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)

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.

Yoruba‡ YŽ Mi is an interactive, communicative, introductory, multimedia program intended to provide college/university students with basic listening, speaking, reading, and writing skills of language learning in Yoruba‡. It exposes the learner not only to Yoruba‡ language in meaningful situations but also to the culture of the Yorb‡-speaking people of South-western Nigeria. It contains effective techniques for teaching and learning Yorb‡ including tones, and is user-friendly in its approach.

Long Description:
A parar bien la oreja: cuaderno de comprensión auditiva (2020) es un esfuerzo colaborativo para crear y poner en práctica recursos didácticos que permitan a estudiantes de español como lengua extranjera (ELE) acercarse a la comprensión auditiva desde un enfoque interactivo a través de los recursos educativos abiertos (REA). Sin duda, la enseñanza y aprendizaje de lenguas extranjeras en la actualidad implica una relación estrecha con la tecnología, tal y como lo propone el Marco Común de Competencia Digital Docente (2017). Este proyecto ha sido concebido y desarrollado por el profesor Juan Carlos Rocha Osornio con la colaboración de los estudiantes de doctorado Daniela Maldonado Castañeda y Eduardo Villalobos-Graillet del departamento de español y portugués de la Universidad de Toronto.

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Word Count: 1839

(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.)

ضيوفنا الكرام،
أهلاً وسهلاً ومرحباً بكم في موقع “تدريس” الذي يهدف إلى خدمة أساتذة اللغة العربية كلغة أجنبية/ثانية. ندعوكم إلى تصفّح أقسام الوقع ووحداته آملين أن تجدوا فيها ما قد يفيدكم في تجربتكم التعليمية. ونأمل كذلك أن تفكروا في الإسهام بوحدات دراسية تُضاف إلى هذا الموقع لأنه يمثل محاولة متواضعة لن تكتمل إلا بمشاركة الكثيرين منا. نرجو منكم الاتصال بنا إن كانت لديكم أي أسئلة أو اقتراحات ونشكركم على زيارتكم.

本書では我々が指導している学生がテクノロジーを利用している時代に効果的な教育の指針となる基本的原理を検討する。どの教科も異なっており、どの指導員も各自の教育に取り入れるべき独自かつ特別なものがあることを理解しつつ、各教員が教育に関して決定するための枠組みを紹介する。本書によって、教員は学生がデジタル時代に必要とする知識やスキル、つまりITスキルよりもむしろ、学生に成功をもたらす学習に対して、思考や姿勢を深める助けとなることが可能である。（クリエイティブコモンズ帰属－非営利） / This is a translation of the book "Teaching in a Digital Age" by A. W. (Tony) Bates.

Short Description:
本教材設計除沿用張琬茹所繪之插圖外，另增加cc 授權或是公眾領域的歷史相關視音頻和圖照、自製 GIS 定位圖像及網頁鏈接功能、客語朗誦、課後討論等，具有多媒體式的展現效果，大幅擴充了原本少年圖書暨繪本的教學功能，提供客語教學規劃更多元的教學情境選擇。(本設計不需另外安裝軟體直接輸入網址即可開啟閱讀）

Long Description:
本文改編客籍作家甘耀明第一部長篇小說《殺鬼》，縮減其文字篇幅，輔以張琬茹所繪之插圖，使其成為適合國小五年級至國中九年級學生閱讀的少年圖書。甘耀明為新生代客籍小說家，其長篇小說《殺鬼》描寫二戰期間台灣少年劉興帕的成長經驗。劉興帕從客籍漢人的認同，在日本殖民政策以及皇民化教育下，逐漸轉為日本認同，直至二戰結束日本戰敗後，國民政府接收台灣，身為台籍日本兵的劉興帕因作者甘耀明所賦予台灣原住民之「原力」(The Force)，而得以脫去政治制度認同的枷鎖，回歸族群原生的力量。

張琬茹創作插圖則以下列幾個原則找出描繪的圖像，代表張琬茹對於《殺鬼》的詮釋角度。一、鬼之圖像。《殺鬼》的主軸是國族認同的擺盪，各有不同國族認同之「鬼」代表：劉興帕-飄盪的「日本」鬼、劉金福-慈悲老鬼、吳湯興-為民族而戰的鬼王、鹿野武雄-實現武士道的鬼中佐、拉娃與尤敏-反戰的祖靈。二、象徵意義。筆者列舉文本中具有代表性之象徵：火車-現代化的力量、菊花-日本皇族、茶花 -堅忍的客籍族群、螃蟹-原住民救贖之力、台灣山林與土地-涵養生命與族群扎根之處。筆者徐光鋕依張琬茹的《少年的自我療傷》為基礎，將之製作成多媒體版本，命名為「《少年的自我療傷—甘耀明《殺鬼》少年圖書改編》多媒體教材」。

Word Count: 30588

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This is an OER Chinese language textbook developed for intermediate-to-advanced level Chinese L2 learners.

在内容的取舍上，本书主要包括了重要的动物汉字的起源、它们的字形以及与现代楷体字的联系，从这些字衍生出的其他字、它们的常见用法及文化含义，并展示了历史对当今的持续影响，也阐释了汉字产生发展背后的思维理念。

English Description: This book discusses the origins of important Chinese characters for animals, the original characters used, and their connections to modern characters. In addition to showing the evolution of the character for "horse," for example, other characters that are derived from these characters are also discussed, along with their common uses. By exploring the development of characters for animals, this book serves as a jumping-off point to explore the continuous influence of history on the present day.