This OER is an online language and culture manual designed for students in higher education. It follows a 14- or 15-week semester. Registration to Canvas Commons is required but free. This OER features online grammar and vocabulary practice and interactive assessment of various kinds.

This OER is a second-semester online language and culture manual designed for students in higher education. It follows a 14- or 15-week semester. Registration to Canvas Commons is required but free. This OER features online grammar and vocabulary practice and interactive assessment of various kinds.

JUNTXS is an open access educational resource which can be used in conjunction with a variety of approaches to support intermediate learners of Spanish. This media-rich learning resource is designed to guide learners in their Spanish language learning journey through a critical and intercultural lens and to provide regular opportunities to explore, practice and improve their ability to read, speak, and understand this language as it is used across the Spanish-speaking world.

Korean Through Folktales consists of four chapters and each centers on a famous Korean folktale. The lessons and values that famous folktales teach are embedded and permeated in various aspects of the Koran culture. Using folktales in the curriculum will provide an engaging way to expose students to a slice of the target culture that native Koreans are naturally exposed to at an early age. Through the selected folktales and various activities offered in the book, students can gain cultural knowledge and insights into traditional and cultural values while they are given linguistic lessons to reinforce their acquired skills and to apply the learned materials in an integrated approach.
Korean Through Folktales is designed to accompany 1st-year, 2nd-year, and 3rd-year Korean courses offered at Portland State University. However, any Korean teacher can adopt this book to supplement his/her course materials at elementary, intermediate, and advanced levels.
There are four chapters in the book. Each chapter will note main themes of a widely known folktale introduced in the chapter, followed by the links to several videos to watch and get a gist or a background of the story. The ensuing section will introduce important elements and symbolism embedded in the story so as to provide insights and to enhance the depth of appreciation. After that, three versions of the folktale are presented for different levels, followed by grammar lessons, exercises, and tasks.
Traces of folktales and allusions to them are evident in cultural products that many students enjoy, such as dramas, movies, and music. Therefore, knowledge in folktales will help students make cultural connections as well as enrich their experience of learning the Korean language.

This is an elementary Latin course accompanied with a detailed grammar based upon Kennedy's Public School Latin Grammar designed to introduce one to the world of classical languages. A basic understanding of grammatical terminology would be helpful; however, it is not required. Basic definitions of terms will be explained in Lessons 1 and 2, and later elaborated as needed.

Le Littéraire dans le quotidien is an open textbook for use in French courses. The Literary in the Everyday represents a new pedagogical approach to reading and writing at the lower levels and is applicable to all languages. Teachers of foreign languages besides French can read about the approach in the Teacher's Guide. Go to Google Drive for individual chapters. Additionally, the Foreign Languages & The Literary in the Everyday (FLLITE) Project, a joint initiative of COERLL and CERCLL, two national foreign language resource centers, offers open resources for professional development in the publication of CC licensed FLLITE lessons in any language. Go to the FLLITE website for the lesson archive.

While resources abound for students working to achieve an intermediate level of proficiency, many students struggle with the transition to the more broadly focused classes at the advanced level. Le pont is intended to bridge this gap while promoting cultural understanding of the varied groups of people who share French as a common language. It requires students to analyze target structures within context and make their own observations about when and how those structures are used. Providing students with this preview of the target structures will allow learning through a flipped model, freeing up class time to work on more open-ended communicative activities that explore the Francophone world.

This textbook was developed to meet two distinct yet related needs. The more basic goal was to respond to the paucity of teaching materials suited to the needs of U.S. learners of Malayalam, particularly at the university level. Though some materials had previously been produced both in India and in the US, including three sets of materials co-written by the author, none were at all suited to the needs and purposes of American university students. Some of the author is earlier materials were ad hoc in nature, while the 510-page course written for Peace Corps volunteers concentrated on language for daily social interactions only. Both the Peace Corps materials and most of the materials written in India were written in Roman
transcription, thus making no serious attempt to teach the Malayalam script or the skills of reading or writing.

The Malayalam ·materials produced in India by various scholars or teach~rs were not readily available in the West, and were moreqver designed for Indian learners for whom formal explanations of the grammar and culture are largely unnecessary, since many of the grammar and discourse conventions are similar or identical to those found in their own mother tongues. Thus the texts available at that time lacked much of what was essential to the Western learner of the language. A couple more sets of teaching materials have come out in: the intervening 20 years, and some may now be ordered via the Internet. A partial list of these materials appears in the prologue following lesson Twenty-five in this text. These books are, in
general, designed to prepare the learner to handle everyday living situations in Malayalam, and as such can be useful adjuncts once the present volume has been thoroughly studied.

This text was conceived and designed to go beyond social conversation to prepare the Western learner to use the language as a research tool. To meet this goal the skills pf literacy in Malayalam are essential, but this is only a beginning. It is also necessary to have some familiarity with the formal style of the language, used in most types of written matter and in platform and other types of formal speaking. This is still a need uniquely met by this text. The irony is that our student audience has grown and diversified, so that the textbook for the Malayalam classes here at Texas must serve two rather different types of students. There are still a number of graduate students who seek out Malayalam as a research tool for their academic work. fu the past dozen years or so the Malayalam classes are being taken by increasing numbers of second generation Malayalis who have either been born in North America or spent most of their lives here. They are normally undergraduates whose goals do not include doing academic research in Kerala. They are mainly interested in being able to communicate better with relatives in Kerala and their interest in literacy extends mainly to being able to
write letters to grandparents or other non-English-speaking relatives. The majority of lessons containing conversations with friends and family members in the book can still serve their purposes well.

