From http://www.freetech4teachers.com/2011/12/2011-in-120-images-predictions-for-2012.html
The Atlantic recently published a series of 120 images representing some of the highlights and lowlights of 2011. Each of the images has a short caption that could refresh your students' memory about the story related to each image. Some of the images may not be suitable for students under the high school level. Those images are labeled with a viewer discretion label by The Atlantic.
After reviewing some of the news stories representing by The Atlantic's collection, take a look at The Economist's World in 2012 features. The World in 2012 includes articles and videos of predictions on a number of issues like the Republican primaries that are sure to be important in 2012. The Economist also has a reader poll about issues for 2012. The current poll question is, "should the world pay more attention to adapting to climate change than efforts to mitigate it?"
You can use these two resources and activities for general current events awareness in your classes, or to stimulate discussion and production in the target language.
For the links to these resources, go to http://www.freetech4teachers.com/2011/12/2011-in-120-images-predictions-for-2012.html
For more year in review articles, go to http://www.freetech4teachers.com/2011/12/more-year-in-review-videos-and-articles.html
For an interactive map of the biggest stories around the world in 2011, see http://www.freetech4teachers.com/2011/12/remember-2011-map-of-2011s-biggest-news.html
For more links to end-of-the-year image collections, try Larry Ferlazzo’s recent blog post at http://larryferlazzo.edublogs.org/2011/12/30/more-year-end-image-collections-2
December 31, 2011
Top 2011 Tech Tool Picks for World Language, Digital Storytelling, and Grammar Games
What are blogger Richard Byrne’s top posts regarding world language, digital storytelling, and grammar games? Find out at http://www.freetech4teachers.com/2011/12/most-popular-posts-of-year-20-11-world.html , http://www.freetech4teachers.com/2011/12/most-popular-posts-of-year-17-11.html , and http://www.freetech4teachers.com/2011/12/most-popular-posts-of-year-15-10.html
Alma Flor Ada’s Birthday, and the Immigrant Experience: Resources from the Annenberg Foundation
Alma Flor Ada was born on January 3, 1938.
Alma Flor Ada, featured in workshop 7, “Social Justice and Action,” (http://www.learner.org/workshops/tml/workshop7/authors1b.html ) of Teaching Multicultural Literature: A Workshop for Middle Grades, wrote “My Name Is María Isabel,” a book about the immigrant experience. In the video, students use the reading to discuss immigrant expectations and realities. This program includes an interview with Alma Flor Ada, (http://www.learner.org/workshops/tml/workshop7/authors1c.html ), born in Cuba and an immigrant to Peru and the United States.
Alma Flor Ada, featured in workshop 7, “Social Justice and Action,” (http://www.learner.org/workshops/tml/workshop7/authors1b.html ) of Teaching Multicultural Literature: A Workshop for Middle Grades, wrote “My Name Is María Isabel,” a book about the immigrant experience. In the video, students use the reading to discuss immigrant expectations and realities. This program includes an interview with Alma Flor Ada, (http://www.learner.org/workshops/tml/workshop7/authors1c.html ), born in Cuba and an immigrant to Peru and the United States.
Online Fables in French, Spanish, and German
Access several fables in French, Spanish, or German. They are intended for children ages 5-6, and in addition to audio readings, they are accompanied by resources and activities for learning. They’re available at http://ngfl.northumberland.gov.uk/languages/Fables/default.htm
The Best Spanish Records of 2011
Are you always on the lookout for good music in Spanish, music that your students will also like? Read Zachary Jones’s picks for “Los 25 mejores discos del 2011” at http://zachary-jones.com/zambombazo/los-25-mejores-discos-del-2011
Summaries of Spanish Grammar Manuals
From http://cvc.cervantes.es/ensenanza/biblioteca_ele/manuales_gramatica/default.htm
El Centro Virtual Cervantes abre un nuevo espacio en el que se irán presentando diferentes reseñas sobre las publicaciones centradas en la gramática que han sido editadas hasta la fecha. El principal objetivo del proyecto es ofrecer al profesor una visión general de los manuales disponibles que facilite una correcta toma de decisiones para enseñar nuestra lengua de la forma más precisa y clara en sus distintos contextos de aprendizaje.
Las Reseñas de manuales de gramática del español están divididas en dos categorías en función de los destinatarios de los manuales: profesores o estudiantes. Todas las reseñas comentan el destinatario idóneo de la obra, su división interna, la perspectiva de análisis lingüístico que adopta y su funcionalidad para la enseñanza o aprendizaje del español.
Visit the new website at http://cvc.cervantes.es/ensenanza/biblioteca_ele/manuales_gramatica/default.htm
El Centro Virtual Cervantes abre un nuevo espacio en el que se irán presentando diferentes reseñas sobre las publicaciones centradas en la gramática que han sido editadas hasta la fecha. El principal objetivo del proyecto es ofrecer al profesor una visión general de los manuales disponibles que facilite una correcta toma de decisiones para enseñar nuestra lengua de la forma más precisa y clara en sus distintos contextos de aprendizaje.
Las Reseñas de manuales de gramática del español están divididas en dos categorías en función de los destinatarios de los manuales: profesores o estudiantes. Todas las reseñas comentan el destinatario idóneo de la obra, su división interna, la perspectiva de análisis lingüístico que adopta y su funcionalidad para la enseñanza o aprendizaje del español.
Visit the new website at http://cvc.cervantes.es/ensenanza/biblioteca_ele/manuales_gramatica/default.htm
Inside Mexico: An Abundance of Cultural Materials
From http://www.inside-mexico.com/index.htm
Inside Mexico Publishing sells DVD’s, CD’s, books, and magazines dealing with about Mexico and the Mexican culture in English and in Spanish. They also have quite a wealth of free articles on their website. Here are some timely and recent resources:
Celebrating New Year’s Eve in Mexico - http://www.inside-mexico.com/newyearcelebration.htm (English) or http://www.inside-mexico.com/celebracionesdeanonuevo.htm (Spanish)
From Mexico to the World: Mexican Staple Ingredients - http://www.inside-mexico.com/food/easymexicanrecipes.htm (English ) or http://www.inside-mexico.com/easymexicanrecipes/mexicanstapleingredientssp.htm (Spanish)
Doña Josefa Ortiz de Dominguez Mexican Independence Heroine - http://www.inside-mexico.com/historia/historyindex.htm (English) or http://www.inside-mexico.com/historia/josefaortizsp.htm (Spanish)
The Inside Mexico website is available at http://www.inside-mexico.com/index.htm
Inside Mexico Publishing sells DVD’s, CD’s, books, and magazines dealing with about Mexico and the Mexican culture in English and in Spanish. They also have quite a wealth of free articles on their website. Here are some timely and recent resources:
Celebrating New Year’s Eve in Mexico - http://www.inside-mexico.com/newyearcelebration.htm (English) or http://www.inside-mexico.com/celebracionesdeanonuevo.htm (Spanish)
From Mexico to the World: Mexican Staple Ingredients - http://www.inside-mexico.com/food/easymexicanrecipes.htm (English ) or http://www.inside-mexico.com/easymexicanrecipes/mexicanstapleingredientssp.htm (Spanish)
Doña Josefa Ortiz de Dominguez Mexican Independence Heroine - http://www.inside-mexico.com/historia/historyindex.htm (English) or http://www.inside-mexico.com/historia/josefaortizsp.htm (Spanish)
The Inside Mexico website is available at http://www.inside-mexico.com/index.htm
French Language Fun: AP Preparation Materials
If your students are preparing for the AP French language exam, you will find the French Language Fun website useful: grammar, vocabulary, and listening exercises, all oriented towards the AP exam. The website is available at http://www.frenchlearningfun.net/index.html
French New Year
From http://french.about.com
Read a short article about some French New Year’s traditions at http://french.about.com/od/culture/a/newyear.htm?nl=1
Read a short article about some French New Year’s traditions at http://french.about.com/od/culture/a/newyear.htm?nl=1
Conversational Latin Seminar in Lexington for 2012
From http://mcl.as.uky.edu/conversational-latin-seminars-2012-english
Conventiculum Latinum, Annual Workshop for Spoken Latin to be held In Lexington at the University of Kentucky from 22–29 July 2012.
