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Mission Statement

The mission of the Language and Culture Learning Center (LCLC) is to improve language learning and teaching at UIC by

  • enhancing language curricula through the use of technologically advanced language teaching materials;
  • establishing a blended learning environment based on second language acquisition theory and instructional design principles;
  • creating an intellectual community for scholars in second language learning and linguistics to foster interdisciplinary research;
  • training foreign language instructors in computer assisted language learning applications to provide UIC students with state-of-the-art instruction while enhancing graduate students’ professional opportunities;
  • enriching undergraduate students’ foreign language learning experience through culture-focused talks, language clubs, and film series.

Objectives

To produce multimedia instructional materials that will maximize the success of a blended learning environment.

The integration of network-based and other multimedia materials in the language curriculum provides additional and enhanced learning opportunities (language, culture, content and critical thinking skills) for students in courses taught in all language departments and programs.

The LCLC helps language faculty

  1. envision computer applications for specific courses;
  2. articulate and develop feasible projects;
  3. integrate the completed projects in the classroom management system.

These goals are accomplished through

  • technology workshops for faculty, lecturers and TAs presenting examples of effective multi-media materials and hands-on development components;
  • one-on-one meetings with the LCLC technology and instructional design support staff;
  • guest speakers from state-of-the-art language centers across the country who will present their initiatives and successes to the UIC community;
  • dissemination of all instructional materials, tests, and other products to interested faculty as well as to the public at large through a dedicated website, conferences, teacher workshops, and courses.

To establish a community for second language, heritage language and less commonly taught language learners by

  • providing the meeting space to foster foreign language use among UIC students;
  • supporting language clubs, movie series, and language specific events;
  • sponsoring a speaker series about the target language cultures: focus on current events or cultural aspects of the different target language cultures. Invited speakers are UIC faculty and representatives from the target language communities in Chicago.

To address curricular needs of individual language departments and programs by addressing common challenges, such as

  • articulating program goals of the basic language and major/minor programs;
  • attracting students to the major/minor programs;
  • setting goals for language proficiency and cultural literacy attainable in four years of language studies.

To assess distance learning needs and assist in the development and administration of programs in areas, such as:

  • Teacher education: With the Office of Continuing Education the LCLC develops distance learning courses.
  • Less commonly taught languages: The LCLC facilitates UIC participation in CIC Course Share.

To create a community for scholars

Faculty conducting research in the learning and teaching of languages are housed in different departments and schools at UIC (e.g., English, Spanish, German, Cognitive Psychology, Dentistry, Computer Science, Education).

The LCLC works to create a community of like-minded scholars who can share ideas and support one another in their research and development of projects by

  • establishing a lecture series of faculty presentations and invited speakers from around the nation;
  • hosting language learning focused conferences.

To enhance graduate student education and job opportunities

To improve the education of the future professoriate and enhance UIC students’ marketability, the LCLC works to

  • create a graduate student concentration in instructional foreign language technology;
  • create an internship course/mentoring program in which graduate students gain hands-on experience in technology and second language instructional design;
  • initiate a UIC internal graduate student conference on language learning research.