In this elementary textbook, Philip S. Peek draws on his twenty-five years of teaching experience to present the ancient Greek language in an imaginative and accessible way that promotes creativity, deep learning, and diversity. The course is built on three pillars: memory, analysis, and logic. Readers memorize the top 250 most frequently occurring ancient Greek words, the essential word endings, the eight parts of speech, and the grammatical concepts they will most frequently encounter when reading authentic ancient texts. Analysis and logic exercises enable the translation and parsing of genuine ancient Greek sentences, with compelling reading selections in English and in Greek offering starting points for contemplation, debate, and reflection. A series of embedded Learning Tips help teachers and students to think in practical and imaginative ways about how they learn. This combination of memory-based learning and concept- and skill-based learning gradually builds the confidence of the reader, teaching them how to learn by guiding them from a familiarity with the basics to proficiency in reading this beautiful language. Ancient Greek I: A 21st-Century Approach is written for high-school and university students, but is an instructive and rewarding text for anyone who wishes to learn ancient Greek.

See how one teacher helps students set goals, track progress, and use communication standards todrive lessons in the language class focused on proficiency.Angela Wagoner, Crete High School

Worksheet for an initial meeting between an attorney and a defendant. Scenario focuses on a theft, but can be used for a different type of crime. 

There is great need to understand individuals' functional language abilities, not only in education but in commerce and public policy discussion. The aim is to quantify language use patterns, proficiency, and dominance in the two languages of bilinguals. The Bilingual Language Profile (BLP) is an instrument for assessing language dominance through self-reports that is concise, quick, and easy to use. The BLP is intended to produce a continuous dominance score and a general bilingual profile taking into account a variety of linguistic variables. The BLP is an open and free assessment tool for researchers, educators, and anyone with an interest in assessing language dominance.

Circumlocution is a necessary skill for negotiating meaning in the target language.  This activity could be used at any level as partner practice, as a written assessment, or as a game like "Taboo".  Phrases should be taught in advance or students may have them available.  Vocabulary could be varied according to the unit and level of instruction.  This activity could be a filler for a few minutes at the end of class or as a longer activity.  

FVR, or maybe SSR to you, is a research-proven strategy; in exchange for a just a little planning and investment, it pays huge dividends to language acquisition, no matter the level of the learner. We'll explore the basics and beyond about what makes the most successful FVR programs work, preparing you to implement free, voluntary, reading in your classroom.Dr. Janet Eckerson, University of Nebraska, Kearney

Module 3 of the ESL course explores the role of language in communication. The lessons consist of discussions on different ways people communicate and the different languages in the classroom. Through fun activities like a game and role-play, students review vocabulary and language. Grammar focus is on the simple present tense and present continuous tense. Students learn the difference between the two tenses, and practice using them.    

Several full course OER offerings in ELA, Math, Science, Social Studies, World Languages, Fine Arts

This course is an introductory survey of the genres and themes of the humanities. The material focuses on philosophy, religion, language, and the arts. As themes, the ideas of freedom, love, happiness, death, nature, and myth are be explored. Typically, a study of humanities looks at western philosophers, maybe a few of the world religions, a history of western music and western visual arts. This textbook begins to break down the barriers of limiting ourselves to learning primarily about western humanities. The question “What makes us human?” is answered by looking at many traditions.

A set of examples of how students can be engaged as producers in OER whilst language learning.

In this presentation, learners will see how self-reflection and progress monitoring is used in aComprehension-Based classroom to aid students with their language proficiency goals. The presenter will discuss positives and pitfalls to self-assessment and reflection, how self-reflection can be rooted effectively in second language acquisition, and how reflection can help personalize the classroom environment.Jamie D. Honke (Pronouns: She / Her / Hers), Ralston High School, World Languages Department Chair | Spanish Teacher, jamie.honke@ralstonschools.org

Puzzling and puzzling, how could it be so? It came without locks. It came without tags. It camewithout packages, boxes or bags. And she puzzled and puzzled 'till her puzzler was sore. Then theteacher thought of something she hadn't before. What if Google could puzzle just a little bit more.This session will show how to use Google Suite to make online puzzles for students and break out'boxes' that each student can use. It holds students more accountable and keeps them engaged.Kelleen Rosebaugh, Lincoln Southeast

