Trayectos is an open curriculum for beginning second language (L2) learners of Spanish. The textbook offers the following features to L2 Spanish students and instructors:

Learner-centered fresh, multimodal content, based on Learning by Design, a pedagogy inspired by the Multiliteracies movement (Kalantzis et al., 2005, 2016, 2019; Zapata, 2022). The four modules in Volume I connect the life worlds of learners with the life worlds of diverse Spanish speakers.
Instruction incorporating the following features:
Multimodal texts (e.g., readings, videos, posters) based on a variety of textual genres that contextualize topics about the lives of real university students;
Communicative activities that bind language form to cultural meaning within real-life contexts, and offer students opportunities to discover how to use new Spanish vocabulary and grammar in diverse sociocultural situations;
Critical thinking and language awareness tasks that showcase different varieties of Spanish, including those spoken in the United States, and help learners explore the Spanish-speaking world, including local Hispanic/Latinx communities; and
Culminating tasks that oblige learners to synthesize their new linguistic and cultural knowledge into a personal, multimodal text.
Supplementary digital resources that provide students with opportunities to practice the content learned through self-correcting activities (Práctica individual) and to use Spanish to broaden their knowledge of and critically analyze issues related to diversity, equity, and inclusion in the Spanish-speaking world (Voces de nuestro mundo; available at http://bit.ly/VocesMundo).
An open copyright license (Creative Commons license) that gives all users the right to adapt the textbook and to share their new content with others, and digital how-to sections for instructors to answer their students’ unique needs.

Trayectos is an open curriculum for beginning second language (L2) learners of Spanish. The textbook offers the following features to L2 Spanish students and instructors:

Learner-centered fresh, multimodal content, based on Learning by Design, a pedagogy inspired by the Multiliteracies movement (Kalantzis et al., 2005, 2016, 2019; Zapata, 2022). The four modules in Volume I connect the life worlds of learners with the life worlds of diverse Spanish speakers.
Instruction incorporating the following features:
Multimodal texts (e.g., readings, videos, posters) based on a variety of textual genres that contextualize topics about the lives of real university students;
Communicative activities that bind language form to cultural meaning within real-life contexts, and offer students opportunities to discover how to use new Spanish vocabulary and grammar in diverse sociocultural situations;
Critical thinking and language awareness tasks that showcase different varieties of Spanish, including those spoken in the United States, and help learners explore the Spanish-speaking world, including local Hispanic/Latinx communities; and
Culminating tasks that oblige learners to synthesize their new linguistic and cultural knowledge into a personal, multimodal text.
Supplementary digital resources that provide students with opportunities to practice the content learned through self-correcting activities (Práctica individual) and to use Spanish to broaden their knowledge of and critically analyze issues related to diversity, equity, and inclusion in the Spanish-speaking world (Voces de nuestro mundo; available at http://bit.ly/VocesMundo).
An open copyright license (Creative Commons license) that gives all users the right to adapt the textbook and to share their new content with others, and digital how-to sections for instructors to answer their students’ unique needs.

This new open educational resource is for Elementary Italian. Our goal is for this book to be comprehensive, user-friendly, inclusive, and cost-effective. Tutt* a tavola has two parts, one for each course, with six chapters in each. Generally speaking, each chapter addresses three to four grammatical topics and includes a vocabulary section related to a cultural theme. The vocabulary is also incorporated into the grammatical presentations and exercises. There is also a short reading in each chapter regarding different aspects of culture and language, to address those questions of diversity and inclusion that are often missing from the textbooks we have used in the past. To include more culture, we have also included multimedia: each chapter begins with a song that is used as a starting point for the inductive presentation of the chapter’s content, and ends with a video (a film clip, an interview, social media) that summarizes the ideas covered.

This book has all of the same features as the first volume: an opening song for each chapter (Ascoltiamo!); vocabulary and grammar sections; exercises based on a film clip (Guardiamo!); and more in-depth explorations of cultural topics (Punto culturale). It also introduces a new section, Leggiamo!, in which we begin reading short literary texts in Italian.

