ASL III is the third quarter of the first year study of American Sign Language (ASL) and the people who use it. ASL III will enhance the use of ASL grammar and consist of concentrated efforts to develop the studentęs expressive and receptive skills. The course will continue to provide insights into Deaf Cultural values, attitudes and the Deaf community. Now learning more abstract concepts of the language, ASL III students will be able to: narrate events that occurred in the past, ask for solutions to everyday problems, tell about life events, and describe objects. Students will also be able to: demonstrate intermediate finger spelling competency, generate complex ASL structures with intermediate vocabulary knowledge, execute a wide variety of grammatical principles, including classifiers and inflections, adapt to different sign language registers, dialects and accents, and create opportunities to interact with members of the Deaf community.

This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought. Upon successful completion of this course, students will be able to: interpret examples of visual art using a five-step critical process that includes description, analysis, context, meaning, and judgment; identify and describe the elements and principles of art; use analytical skills to connect formal attributes of art with their meaning and expression; explain the role and effect of the visual arts in societies, history, and other world cultures; articulate the political, social, cultural, and aesthetic themes and issues that artists examine in their work; identify the processes and materials involved in art and architectural production; utilize information to locate, evaluate, and communicate information about visual art in its various forms. Note that this course is an alternative to the Saylor FoundationĺÎĺ_ĺĚĺ_s ARTH101A and has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. This free course may be completed online at any time. (Art History 101B)

Students research mask-making from various cultures, highlight the masks' connections to cultural practices, compose poetry to reveal their understanding, analyze their own culture, and create personal masks and poetry.

This book aims to act as your map through the world of African art. As such, it will help you define the competencies you need to develop–visual analysis, research, noting what information is critical, asking questions, and writing down your observations–and provide opportunities for you to practice these skills until you are proficient. It will also expose you to new art forms and the worlds that produced them, enriching your understanding and appreciation.

Este libro de texto busca fomentar el visionado crítico de productos audiovisuales contemporáneos y el reflexionar sobre la representación de las culturas hispanas en webseries y vídeos musicales. This textbook aims to promote critical viewing of contemporary audiovisual products and thinking about the representation of Hispanic cultures in web series and music videos.

This program surveys two centuries of art and culture in the city now known as Tokyo. Ceramics, screens, textiles, prints, paintings, and armor are among the materials discussed.

In this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter, you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module, you will be asked to read, write, speak, and listen in French. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

This course has been designed to meet the specific needs of community college students in the state of Washington. Nevertheless, it can be adapted for any class.

French 121 is designed to be used in a face-to-face setting, but it could easily be adapted for use in a hybrid course. If you wish to use it to teach online, you will need to make significant modifications.

As in French I, in this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter, you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module, you will be asked to read, write, speak, and listen in French. You will have daily homework assignments to complete. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

This course has been designed to meet the specific needs of community college students in the state of Washington. Nevertheless, it can be adapted for any class.

French 122 is designed to be used in a face-to-face setting, but it could easily be adapted for use in a hybrid course. If you wish to use it to teach online, you will need to make significant modifications.

As in French I and II, in this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter, you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module,student you will be asked to read, write, speak, and listen in French. You will have daily homework assignments to complete. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

This course has been designed to meet the specific needs of community college students in the state of Washington. Nevertheless, it can be adapted for any class.

French 123 is designed to be used in a face-to-face setting, but it could easily be adapted for use in a hybrid course. If you wish to use it to teach online, you will need to make significant modifications.

International student exchanges are an increasingly popular aspect of the internationalisation of higher education around the globe. Whether as short-term mobility projects or semester long ‘study abroad’ opportunities, the benefits of such international study experiences have been well documented.

Higher education institutions, departments and disciplines, or individual academics are often tasked with preparing students for such international experiences. Such preparation often focuses on the practical and logistical aspects of student travel, overlooking a crucial dimension of student learning.

Intercultural learning: Critical preparation for international student travel aims to take students beyond practical preparation, to equip them with a critical lens through which to view and understand their international experiences. The book leads students toward a deeper understanding of culture and cultural difference through an exploration of challenging concepts such as imperialism, racism, privilege and intercultural practice.

