**LANGUAGE RESOURCE CENTERS**

**PROGRAM (84.229A)**

![](media/image1.wmf){width="1.2805555555555554in" height="1.1875in"}

U.S. Department of Education seal

###### Fiscal Year 2006 New Grants

**Summary and Abstracts**

International Education Programs Service

U.S. Department of Education

6th Floor, 1990 K Street, N.W.

Washington, DC 20006-8521

+---------------------------+---------+---------+---------+---------+
| **Application Number,     | **      |         |         |         |
| Applicant**               | Funding |         |         |         |
|                           | Alloca  |         |         |         |
| **and Project Director**  | tions** |         |         |         |
|                           |         |         |         |         |
|                           | FY 2006 |         |         |         |
|                           | **FY    |         |         |         |
|                           | 2007 FY |         |         |         |
|                           | 2008 FY |         |         |         |
|                           | 2009**  |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060002\              | \$      | \$      | \$      | \$      |
| University of Hawaii\     | 330,000 | 330,000 | 330,000 | 330,000 |
| **NFLRC**\                |         |         |         |         |
| 2530 Dole Street,         |         |         |         |         |
| Sakamaki D-200\           |         |         |         |         |
| Honolulu, HI 96822\       |         |         |         |         |
| Richard Schmidt           |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060003\              | \$      | \$      | \$      | \$      |
| Pennsylvania State        | 313,000 | 313,000 | 313,000 | 313,000 |
| University\               |         |         |         |         |
| **CALPER**\               |         |         |         |         |
| 5 Sparks Building\        |         |         |         |         |
| University Park, PA       |         |         |         |         |
| 16802\                    |         |         |         |         |
| James Lantolf             |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060004\              | \$      | \$      | \$      | \$      |
| University of Wisconsin,  | 322,000 | 322,000 | 322,000 | 322,000 |
| Madison\                  |         |         |         |         |
| **NALRC**\                |         |         |         |         |
| 4231 Humanities Building\ |         |         |         |         |
| Madison, WI 53706\        |         |         |         |         |
| Antonia Schleicher        |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060005\              | \$      | \$      | \$      | \$      |
| University of Oregon\     | 326,000 | 326,000 | 326,000 | 326,000 |
| **CASLS**\                |         |         |         |         |
| 5291 University of        |         |         |         |         |
| Oregon\                   |         |         |         |         |
| Eugene, OR 97403\         |         |         |         |         |
| Carl Falsgraf             |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060006\              | \$      | \$      | \$      | \$      |
| University of Minnesota\  | 328,000 | 328,000 | 328,000 | 328,000 |
| **CARLA**\                |         |         |         |         |
| 450 McNamara Center\      |         |         |         |         |
| Minneapolis, MN 55455\    |         |         |         |         |
| Elaine Tarone             |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060008\              | \$      | \$      | \$      | \$      |
| University of California, | 326,000 | 326,000 | 326,000 | 326,000 |
| Los Angeles\              |         |         |         |         |
| **NLRC-HLE\               |         |         |         |         |
| **Suite 1200, 10920       |         |         |         |         |
| Wilshire Boulevard\       |         |         |         |         |
| Los Angeles, CA 90024\    |         |         |         |         |
| Olga Kagan                |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060009\              | \$      | \$      | \$      | \$      |
| University of Chicago\    | 317,000 | 317,000 | 317,000 | 317,000 |
| **SALRC\                  |         |         |         |         |
| **Judd Hall 207, 5835 S.  |         |         |         |         |
| Kimbark Avenue\           |         |         |         |         |
| Chicago, IL 60637\        |         |         |         |         |
| Steven Poulos             |         |         |         |         |
+---------------------------+---------+---------+---------+---------+
| P229A060011\              | \$      | \$      | \$      | \$      |
| Michigan State            | 325,000 | 325,000 | 325,000 | 325,000 |
| University\               |         |         |         |         |
| **CLEAR**\                |         |         |         |         |
| A 712 Wells Hall\         |         |         |         |         |
| East Lansing, MI 48824\   |         |         |         |         |
| Susan Gass                |         |         |         |         |
+---------------------------+---------+---------+---------+---------+