These summer workshops have become internationally known for providing a stimulating occasion in which participants can live for an extended period of time in an all-Latin environment, speaking and hearing no language but Latin.
The deadline to apply is April 1, but the organizers urge participants to apply much earlier.
For full details go to http://mcl.as.uky.edu/conversational-latin-seminars-2012-english
Conventiculum Latinum, Annual Workshop for Spoken Latin to be held In Lexington at the University of Kentucky from 22–29 July 2012.
These summer workshops have become internationally known for providing a stimulating occasion in which participants can live for an extended period of time in an all-Latin environment, speaking and hearing no language but Latin.
The deadline to apply is April 1, but the organizers urge participants to apply much earlier.
For full details go to http://mcl.as.uky.edu/conversational-latin-seminars-2012-english
Using Classical Images in Teaching and Publications
From http://www.apaclassics.org/index.php/world_of_classics/using_images_in_teaching_and_publications
The initial purpose of this American Philological Association web page is to complement the Presidential Panel, “Images for Classicists,” at the 2012 Joint Meeting of the APA/AIA in Philadelphia. It is designed to help scholars locate and use images in their teaching and research. It is divided into three sections: tips for using images in teaching; guidelines for using images in publications; and an annotated list of websites with downloadable digital images.
The webpage is available at http://www.apaclassics.org/index.php/world_of_classics/using_images_in_teaching_and_publications
The initial purpose of this American Philological Association web page is to complement the Presidential Panel, “Images for Classicists,” at the 2012 Joint Meeting of the APA/AIA in Philadelphia. It is designed to help scholars locate and use images in their teaching and research. It is divided into three sections: tips for using images in teaching; guidelines for using images in publications; and an annotated list of websites with downloadable digital images.
The webpage is available at http://www.apaclassics.org/index.php/world_of_classics/using_images_in_teaching_and_publications
Blog Post for the New Year: Ianus
From http://bestlatin.blogspot.com
Read a blog post in honor of the Roman god Ianus, who gives the month of January its name and whose two-headed depiction, at http://bestlatin.blogspot.com/2011/12/ianus.html
Read a blog post in honor of the Roman god Ianus, who gives the month of January its name and whose two-headed depiction, at http://bestlatin.blogspot.com/2011/12/ianus.html
NEH Seminar: Berlin's Cultural Diversity Across Two Centuries
From http://www.lawrence.edu/dept/german/neh2012
Prof. Robert Shandley and Brent Peterson are offering a seminar sponsored by the National Endowment for the Humanities entitled "Berlin's Cultural Diversity Across Two Centuries" June 17-July 20, 2012 in Berlin. Since the seminar is being conducted in German, the primary audience for this in depth examination of migrants and German culture is German teachers, but K-12 teachers in all disciplines with at least intermediate mid German proficiency are welcome to apply as well. Deadline for application is March 1, 2012. Participants will each receive a stipend of $3900 to defray expenses. The organizers of this seminar promise participants great fun and a lot of work. For more information, please see the website: http://www.lawrence.edu/dept/german/neh2012
Leu, B. [AATG-L] NEH Summer Seminar in Berlin - Deadline March 1, 2012. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 28 Dec 2011).
Prof. Robert Shandley and Brent Peterson are offering a seminar sponsored by the National Endowment for the Humanities entitled "Berlin's Cultural Diversity Across Two Centuries" June 17-July 20, 2012 in Berlin. Since the seminar is being conducted in German, the primary audience for this in depth examination of migrants and German culture is German teachers, but K-12 teachers in all disciplines with at least intermediate mid German proficiency are welcome to apply as well. Deadline for application is March 1, 2012. Participants will each receive a stipend of $3900 to defray expenses. The organizers of this seminar promise participants great fun and a lot of work. For more information, please see the website: http://www.lawrence.edu/dept/german/neh2012
Leu, B. [AATG-L] NEH Summer Seminar in Berlin - Deadline March 1, 2012. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 28 Dec 2011).
Russian Art in the United States
Here is a growing database of museums that feature Russian art in the United States: http://artinrussia.org/category/russian-art-abroad
Russian New Years Traditions
Read a blog post about Russian traditions for the new year at http://www.funrussian.com/2011/12/30/russian-new-year
2012 JET Memorial Invitation Program for U.S. High School Students
From http://www.jflalc.org
The Japan Foundation, Los Angeles (JFLA) is pleased to inform you that we are starting the application process for JET-MIP (JET Memorial Invitation Program for U.S. High School Students) 2012.
Most of the expenses will be covered by the Japan Foundation, and it will be a great opportunity for Japanese learners (11th or 12th graders of 2011/12) to deepen their knowledge of Japanese language and culture IN JAPAN!!
Please note that one of the new requirements is to have the candidate complete the National Japanese Exam (Level 3) conducted by NCJLT. The registration deadline for the 2012 exam is on January 31, 2012.
Learn more at the JFLA website (http://www.jflalc.org ) or download an information flyer from http://www.jflalc.org/2012_JET_MIP_INFO.pdf
The Japan Foundation, Los Angeles (JFLA) is pleased to inform you that we are starting the application process for JET-MIP (JET Memorial Invitation Program for U.S. High School Students) 2012.
Most of the expenses will be covered by the Japan Foundation, and it will be a great opportunity for Japanese learners (11th or 12th graders of 2011/12) to deepen their knowledge of Japanese language and culture IN JAPAN!!
Please note that one of the new requirements is to have the candidate complete the National Japanese Exam (Level 3) conducted by NCJLT. The registration deadline for the 2012 exam is on January 31, 2012.
