The materials presented in this book were developed for an advanced-level content-based Russian language course at Portland State University entitled “Russian Literature of the Twentieth Century: The 1920s.” Literature of this period is a major part of the Russian canon, but is notoriously difficult for learners of Russian to read in the original, due both to its stylistic complexity and the relative obscurity of its historical, political, and cultural references. And yet, this decade is crucial for understanding Russia – not only in the Soviet period, but also today. This was the period, when Mikhail Zoshchenko, Isaak Babel, Mikhail Bulgakov, and Andrei Platonov meticulously documented the birth of the “New Soviet Man,” his “newspeak” and Soviet bureaucratese; when Alexandra Kollontai, a Marxist revolutionary and a diplomat, wrote essays and fiction on the “New Soviet Woman”; when numerous satirical works were created; when Babel experimented with a literary representation of dialects (e.g.,Odessa Russian or Jewish Russian). These varieties of language have not disappeared. Bureaucrats still use some form of bureaucratese. Numerous contemporary TV shows imitate the dialects that Babel described. Moreover, Bulgakov’s “Heart of a Dog” gave rise, due largely to its film adaptation, to catch-phrases that still appear throughout contemporary Russian media, satirical contexts, and everyday conversation. Thus, the Russian literature of the 1920s does not belong exclusively to the past, but has relevance and interpretive power for the present, and language learners who wish to pursue a career in humanities, media analysis, analytical translation, journalism, or international relations must understand this period and the linguistic patterns it established.

The textbook is intended for adult learners, and contains language assignments that would, on the one hand, help students transition to ACTFL’s Advanced proficiency level (i.e., be able to create "narratives, descriptions, and summaries … using paraphrasing and elaboration” (ACTFL 2012: 12).), but at the same time promote meaningful engagement with literary texts. The assignments in this textbook are multilevel ones, and thus offer a solution for multilevel classes that include literate heritage Russian speakers, Intermediate High, Advanced, or even Superior-level readers.

The materials presented in this book were developed for an advanced-level content-based Russian language course at Portland State University entitled “Russian Literature of the Twentieth Century: The 1920s.” Literature of this period is a major part of the Russian canon, but is notoriously difficult for learners of Russian to read in the original, due both to its stylistic complexity and the relative obscurity of its historical, political, and cultural references. And yet, this decade is crucial for understanding Russia – not only in the Soviet period, but also today. This was the period, when Mikhail Zoshchenko, Isaak Babel, Mikhail Bulgakov, and Andrei Platonov meticulously documented the birth of the “New Soviet Man,” his “newspeak” and Soviet bureaucratese; when Alexandra Kollontai, a Marxist revolutionary and a diplomat, wrote essays and fiction on the “New Soviet Woman”; when numerous satirical works were created; when Babel experimented with a literary representation of dialects (e.g.,Odessa Russian or Jewish Russian). These varieties of language have not disappeared. Bureaucrats still use some form of bureaucratese. Numerous contemporary TV shows imitate the dialects that Babel described. Moreover, Bulgakov’s “Heart of a Dog” gave rise, due largely to its film adaptation, to catch-phrases that still appear throughout contemporary Russian media, satirical contexts, and everyday conversation. Thus, the Russian literature of the 1920s does not belong exclusively to the past, but has relevance and interpretive power for the present, and language learners who wish to pursue a career in humanities, media analysis, analytical translation, journalism, or international relations must understand this period and the linguistic patterns it established.

The textbook is intended for adult learners, and contains language assignments that would, on the one hand, help students transition to ACTFL’s Advanced proficiency level (i.e., be able to create "narratives, descriptions, and summaries … using paraphrasing and elaboration” (ACTFL 2012: 12).), but at the same time promote meaningful engagement with literary texts. The assignments in this textbook are multilevel ones, and thus offer a solution for multilevel classes that include literate heritage Russian speakers, Intermediate High, Advanced, or even Superior-level readers.

Access also available: https://pdxscholar.library.pdx.edu/pdxopen/33/

This textbook includes all 10 chapters of Deutsch im Blick. It accompanies http://coerll.utexas.edu/dib/, the web-based first-year German program developed and in use at the University of Texas since 2008, and its companion site, Grimm Grammar http://coerll.utexas.edu/gg/. Deutsch im Blick is an open access site with free and open multimedia resources, which requires neither password nor fees.

