conferences, resources, and organizations


The Chair of MLD send emails about conferences, conventions, trade shows, exhibits, expos, webinars, and seminars. Review your email frequently.

You can consult Global Online Conference Directory at   All Conferences. This place showcasing over 100,000 conferences, conventions, trade shows, exhibits, expos, and seminars. Other place is Conference Alerts . You can find details about academic conferences worldwide.


Founded in 1883, the Modern Language Association of America has worked for more than a century to strengthen the study and teaching of languages and literatures. The Modern Language Association of America, often referred to as the Modern Language Association, is the principal professional association in the United States for scholars of language and literature. MLA  brings together thousands of members to discuss new research, participate in workshops, and build their professional networks. In addition to hosting an annual convention and sustaining one of the finest publishing programs in the humanities, the MLA is a leading advocate for the study and teaching of languages and literatures and serves as a clearinghouse for professional resources for teachers and scholars. 


Founded in 1928, the South Atlantic Modern Language Association (SAMLA) is an organization of teachers, scholars, and graduate students dedicated to the advancement of literary and linguistic scholarship and teaching in the modern languages. SAMLA established South Atlantic Review, formerly the South Atlantic Bulletin, in 1935 as its official publication. Over the years, South Atlantic Review has published essays, review essays, and book reviews on a variety of literary and linguistic topics. As its name implies, SAMLA started as a regional organization; however, current membership extends throughout the southeastern United States, across the country, and around the world. The communication of its membership happens primarily in two places: its publication, South Atlantic Review, and its annual Conference. SAMLA’s largest event is its annual Conference. Comprised of an extensive list of panels, events, and distinguished speakers and guests, each SAMLA conference continues to draw people from throughout the region and, increasingly, the world. In 2012, the SAMLA Conference held 261 sessions and hosted approximately 1,200 attendees over its three-day duration. For more information about SAMLA, please visit the respective sections of our website or contact the SAMLA staff directly via email.


KFLC: The Languages, Literatures and Cultures Conference is one of the nation’s longest-running and most prestigious literary, cultural and linguistics conferences, drawing over 750 participants annually to the University of Kentucky.  Both domestic and international scholars converge on UK’s campus to discuss their research in Arabic and Islamic Studies, East Asian Studies, French and Francophone Studies, German-Austrian-Swiss Studies, Hispanic Linguistics, Hispanic Studies (both Spanish American and Peninsular), Italian Studies, Russian Studies, English as a Second/Foreign Language, Luso-Afro-Brazilian Studies, Neo-Latin, Translation Studies and Second Language Acquisition.  You may find out more information about the KFLC here.


The Northeast Modern Language Association (NeMLA) is a scholarly organization for professionals in English, French, German, Italian, Spanish, and other modern languages. Every year, the convention affords NeMLA’s principal opportunity to carry on a tradition of lively research and pedagogical exchange in language and literature. The convention includes panels and seminars, roundtables and caucus meetings, workshops, literary readings, film screenings, and guest speakers.


The American Council on the Teaching of Foreign Languages (ACTFL) is dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction. ACTFL is an individual membership organization of more than 12,500 language educators and administrators from elementary through graduate education, as well as government and industry. Since its founding (in 1967), ACTFL has become synonymous with innovation, quality, and reliability in meeting the changing needs of language educators and their students. From the development of Proficiency Guidelines, to its leadership role in the creation of national standards, ACTFL focuses on issues that are critical to the growth of both the profession and the individual teacher.


The Chinese Language Teachers Association, USA, Inc. (CLTA) is a professional organization devoted exclusively to the study of Chinese language, culture and pedagogy.  In the years since our establishment in 1962, the Chinese Language Teachers Association has both reflected and responded to changes in our students, our teachers and our world. Although approximately half of our membership is composed of specialists in Chinese language, literature, linguistics and culture teaching at colleges and universities throughout the world, we increasingly count among our membership teachers of Chinese at primary and secondary schools and Chinese community schools, as well as students of the language and other interested parties. From each of these diverse types of experts, we learn much, and can consequently give much more to all of us engaged in the learning and teaching of the Chinese language.


The American Association of Teachers of French (AATF) was founded in 1927 and is the largest national association of French teachers in the world with nearly 10,000 members. The AATF is the only professional association devoted exclusively to the needs of French teachers at all levels. The mission of the AATF is to advance the study of the French language and French-speaking literatures and cultures both in schools and in the general public.


The American Association of Teachers of Spanish and Portuguese promotes the study and teaching of the Spanish and Portuguese languages and their corresponding Hispanic, Luso-Brazilian, and other related literatures and cultures at all levels of education.


American Association of Teachers of Arabic (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. The information available here is a sampling of the materials available to AATA members. For information on joining, please click here.