+----------------------------+---------+---------+---------+---------+
| **Application Number,      | **      |         |         |         |
| Applicant**                | Funding |         |         |         |
|                            | Alloca  |         |         |         |
| **and Project Director**   | tions** |         |         |         |
|                            |         |         |         |         |
|                            | **FY    |         |         |         |
|                            | 2006**  |         |         |         |
|                            | **FY    |         |         |         |
|                            | 2007 FY |         |         |         |
|                            | 2008 FY |         |         |         |
|                            | 2009**  |         |         |         |
+----------------------------+---------+---------+---------+---------+
| P229A060013\               | \$      | \$      | \$      | \$      |
| Iowa State University\     | 326,000 | 326,000 | 326,000 | 326,000 |
| **NK-12LRC**\              |         |         |         |         |
| 1138 Pearson Hall\         |         |         |         |         |
| Ames, IA 50011\            |         |         |         |         |
| Marcia Rosenbusch          |         |         |         |         |
+----------------------------+---------+---------+---------+---------+
| P229A060014\               | \$      | \$      | \$      | \$      |
| San Diego State            | 303,000 | 303,000 | 303,000 | 303,000 |
| University\                |         |         |         |         |
| **LARC**\                  |         |         |         |         |
| 5250 Campanile Drive\      |         |         |         |         |
| San Diego, CA 92182\       |         |         |         |         |
| Mary Ann Lyman-Hager       |         |         |         |         |
+----------------------------+---------+---------+---------+---------+
| P229A060015\               | \$      | \$      | \$      | \$      |
| Ohio State University\     | 301,000 | 301,000 | 301,000 | 301,000 |
| **NEALRC**\                |         |         |         |         |
| 100 Hagerty Hall, 1775     |         |         |         |         |
| College Road\              |         |         |         |         |
| Columbus, OH 43210         |         |         |         |         |
|                            |         |         |         |         |
| Galal Walker               |         |         |         |         |
+----------------------------+---------+---------+---------+---------+
| P229A060016\               | \$      | \$      | \$      | \$      |
| Brigham Young University\  | 320,000 | 320,000 | 320,000 | 320,000 |
| **NMELRC**\                |         |         |         |         |
| 214 HRCB\                  |         |         |         |         |
| Provo, UT 84602\           |         |         |         |         |
| Kirk Belnap                |         |         |         |         |
+----------------------------+---------+---------+---------+---------+
| P229A060017\               | \$      | \$      | \$      | \$      |
| Georgetown University\     | 326,000 | 326,000 | 326,000 | 326,000 |
| **NCLRC**\                 |         |         |         |         |
| 37th & O Streets, N.W.,    |         |         |         |         |
| Box 571168\                |         |         |         |         |
| Washington, DC 20057\      |         |         |         |         |
| James Alatis               |         |         |         |         |
+----------------------------+---------+---------+---------+---------+
| P229A060020\               | \$      | \$      | \$      | \$      |
| Indiana University\        | 328,000 | 328,000 | 328,000 | 328,000 |
| **CeLCAR**\                |         |         |         |         |
| P.O. Box 1847\             |         |         |         |         |
| Bloomington, IN 47402\     |         |         |         |         |
| Paul Foster                |         |         |         |         |
+----------------------------+---------+---------+---------+---------+
| P229A060024\               | \$      | \$      | \$      | \$      |
| University of Arizona\     | 309,000 | 309,000 | 309,000 | 309,000 |
| **CERCLL**\                |         |         |         |         |
| P.O. Box 3308\             |         |         |         |         |
| Tucson, AZ 85722\          |         |         |         |         |
| Linda Waugh                |         |         |         |         |
+----------------------------+---------+---------+---------+---------+

P229A060002\
University of Hawaii\
**National Foreign Language Resource Center (NFLRC)**\
2530 Dole Street, Sakamaki D-200\
Honolulu, HI 96822\
Richard Schmidt

The University of Hawai'i (UH), a Carnegie I research institution with
outstanding faculty resources in second language acquisition and the
languages of Asia and the Pacific, seeks four years of funding
(2006-2010) to continue the National Foreign Language Resource Center
(NFLRC) under the Language Resource Centers Program. The goal of the
NFLRC is to serve as a resource to improve the nation's capacity to
teach and learn foreign languages effectively through projects that
focus on the languages of the Pacific Rim. The intended audience for
NFLRC endeavors includes teachers and learners of those languages, the
wider educational community concerned with language teaching and
learning in general, area studies specialists, governmental agencies,
and the general public.

Specific projects target all of the national languages of East Asia and
Southeast Asia as well as several Pacific island languages. Projects are
grouped under four general themes: (1) Language Documentation, enhancing
the nation's capacity to learn and teach seldom-taught languages that
are seriously under-documented in terms of such basics as dictionaries
and reference grammars; (2) Foreign Language Program Evaluation; (3)
Distance education projects for languages of Asia and the Pacific,
including online certificate courses and language cafés; and (4)
Dissemination of research results and materials nationally through
conferences, workshops, summer institutes for professional development,
a vigorous publications division, and sponsorship of three online
journals: Language Learning & Technology; Reading in a Foreign Language;
and Language Documentation.

P229A060003\
Pennsylvania State University\
**Center for Advanced Language Proficiency Education and Research
(CALPER)**

5 Sparks Building\
University Park, PA 16802\
James Lantolf

The overall goal of the Center for Advanced Language Proficiency
Education and Research (CALPER) is to develop materials and pedagogical
practices that promote advanced levels of foreign language proficiency
in spoken and written language with special focus on Chinese, Japanese,
Korean, Russian, and Arabic. Specifically, CALPER's objectives are to:
(1) significantly improve the environment of advanced-level FL learning
and teaching; (2) provide teachers a means to articulate an epistemology
of practice; (3) develop instruments and procedures to assess advanced
proficiency; (4) situate advanced foreign language study within specific
content areas and professional disciplines; (5) construct, maintain, and
monitor an internet-based information and communication space; and (6)
maximize technology to enhance language learning and assessment. While
several of CALPER's projects address specific languages, others are more
general in nature; yet all projects have components that inform the
broader foreign language teaching community.