Deutsch im Blick has been funded and created by Liberal Arts Instructional Technology Services at the University of Texas, and is currently supported by COERLL, the Center for Open Educational Resources and Language Learning UT-Austin, and the U.S. Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE Grant P116B070251 & P116Y090057) as an example of the open access initiative.

Chapter 0 Introduction
Chapter 1 Ankunft In Würzburg
Chapter 2 An Der Uni
Chapter 3 Der Alltag Und Das Studentenleben
Chapter 4 Freizeit Und Ausgehen
Chapter 5 Familie, Feste Und Feiertage
Chapter 6 Durch Deutschland Und Die Welt Reisen
Chapter 7 Gesundheit Und Fitness
Chapter 8 Das Traumleben: Beziehungen, Wohnen Und Die Karriere
Chapter 9 Was Ist Deutsch?
Chapter 10 Auf Nach Berlin!

Textbook and reviews also available here: https://open.umn.edu/opentextbooks/textbooks/deutsch-im-blick

This textbook includes all 10 chapters of Deutsch im Blick (2nd ed, 2017). Deutsch im Blick is the web-based first-year German program developed and in use at the University of Texas. It is an open access site with free and open multimedia resources, which requires neither password nor fees.

This is a first-semester German syllabus using the OER Resource Deutsch im Blick. It correspondes to the following course numbers:UL Lafayette Campus: GERM 101Louisiana Common Course Catalogue: LACC.CGRM 1013, Elementary German I (3 hours)

Добра форма (Dobra forma; Good Form) is a web-based overview of Ukrainian grammar with contextualized activities that enable students to internalize correct grammatical forms as they focus on the communication of meaning.

Topics:
Accusative Case (9)
Adjectives (13)
Dative Case (7)
Genitive Case (14)
Instrumental Case (10)
Locative Case (7)
Nominative Case (15)
Nouns (40)
Numerals (9)
Prepositions (15)
Pronouns (10)
Verbs (15)
Vocative Case (3)

This is an open textbook on Beginner Arabic for undergraduate students who are taking Arabic in their first semester. It addresses letters and sounds of Arabic along with basic skills in reading, speaking and writing. The book can be used as a self-study resource or as the main textbook in beginning Arabic classes.

This open textbook is designed for those who are learning Chinese as a second/foreign language in their first semester. It has eight chapters, covering topics including a brief introduction about the Chinese language, greetings, and self-introduction, hobbies, nationalities, family members and occupations, inviting friends to dinner, talking about food and beverage, making phone calls, and talking about classes and exams.

This open textbook is designed for those who are learning Chinese as a second/foreign language in their second semester. It has six chapters, covering topics including describing school life, shopping in stores and online, transportation means, reporting weather and climates, ordering foods, and asking and giving directions.

This course is designed for learners with no background in Chinese. It introduces basic structures of the Mandarin Chinese language with emphasis on listening, speaking, reading and writing skills. Students will gain these four skills in standard Mandarin Chinese, attaining approximately the Novice-High level on the ACTFL-ETS (American Council on the Teaching of Foreign Languages) proficiency scale. Topics of conversation include basic greetings, names, family, work, study, and hobbies.

Upon successful completion of this course, the student should be able to:

Exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language, and ask and answer simple questions about everyday situations in short social interactions. (Interpersonal Communication)

Verbally convey basic information on familiar topics using phrases and simple sentences. (Presentational Speaking)

Write short messages and notes on familiar topics related to everyday life. (Presentational Writing)

Interpret spoken words, phrases, and simple sentences related to everyday life by recognizing pieces of information and by identifying the main topic. (Interpretive Listening)

Interpret familiar words, phrases, and sentences within short and simple texts related to everyday life and identify the main idea of written materials. (Interpretive Reading)

Table of Contents
1: Introduction
2: First Contact
3: Origins and Language
4: Family
5: Ordering Food and Drink
6: At the Restaurant
7: At the Hotel
8: Shopping
9: Review and Conclusion

The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline.

Table of Contents
Chapter 1: Reading Greek Aloud
Chapter 2: Introduction to Verbs in the Present Active Indicative
Chapter 3: Nouns and Their Cases
Chapter 4: The (Definite) Article
Chapter 5: Adjectives, The Verb “to Be” and Nouns of the 1st Declension
Chapter 6: Prepositions
Chapter 7: Pronouns
Chapter 8: Conjunctions
Chapter 9: Active, Middle, Passive Voices
Chapter 10: Imperfect Tense
Chapter 11: The Future Tense
Chapter 12: Aorist Tense
Master Vocabulary List by Part of Speech
Master Vocabulary List Alphabetical
Paradigms

The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline.