Learn more at the JFLA website (http://www.jflalc.org ) or download an information flyer from http://www.jflalc.org/2012_JET_MIP_INFO.pdf
Zap Chinese: Online Lessons with Audio
Access vocabulary and phrases with audio, beginning lessons, business Chinese, and a webpage on writing Chinese characters at http://www.zapchinese.com
Chinese Take-In: Listening Exercises
From http://coerll.utexas.edu/coerll/taxonomy/term/631
Chinese Take-In provides an interactive environment where first-year Chinese learners can practice listening outside the classroom according to individual needs and paces while receiving immediate feedback. Chinese Take-In helps first-year Chinese learners improve their listening comprehension.
The design of each passage or dialogue is an attempt to approach real-life communications. The ultimate goal of these exercises is for learners of Chinese to integrate their linguistic and background knowledge when listening. Your task is to make interpretations of what you hear; this means that you must listen carefully. You may have to employ your ability to make logical inferences, just as you would when communicating in real life.
All the vocabulary words and grammar structures in these exercises are based on the textbooks (PCR I & II, Lesson 1 - Lesson 40) used at the University of Texas at Austin for first-year Chinese I & II (CHI506 and CHI507) as of the fall semester of 2009. There are a total of 30 units; with the exception of the first two, each unit corresponds to a lesson in the textbooks.
Visit the Chinese Take-In website at http://www.laits.utexas.edu/chinese_take_in
Chinese Take-In provides an interactive environment where first-year Chinese learners can practice listening outside the classroom according to individual needs and paces while receiving immediate feedback. Chinese Take-In helps first-year Chinese learners improve their listening comprehension.
The design of each passage or dialogue is an attempt to approach real-life communications. The ultimate goal of these exercises is for learners of Chinese to integrate their linguistic and background knowledge when listening. Your task is to make interpretations of what you hear; this means that you must listen carefully. You may have to employ your ability to make logical inferences, just as you would when communicating in real life.
All the vocabulary words and grammar structures in these exercises are based on the textbooks (PCR I & II, Lesson 1 - Lesson 40) used at the University of Texas at Austin for first-year Chinese I & II (CHI506 and CHI507) as of the fall semester of 2009. There are a total of 30 units; with the exception of the first two, each unit corresponds to a lesson in the textbooks.
Visit the Chinese Take-In website at http://www.laits.utexas.edu/chinese_take_in
Chinese New Year
From http://chineseculture.about.com
Read about some Chinese New Year customs (both on the traditional date and on the western date) at http://chineseculture.about.com/od/chinesefestivals/tp/Chinese-New-Year-Celebrate-A-Chinese-Style-New-Years-Eve.htm?nl=1
Read about some Chinese New Year customs (both on the traditional date and on the western date) at http://chineseculture.about.com/od/chinesefestivals/tp/Chinese-New-Year-Celebrate-A-Chinese-Style-New-Years-Eve.htm?nl=1
2012: The Year Mandarin Chinese Becomes a 'Commonly Taught Language'?
From http://asiasociety.org/blog/asia/2012-year-mandarin-chinese-becomes-commonly-taught-language
This article is part of a series of year-end posts on Asia Blog written by Asia Society experts and Associate Fellows looking back on noteworthy events in 2011:
In the 1980s and 1990s, in an effort to define the territory of our field, language educators created the idea of the “less commonly taught languages,” or LCTL . What is peculiar about this notion is that it includes just about every single one of the more than 5,000 languages spoken on Planet Earth, with the exception of English and just three other languages: Spanish, French, and German. For many years, these “big three” languages were just about the only choices available to language learners in the U.S., especially at the K-12 level.
According to the latest estimates from the American Council on the Teaching of Foreign Languages (ACTFL), Chinese language programs at the K-12 level in U.S. schools expanded by more than 200 percent from 2005 to 2008, and that growth shows no signs of slowing down. While in absolute terms, the number of programs and students is still comparatively small compared even to German, if this growth continues to accelerate throughout 2012, it may well be the year when Chinese loses its status as a LCTL and enters the mainstream.
Read the full article at http://asiasociety.org/blog/asia/2012-year-mandarin-chinese-becomes-commonly-taught-language and browse the entire series of Asia-focused 2011 retrospectives at http://asiasociety.org/blog/asia/2011
This article is part of a series of year-end posts on Asia Blog written by Asia Society experts and Associate Fellows looking back on noteworthy events in 2011:
In the 1980s and 1990s, in an effort to define the territory of our field, language educators created the idea of the “less commonly taught languages,” or LCTL . What is peculiar about this notion is that it includes just about every single one of the more than 5,000 languages spoken on Planet Earth, with the exception of English and just three other languages: Spanish, French, and German. For many years, these “big three” languages were just about the only choices available to language learners in the U.S., especially at the K-12 level.
According to the latest estimates from the American Council on the Teaching of Foreign Languages (ACTFL), Chinese language programs at the K-12 level in U.S. schools expanded by more than 200 percent from 2005 to 2008, and that growth shows no signs of slowing down. While in absolute terms, the number of programs and students is still comparatively small compared even to German, if this growth continues to accelerate throughout 2012, it may well be the year when Chinese loses its status as a LCTL and enters the mainstream.
Read the full article at http://asiasociety.org/blog/asia/2012-year-mandarin-chinese-becomes-commonly-taught-language and browse the entire series of Asia-focused 2011 retrospectives at http://asiasociety.org/blog/asia/2011
Achievements Abound for Native American Languages in 2011
From http://indiancountrytodaymedianetwork.com/2011/12/23/achievements-abound-for-native-american-languages-in-2011-68390
Achievements Abound for Native American Languages in 2011
By ICTMN Staff
December 23, 2011
Even though statistics say Native American languages are endangered and the U.S. Census says there are less than half a million speakers of Native languages in the country, there were a number of advancements in language revitalization and preservation throughout the year, a sampling of those are noted in this article for Ojibwe, Lakota, Squamish, Wampanoag, Cherokee, Mohawk, Inuktitut, and language spoken in Oklahoma.
Read more: http://indiancountrytodaymedianetwork.com/2011/12/23/achievements-abound-for-native-american-languages-in-2011-68390
Achievements Abound for Native American Languages in 2011
By ICTMN Staff
December 23, 2011
Even though statistics say Native American languages are endangered and the U.S. Census says there are less than half a million speakers of Native languages in the country, there were a number of advancements in language revitalization and preservation throughout the year, a sampling of those are noted in this article for Ojibwe, Lakota, Squamish, Wampanoag, Cherokee, Mohawk, Inuktitut, and language spoken in Oklahoma.
Read more: http://indiancountrytodaymedianetwork.com/2011/12/23/achievements-abound-for-native-american-languages-in-2011-68390
Parents Win Reprieve for Glendale German Immersion Program
From http://www.scpr.org/news/2011/12/21/30445/glendale-german-immersion-franklin-parents-school
After intense rallying, parents win reprieve for Glendale German program
By Tami Abdollah
December 21, 2011
It all began last Tuesday when Glendale’s deputy superintendent John Garcia recommended the board phase out the German language immersion program at Benjamin Franklin Elementary School to make room for a new French program.
In about a week, a couple dozen parents helped mobilize an assault on the Glendale Unified School District that involved hundreds of sent emails, dozens of phone calls and multiple meetings.