In the new cycle, CALPER's general theme is REUNITING LANGUAGE AND
CULTURE. Special features informed by this framework include
corpus-based pedagogical materials and assessment procedures;
classroom-based dynamic assessment implemented; professional development
materials for teachers of heritage language speakers; a program to
enhance learner access to native-speaker communities during study
abroad; bringing the figurative language of everyday communication into
focus; use of Internet technologies and orientation to digital genres of
communication; collaborative projects with two National Resource Centers
and other National Foreign Language Resource Centers; and a national
symposium on advanced proficiency.

P229A060004\
University of Wisconsin, Madison\
**National African Language Resource Center (NALRC)\
**4231 Humanities Building\
Madison, WI 53706\
Antonia Schleicher

**Background:** This proposal seeks funding to continue to support the
National African Language Resource Center (NALRC), which was designed to
improve the nation's capacity for teaching and learning African
languages and to strengthen the field as a profession. The funds will be
used to continue the development of resources, both human and material,
to provide access to African languages and for teaching, learning, and
researching these languages in the United States. The NALRC will help
not only in the learning and teaching of African languages but also with
the learning and teaching of other less commonly taught languages.

**Resources:** The University of Wisconsin-Madison's (UM-Madison) strong
institutional commitment to the field of less commonly taught languages,
to field building, research, second language acquisition, methodology
and materials development makes it a unique site for such a center. The
fact that the UW-Madison houses the only Department of African Languages
and Literature in the United States also speaks to its commitment to
African language research, teaching and learning.

**Goals:** The goals of the center are to provide a national pre- and
in-service training facility for teachers of African languages, to
facilitate and support basic research on the teaching and learning of
African languages, to develop materials, and to collect and disseminate
information to the field and the general public about African languages.

**Purpose:** The NALRC has as its purpose and primary agenda the
development of the teaching and learning of African languages in this
country using the full expertise of the African language scholars,
researchers, and instructors throughout this nation and not at a single
academic institution. The national structure of the different advisory
boards also speaks to the center's national focus. All activities and
projects will truly reflect national needs and priorities.

**Evaluation:** The evaluation plan for the NALRC will focus on the two
levels of the center's work during this funding cycle. The first level
is to evaluate its role as a National Language Resource Center. Thus the
design is to evaluate the impact of the center, the efficiency and
effectiveness of its general plan of operation, and its productivity and
relevance to potential clients. The second level is the evaluation of
individual center projects. A specific evaluation plan will be part of
the design of each individual center project, following general center
guidelines for the inclusion of both formative and summative evaluation
procedures, but adjusted to fit the size, length, and particular goals
of each project. Results of the center's activities will be carefully
and widely publicized not only among African language specialists but
also among those who specialize in other less commonly taught languages.

**Intended Audience:** The concept of a National African Language
Resource Center offers a fundamentally new approach to African language
programming in the United States. It is all-encompassing in that it will
address concerns of all sectors including traditional and nontraditional
learners, scholars, researchers, instructors, government and
non-government agencies, Americans of African descent (who are
interested in African languages and cultures), heritage learners and
high school and grade school teachers who are interested in introducing
African languages and cultures into their curricula.

P229A060005\
University of Oregon\
**Center for Applied Second Language Studies (CASLS)**

5291 University of Oregon\
Eugene, OR 97403\
Carl Falsgraf

The Center for Applied Second Language Studies (CASLS) is a K-16
language resource center dedicated to improving the performance of
foreign language students. Over the four-year term of this proposal,
CASLS will take a systemic approach and employ grassroots technology to
solve problems common in K-16 schools nationwide. Three operational
strategies ensure that CASLS will deliver on the ambitious agenda
outlined in this proposal:

-   Base-plus funding: For every dollar requested in this Language
    Resource Center (LRC) proposal, CASLS aims to raise an additional
    dollar from other sources.

-   Partnerships: In order to maximize its resources and to enhance its
    expertise, CASLS will partner with six National Resource Centers and
    LRCs, four professional organizations, and one private enterprise.

-   Dedicated staffing: With no competing appointments, CASLS' eleven
    full-time staff members will focus exclusively on the agenda
    outlined in this proposal.

Seven initiatives in the areas of curriculum, assessment, professional
development, and research are integral to CASLS' proposal. These seven
initiatives are: (1) STAMP 2.0, an enhanced version of the
Standards-based Measurement of Proficiency, to extend its applicability
to new age groups, proficiency levels, and 13 new tests for less
commonly taught languages; (2) Assessment Summit II to focus national
assessment policy; (3) Western Initiative for Language Leadership to
mentor a cadre of young teachers in the rural West; (4) Workshops on
Demand to dispatch foreign language experts around the country; (5)
Educator Initiated Research: Ten Burning Questions to collaborate with
educational organizations in studying major questions that teachers have
about language learning; (6) Japanese Immersion Network and Flagship to
build an articulated K-16 model to produce 12 superior speakers of
Japanese annually; and (7) Virtual Language Labs in Rural Schools to
provide multimedia language lab services to remote schools.