It became clear after several years of trial and error that a “lexical” or “tools” approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to “teach the language itself,” at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation.

The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon [BDAG] and an exegetical grammar [Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT.

This open-access textbook helps students learn to read New Testament Greek at the elementary level. It includes clear, concise explanations of grammar and syntax, helpful examples, and essential vocabulary, with no assumption of previous language study, and it does not require accents for most forms. At the end of each of its twenty chapters, students will find short Greek-language episodes from the life of a fictional early Christian family of Jewish ancestry, short readings from the Greek New Testament and Septuagint, and review/homework exercises that can help reinforce new concepts and vocabulary. This book can help students prepare to read Nijay Gupta and Jonah Sandford’s Intermediate Greek Reader: Galatians and Related Texts, also available as an open-access textbook.

EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.

Table of Contents
Part One: Description, Narration, and Reflection

Chapter One: Describing a Scene or Experience
Chapter Two: Telling a Story
Chapter Three: Reflecting on an Experience
Assignment: Descriptive Personal Narrative
Part Two: Text Wrestling

Chapter Four: Interpretation, Analysis, and Close Reading
Chapter Five: Summary and Reader-Response
Chapter Six: Analysis and Synthesis
Assignment: Text wrestling Analysis
Part Three: Research and Argumentation

Chapter Seven: Argumentation
Chapter Eight: Research Concepts
Chapter Nine: Interacting with Sources
Assignment: Persuasive Research Essay

Enhancing French skills is a website for intermediate learners of French. It includes authentic language videos from French websites, as well as interviews of French speakers on cultural topics. Videos and activities are organized into five broad themes and tagged by communicative language function with links into Tex’s French Grammar for specific grammar explanations and interactive exercises. Each theme includes a pdf of suggested classroom activities and homework.

Este libro fue elaborado teniendo en cuenta las necesidades del estudiante de habla hispana. El contenido combina elementos gramaticales con diversos y relevantes
temas del mundo de hoy. Al utilizar este libro de texto, el estudiante logrará mayores posibilidades en obtener el sello de bi-alfabetización. También desarrollará el idioma español y se sentirá motivado y seguro para tomar cursos más avanzados en la lengua. Finalmente, estará más preparado para incorporarse al entorno laboral teniendo más probabilidades de conseguir el éxito en cualquiera de las carreras donde el idioma español ya no es una opción, sino una necesidad.

Upon completion of this course you will be able to :

• Identify and use familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

• Identify and use phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment).

• catch the main point in short, clear, simple messages and announcements.

• read familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

• read very short, simple texts.

• find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables

• read short simple personal letters.

• interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help you formulate what you are trying to say.

• ask and answer simple questions in areas of immediate need or on very familiar topics.

• communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.

• handle very short social exchanges, even though you may not understand enough to keep the conversation going yourself.

• use simple phrases and sentences to describe where you live and people you know.

• use a series of phrases and sentences to describe in simple terms your family and other people, living conditions, your educational background and your present or most recent job.

• write a short, simple postcard, for example sending holiday greetings.

• fill in forms with personal details, for example entering your name, nationality and address on a hotel registration form.

• write short, simple notes and messages.

• write a very simple personal letter, for example thanking someone for something.

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

The FLLITE website contains a collection of lessons in second language literacy for various languages.

The website is the focal point of the FLLITE Project, which takes the creative moments found in everyday language use as the basis for lessons in second language literacy. By emphasizing language play as central to communication, FLLITE lessons aim to develop language awareness as well as communicative abilities through the integration of speaking, reading, listening, and writing tasks.

The goal of the FLLITE Project is the publication of classroom-tested lessons based on authentic texts in different languages, for example, blogs, Internet memes, YouTube videos, slam poetry, and so forth.

All FLLITE lessons carry an open license that allows you the teacher to…

…access, adapt, and re-use any lesson; and
…contribute a lesson for editorial feedback and publication.

Guides a learner who has no previous German experience to gain the ability to accurately understand formal written German prose, aided only by a comprehensive dictionary. Specific objectives include: 1) Explain enough grammatical and syntactical information about the German language to enable you to read any desired text with the aid of a dictionary. 2) Explain elements of word formation to accelerate the process of learning vocabulary. 3) Lead you through practice in small-scale translation as the necessary foundation for dealing with more complex readings.