Perspectives depuis Abya Yala Afro Latino America

Word Count: 125905

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Short Description:
Using language data to learn about language: A teachers’ guide to classroom corpus use contains English, Portuguese and Spanish teaching resources to be used in international language classes. These resources can be used in classrooms with internet access (hands on) or without (hands off).This collection of ready-made DDL lesson plans is curated to help both new and experienced teachers introduce DDL concepts into their language lesson planning. In each lesson, teachers and learners will find a description of the target tool and a link to a short video, in which the author(s) of the lesson explain(s) how this tool can be used. Detailed lesson plans are included, which can be used as a starting point or as an inspiration for the creation of future class activities. Most of the lesson activities can be done 1) with access to the internet (hands on); and/or 2) without access to the internet (hands off). This is useful for schools where students are not allowed to use their own devices, or where internet access is not available.

Long Description:
Using language data to learn about language: A teachers’ guide to classroom corpus use contains English, Portuguese and Spanish teaching resources to be used in international language classes. These resources can be used in classrooms with internet access (hands on) or without (hands off). The idea behind using corpora in the classroom is that learners will play the role of language “detectives”, taking charge of their own learning process while working with others to investigate the language in use. Corpora are large collections of electronic text that learners can query and manipulate to learn about language through repeated exposure. Learners are encouraged to observe data, create hypotheses, formulate rules on linguistic patterns (i.e., an inductive approach), and/or verify the validity of grammatical rules from textbooks (i.e., a deductive approach). This perspective is called Data-Driven Learning (DDL), and is now widely featured in Computer Aided Language Learning (CALL) research (Boulton, 2010; Crosthwaite, 2020; Frankenberg-Garcia, 2021; Pérez-Paredes, 2020; Scott, 2010; among others). This collection of ready-made DDL lesson plans is curated to help both new and experienced teachers introduce DDL concepts into their language lesson planning. In each lesson, teachers and learners will find a description of the target tool and a link to a short video, in which the author(s) of the lesson explain(s) how this tool can be used. Detailed lesson plans are included, which can be used as a starting point or as an inspiration for the creation of future class activities. Most of the lesson activities can be done 1) with access to the internet (hands on); and/or 2) without access to the internet (hands off). This is useful for schools where students are not allowed to use their own devices, or where internet access is not available.

Word Count: 21745

ISBN: 978-1-74272-382-2

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Das 38. CSR MAGAZIN

Long Description:
Sponsor:

SLR

Wir helfen Unternehmen dabei, ihre Nachhaltigkeitsziele zu erreichen.

PAGMATISCH. PASSEND. WERTSCHÖPFEND: Von ESG-Strategie bis Umsetzung. www.slrconsulting.com

Sprechen Sie uns an: Frankfurt@slrconsulting.com

Word Count: 19891

ISBN: 978-3-948709-16-7

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

The second volume of Voci: Corso elementare di lingua e culture italiane consists of 6 Units and includes a textbook, a workbook with answer keys, grammar explanations, and vocabulary lists. Designed for the second semester of Beginning Italian at Bryn Mawr College and Haverford College, Voci is a communicative, approach-based textbook that aims to foster students’ comprehension, production, and interaction in Italian by keeping in mind different ways of learning. To promote an inclusive classroom and provide an accurate portrait of contemporary Italian culture, every unit of Voci offers one or more cultural sections – “Cultura” – whose main goal is not to exercise reading and comprehension skills, but instead to refine students’ intercultural competency.

This OER textbook promotes diversity, equity, and inclusion by ensuring that all students have immediate access to a no-cost learning platform and by presenting a realistic, diverse picture of Italian culture. Incorporating authentic materials such as songs, film clips, commercials, and literary excerpts with subtitles and audible options, Voci provides a diverse student body with rich learning stimuli. Its open structure permits language instructors to update the material to better reflect the issues of the time, such as the changing standards of femininity and masculinity, racial discrimination in Italy, the struggle for citizenship of Afro-Italians, cultural diversity, and the LGBTQIA+ rights. In so doing, students will have the opportunity to understand the transformations of 21st-century Italy and deepen their awareness of cultural variation through cross-cultural comparisons. They will get to know not only a culture of fine arts, major historical gestures, and great genius, but also testimonies from writers of color interpreting Italy, Italian women criticizing the male-centric view of society, and the ongoing debate on migration. Last, they will familiarize themselves with inclusivity issues in the Italian language given its limits in regards to non-binary genders.