P229A060006\
University of Minnesota\
**Center for Advanced Research on Language Acquisition (CARLA)**\
450 McNamara Center\
Minneapolis, MN 55455\
Elaine Tarone

The Center for Advanced Research on Language Acquisition (CARLA) at the
University of Minnesota, a U.S. Department of Education Title VI
Language Resource Center since 1993, will add to its resources for
language teachers at all levels of instruction. With continued LRC
funding and substantial institutional support, CARLA will actively
collaborate with programs within the university and across the country
to work on the following projects:

**Less Commonly Taught Languages (LCTLs) Project** ---- To better assess
and serve the nation's strategic needs for expertise in less commonly
taught languages, project staff will expand CARLA's frequently-accessed
database on where LCTLs are taught; develop an online LCTL teacher
support center with links to LCTL teaching resources; add new LCTL
listservs; and offer its popular yearly summer institute for LCTL
teachers.

**Tandem LCTL Project** ---- To support advanced LCTL learning in
postsecondary contexts, this project will augment an existing language
partner (Tandem) program. An independent learning syllabus supporting
third-year, content-based language learning will be developed online,
with specialized resources for three LCTLs, and a framework for
electronic portfolio development and assessment.

**Web-Based Strategy Instruction for Advanced Arabic** ---- To develop
and evaluate a Web-based program for advanced Arabic, CARLA and its
partner the National Middle Eastern Language Center will develop a
strategy instruction Web site and research its impact on Brigham Young
University students' development of advanced reading and speaking skills
in Arabic.

**Language Immersion Project** ---- To deepen its support for language
immersion educators, CARLA will expand the American Council on Immersion
Education (ACIE) membership, publish its tri-yearly newsletter and
maintain its listserv; offer two levels of intensive summer institutes
for immersion teachers annually; and expand the immersion Web site,
adding an instructional module for on-demand immersion teacher
development.

**Language Assessment Project** ---- To expand professional development
in classroom-based language assessment, CARLA will offer training on
developing integrated performance assessment (IPA) units, specifically
targeting K-12 LCTL teachers; create a Web-based version of the existing
Contextualized Speaking Assessment (CoSA); offer annual summer
institutes on assessment; and host an Assessment Summit of key national
stakeholders in 2009 in collaboration with the Center for Applied Second
Language Studies.

**Language Teacher Targeted Technology Training (LT4)** ---- To support
K-12 language teachers' need for new technologies, LT4 staff will
coordinate national and state language and technology organizations to
deliver technology training workshops; develop a technology presenter
database; enhance and expand online instructional modules for K-12
language teachers on uses of technology; and offer its annual summer
institute on uses of technology.

**Language Teacher Education Conference** ---- To meet the needs of
language teacher educators, CARLA will continue to sponsor the Language
Teacher Education Conference. CARLA will offer the conference in May
2007 at the University of Minnesota and will assist the National Capital
Language Resource Center in hosting the conference in spring 2009 in
Washington, D.C.

P229A060008\
University of California, Los Angeles\
**National Language Resource Center for Heritage Language Education
(NLRC-HLE)\
**Suite 1200, 10920 Wilshire Boulevard\
Los Angeles, CA 90024\
Olga Kagan

The University of California, Los Angeles (UCLA) Center for World
Languages (CWL) and the University of California Consortium for Language
Learning & Teaching (Consortium) request funding from the U.S.
Department of Education Title VI for the establishment of a National
Language Resource Center for Heritage Language Education from September
2006 through August 2010.

A new center dedicated to heritage language education will
professionalize this nascent but rapidly growing field. It will serve
the interests of a vast number of academic institutions across the
United States, from K-12 to community colleges to research universities,
since heritage language learners constitute a growing number of
enrollments in language programs each year. The Heritage Center's work
will ensure the establishment of best practices for the teaching of
heritage students who, with at least basic proficiency in their heritage
or home language, have the potential of attaining advanced and superior
levels of language competency if the best modes of instruction are
developed to address their particular instructional needs.

Those modes of instruction, however, do not yet exist. Heritage language
is the first new field in language education to emerge since ESL
(English as a Second Language), and it now must develop to meet the
needs resulting from the large number of heritage speakers in the United
States (according to the 2000 U.S. Census, 17.8 percent of U.S.
residents five years old and older, or 46,951,595 people, speak a
language other than English) as well as the desire to meet the
increasing demands for high language proficiency in the United States.

The research and materials development projects outlined in this
proposal address both immediate and long-term curricular needs. The
Heritage Center will have three primary, inter-related, and
interdependent goals, each with a research base so as to terminate the
phase of heritage language education that Valdés has characterized as
"atheoretical" (1995, 1998, 2000): (a) to identify new, effective
pedagogical approaches to teach heritage learners; (b) to design and
produce instructional materials for heritage learners in a multiplicity
of languages; and (c) to train teachers and future teachers in heritage
language methodology.