Did you ever play "pretend" as a kid, like pretend you went to the store to "play restaurant," or "play doctor?" As fun as these games were, they also served valuable educational purposes, teaching us how to act and interact in the real world (like the grown-ups do!) and use appropriate language. Applying this same "play" activity in a world language classroom (of all ages!) gives students the opportunity to not only practice their language skills in a real world scenario, but also engage in culturally appropriate interactions, apply knowledge from different subject matters, and make connections to the world outside of the classroom.Danielle Fulcher, Lincoln Northwest High, dfulcher@lps.org 

This course provides an overview of the distinctive features which distinguish sound categories of languages of the world. Theories which relate these categories to their acoustic and articulatory correlates, both universally and in particular languages, are covered. Models of word recognition by listeners, features, and phonological structure are also discussed. In addition, the course offers a variety of perspectives on these issues, drawn from Electrical Engineering, Linguistics and Cognitive Science.

This e-book is one of the results of the international project “The Magic of Sound” coordinated by XV. gimnazija, Zagreb, Croatia, with the partners: Devonport High School for Girls, Plymouth, United Kingdom, Justus-von-Liebig Gymnasium, Neußäs, Germany and Colegiul National Moise Nicoara, Arad, Romania. The project was funded by the European Union through the program Erasmus+.
Based on the existing curricula of all participating schools, we produced the teaching/ learning materials which could make education more interesting. As they are independent from the school system, they can be shared and further developed on a broad base.
The developed teaching/ learning materials and methods integrate the teaching of basic skills, as in science, mathematics, literacy and arts, and present strategies on how to simultaneously give students deeper insights into the global picture. They also provide students with the tools to interconnect their knowledge and apply it in different fields, which still presents one of the biggest challenges in education on the overall.
We chose sound as a topic because we found that it can be perfectly integrated in the subject curricula of Physics, Mathematics, Music, Languages, Biology, History and Psychology in all four countries. The sub-topics are organised in four groups around the main subjects - O1: Magic of Music, O2: Sounds in Nature, O3: Sounds of Europe, O4: Theory of Sound- which allowed us to establish a solid basis for the interdisciplinary teaching. In the final sub-topic, O5: The Magic of Sound, the techniques and examples on how to reorganise the materials in an arbitrary context are presented.
The materials are presented in a variety of forms: worksheets, methodological instructions, presentations, videos, quizzes, etc. There are examples of completely developed interdisciplinary units, but there are also shorter pieces that incorporate elements of general knowledge or other subject- specific links which enrich the teaching of a primary subject without overloading it. Some materials include evidence of students’ work.
Most of the materials are given in four languages of the participating countries, all of them in the English language. Topics to be incorporated in the teaching of languages are structured as follows: French is given separately, because it is not one of the four “official” languages, English given only in the sections in English, and German is given in all sections.
Some materials allow students to see the opportunities for future employment within the EU in the context of what has been taught, and to realize that being a part of Europe does not mean losing their identity, but enhance it in many positive ways. Together we are stronger.

The topics covered in this course include:

Languages and compilers to exploit multithreaded parallelism
Implicit parallel programming using functional languages and their extensions
Higher-order functions, non-strictness, and polymorphism
Explicit parallel programming and nondeterminism
The lambda calculus and its variants
Term rewriting and operational semantics
Compiling multithreaded code for symmetric multiprocessors and clusters
Static analysis and compiler optimizations

This course is worth 4 Engineering Design Points.

This course provides an introduction to the language and culture of the Portuguese-speaking world, with special attention to Brazilian Portuguese. This course focuses are on basic oral expression, listening comprehension, and elementary reading and writing. Students develop their vocabulary and understanding of grammatical concepts through active communication. This is a coordinated language lab program and is designed for students with no knowledge of Portuguese. Class is conducted entirely in Portuguese.

This course is a continuation of 21G.801. It focuses on expanding communication skills and further development of linguistic competency using a variety of authentic sources, such as the Internet, audio, video, and printed materials, to help develop cultural awareness and linguistic proficiency. This course is conducted entirely in Portuguese.

The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish. 

The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish.