SEAlang Library resources include bilingual and monolingual dictionaries, monolingual text corpora, aligned bitext corpora, and a variety of tools for manipulating, searching, and displaying complex scripts.
SEAlang is a collaborative effort between CRCL and the University of Wisconsin-Madison Center for Southeast Asian Studies (CSEAS). We work closely with the Southeast Asian Studies Summer Institute (SEASSI) program, hosted by CSEAS on behalf of fourteen member institutions, including all US National Resource Centers for SEA Studies, and cooperate with other Title VI-funded efforts in CSEAS, such as the Thai Reader Project.
Ayo Membaca offers twenty-one Indonesian reading lessons in an interactive web environment, beginning from the novice level and working up through the advanced level. The readings are taken from everyday contexts such as menus, advertisements, announcements, and newspaper articles. The lessons offer rich cultural contexts and support the learner with help features, feedback buttons, cultural notes, and vocabulary lists.
Warung Sinema offers twenty interactive, multimedia, Indonesian lessons, ranging from the intermediate-low to the advanced levels. One can develop important cultural and linguistic knowledge from these lessons while enjoying watching clips from popular Indonesian movies, which form the basis of these lessons.
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Thai Reader is a set of Thai language reading lesson based on authentic readings from Thai.
Tuesdays, 5:00–6:30 PM
Van Hise Room 379
Every other Wednesday (starting September 25th), 5:00–6:30pm
330 N. Orchard St.
Van Hise 104
Oral Efficiency Evaluation Guidelines
The Center for Southeast Asian Studies at the University of Wisconsin-Madison initiated a series of meetings, beginning in 2009, to develop sets of oral proficiency guidelines for Indonesian and Filipino languages. The mission of the project was to write descriptors for each of the 8 sub-levels of ACTFL proficiency guidelines, from novice to advanced high. The pedagogical foundations for these guidelines are based on the ACTFL scale and OPI procedures, but also take into account previous efforts among the language teaching groups for developing proficiency guidelines. We are currently seeking funding so that, in the future, these guidelines can be extended in two directions: to add additional languages, and to add reading proficiency to oral proficiency.
Please contact us at: (608) 263-1755 or send an email email@example.com for more info.
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Filipino Oral Proficiency Guidelines
Eleven teachers of Filipino language worked on the Filipino Proficiency Guidelines project. The teachers met in 2011 for a planning workshop. They then collected language samples from their own students. Each sample was rated by other teachers. In 2012, a second workshop was held, where rating discrepancies were discussed and the general outline of the proficiency guidelines was determined. Detailed descriptions of the eight sublevels were then written and circulated for comments and revisions among the workshop participants.
Indonesian Oral Proficiency Guidelines
Eleven teachers of Indonesian language worked on the Indonesian Proficiency Guidelines project. The teachers met in 2009 for a planning workshop. They then collected language samples from their own students. Each sample was rated by other teachers. In 2010, a second workshop was held, where rating discrepancies were discussed and the general outline of the proficiency guidelines was determined. Detailed descriptions of the eight sublevels were then written and circulated for comments and revisions among the workshop participants.