The collaborative efforts of the CWL and the Consortium will infuse the
proposed center with the vast linguistic resources of the University of
California system. The commitment of support at the level of the
University of California Office of the President guarantees the
potential of this center to become an exemplar of collaboration among
the University of California campuses. Cooperative efforts with other
Language Resource Centers will result in a nationally cohesive approach
to the teaching and learning of heritage languages that will have the
urgently needed concrete and dramatic impact that sporadic and ad hoc
meetings and projects have been unable to achieve. Finally, the fact
that every prominent language practitioner and linguist working in the
emerging heritage language field is associated with the proposed center
assures that its work will be successful.

P229A060009\
University of Chicago\
**South Asia Language Resource Center (SALRC)**

Judd Hall 207, 5835 S. Kimbark Avenue\
Chicago, IL 60637\
Steven Poulos

South Asia is one of the most linguistically diverse areas of the world
with four language families comprised of more than 650 individual
languages. Hindi ranks second and Bengali sixth in speakers of the top
ten languages worldwide and many of the so-called minority languages are
spoken by significantly greater populations than more widely taught
European languages. Because of this astonishing linguistic diversity, no
single United States university has the resources to address the demand
for expertise.

The South Asia Language Resource Center (SALRC) was formed in 2002 by
the South Asia National Resource Centers and several other concerned
universities to attempt to fill this gap.

The goal of the SALRC is to meet the critical need for human and
material resources supporting the teaching and learning of the languages
of more than 25 percent of the world's population. All of these
languages are less commonly taught languages (LCTLs).

The new language resource center has as its major themes: (1) creation
and dissemination of new resources for teaching and research on South
Asian languages, primarily via the World Wide Web; (2) support of a
joint South Asia summer intensive language institute; (3) pedagogical
support for faculty through workshops and Online materials; and (4)
development of competency based testing.

Pursuing a process of distributed development to take advantage of
faculty skills and interests nationwide, the SALRC started operations
with a policy of grant competitions to encourage U.S. faculty to
participate in the SALRC's work and to develop teaching materials
themselves. In its first 2 full years of operation, the SALRC awarded 27
grants for materials development to 46 faculty members at 14
institutions and two individuals abroad. Thus, unlike other language
resource centers, the University of Chicago, as the host of the SALRC
does not itself benefit more significantly than other institutions
joined together in the SALRC.

SALRC workshops have been attended by 207 participants from 54
institutions.

The SALRC is building upon and expanding the achievements of National
Resource Centers, American Overseas Research Centers in South Asia, and
other institutions with interests in the languages of the South Asian
subcontinent. Nearly a half-century of federal funding for foreign
language and area training has resulted in many print and audio
resources for teaching the less commonly taught languages of South Asia,
however these resources are not centrally available. One of our
undertakings has been to refurbish and disseminate the best of those
older resources in a way that will eliminate duplication and will
augment the new tools being developed specifically for the changing
environment of language instruction in the United States.

SALRC\'s current member universities have great strengths in the numbers
of faculty who teach South Asian languages and their vast experience
with current and previous programs and projects related to languages of
the subcontinent. The broader institutional contexts are also
extraordinarily strong, with language laboratories, linguistics
programs, and other language pedagogy programs that are among the finest
in the world. These strengths are a key component in the success of
SALRC. Standing alone, the SALRC could never have such an array of
resources as in fact we are able to call into play in this highly
cooperative environment.

P229A060011\
Michigan State University\
**Center for Language Education and Research (CLEAR)**\
A 712 Wells Hall\
East Lansing, MI 48824\
Susan Gass and Pat Pausell

Michigan State University (MSU) seeks funding to continue the successful
operation of its Title VI Language Resource Center, CLEAR (Center for
Language Education and Research). CLEAR's efficient plan of operation,
quality of key personnel, and level of institutional support have
provided a firm foundation for nine productive years of operation.
During this time, CLEAR's successes have been numerous in its main areas
of focus: materials development, professional development, and research.
CLEAR has developed a reputation as a locus of support for efforts to
promote the efficient and effective teaching and learning of foreign
languages.

In the current proposal, CLEAR intends to continue to function
effectively from its strong institutional base to meet its goal of
strengthening foreign language teaching in the United States by
responding to national and strategic needs, promoting collaboration
across disciplinary and institutional boundaries in research and teacher
education, and developing cutting-edge language teaching materials, with
a strong emphasis on less commonly taught languages (LCTLs). CLEAR will
continue to function as a true national resource center by playing a
leadership role in identifying and meeting national needs, and
disseminating the results of its activities through publications and
workshops nationwide.

CLEAR's main activities in this proposal include: (1) Web-Based
Materials Development; (2) Professional Development; (3)
Evaluation/Assessment; (4) Collaborative Projects; and (5) Research.
CLEAR's strong tradition of technology-based projects, of focusing on
strategic needs of the country, and of creating materials for and
training teachers in the use of materials for LCTLs will be maintained.
Given MSU's mission and history, CLEAR finds itself uniquely positioned
to draw on the abundant human and material resources available at this
large Association of American Universities/land grant institution in
order to address national foreign language educational needs.