The second need to be met by this textbook was that of a reference grammar which could be used by linguists to glean accurate information about various aspects of the Malayalam language such as its phonology, syntax (grammar), 'semantics, and discourse. This type of reference grammar could serve both specialists in other Dravidian languages, as well as general linguists examining a specific feature in many unrelated languages.

This self-paced course is based on the Nahuatl variant from the Huasteca of Veracruz that is spoken in Chicontepec, Veracruz, Mexico. The principal aim of this course is to develop the student’s oral, written, and comprehension abilities primarily through the study of grammar, listening, and reading. The intended audience for this pedagogical resource is foreign students interested in developing their language skills, as well as native teachers in bilingual schools in the Chicontepec region.

¡Naveguemos Juntos! Navigate with Us! welcomes you to the Spanish-speaking world and its language. This OER is designed to provide students access to interactive activities in order to reinforce the acquired knowledge of basic Spanish vocabulary and grammatical points. The activities presented in each chapter are contextualized and interconnected through the Spanish language and culture.

¡Naveguemos Juntos! was created for students taking the first year of Spanish. It is intended as an introductory Spanish course that covers levels 1 and 2 at community colleges. All resources found here are free! Instructors can use it as is, download a PDF of all the activities, or incorporate it in the LMS of their college (including Canvas). Furthermore, instructors have the option to adapt, edit, modify, and create their own version by using the LibreTexts’ Remixer tool.

The goal of this OER is to help students access these free activities while saving them hundreds of dollars in costly homework platforms offered by commercial textbooks.

It is with great hope that the content provided in ¡Naveguemos Juntos! fulfills the academic expectations across the community colleges in California.

Nuestra comunidad latina is an open educational, content-forward resource for first-semester students of Spanish that seeks to foster appreciation of the Spanish-speaking world and contributions of Latinos to American society while developing novice-mid proficiency in productive and receptive skills.

PLUMA is a narrative-based language learning program for the first three levels of college Spanish. This program is a complete curriculum and can stand on its own. This program is organically aligned with ACTFL, featuring Can-Do Statements as an organizing principle and as a springboard from which the learner can direct and personalize their learning. It is grounded in narrative-based teaching and learning that evolves from people’s lived experiences and fragments of the history and culture of their countries of origin.

The goal of this project is to provide high-quality, accessible primary sources to those teaching and studying the histories and cultures of the Spanish-speaking world and the indigenous peoples of Latin America. Our modules cover a wide range of topics, but all consist of the same essential parts:

Intended for middle, high school, and early college classes, this learning resource takes a multifaceted look at 19th-century painting in France, as well as at the culture that produced and is reflected by that art. Organized by region, it provides a quick glance at the setting, history, and cultural life of Paris, the ële-de-France, the mountain areas of Franche-ComtŽ and Auvergne, Normandy, Brittany, and Provence as well as in-depth examinations of more than 50 works of art. The packetŐs classroom guide includes activities that bring the music, literature, politics, cuisine, and artistic strategies of 19th-century France to life. Recommended for social studies, history, French language, and art curricula.

¡Qué viva la música! Repaso de conversación en español, or Long Live Music! Spanish Conversational Review is an open textbook intended for conversational review, typically a fourth-semester Spanish class. The textbook is organized around nine different songs that provide students opportunities to practice, aurally and orally, as well as in writing, the main communicative goals and key grammatical structures learned in previous classes. It can also be used in similar high school classes.

Reality Czech is an openly licensed online curriculum for beginning to intermediate-level Czech students. The course aims to be a highly communicative introduction to Czech language and culture and includes over 240 interview compilation videos shot in the style of a reality TV show on a variety of everyday topics such as daily schedule, hobbies, food and drink, studies, holidays, health, weather, and more.

The name Reality Czech reflects not only the centrality of these interviews to the curriculum, but also the textbook’s focus on the vocabulary and constructions Czechs frequently use to talk about everyday topics. The entire course has been shaped by the language used in the interview videos as well as openly licensed content sourced from the internet.

Each of the 10 units follows a sequence of pre-class, in-class, and post-class activities ideal for a flipped classroom:

- Pre-class activities such as Quizlet vocabulary activities, video and audio with comprehension questions, culture notes, and grammar exercises introduce students to new language.
- An activity book for in-class use provides all of the resources an instructor needs to create a communicative classroom experience focused around task-based learning, such as games and activities.
- Post-class activities use both exercises and authentic multimedia texts as a catalyst for students to create language.

The materials all exist natively online in flexible formats such as Google Docs, and are licensed with a Creative Commons Attribution-ShareAlike license, allowing the curriculum to be easily adapted to 100% online delivery.

This is a series of 3 lessons based on an interview with actor, director, and writer Veniamin Smekhov. The topics of the lessons are: The Taganka Theater, Vladimir Vysotsky, and Censorship.

This is a book written by a community college Spanish instructor. It contains explanations, examples, fill-in-the-blank activities, reading activities, writing activities and speaking activities. The grammar and vocabulary covered in this book are in line with the state-wide accepted goals and objectives for grammar at the 101 level in Arizona. If you would like an editable version of the book, or learn how to make this type of book, feel free to contact me at jared.reynolds@yc.edu.