If the parents were blindsided by the decision to phase-out the program, school officials were equally surprised by their reaction.
“As the representative of this district, I do want to apologize, because obviously we had a breakdown in communication,” said Glendale Unified School District superintendent Richard Sheehan, as he stared out into a sea of “I Love German Immersion” T-shirts, buttons and signs. “...We owe it to you to communicate better.”
Sheehan said the district will enroll a full German kindergarten class for next fall, and create a task force of parents and staff to look into the long-term viability of the program. The task force will return with results of its review by mid-April. It will report the findings to the school board and at a meeting with parents, Sheehan said. A French immersion program will still be added next year as planned, Sheehan said.
Glendale Unified School District offers one of the nation’s leading dual-immersion programs with six languages, including German, Spanish, Italian, Korean, Japanese and Armenian, offered on nine campuses. French will make it seven languages.
Read the full article at http://www.scpr.org/news/2011/12/21/30445/glendale-german-immersion-franklin-parents-school
Read a related article in the Los Angeles Times at http://www.latimes.com/news/local/la-me-german-glendale-20111222,0,7519414.story
After intense rallying, parents win reprieve for Glendale German program
By Tami Abdollah
December 21, 2011
It all began last Tuesday when Glendale’s deputy superintendent John Garcia recommended the board phase out the German language immersion program at Benjamin Franklin Elementary School to make room for a new French program.
In about a week, a couple dozen parents helped mobilize an assault on the Glendale Unified School District that involved hundreds of sent emails, dozens of phone calls and multiple meetings.
If the parents were blindsided by the decision to phase-out the program, school officials were equally surprised by their reaction.
“As the representative of this district, I do want to apologize, because obviously we had a breakdown in communication,” said Glendale Unified School District superintendent Richard Sheehan, as he stared out into a sea of “I Love German Immersion” T-shirts, buttons and signs. “...We owe it to you to communicate better.”
Sheehan said the district will enroll a full German kindergarten class for next fall, and create a task force of parents and staff to look into the long-term viability of the program. The task force will return with results of its review by mid-April. It will report the findings to the school board and at a meeting with parents, Sheehan said. A French immersion program will still be added next year as planned, Sheehan said.
Glendale Unified School District offers one of the nation’s leading dual-immersion programs with six languages, including German, Spanish, Italian, Korean, Japanese and Armenian, offered on nine campuses. French will make it seven languages.
Read the full article at http://www.scpr.org/news/2011/12/21/30445/glendale-german-immersion-franklin-parents-school
Read a related article in the Los Angeles Times at http://www.latimes.com/news/local/la-me-german-glendale-20111222,0,7519414.story
Article: College Scholarships Abound for Bilingual Students
From http://www.usnews.com/education/blogs/the-scholarship-coach/2011/12/22/college-scholarships-abound-for-bilingual-students
College Scholarships Abound for Bilingual Students
By Scholarship America
December 22, 2011
Speaking more than one language can be a huge advantage in many parts of your life. Bilingual fluency is attractive to employers; it can help you get around outside the United States; and, if you know where to look, it can also mean scholarship dollars for college. Many bilingual scholarship programs are limited to certain schools or subject areas, but if you are fluent—or becoming fluent—in more than one language, these might just fit the bill.
Read the full article at http://www.usnews.com/education/blogs/the-scholarship-coach/2011/12/22/college-scholarships-abound-for-bilingual-students
College Scholarships Abound for Bilingual Students
By Scholarship America
December 22, 2011
Speaking more than one language can be a huge advantage in many parts of your life. Bilingual fluency is attractive to employers; it can help you get around outside the United States; and, if you know where to look, it can also mean scholarship dollars for college. Many bilingual scholarship programs are limited to certain schools or subject areas, but if you are fluent—or becoming fluent—in more than one language, these might just fit the bill.
Read the full article at http://www.usnews.com/education/blogs/the-scholarship-coach/2011/12/22/college-scholarships-abound-for-bilingual-students
Job: Training Specialist (Language Testing and Training), Peace Corps
This position is located in the Training Unit within the Office for Overseas Programming and Training Support (OPATS). The position reports to the Washington DC headquarters of the Peace Corps. The purpose of OPATS is to build capacity of field staff through training that will help staff better support Volunteers. Training is designed and delivered to improve post staff performance and competence. The Peace Corps language program focuses on providing guidelines, concepts and techniques for conducting training, integrating language and cross-cultural training and managing a training and certification program for measuring individual proficiency and the overall effectiveness of language training at Posts. The incumbent will: oversee the agency's language proficiency testing program using the American Council on the Teaching of Foreign Languages (ACTFL) scale; oversee the collection and evaluation of language testing results; and support other language training initiatives. The incumbent will report to the Supervisor of the Training Unit. Note: Position requires 25% overseas travel.
Read the full job posting at https://www.avuedigitalservices.com/casting/aiportal/control/selectVacancy;jsessionid=a13a53e530d529d245b9d80546fa9960da6849273df2.e38PaN8TbNaTaO0Mb3qSa3yOa40?vacancyIds=634341487,
Read the full job posting at https://www.avuedigitalservices.com/casting/aiportal/control/selectVacancy;jsessionid=a13a53e530d529d245b9d80546fa9960da6849273df2.e38PaN8TbNaTaO0Mb3qSa3yOa40?vacancyIds=634341487,
Wisconsin Association for Language Teachers Scholarship for Professional Development
From http://www.waflt.org/index.php?q=node/22
The WAFLT Scholarship for Professional Development, in honor of three extraordinary Wisconsin professors who have trained countless teachers and students in world languages and the instruction of world language teaching methodologies, is designed to help world language educators in Wisconsin improve their classroom teaching skills by encouraging professional development at all stages of instruction, preschool through university levels.
One scholarship will be awarded in the amount of $500.
Projects that WILL qualify for consideration include study abroad, summer seminars, workshops, institutes, and short courses (credit-bearing or non-credit bearing).
Projects that WILL NOT qualify for consideration include curriculum writing, foreign travel without a study or project component, and purchase of materials. The intention is to provide more than just a stipend for graduate study.
Completed proposals should be received electronically no later than February 1. Notification to the recipient of the scholarship will be made by April 1.
For full details go to http://www.waflt.org/index.php?q=node/22#pdscholarship
The WAFLT Scholarship for Professional Development, in honor of three extraordinary Wisconsin professors who have trained countless teachers and students in world languages and the instruction of world language teaching methodologies, is designed to help world language educators in Wisconsin improve their classroom teaching skills by encouraging professional development at all stages of instruction, preschool through university levels.
One scholarship will be awarded in the amount of $500.
Projects that WILL qualify for consideration include study abroad, summer seminars, workshops, institutes, and short courses (credit-bearing or non-credit bearing).
Projects that WILL NOT qualify for consideration include curriculum writing, foreign travel without a study or project component, and purchase of materials. The intention is to provide more than just a stipend for graduate study.
Completed proposals should be received electronically no later than February 1. Notification to the recipient of the scholarship will be made by April 1.