P229A060013\
Iowa State University\
**National K--12 Foreign Language Resource Center (NK-12LRC)**\
1138 Pearson Hall\
Ames, IA 50011\
Marcia Rosenbusch

The mission of the National K--12 Foreign Language Resource Center
(NK-12LRC) at Iowa State University (ISU) is to improve the nation's
capacity for teaching and learning languages at all levels by building a
strong foundation in elementary and secondary schools. Collaborative
efforts between the Departments of Curriculum and Instruction and
Foreign Languages and Literatures and the Research Institute for Studies
in Education (RISE) at ISU; the Center for Applied Linguistics in
Washington, D.C.; Language Resource Centers; leaders of national
language organizations and at state departments of education; and
teachers from kindergarten through higher education empower the
NK-12LRC's work.

Scientifically based research on new and improved methods for teaching
foreign languages is a key element of the proposed work. The five
proposed cutting-edge projects, the first three of which are
research-based, are: (1) Chinese K--5 Curriculum and Program
Development; (2) Two-way Spanish Immersion Curriculum and Program
Development; (3) A Study of Exemplary K--12 Articulated Foreign Language
Programs; (4) Partnership in the Development of an Online Elementary
School Foreign Language Test; and (5) Reaching Out to K--8 Teachers: Web
site and Listserv Resources and Institute. The broad dissemination of
the rationale, methodology, and results of the research studies will
clarify the feasibility and value of conducting scientifically based
research in schools and will inform the profession about best practices.
Other results, to be disseminated widely, will include a K--5 Chinese
language framework, curriculum, and pilot program results; a two-way
Spanish immersion K--5 framework, curriculum, and pilot program results;
case studies of model K--12 articulated programs; an online upper
elementary school proficiency-based test in Spanish, French, Japanese,
and Chinese; and a summer methodology institute, a resource Web site,
and a listserv for K--8 teachers and methods professors.

P229A060014\
San Diego State University\
**Language Acquisition Resource Center (LARC)**

5250 Campanile Drive\
San Diego, CA 92182\
Mary Ann Lyman-Hager

America currently faces significant challenges in a number of complex
international, global arenas. Stronger educational programs, at every
level, will better prepare us cross-culturally to understand this
complexity. We need a citizenry with high levels of language competency
and in-depth knowledge of the world's regions to meet these challenges,
which may also be domestic in nature. San Diego State University (SDSU)
is the lead institution in the 23-campus California State University
(CSU), the world's largest system of higher education. It responds to
community, regional and national needs with practical,
interdisciplinary-focused programs and is a leader in
internationally-focused teacher education and study abroad programs for
undergraduates in a number of innovative, interdisciplinary disciplines.
The CSU system educates the majority of California teachers who daily
address multiculturalism in their classrooms. New teacher credentialing
programs, particularly in languages of critical importance to domestic
and international security, are sorely needed.

The Language Acquisition Resource Center (LARC) at SDSU draws from
institutional strengths and collaborates with such programs as Homeland
Security, International Security and Conflict Resolution, and the Center
for Islamic and Arabic Studies, among others. It works extensively with
other Title VI Centers to strengthen language expertise and knowledge of
world cultures.

LARC's mission is:

To increase the numbers of highly competent speakers with knowledge of
languages, cultures, and world regions, beginning with youth and
focusing particularly on languages critical to international and
domestic security and conflict resolution:

-   To provide multiple pathways to language study for professional
    purposes, credentialing and certifying teachers, particularly in
    less commonly taught languages;

-   To enhance our ability to assess, diagnose, and predict oral
    language competency and performance through innovative, low-cost
    testing solutions; and

-   To conduct research and create technology-enabled,
    interdisciplinary, system-wide approaches for language teaching and
    learning.

LARC's four primary thematic areas of inquiry are: (1) Community
Outreach and K-12 Credentialing; (2) Intensive Training for Professional
Proficiency; (3) Language Testing and Evaluation; and (4)
Interdisciplinary Distributed Learning.

The sixteen individual projects encompassed within them operationalize
the LARC mission and respond to our nation's need for competency in
language and culture.

P229A060015\
Ohio State University\
**National East Asian Languages Resource Center (NEALRC)\
**100 Hagerty Hall, 1775 College Road\
Columbus, OH 43210\
Galal Walker

In recent years the global influence of East Asian societies has
burgeoned to the point where nearly every educated American and every
American educational institution sees the need to train Americans to
become proficient in East Asian languages and cultures. This is
especially true for Chinese. Building on its past accomplishments and
recognizing present circumstances, the National East Asian Languages
Resource Center (NEALRC) intends to focus on mainstreaming Chinese
language study and expanding access to Japanese, Korean and other
languages of East Asia. This is the time to move one East Asian language
to a new level.