Short Description:
Devez-vous traduire pour un public canadien? Nous avons ce qu’il vous faut! Ce livre numérique aborde brièvement les concepts de traduction et de localisation, puis présente une gamme d’outils et de ressources en ligne gratuits, notamment des banques terminologiques, des concordanciers bilingues, des outils pour comparer des variétés linguistiques, des outils de traduction automatique et des portails linguistiques. Dans chaque cas, les outils et les ressources présentés ont une saveur typiquement canadienne pour aider les traductrices et traducteurs à localiser des textes vers l’anglais canadien et le français canadien. Pour chaque outil ou ressource, vous trouverez un petit exercice pratique pour vous aider à démarrer. Alors, qu’est-ce que vous attendez, là?

Long Description:
Devez-vous traduire pour un public canadien? Nous avons ce qu’il vous faut! Ce livre numérique aborde brièvement les concepts de traduction et de localisation, puis présente une gamme d’outils et de ressources en ligne gratuits, notamment des banques terminologiques, des concordanciers bilingues, des outils pour comparer des variétés linguistiques, des outils de traduction automatique et des portails linguistiques. Dans chaque cas, les outils et les ressources présentés ont une saveur typiquement canadienne pour aider les traductrices et traducteurs à localiser des textes vers l’anglais canadien et le français canadien. Pour chaque outil ou ressource, vous trouverez un petit exercice pratique pour vous aider à démarrer. Alors, qu’est-ce que vous attendez, là?

Word Count: 8087

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Devez-vous traduire pour un public canadien? Nous avons ce qu’il vous faut! Ce livre numérique aborde brièvement les concepts de traduction et de localisation, puis présente une gamme d’outils et de ressources en ligne gratuits, notamment des banques terminologiques, des concordanciers bilingues, des outils pour comparer des variétés linguistiques, des outils de traduction automatique, le ChatGPT et des portails linguistiques. Dans chaque cas, les outils et les ressources présentés ont une saveur typiquement canadienne pour aider les traductrices et traducteurs à localiser des textes vers l’anglais canadien et le français canadien. Pour chaque outil ou ressource, vous trouverez un petit exercice pratique pour vous aider à démarrer. Alors, vous êtes prêts? (Cette version remplace la version 1 : https://oercommons.org/courses/vous-traduisez-pour-le-canada)

¡Voy en camino! means “I’m on my way” in Spanish. Since learning an additional language and the culture is a journey in itself, ¡Voy en camino! captures the voyage to get there. ¡Voy en camino! has been created to serve the first two introductory Spanish language courses at Kwantlen Polytechnic University (KPU) and to solidify our commitment to Zero Textbook Cost (ZTC). All units of study are designed to be interactive with embedded audio, videos and links for learners to practice the material along the way. Learners can self-pace and self-test their knowledge both individually and with the assistance of an instructor. ¡Voy en camino! has plenty of opportunities to practice writing and speaking with downloadable capabilities becoming a Spanish teaching and learning tool that promotes and supports sustainable renewable learning. With its digital format and open publication ¡Voy en camino! is also meant to join the Spanish teaching open education community and provide access to learning to interested users along the way.

This page presents a very basic and brief description of some of the most fundamental aspects of Arabic grammar, including noun gender, word order, verb conjugation, and the most common pronouns. The page covers the parts of speech and provides examples in English and Arabic.

Willkommen: Deutsch für alle is an innovative first-year German language e-textbook, designed as Open Educational Resource (OER), for learning German at the college/university level. It features a task-based, communicative approach which provides students with opportunities to communicate in German in a variety of contexts and situations. Through a wide range of activities, students develop and practice their language skills which they showcase at the end of each chapter by accomplishing a specific task.

Third revision, August 2017.

Welcome to Writing Unleashed, designed for use as a textbook in first-year college composition programs, written as an extremely brief guide for students, jam-packed with teachers’ voices, students’ voices, and engineered for fun.

This textbook was created by Dana Anderson, Ronda Marman, and Sybil Priebe - all first-year college composition instructors at the North Dakota State College of Science in Wahpeton, ND.

