Doc:https://docs.google.com/presentation/d/1W4bPcVjm5YN5bzCuF3k6aHfOnB1ZWlprMKJelfwrw0k/present#slide=id.p2 

This Remote Learning Plan was created by Brittany Andrews in collaboration with Nicholas Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for for high school Spanish one students. Students will be able to talk about themselves in Spanish.This Remote Learning Plan addresses the following NDE Standard: 1.3 Students present ideas and information according to a variety of purposes and audiences.5.1 Students self-assess growth in language learning, practice, and understanding.It is expected that this Remote Learning Plan will take students 60 minutes to complete.Here is the direct link to the Google Document: https://docs.google.com/presentation/d/1UgzBH4hCigjzOspJC3Tb0uejHUDi1N18SppTM2Ffp_E/present#slide=id.p2