Projects proposed for this grant focus on K-12 language study, teacher
training, advanced language study, testing and evaluation, and expanding
accessibility to materials and programs. K-12 project partner with the
Chinese Language Association of Secondary-Elementary Schools (CLASS).
Continuing a relationship with this premier organization of K-12
teachers of Chinese, we will expand its teaching resources and create
new professional relationships based on current technology. Teacher
training continues our support for the Summer Programs East Asian
Concentration (SPEAC) teacher-training institute and presents online
examples of effective teaching. Advanced language study includes
extensive resources for Americans studying in East Asia, materials for
advanced-level learners including those seeking to maintain their
language skills, and research based on performance portfolios of
advanced learners. Evaluation and testing includes creating online
testing capacities and working with East Asian NRC's to develop standard
evaluation procedures for East Asian language programs. Expanding
accessibility to Chinese/Japanese/Korean language courses is the main
goal of our individualized/distance instruction projects and the East
Asian Course Exchange project in cooperation with East Asian National
Resource Center's. FLPubs, our dissemination agent, will continue to
distribute books and instructional materials and will add the management
of Online testing to its duties.

P229A060016\
Brigham Young University\
**National Middle East Language Resource Center (NMELRC)**

214 HRCB\
Provo, UT 84602\
Kirk Belnap

In order to strengthen the nation's capacity to teach and learn the
languages of the Middle East, Brigham Young University, in collaboration
with a number of other key institutions, requests funding to continue
operation of the National Middle East Language Resource Center (NMELRC).
NMELRC immediate partners include over twenty of the strongest ME
language programs in the country. The country's best Middle East (ME)
language professionals, assisted by top second language acquisition
(SLA) and other specialists are poised to work with each other to
transform their fields.

These scholars, master teachers, and materials developers bonded
together in 2002 realizing that what was needed was a coordinated,
cooperative effort to move their fields forward. NMELRC headquarters at
Brigham Young University indeed became a development and research
center, but more importantly a window to a much larger web of dedicated
and innovative language specialists and quality resources. NMELRC has
become a true National Language Resource Center: "a coordinated
concentration of educational research and training resources for
improving the capacity to teach and learn foreign languages." It has
significantly leveraged Department of Education funding to improve local
ME language-learning opportunities but also to assess the big picture of
national ME language needs, to develop effective strategies to address
those needs. NMELRC's proposed plans for the 2006-2009 funding cycle
therefore represents the result of a great deal of research and careful
planning and proposes strategic projects that are calculated to
transform ME language learning and thereby assist thousands of students
to achieve the functional language proficiency they desire.

P229A060017\
Georgetown University\
**National Capital Language Resource Center (NCLRC)**

37th & O Streets, N.W., Box 571168\
Washington, DC 20057\
James Alatis

Georgetown University (GU), in collaboration with The George Washington
University (GWU) and the Center for Applied Linguistics (CAL) proposes
to continue operating the National Capital Language Resource Center
(NCLRC). This collaborative effort combines the strengths of three
institutions, one nationally recognized university with an undergraduate
college and graduate school in Arts and Sciences unparalleled in
languages and linguistics; a Graduate School of Education and Human
Development with a strong teacher preparation program in language
education; and a professional not-for-profit organization uniquely
designed to conduct research, training, and dissemination in applied
linguistics and less commonly taught languages (LCTLs). Each NCLRC
institution contributes an extensive network of foreign language
educators combined with rich institutional resources. The NCLRC builds
on expertise gained from fifteen years of operation and collaboration to
increase its contribution in serving as a nationally recognized resource
in improving the teaching and learning of foreign languages through the
development of resources for LCTLs and professional development for
language teachers. Six major types of activities are proposed.

1.  Dissemination Activities to Strengthen Teacher Expertise will build
    on our effective dissemination network by continuing the monthly
    e-newsletter, adding a special section for LCTL teachers, and
    increasing its current circulation of 12,276 foreign language
    educators; maintaining and expanding the NCLRC Web site, the Arabic
    K-12 Web site, and the Culture Club with additional useful resources
    for teachers; and responding to information requests.

2.  Research into Practice will focus on activities immediately useful
    to foreign language teachers, including research on the learning
    strategies of students of LCTLs, research on the motivation of
    students studying LCTLs and of students who persist in a LCTL, and a
    survey of Arabic K-12 schools .

3.  Materials and Methods to Strengthen Teacher Expertise will develop
    materials that support and enhance effective instruction, with a
    particular focus on LCTLs, including Arabic and two dialects (Iraqi
    and Syrian); WebCasts of listening comprehension materials for
    Russian, Arabic, and Chinese; teacher resource guides and student
    handbooks for LCTL learning strategies; original lessons and
    activities disseminated through the e-newsletter, Web site, and
    Culture Club.

4.  Teacher Professional Development is integrated into all NCLRC
    activities through workshops, mentoring, and 12 to 15 institutes
    each year for foreign language teachers. We will host the fifth
    International Conference on Language Teacher Education.