For full details go to http://www.waflt.org/index.php?q=node/22#pdscholarship
Indiana University Summer Workshop in Slavic, East European and Central Asian Languages
From http://www.indiana.edu/~swseel/index.shtml
The Indiana University Summer Workshop in Slavic, East European and Central Asian Languages provides up to 200 participants in Slavic, East European, and Central Asian languages the opportunity to complete a full year of college language instruction during an eight-week summer session.
Utilizing the resources of Indiana University's own specialists as well as native speakers from other universities and abroad, the Summer Workshop has developed and maintained a national program of the highest quality. Allowing all participants to pay in-state tuition fees, the program has as its goal the enhancement of speaking, reading, listening and writing skills through classroom instruction and a full range of extra-curricular activities. Fellowships and funding are available.
The 2012 Summer Workshop will offer the following language programs*
Russian Language Programs
Nine-week session, First year, Level 1: May 29-July 27
Eight-week session, First (Level 2) to Sixth year (Level 9): June 04-July 27
Five-week session, First year, Level 1: May 29-June 29
Four-week session, First (Level 2) to Sixth year (Level 9): June 04-June 29
East and Central European Languages (June 04-July 27)
First** and Second year Bosnian/Croatian/Serbian
First year Czech**
First year Hungarian**
First year Polish
First year Romanian**
First year Yiddish
** Tuition will be waived for graduate students specializing in any field of East European studies.
Languages of Central Asia, the Caucasus, and the Middle East (June 04-July 27)
First, Second, and Third year Arabic (Nine-week program: May 29- July 27)
First and Second year Dari
First year Georgian
First year Kazakh
First year Mongolian
First and Second year Pashto
First year Persian
First year Tatar
First year Turkish
First and Second year Uyghur
First and Second year Uzbek
*All language offerings are contingent on enrollment.
The deadline for applications for FLAS and Title VIII fellowships is March 1. All application materials must be received by this date to be considered. Applications for admission from students not applying for funding are considered on a rolling basis. Students are encouraged to apply as early as possible to ensure space is available.
Learn more and register at http://www.indiana.edu/~swseel/index.shtml
The Indiana University Summer Workshop in Slavic, East European and Central Asian Languages provides up to 200 participants in Slavic, East European, and Central Asian languages the opportunity to complete a full year of college language instruction during an eight-week summer session.
Utilizing the resources of Indiana University's own specialists as well as native speakers from other universities and abroad, the Summer Workshop has developed and maintained a national program of the highest quality. Allowing all participants to pay in-state tuition fees, the program has as its goal the enhancement of speaking, reading, listening and writing skills through classroom instruction and a full range of extra-curricular activities. Fellowships and funding are available.
The 2012 Summer Workshop will offer the following language programs*
Russian Language Programs
Nine-week session, First year, Level 1: May 29-July 27
Eight-week session, First (Level 2) to Sixth year (Level 9): June 04-July 27
Five-week session, First year, Level 1: May 29-June 29
Four-week session, First (Level 2) to Sixth year (Level 9): June 04-June 29
East and Central European Languages (June 04-July 27)
First** and Second year Bosnian/Croatian/Serbian
First year Czech**
First year Hungarian**
First year Polish
First year Romanian**
First year Yiddish
** Tuition will be waived for graduate students specializing in any field of East European studies.
Languages of Central Asia, the Caucasus, and the Middle East (June 04-July 27)
First, Second, and Third year Arabic (Nine-week program: May 29- July 27)
First and Second year Dari
First year Georgian
First year Kazakh
First year Mongolian
First and Second year Pashto
First year Persian
First year Tatar
First year Turkish
First and Second year Uyghur
First and Second year Uzbek
*All language offerings are contingent on enrollment.
The deadline for applications for FLAS and Title VIII fellowships is March 1. All application materials must be received by this date to be considered. Applications for admission from students not applying for funding are considered on a rolling basis. Students are encouraged to apply as early as possible to ensure space is available.
Learn more and register at http://www.indiana.edu/~swseel/index.shtml
For Classicists: Engaging History Series Summer Programs
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/engaging_history_series_summer_programs
The American Institute for Roman Culture
Engaging History Series Summer Programs
June 11-July 6, 2012
Application Deadline: March 15, 2012
Course offerings:
Engaging History: Living Latin, Living History in Rome
Engaging History: Ancient Rome and Roman Culture
Engaging History: Media Studies in Rome
Engaging History: Roman Archaeology
Learn more at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/engaging_history_series_summer_programs
The American Institute for Roman Culture
Engaging History Series Summer Programs
June 11-July 6, 2012
Application Deadline: March 15, 2012
Course offerings:
Engaging History: Living Latin, Living History in Rome
Engaging History: Ancient Rome and Roman Culture
Engaging History: Media Studies in Rome
Engaging History: Roman Archaeology
Learn more at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/engaging_history_series_summer_programs
Conference on Endangered Languages and Cultures of Native America
University of Utah
The Conference on Endangered Languages and Cultures of Native America (CELCNA)
March 23-24, 2012
University of Utah
Learn more and register at http://www.cail.utah.edu/?pageId=5742
The Conference on Endangered Languages and Cultures of Native America (CELCNA)
March 23-24, 2012
University of Utah
Learn more and register at http://www.cail.utah.edu/?pageId=5742
Call for Papers: Workshop on American Indigenous Languages
From http://orgs.sa.ucsb.edu/nailsg
The Linguistics department at the University of California, Santa Barbara announces its 15th Annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas. The conference will take place April 27-28, 2012.
Anonymous abstracts are invited for talks on any topic relevant to the study of language in the Americas.
Abstracts must be submitted by January 31, 2011.
View the full call for papers at http://orgs.sa.ucsb.edu/nailsg/call.html
The Linguistics department at the University of California, Santa Barbara announces its 15th Annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas. The conference will take place April 27-28, 2012.
Anonymous abstracts are invited for talks on any topic relevant to the study of language in the Americas.
Abstracts must be submitted by January 31, 2011.
View the full call for papers at http://orgs.sa.ucsb.edu/nailsg/call.html
Book: Babel No More: The Search for the World's Most Extraordinary Language Learners
From http://books.simonandschuster.com/Babel-No-More/Michael-Erard/9781451628258
Babel No More: The Search for the World's Most Extraordinary Language Learners
by Michael Erard
Published by Simon & Schuster
Description: In Babel No More, Michael Erard, “a monolingual with benefits,” sets out on a quest to meet language superlearners and make sense of their mental powers. On the way he uncovers the secrets of historical figures like the nineteenth-century Italian cardinal Giuseppe Mezzofanti, who was said to speak seventy-two languages and was such a legend that when he died people all over Europe vied for his skull. Emil Krebs, a pugnacious fin de siècle German diplomat, spoke sixty-eight languages, and Erard sees the evidence of this in Krebs’s dissected brain. Lomb Kató, a Hungarian hyperpolyglot who taught herself Russian by reading Russian romance novels, believed that “one learns grammar from language, not language from grammar.” These massive multilinguals have long offered a natural experiment into the limits of the brain; here, at last, we can inspect the results.
On his way to tracking down the one man who could be called the most linguistically talented person in the world, Erard meets other living language-superlearners. Among them is Alexander, a modern-day polyglot with dozens of languages who shows him the tricks of the trade and gives him a dark glimpse into the life of obsessive language acquisition.
With his ambitious examination of what language is, where it lives in the brain, and the cultural implications of polyglots’ pursuits, Erard explores the upper limits of our ability to learn and to use languages, and illuminates the intellectual potential in everyone.
Visit the publisher’s website at http://books.simonandschuster.com/Babel-No-More/Michael-Erard/9781451628258
Read reviews of this book at http://www.huffingtonpost.com/nataly-kelly/adventures-in-hyperpolygl_b_1173472.html?ref=tw and http://www.economist.com/node/21542170
Babel No More: The Search for the World's Most Extraordinary Language Learners
by Michael Erard
Published by Simon & Schuster
Description: In Babel No More, Michael Erard, “a monolingual with benefits,” sets out on a quest to meet language superlearners and make sense of their mental powers. On the way he uncovers the secrets of historical figures like the nineteenth-century Italian cardinal Giuseppe Mezzofanti, who was said to speak seventy-two languages and was such a legend that when he died people all over Europe vied for his skull. Emil Krebs, a pugnacious fin de siècle German diplomat, spoke sixty-eight languages, and Erard sees the evidence of this in Krebs’s dissected brain. Lomb Kató, a Hungarian hyperpolyglot who taught herself Russian by reading Russian romance novels, believed that “one learns grammar from language, not language from grammar.” These massive multilinguals have long offered a natural experiment into the limits of the brain; here, at last, we can inspect the results.
On his way to tracking down the one man who could be called the most linguistically talented person in the world, Erard meets other living language-superlearners. Among them is Alexander, a modern-day polyglot with dozens of languages who shows him the tricks of the trade and gives him a dark glimpse into the life of obsessive language acquisition.
With his ambitious examination of what language is, where it lives in the brain, and the cultural implications of polyglots’ pursuits, Erard explores the upper limits of our ability to learn and to use languages, and illuminates the intellectual potential in everyone.
Visit the publisher’s website at http://books.simonandschuster.com/Babel-No-More/Michael-Erard/9781451628258
Read reviews of this book at http://www.huffingtonpost.com/nataly-kelly/adventures-in-hyperpolygl_b_1173472.html?ref=tw and http://www.economist.com/node/21542170
December 22, 2011
BBC’s Day in Pictures: Current Events Photos
From http://www.freetech4teachers.com/2011/11/using-pictures-for-current-events.html
“Everyday the BBC runs a feature called the Day in Pictures that displays a small collection of photographs from around the world. … The Day in Pictures collections are part of a much larger resource from the BBC simply called In Pictures. The In Pictures resource provides hundreds of images in a variety collections and slide shows about current events throughout the world. … All of the images include captions explaining what is happening in the picture and a little background knowledge about the event being photographed.”
You could use these pictures as informative and relevant conversation prompts for your students.
The Day in Pictures is available at http://www.bbc.co.uk/news/in_pictures
A recently updated post in Larry Ferlazzo’s blog, “The Best Ways To Use Photos In Lessons,” may give you some more good ideas: http://larryferlazzo.edublogs.org/2010/06/27/the-best-ways-to-use-photos-in-lessons
“Everyday the BBC runs a feature called the Day in Pictures that displays a small collection of photographs from around the world. … The Day in Pictures collections are part of a much larger resource from the BBC simply called In Pictures. The In Pictures resource provides hundreds of images in a variety collections and slide shows about current events throughout the world. … All of the images include captions explaining what is happening in the picture and a little background knowledge about the event being photographed.”
You could use these pictures as informative and relevant conversation prompts for your students.
The Day in Pictures is available at http://www.bbc.co.uk/news/in_pictures
A recently updated post in Larry Ferlazzo’s blog, “The Best Ways To Use Photos In Lessons,” may give you some more good ideas: http://larryferlazzo.edublogs.org/2010/06/27/the-best-ways-to-use-photos-in-lessons
YouTube for Schools
YouTube resources for language teachers abound: documentaries, videos in the target language, wordless videos, and so much more. However, it can be hard to find the useful materials among everything else that is also on YouTube. Now YouTube has launched a YouTube for Schools. According to YouTube’s blog, the new section is “a network setting that school administrators can turn on to grant access only to the educational content from YouTube EDU. Teachers can choose from the hundreds of thousands of videos on YouTube EDU created by more than 600 partners like the Smithsonian, TED, Steve Spangler Science, and Numberphile.”
Learn more at YouTube’s blog: http://youtube-global.blogspot.com/2011/12/opening-up-world-of-educational-content.html ; in their video about it: http://www.youtube.com/teachers ; and in their FAQ: http://support.google.com/youtube/bin/answer.py?hl=en&answer=1657123
Read reviews of YouTube for schools at http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192 , http://www.freetech4teachers.com/2011/12/youtube-for-schools-now-more-schools.html , and http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192
The YouTube for Schools main website is available at http://www.youtube.com/schools
Learn more at YouTube’s blog: http://youtube-global.blogspot.com/2011/12/opening-up-world-of-educational-content.html ; in their video about it: http://www.youtube.com/teachers ; and in their FAQ: http://support.google.com/youtube/bin/answer.py?hl=en&answer=1657123
Read reviews of YouTube for schools at http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192 , http://www.freetech4teachers.com/2011/12/youtube-for-schools-now-more-schools.html , and http://www.zdnet.com/blog/btl/youtube-launches-education-only-option-for-teachers-worldwide/65192
The YouTube for Schools main website is available at http://www.youtube.com/schools
More Learning Station Suggestions
Last week we posted teachers’ suggestions for using learning stations in language classrooms. Here are more ideas:
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Ideally I would like to give every kid a clipboard. It would be nice if they carried their clip boards around with their work on the clipboard and in the end, turn everything in stapled together.
One station could be Reading comprehension / worksheet
One could be a game of some kind...for two people?
One could be on the computer if you have one, or the Smart board.
One station could be where they record themselves on the tape recorder doing some kind of performance task.
One station could be speaking with a partner. From a dialogue / question and answer sheet?
One station could be speaking to the teacher.
How about a station or two with flashcards?
How about one station with books in the target Language related to the theme?
Shay, S. [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011).
---
D. Blaz has several more ideas to share:
I have assigned point values to the activities and for an A, they have to do 50 points worth....for a B, 45 pt. and so on.
Also, by my randomly picking their first station for them by having them number off to start, this forces some to do the more difficult ones first.
Finally, I don't have them wait for a signal to go on to the next activity....that way I don't have to worry about how long they take....but I also tell them they need to go to a station that's OPEN, not one with a line of kids waiting for it.
And I always have something for "early finishers" to do....a wordoku or word search or some sort of enjoyable but not entirely necessary activity. Once, I had food waiting for the finishers, but that backfired as some were so eager for the food they did a poor job on the stations. I won't do that again....
