1. Scott Brill, Research Engineer Critical Languages Program/UACALI Group University of Arizona, Tucson

2.  14 published titles for Brazilian Portuguese, Cantonese (2 levels), Mandarin Chinese, Kazakh (3 levels), Korean, Turkish (3 levels), and Ukrainian (2 levels)  Funded by NSEP, US Dept of Education  Original materials, equivalent to 1yr college course  Storyline for beginning levels  ~3 minutes of video each lesson  4,000-12,000 Audio files per title  Created with MaxAuthor  3 yrs to create each title with 2 peer reviewers

3. 3  Originally Published on CD/DVDROM, available from UAPRESS, Amazon, etc.  Good reviews from CALICO, EUROCALL, SEEJCALICO, EUROCALL, SEEJ  Tested by FSI, CFSI, NASILP members

4.  National Association of Self-Instructional Language Programs  Non-profit association helping institutions establish LCTL programs for 40 years  60 member institutions currently instructing 80 languages, mostly for credit  Currently headquartered at U of Arizona Critical Languages Program where we have 450 students in 17 LCTLs.U of Arizona Critical Languages Program

5. 5  In operation since 2009, non-credit, subscription- based online delivery in conjunction with University of Arizona Press  Users do not need to be enrolled at Univ. of Arizona  Works on major platforms/browsers/most locked down systems, 24/7/365 service, uses Moodle,Flash,JS  Video/audio on demand, MP3 downloads  $79.95 per 6 months ($13.33/mo), authors receive royalties.  Used at: UACLP, CFSI: ‘non-editing teacher’ access for program coordinators.

6. 6  Beginning Kurdish Lesson 1 Beginning Kurdish Lesson 1  Follow video script and add: MP3 download, glossary (hati), keyboard.glossarykeyboard

7. 7  "Overall, [Beginning Kazakh] is an excellent mix of useful conversational material and solid grammatical introduction.”  "The only Kazakh language materials I've found before in English have been very basic. I've used a variety of Russian materials for learning Kazakh, but none have any listening component, which is absolutely crucial."

8.  Custom C++ code that creates html files with links to audio,video,keyboards. Also exports special format xml/html to exercises: glossary, listening dictation, fill-in-the-blank, multiple choice, flashcards.glossarylistening dictation fill-in-the-blankmultiple choiceflashcards  Flashcard plugin – we added php so linked audio files can be played and html can be imported. Flashcard  On screen keyboard – for languages such as Kurmanji Kurdish that don’t have standard keyboards On screen keyboard  Audio played without a pop-up player by using SoundManager  Video is being played without a pop-up player using Flash

9.  Requires Flash for video, so doesn’t work on iPads, etc.  Uses Frames

10.  Runs on most devices/browsers/OSes  HTML5 (no Flash required)  Use Videojs (open source) for video playback: Webm and mp4Videojs  SoundManager2 for mp3 audio playback: uses HTML5 with optional Flash-based fallback SoundManager2  Enhanced user interface for all devices: full screen video, seamless view switching, etc.  Deployment this summer

11. 11  Better dictation grading, pronunciation.  Use Moodle Mobile Apps announced by Moodle 5/7/13 for Android + iOS which uses HTML 5 and replaces the old mobile app for iPhone, My Moodle.Moodle Mobile Apps

12. 12 For more information see: http://cls.arizona.edu/ http://cls.arizona.edu/

13. 13  Blankenship, B. and Hinnenbusch, T. (2013). Survey of Digital Materials for Teaching Less Commonly Taught Languages. Journal of the National Council of Less Commonly Taught Languages, 13, 33-49.  Dunkel, Brill, and Kohl (2002). The Impact of Self-Instructional Technology on Language Learning: A View of NASILP. New Technologies and Language Learning: Cases in the Less Commonly Taught Languages, ed. Carol Anne Spreen. 99. University of Hawai’i at Mānoa. Retrieved from http://nflrc.hawaii.edu/networks/TR25/TR25-5.pdf http://nflrc.hawaii.edu/networks/TR25/TR25-5.pdf  Godwin-Jones, R. (2013). The Technological Imperative In Teaching And Learning Less Commonly Taught Languages. Language Learning & Technology, 17(1), 7–19. Retrieved from http://llt.msu.edu/issues/february2013/emerging.pdf http://llt.msu.edu/issues/february2013/emerging.pdf  Iskold, L. (2011), CALICO Software Review: Intermediate Ukrainian. CALICO Journal, 28(2), 546-559. Retrieved from https://www.calico.org/p-578-Intermediate%20Ukrainian%20%2812011%29.htmlhttps://www.calico.org/p-578-Intermediate%20Ukrainian%20%2812011%29.html  Kesli, Y. (2007). CALICO Software Review: Intermediate Turkish. CALICO Journal 24(3), 729-736. Retrieved from https://www.calico.org/p-280- Critical%20Languages%20Series%3A%20Intermediate%20Turkish%20%2852006%29.htmlhttps://www.calico.org/p-280- Critical%20Languages%20Series%3A%20Intermediate%20Turkish%20%2852006%29.html  Sahin, M. (2011), CALICO Software Review: Advanced Turkish. CALICO Journal, 28(2), 560-568. Retrieved from https://www.calico.org/p-579-Advanced%20Turkish%20%2812011%29.htmlhttps://www.calico.org/p-579-Advanced%20Turkish%20%2812011%29.html  Stauffer, R. (2007), Product Review of Beginning Ukrainian. Slavic and East European Journal, 51(3), 655- 656. Retrieved from http://cls.arizona.edu/resources/review-seej.htm http://cls.arizona.edu/resources/review-seej.htm  Türel, V. (2003). CALICO Software Review: Beginning Turkish. CALICO Journal, 20(3), 592-602. Retrieved from https://www.calico.org/p-118-Beginning%20Turkish.html https://www.calico.org/p-118-Beginning%20Turkish.html  Türel, V. (2011). CALICO Software Review: Beginning Kurmanji Kurdish. CALICO Journal, 28(3), 766-776. Retrieved from https://www.calico.org/p-577-Beginning%20Kurmanji%20Kurdish%20%2852011%29.htmlhttps://www.calico.org/p-577-Beginning%20Kurmanji%20Kurdish%20%2852011%29.html  Yang, P. (2006), “CALICO Software Review: Intermediate Cantonese,” CALICO Journal, 24(2), 421. Retrieved from https://www.calico.org/p-258-Intermediate%20Cantonese%20%2812006%29.html https://www.calico.org/p-258-Intermediate%20Cantonese%20%2812006%29.html