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Organizations and Resources

National Foreign Language Organizations



State Foreign Language Organizations


Language-Specific Organizations


Arab Culture and News
NITLE Arab World Project 

Café Arabica
Al- Bawaba
MENA Business Report
LinguaGuide Arabic
AME Info – Middle East Business Information
Arabic teacher resources NCLRC

For students
Benjamin A. Gilman International Scholarships
The Arabic Club at Saddleback College
Arab Student Organizations
Communicaid : Language Training Consultancy
Islamic Virtual Scool (Arabic)
University of Heidelberg
National Middle East Language Resource Center

Information Technology
“Arabicizing Windows: Enabling Windows to Read and Write Arabic”

Language Learning Resources
Arab Gateway
Language learning resources portal : Linguaguide

Media and News
List of Arabic Language Newspapers at
Arab Film Distribution
First Run/Icarus Films

Online free Arabic dictionary
Arabic to English dictionary at
English to Arabic dictionary at
Arabic vocabulary at

Al- Kitaab Website Online Bookstore
Edebiyat , the Journal of Middle Eastern Literatures
Arabic-Islamic Books Online
Electronic Journal of Oriental Studies
Booksellers List
Archway Books e-commerce
Georgetown University Press
Online Islamic Bookstore
Al- Maktabah (Internet Bookstore)
On the Origins of Arabic (Arabic supporting browser needed)
Gaafar & Wightwick Publishers & Advertisers

Research Tools
Arabic Corpus BYU (Dil Parkinson)
Buckwalter Arabic Morphological Analyzer Version 1.0
World City Information

Teacher Resources
National Middle East Language Resource Center
Moroccan American Commission for Educational and Cultural Exchange
SCOLA Arabic Insta -Class
Fulbright Visiting Scholar Program (for research and university lecturing in the US)
ArabesQ: Educational services and products
Center for Advanced Research on Language Acquisition (CARLA)
Teacher resources
Northeast Conference on the Teaching of Foreign Languages (NECTFL)
Overseas Training for Arabic Teachers
Arab-American Educators Network (broken link)
Center for applied linguistics (CAL)

American Translators Association
YourDictionary online translation online translation (Arabic supporting browser needed)
The American Institute of Arabic Language & Co.
Language Translation Service

Web-based, Online Learning
BYU Independent Study
NaturalArabic – A collection of topical news stories (updated weekly) from Arabic newspapers, with parallel English translations and recordings by native Arabic speakers. Users can click on any word to hear it read aloud and see the translation highlighted or they can play the whole recording to hear it read at natural speed.
Arab Academy
The Arabic Cyberclassroom











Merlot is a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.

MERLOT has a Federated Search, which allows you to simultaneously search dozens of digital libraries (including MERLOT’s) and the return results in a single list. The results of any single collection can be viewed separately by clicking the collection name at the top of the results page. The results are presented in order of relevance based on the completeness of available metadata. Because most collections do not contain as thorough a metadata list as MERLOT’s, result lists from Federated Searches may not be as accurate as results from searches to the MERLOT repository alone.


From 1996-2014, The George Washington University (GW) collaborated with Georgetown University (GU) and the Center for Applied Linguistics (CAL), to create the National Capital Language Resource Center (NCLRC), one of fourteen Language Resource Centers (LRCs) in the United States funded by the U.S. Department of Education Title VI. Our LRC combined the strengths of the three institutions:

GW, which houses a highly-ranked Graduate School of Education and Human Development with an internationally reputed teacher preparation and doctoral program in language education;

GU, a nationally recognized university with an undergraduate college and Graduate School of Arts and Sciences unparalleled in languages and linguistics; and

CAL, a non-profit organization uniquely designed to conduct research, training, and assessment in less commonly taught languages (LCTLs).

Each institution has contributed an extensive network of foreign language educators combined with rich institutional resources and staff. The NCLRC built on expertise gained from twenty-five years of operation, refining its impact as a nationally recognized organization for improving the teaching and learning of foreign languages through development of resources for all world languages and professional development for teachers and teacher educators. We have conducted activities across four major areas:

Materials Development and Dissemination to Strengthen Teacher Expertise. These activities built on the NCLRC’s effective dissemination network by electronically disseminating the bi-monthly e-newsletter to world language educators in the U.S.; supporting the needs of teachers of Commonly Taught Languages; maintaining and revising the Essentials, a highly popular online resource on methodology; developing articles on research and classroom implications; expanding the NCLRC website resources and materials; and updating online learning strategies guides. See Materials by Language

Strengthening Teacher Expertise in the Uses of Assessment. The NCLRC trained in-service teachers on the basics of assessment with an emphasis on LCTLs; conducted and disseminated an online course on oral proficiency assessment; provided training to teachers on how to use and rate the Simulated Oral Proficiency Inventory (SOPI); supported the East Coast Organization of Language Testers (ECOLT); revised CAL’s 1996 Oral Performance and Proficiency Task Handbook; and updated the Foreign Language Assessment Directory biannually.

Focus on Less Commonly Taught Languages. The NCLRC disseminated the Arabic K-12 schools survey and maintained the Arabic K-12 Teachers’ Network website and e-newsletter; it developed a network for teachers of K-12 and heritage South Asian language programs; it produced webcasts in Chinese and Russian; and revised the Arabic Essentials and developed adaptations for teachers of Chinese. These activities directly addressed critical needs in seventeen of the priority languages.

Teacher and Teacher Educator Professional Development. The NCLRC hosted the 8th International Language Teacher Education Conference in 2013; and continued to offer the annual Summer Institutes in 2014; presented at major regional, national, and international conferences; and developed a language-specific credit-bearing graduate course on Arabic language teaching methodology for pre-service and in-service Arabic teachers.

From August 2014 to July 2015, the NCLRC has been operating a no-cost extension at the George Washington University. During this period, we have completed the following activities: Six issues of our e-newsletter, The Language Resource and twenty issues of the Arabic K-12 Bulletin; four new webcasts in each of three LCTLs – Russian, Arabic, and Chinese; and the online publication of Teaching World Languages: A Practical Guide – in English, Arabic, and Chinese (both traditional and modern characters). Our resources for foreign language educators will continue to be available on our website, which is now housed at the George Washington University’s Graduate School of Education and Human Development (