---
Leave a stack of old magazines; they must find and cut out a photo illustrating a reflexive activity (really, not as hard as you'd think, esp. if a fashion magazine. There's always someone getting dressed, applying makeup, etc.)....paste it onto a page, and write a Juicy sentence about the picture:
Who/what is not juicy. Juicy has that, and two of: when/where/with whom / why / how many times / what time
Then they should put it up somewhere in the room... and another student has to post a reaction to the picture: I like/don't like how she/he is whatever-ing, or share when/how, etc. they do this same thing, or ask a question.....But I like to have a sort of interactive station like this, because the kids will keep circling by (and reading) when they see someone's written on theirs!
Have the kids sign/initial their "posting"...
---
Another speaking activity could be a survey: who has what, what time things are done, what room, etc. etc. Students would pick up a survey and have to ask X number of classmates the questions, and write down their answers (or check boxes if you want it to go faster).
Blaz, D. Re: [FLTEACH] stations. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, Dec 2011).
---
Ideally I would like to give every kid a clipboard. It would be nice if they carried their clip boards around with their work on the clipboard and in the end, turn everything in stapled together.
One station could be Reading comprehension / worksheet
One could be a game of some kind...for two people?
One could be on the computer if you have one, or the Smart board.
One station could be where they record themselves on the tape recorder doing some kind of performance task.
One station could be speaking with a partner. From a dialogue / question and answer sheet?
One station could be speaking to the teacher.
How about a station or two with flashcards?
How about one station with books in the target Language related to the theme?
Shay, S. [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011).
---
D. Blaz has several more ideas to share:
I have assigned point values to the activities and for an A, they have to do 50 points worth....for a B, 45 pt. and so on.
Also, by my randomly picking their first station for them by having them number off to start, this forces some to do the more difficult ones first.
Finally, I don't have them wait for a signal to go on to the next activity....that way I don't have to worry about how long they take....but I also tell them they need to go to a station that's OPEN, not one with a line of kids waiting for it.
And I always have something for "early finishers" to do....a wordoku or word search or some sort of enjoyable but not entirely necessary activity. Once, I had food waiting for the finishers, but that backfired as some were so eager for the food they did a poor job on the stations. I won't do that again....
---
Leave a stack of old magazines; they must find and cut out a photo illustrating a reflexive activity (really, not as hard as you'd think, esp. if a fashion magazine. There's always someone getting dressed, applying makeup, etc.)....paste it onto a page, and write a Juicy sentence about the picture:
Who/what is not juicy. Juicy has that, and two of: when/where/with whom / why / how many times / what time
Then they should put it up somewhere in the room... and another student has to post a reaction to the picture: I like/don't like how she/he is whatever-ing, or share when/how, etc. they do this same thing, or ask a question.....But I like to have a sort of interactive station like this, because the kids will keep circling by (and reading) when they see someone's written on theirs!
Have the kids sign/initial their "posting"...
---
Another speaking activity could be a survey: who has what, what time things are done, what room, etc. etc. Students would pick up a survey and have to ask X number of classmates the questions, and write down their answers (or check boxes if you want it to go faster).
Blaz, D. Re: [FLTEACH] stations. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, Dec 2011).
Blog Post: Which Language Should Parents of English Language Learners Use at Home?
From http://teacheld.com/2011/12/which-language-should-parents-of-english-language-learners-use-at-home
Many teachers of English language learners often wonder if it would improve students’ proficiency in English if parents spoke to students exclusively in English at home. It makes perfect sense to assume that someone will get better at a task if they practice it enough. However, encouraging parents of English language learners to speak exclusively to their children in English at home might not be the best advice. Read two reasons for using one’s strongest language in the home at http://teacheld.com/2011/12/which-language-should-parents-of-english-language-learners-use-at-home
Many teachers of English language learners often wonder if it would improve students’ proficiency in English if parents spoke to students exclusively in English at home. It makes perfect sense to assume that someone will get better at a task if they practice it enough. However, encouraging parents of English language learners to speak exclusively to their children in English at home might not be the best advice. Read two reasons for using one’s strongest language in the home at http://teacheld.com/2011/12/which-language-should-parents-of-english-language-learners-use-at-home
3rd Annual Minnesota Cuba Film Festival
From http://www.mctlc.org/News_blog?mode=PostView&bmi=771069
3rd annual Minnesota Cuba Film Festival
St. Anthony Main Theatre
Six Thursdays, February 23 - March 29, 2012
Cuban cinema is a big hit in Minneapolis-St. Paul. That's clear after two successful Minnesota Cuba Film Festivals and the recently concluded Minneapolis-St. Paul Latin Film Festival which included four Cuban films co-sponsored by the Minnesota Cuba Committee.
The Minnesota Cuba Film Festival returns in 2012, this time co-curated with ICAIC, the national Cuban film institute, which is making available to us the best of current Cuban cinema. In addition, each full-length film will be accompanied by a short feature, ranging from hard-to-find vintage documentaries to student film theses from the international film school outside Havana.
As in previous years, the films will be followed by a discussion at the adjoining Pracna on Main and a closing night party.
Keep up on the latest festival news at http://www.minnesotacubacommittee.org/cuban-movie-festival-2010
3rd annual Minnesota Cuba Film Festival
St. Anthony Main Theatre
Six Thursdays, February 23 - March 29, 2012
Cuban cinema is a big hit in Minneapolis-St. Paul. That's clear after two successful Minnesota Cuba Film Festivals and the recently concluded Minneapolis-St. Paul Latin Film Festival which included four Cuban films co-sponsored by the Minnesota Cuba Committee.
The Minnesota Cuba Film Festival returns in 2012, this time co-curated with ICAIC, the national Cuban film institute, which is making available to us the best of current Cuban cinema. In addition, each full-length film will be accompanied by a short feature, ranging from hard-to-find vintage documentaries to student film theses from the international film school outside Havana.
As in previous years, the films will be followed by a discussion at the adjoining Pracna on Main and a closing night party.
Keep up on the latest festival news at http://www.minnesotacubacommittee.org/cuban-movie-festival-2010
Costa Rica Summer Teacher Institute
From http://www2.cortland.edu/studyabroad/study-abroad/programs/costa-rica-summer-teacher-institute.dot
SUNY Cortland, in affiliation with the Universidad VERITAS, is pleased to offer its summer institute for teachers of Spanish in San Jose, Costa Rica. Participants will spend two weeks living with Costa Rican families, attending classes and visiting sites of cultural and historic significance.
Participants earn six credits at the graduate level from SUNY Cortland. Three credits are earned during the component of the course that takes place in San Jose. Students earn an additional three credits after returning to the U.S. upon satisfactory completion of the second half of the course, conducted via the internet using WebCT software.
2012 Dates: June 23-July 7
For full details go to http://www2.cortland.edu/studyabroad/study-abroad/programs/costa-rica-summer-teacher-institute.dot
SUNY Cortland, in affiliation with the Universidad VERITAS, is pleased to offer its summer institute for teachers of Spanish in San Jose, Costa Rica. Participants will spend two weeks living with Costa Rican families, attending classes and visiting sites of cultural and historic significance.
