The American Council on the Teaching of Foreign Languages (ACTFL) |
http://www.actfl.org/ |
The only national organization (with more than 7,000 foreign
language educators and administrators from elementary through graduate
education, as well as government and industry) dedicated to the
improvement and expansion of the teaching and learning of all languages
at all levels of instruction. |
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The American Association of Teachers of Spanish and Portuguese
(AATSP) |
http://www.aatsp.org/ |
Promotes the study and teaching of Hispanic, Luso-Brazilian,
and other related languages, literatures, and cultures at all levels.
Through an exchange of pedagogical and scholarly information, the
AATSP encourages heritage and second language study and supports
projects to that end. |
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The American Association of Teachers of French (AATF) |
http://www.frenchteachers.org |
The largest national association of French teachers in the world
with nearly 10,000 members. Members are French teachers at all levels
and include approximately 3/4 secondary teachers and 1/4 post-secondary,
with a growing number of French teachers in immersion settings and
in the elementary grades. |
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American Association of Teachers of German (AATG) |
http://www.aatg.org/member_services/about.html |
The mission of the AATG is based on the belief that bringing
the language, literatures and cultures of the German-speaking world
to all Americans is a vital humanistic endeavor which serves an
essential national interest. With over 6,500 members, the AATG is
for teachers of German at all levels of instruction and all those
interested in the teaching of German. |
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The Association of Teachers of Japanese (ATJ) |
http://www.colorado.edu/ealld/atj/ATJ/ATJ.html |
An international, non-profit, non-political organization of scholars,
teachers, and students of Japanese language, literature, and linguistics,
which works to promote academic work in the field and to broaden
and deepen knowledge and appreciation of Japan and its culture.
It publishes the Journal of the Association of Teachers of Japanese
twice each year and the ATJ Newsletter four times annually. |
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American Association for Applied Linguistics (AAAL) |
http://www.aaal.org/ |
A professional organization of scholars who are interested in
and actively contribute to the multi-disciplinary field of applied
linguistics. AAAL members promote principled approaches to language-related
concerns, including language education, acquisition and loss, bilingualism,
discourse analysis, literacy, rhetoric and stylistics, language
for special purposes, psycholinguistics, second and foreign language
pedagogy, language assessment, and language policy and planning. |
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The American Association of Teachers of Arabic (AATA) |
http://www.wm.edu/aata |
Aims to facilitate communication and cooperation between teachers
of Arabic and to promote study, criticism, research and instruction
in the field of Arabic language pedagogy, Arabic linguistics and
Arabic literature |
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The American Association of Teachers of Italian (AATI) |
http://www.wm.edu/aata |
Promote the study of Italian language, literature, and culture
in schools, colleges and universities in North America. It has approximately
1500 members worldwide. The Association publishes the quarterly
journal, Italica, and a twice-yearly. |
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The American Association of University Supervisors and Coordinators
and Directors of Foreign Language Programs (AAUSC) |
http://www.aausc.org/ |
Works to promote, improve, and strengthen foreign language and
second language instruction in the US; to strengthen development
programs for teaching assistants, teaching fellows, associate instructors,
or their equivalents; to promote research in second language acquisition
and on the preparation and supervision of teaching assistants; and
to establish a forum for exchanging ideas, experiences, and materials
among those concerned with language program direction. Includes
online material pertaining to FL
program administration. |
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The Association of Departments of Foreign Languages (ADFL) |
http://www.adfl.org |
Addresses the professional concerns of administrators from nearly
1,000 departments at two- and four-year colleges and universities.
Also publishes the ADFL
Bulletin. |
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The California Language Teachers Association (CLTA) |
http://www.clta.net/ |
An association of language professionals which sponsors activities
that promote, support, and enhance the teaching of world languages.
Activities include an annual state-wide conference, workshops, publications,
a Web site, placement information, representation in Sacramento,
recognition of special service to FL education. |
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Foreign Language Association of Northern California (FLANC) |
http://www.fla-nc.org/ |
FLANC serves as a link among regional organizations as well as
among groups of teachers of various languages taught in the schools
of Northern California. |
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International Association for Language Learning and Technology
(IALLT) |
http://iallt.org |
A professional organization (established in 1965), whose members
provide leadership in the development, integration, evaluation and
management of instructional technology for the teaching and learning
of language, literature and culture |
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Joint National Committee for Languages (JNCL) |
http://www.languagepolicy.org/ |
National Council for Languages and International Studies (NCLIS)
are united in their belief that all Americans must have the opportunity
to learn and use English and at least one other language. |
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Modern Language Association of America (MLA) |
http://www.mla.org |
Provides opportunities for its over 30,000 members in 100 countries
to share their scholarly findings and teaching experiences with
colleagues and to discuss trends in the academy. MLA members host
an annual convention and other meetings, work with related organizations,
and sustain one of the finest publishing programs in the humanities. |
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National Council of Organizations of Less Commonly Taught Languages |
http://www.councilnet.org/ |
Represents the teachers of Arabic, Chinese, Hindi, Russian, Swahili,
Tagalog, and many other languages which are important in this world
but which are relatively unfamiliar to most Americans. The CouncilNet
website is the hub of CouncilNet, the World Wide Web based network
for organizations representing the less commonly taught languages
(LCTLs) in the United States. |
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National Clearinghouse for English Language Acquisition and
Language Instruction Educational Programs (NCELA) |
http://www.ncela.gwu.edu/index.htm |
(formerly NCBE, the National Clearinghouse for Bilingual Education)
is funded by the U.S. Department of Education's Office of English
Language Acquisition, Language Enhancement & Academic Achievement
for Limited English Proficient Students (OELA, formerly OBEMLA)
to collect, analyze, and disseminate information relating to the
effective education of linguistically and culturally diverse learners
in the U.S. |
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National Education Association (NEA) |
http://www.nea.org/ |
Founded in 1857 "to elevate the character and advance the
interests of the profession of teaching and to promote the cause
of popular education in the United States," the NEA has remained
constant in its commitment to its original mission. |
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National Network for Early Language Learning (NNELL) |
http://www.educ.iastate.edu/nnell/ |
An organization for educators involved in teaching foreign languages
to children. The mission of the organization is to promote opportunities
for all children to develop a high level of competence in at least
one language in addition to their own. |
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Teachers of English to Speakers of Other Languages (TESOL) |
http://www.tesol.org/ |
An international education association headquartered in Alexandria,
Virginia. It has more than 14,000 members. Its mission is to develop
the expertise of its members and others involved in teaching English
to speakers of other languages to help them foster effective communication
in diverse settings while respecting individuals' language rights. |
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