As an adjunct to traditional approaches, the book adds a significant and valuable dimension to the process of preparing students for international study, increasing the potential for meaningful and transformative learning experiences.

Funded by the University System of Georgia’s “Affordable Learning Georgia” initiative, An Introduction to African and Afro-Diasporic Peoples and Influences in British Literature and Culture before the Industrial Revolution corrects, expands, and celebrates the presence of the African Diaspora in the study of British Literature, undoing some of the anti-Black history of British studies.

This book is intended for readers who have never studied the Middle East, or experts who may wish to fill gaps in their knowledge of the region from other disciplines. Whether for establishing or deepening one's knowledge of the region, these fundamentals are important to know. The languages, cultural, religious and sectarian communities of the region, and selected turning points and influential people in history are starting points for gaining an understanding of the diverse contexts of the region. It isbased on introductoryand graduatecourseson thecontemporaryMiddle East, which the Center's director, Dr. Alam Payind, has been teaching for the past 30 years. The book's co-author,Melinda McClimans,hastaught these and other courses with him, as well as her own,for the past 15years. The material isintendedengage with diverse – even conflicting – culturaland historicalperspectives,andways of perceivingboth Middle Easternandworld historyfrom perspectives within the region. It is not intended to reinforce a monolithic or matter-of-fact perception of the region.For this and many other reasons, images are an important aspect of the knowledge presented. Each chapter starts with links to its image galleries, along with other visual aids and key elements.

The LLC Commons (which stands for Language, Literature, Culture) is a collection of open materials and information focused on technology-enhanced teaching in Slavic languages and cultures. It includes a searchable repository of online materials for language teaching, a map with information about Slavic programs in the United States, and resource lists for online and hybrid teaching.

The online lessons (generally for Russian language courses, but other languages and more for literature and culture will be added in the future) have been produced with the following principles in mind: interactivity, multimodality, modifiability, and portability. The modules are mostly interactive videos made using H5P, though there are also YouTube videos as well as other types of activities. The collection, with over 400 resources, continues to grow.

Modules can be found through search, by topic, or by textbook, and can be embedded from the website or downloaded and modified by teachers if desired.

The website is supported by CERCLL at the University of Arizona.

This open textbook is designed to serve as an introductory textbook for undergraduate courses in intercultural communication. The chapters incorporate ideas from intercultural communication broadly conceived and draw on approaches from the many different academic disciplines that have contributed to the field. There is an effort throughout to incorporate approaches and views on intercultural communication from a geographically diverse array of scholars, supplementing the author's own North American perspective.

This course is a survey of the world's music with attention to musical styles and cultural contexts. Included are the musical and cultural histories of Ociania, Indonesia, Africa, Asia, and Latin America.

Course Outcomes:
1. Demonstrate an understanding of diverse peoples, cultural communities, and traditions while reflecting upon and challenging individual and societal ethnocentrism.
2. Describe and discuss music using appropriate terminology relevant for the field of ethnomusicology.
3. Analyze and identify music from a global intercultural perspective using analytical and critical listening skills.
4. Explain artistic, social, historical, and cultural contexts of world music.

This text provides just a small sampling of some of the various musical styles and traditions that might be found, though the skills developed in this course can be applied to any type of music.

The purpose of Speaking of Culture is to define culture and many other concepts associated with it. My hope is that the readings in this book will help you to better understand the breadth of the concept of culture and provide you with a vocabulary for discussing it more articulately.

Culture is one of those broad concepts that is used widely, although somewhat imprecisely, in everyday English. It also cuts across many academic disciplines, and this book draws on many of them. It touches, for instance, on anthropology, biology, history, mythology, political science, psychology, and sociology.

Tennessee State University Open Education Resource - Affordable Learning Solutions Webpage Portal for post-secondary content across higher education academic disciplines in partnership with www.MERLOT.org.

This subpage of the Virtual Arabic blog offers realia material (realia is real life material meant to be used to aid language study in classroom situations) regarding Arabic calligraphy. Numerous calligraphic examples are posted which demonstrate the different styles of Arabic calligraphy writing and art, most of which are well-recognized works that represent common Arabic expressions and phrases.

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for Intermediate High world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.