Download here: https://drive.google.com/open?id=1JoX94RjwS-WoPnGCyIZ9ZTQeX74iG9hS

In the Wrong Way to Learn Spanish, we focus on learning by doing. It is there to be used as a guide rather than the main structured teaching of school-books. Most learning in The Wrong Way to Learn Spanish method takes the form of games and entertainment : trivia, live gameshows played by the student, role-playing, jokes, and stories. Because it's made based on fun-filled mnemonics, learning Spanish in this way would be the same as a kid who is just having a good time, while building up one's knowledge on the Spanish vocabulary.

Most English speakers in Australia know a few words of Yagara, the Pama-Nyungan language traditionally spoken in the area that now includes Brisbane and Ipswich. For example, Australian English yakka ‘work’ comes from the Yagara verb yaga ‘to work’. However, no fluent native speakers of Yagara remain. The current volume compares the written records of Yagara to facilitate revitalisation of the spoken language.

Part 1: Grammar introduces the Yagara sources, which are then compared to extract a picture of Yagara’s structure – its sounds, its words, and its grammar. Attention is also given to the system of kinship terms, moieties, and totems.

Part 2: Dictionary contains the most complete Yagara-English dictionary to date, with over 2,200 entries, the original source spellings for each word, standardised spellings, and anthropological notes. Entries include traditional place names, fun insults, and everyday expressions such as the greeting wi balga ‘Hey, come’. The dictionary is followed by an English word finder list.

Part 3: Texts consist of full versions of all known texts in Yagara, including sentences, songs, and three Bible stories. Standardised versions are accompanied by English translations and the original unedited renditions.

Bu kitabı, benzer diğer yayınlardan ayıran temel özellikleri; Anadolu’nun nispeten daha az gelişmiş, gelir dağılımından daha az pay alan şehirleri özelinde düzenlenen örnek ve ender akademik etkinliklerden birinin; uygulamalı bir akademik çalışmanın sonuçlarını raporlaştırması, kalıcı bir yayına dönüştürmesi ve yine bu sonuçları ildeki, ülkedeki ilgili kurum ve kuruluşlar ile paylaşılacak kalıcı bir eser haline getirmeyi amaçlamasıdır. Kitap, bu doğrultuda, küçük Anadolu şehirlerinin kalkınması konusu özelinde bir referans yayın haline gelmeyi amaçlamaktadır. Google translation: The main features that distinguish this book from other similar publications are; One of the exemplary and rare academic events organized specifically for the relatively less developed cities of Anatolia, which have a lesser share of income distribution; It aims to report the results of an applied academic study, to turn it into a permanent publication and to make these results a permanent work to be shared with the relevant institutions and organizations in the province and country. In this direction, the book aims to become a reference publication on the development of small Anatolian cities.

You have learned two words in a second language just by reading the title of the book. Think about that for a moment and reflect upon your prior foreign language experiences. Often, students enter language classes with previously acquired skills, be they from secondary school or another college. Many say, “I have studied Spanish for years and don’t know how to speak or write it,” while others are a bit anxious about taking a second language for the first time, but all are overwhelmed by the expensive textbooks and online packages that don’t seem to be practical or relevant. We sought to change these common complaints by creating materials that take a new approach to learning a second language based upon the skills that we deem most useful and that will enable our students to confidently express themselves in Spanish.The text is designed for beginning Spanish language students. The pedagogical approach incorporates the flipped classroom methodology.

Perhaps you remembered what the title of your book means from your previous experiences with Spanish. That is a great start! As you begin the equivalent of a second semester Spanish course with these materials, some of you might think about how long it has been since you studied Spanish while others may come to the class with some background knowledge. We want you to know this book has been designed with many types of learners in mind. Our goals were to address the need for students to achieve the ability to communicate in written and spoken form. We sought to address a common statement by students that may have previous experiences, be they from secondary school or another college that say, “I have studied Spanish for years and don’t know how to speak or write it.” We also sought to present a reasonable alternative to the expensive textbooks and online packages that don’t seem to be practical or relevant. We sought to enhance second language learning by creating our own materials that take a new approach, the flipped classroom model, to learning a second language based upon the skills that we deem most useful and that will enable our students to confidently express themselves in Spanish–tú puedes con Yo puedo 2.