5.  Strengthening Teacher Expertise through Assessment activities will
    create an online guide to oral proficiency for Spanish and Arabic,
    develop a multimedia rater training kit in Arabic, support the East
    Coast Organization of Language Testers, and develop a guide to
    e-portfolio assessment for foreign language teachers.

6.  Outreach and Collaboration initiatives will include other Language
    Resource Centers, National Resource Centers, professional foreign
    language organizations including American Council on the Teaching of
    Foreign Languages, the Interagency Language Roundtable, the 4-H
    Club, the Embassies of France and Spain, and the International
    Project on Language Learner Strategies.

P229A060020\
Indiana University\
**Center for Languages of the Central Asian Region (CeLCAR)**\
P.O. Box 1847\
Bloomington, IN 47402\
Paul Foster

Indiana University (IU) requests support from the U.S. Department of
Education under Title VI of the Higher Education Act of 1965 to fund a
language resource center for Central Asian languages (Center for
Languages of the Central Asian Region, CeLCAR) for the four-year
academic year period starting August 17, 2006 to August 17, 2010.

IU established CeLCAR in 2002 with financial support from the Title VI
program with the goal of enhancing the nation's capacity for teaching
and learning the languages of Central Asia, a region critical to the
strategic interest of the United States Central Asian languages have
traditionally been underrepresented in the language offerings of United
States universities, with the notable exception of Indiana University.
These courses have had to rely on out-of-date pedagogical materials that
use the grammar-based approach to language learning common to the cold
war era when access to the living language and the speakers of these
languages was severely restricted. In this proposal, CeLCAR proposes to
produce a new generation of materials by applying contemporary second
language acquisition methodologies and technologies to the Central Asian
languages.

During the initial four years of CeLCAR\'s operation, IU developed
introductory-level textbooks, exercises, and accompanying CD/DVDs as
well as a solid foundation of experience in Central Asian language
materials development.  In this proposal, we will put forth several new
initiatives that will build upon the work of the previous four years and
dramatically extend the reach, quality and quantity of the services
provided through CeLCAR. The primary languages will be Pashto, Tajik,
Turkmen, Uighur, and Uzbek.

P229A060024\
University of Arizona\
**Center for Educational Resources in Culture, Language and Literacy
(CERCLL)**

P.O. Box 3308\
Tucson, AZ 85722\
Linda Waugh

The University of Arizona (UA) proposes to develop the Center for
Educational Resources in Culture, Language and Literacy (CERCLL) as one
of the National Foreign Language Resources Centers sponsored by the U.S.
Department of Education, Title VI. This initiative at UA is being
spearheaded by the nationally and internationally recognized
interdisciplinary doctoral program in Second Language Acquisition and
Teaching (SLAT), one of the best programs in second language acquisition
and applied linguistics in the nation. The co-directors of CERCLL will
be Professor Renate A. Schulz, German Studies, and Professor Linda
Waugh, Director, SLAT Program. CERCLL will be housed and supported by
the Learning Technology Center (LTC) at UA, which has many resources for
innovative approaches to pedagogy, especially those that involve
technology. It has provided much assistance in the writing of this
proposal and will continue to provide extensive assistance to CERCLL,
including office space; budget, technical and evaluation personnel; and
other resources.

CERCLL will build on the strengths of a number of different colleges,
departments and programs at the University of Arizona. Included are the
College of Humanities (COH), the College of Social and Behavioral
Sciences (SBS) and the College of Education (Ed). The faculty members
who will be participating in CERCLL come from the departments of East
Asian Studies, English, French & Italian, German Studies, and Spanish &
Portuguese in COH, the departments of Anthropology, Linguistics and Near
Eastern Studies in SBS, and the Department of Language, Reading and
Culture in Ed. Some faculty members are also affiliated with the two
Title VI National Resource Centers on campus: the Center for Middle
Eastern Studies (CMES) and the Center for Latin American Studies (CLAS),
with whom we are collaborating on a number of projects. In addition,
faculty and staff in the Center for Study of English as a Second
Language (CESL), the American Indian Language Development Institute
(AILDI), the Critical Languages Program (CLP), and Partnerships Across
Languages (PAL) are participants.

We also are collaborating with the National Middle East Language
Resource Center (NMELRC) at Brigham Young University, and the Center for
Advanced Language Proficiency Education and Research (CALPER) at Penn
State University. The primary function of CERCLL will be to meet
national needs for strengthening the teaching and learning of foreign
languages, with an emphasis on the less and least commonly taught
languages (LCTLs), including strategic languages of various parts of the
world and indigenous languages of ever-increasing importance.

The 20 projects of CERCLL will address the interrelatedness of language,
culture and literacy in language learning, focusing on the area of
literacy development and the integration of culture into language
learning. The projects to be carried out are divided into four types:
Innovative Pedagogy for LCTLs; Learning Tools for LCTLs; Literacy: New
Approaches for LCTLs; and Community Collaborations. They will result in
materials of various sorts: workshops, publications, conferences hosted
and conference presentations. Our plan is that all of the products will
be disseminated electronically and available on the CERCLL and other Web
sites.

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12/11/2006