Participants earn six credits at the graduate level from SUNY Cortland. Three credits are earned during the component of the course that takes place in San Jose. Students earn an additional three credits after returning to the U.S. upon satisfactory completion of the second half of the course, conducted via the internet using WebCT software.
2012 Dates: June 23-July 7
For full details go to http://www2.cortland.edu/studyabroad/study-abroad/programs/costa-rica-summer-teacher-institute.dot
French Summer Language Institute
From http://www.sou.edu/summerlanguageinstitute/French
French Summer Language Institute
Session 1: June 24-July 13th, 2012
Session 2: July 15th-August 3, 2012
Note: Application due date: March 1, 2012
Earn your Master of Arts degree over three summers in beautiful Angers, France!
Join us for a unique, intensive program specifically designed to meet the needs of middle school, high school and community college French teachers. This summer program combines courses on language acquisition and pedagogy with language and culture courses to allow you to improve both your language proficiency and cultural understanding while becoming a better teacher.
For full details go to http://www.sou.edu/summerlanguageinstitute/french
French Summer Language Institute
Session 1: June 24-July 13th, 2012
Session 2: July 15th-August 3, 2012
Note: Application due date: March 1, 2012
Earn your Master of Arts degree over three summers in beautiful Angers, France!
Join us for a unique, intensive program specifically designed to meet the needs of middle school, high school and community college French teachers. This summer program combines courses on language acquisition and pedagogy with language and culture courses to allow you to improve both your language proficiency and cultural understanding while becoming a better teacher.
For full details go to http://www.sou.edu/summerlanguageinstitute/french
Portland May Get Its First Public French Immersion School
From http://www.oregonlive.com/portland/index.ssf/2011/12/portland_may_get_its_first_pub.html
Portland may get its first public French immersion school
By Betsy Hammond
December 13, 2011
After a lengthy public hearing and discussion Monday, the Portland school board is poised to decide Thursday whether to approve the metro area's first public French immersion school.
Backers of the proposed Le Monde Public Charter School want to open a 400-student full immersion French language school in Southwest Portland next fall. They would start with kindergarten and first grade, and all teaching would be in French except a short daily English language lesson for the first-graders, organizers say.
Seattle and Eugene have public schools that offer French immersion, but Portland, with a large and active Francophile community, does not, said Linda Witt, director of the nonprofit Alliance Francaise of Portland, which offers continuing education in French to local adults.
Portland school district staffers who reviewed Le Monde's application and several additional rounds of revised budget and curriculum plans say its meets all state standards and should be allowed to open. School board members, who expressed several concerns Monday, will make the final decision during a Thursday evening meeting.
Read the full article at http://www.oregonlive.com/portland/index.ssf/2011/12/portland_may_get_its_first_pub.html
Portland may get its first public French immersion school
By Betsy Hammond
December 13, 2011
After a lengthy public hearing and discussion Monday, the Portland school board is poised to decide Thursday whether to approve the metro area's first public French immersion school.
Backers of the proposed Le Monde Public Charter School want to open a 400-student full immersion French language school in Southwest Portland next fall. They would start with kindergarten and first grade, and all teaching would be in French except a short daily English language lesson for the first-graders, organizers say.
Seattle and Eugene have public schools that offer French immersion, but Portland, with a large and active Francophile community, does not, said Linda Witt, director of the nonprofit Alliance Francaise of Portland, which offers continuing education in French to local adults.
Portland school district staffers who reviewed Le Monde's application and several additional rounds of revised budget and curriculum plans say its meets all state standards and should be allowed to open. School board members, who expressed several concerns Monday, will make the final decision during a Thursday evening meeting.
Read the full article at http://www.oregonlive.com/portland/index.ssf/2011/12/portland_may_get_its_first_pub.html
New Website: French Food in the US
You and your students can learn all about French food and agriculture at this new website from the French Embassy: http://www.frenchfoodintheus.org/spip.php?rubrique259
Latin Workshop for Elementary and Middle School Teachers
From http://ascaniusyci.org/teachers/LLL-UMD.html
Let's Learn Latin!
When: Friday, February 10, 2012 (8:00 am - 4:30 pm)
Where: University of Maryland at College Park
Register by: February 1, 2012
Registration Fee: FREE!
Let's Learn Latin will introduce elementary and middle school teachers to the world of Latin and the ancient Romans through a variety of engaging approaches. Teachers get to play the role of students, learning the material through the same activities and lessons that they will be able to use in their own classrooms.
Participants will enjoy learning the basics of Latin, using a colorful, interesting, kid-friendly text called Minimus, richly supplemented by effective and innovative activities to practice the material. Other topics include Latin vocabulary, word roots, and Roman culture and mythology. No previous experience with Latin is needed.
Learn more at http://ascaniusyci.org/teachers/LLL-UMD.html
Let's Learn Latin!
When: Friday, February 10, 2012 (8:00 am - 4:30 pm)
Where: University of Maryland at College Park
Register by: February 1, 2012
Registration Fee: FREE!
Let's Learn Latin will introduce elementary and middle school teachers to the world of Latin and the ancient Romans through a variety of engaging approaches. Teachers get to play the role of students, learning the material through the same activities and lessons that they will be able to use in their own classrooms.
Participants will enjoy learning the basics of Latin, using a colorful, interesting, kid-friendly text called Minimus, richly supplemented by effective and innovative activities to practice the material. Other topics include Latin vocabulary, word roots, and Roman culture and mythology. No previous experience with Latin is needed.
Learn more at http://ascaniusyci.org/teachers/LLL-UMD.html
Summer Institute: Living Latin in Rome
From http://paideia-institute.org/living-latin-in-rome
The Paideia Institute’s Living Latin in Rome
June 11 - July 13, 2012
This intensive, five-week Latin language course has two purposes: providing a continuous period of study of Latin and introducing students to the most important ancient sites of Rome and its surrounding areas.
The course meets five days a week for four hours a day (divided into two sessions) and combines traditional classroom instruction with the active use of Latin as a living language. In the morning session students meet in the classroom to read through a well-known passage from Latin literature connected with an ancient Roman site. The afternoon session uses the city as a classroom. Students visit the site referenced in the morning’s readings and work with the instructors in small groups, using Latin actively to interact with each other and the site they are visiting. Grammar, vocabulary and syntax seen in the morning’s reading are reinforced and practiced in a memorable and authentic setting.
Each Saturday there is a trip to an ancient site outside of the city with associated readings. Sundays are free for relaxing and exploring Rome.
Learn more about this institute at http://paideia-institute.org/living-latin-in-rome
The Paideia Institute’s Living Latin in Rome
June 11 - July 13, 2012
This intensive, five-week Latin language course has two purposes: providing a continuous period of study of Latin and introducing students to the most important ancient sites of Rome and its surrounding areas.
The course meets five days a week for four hours a day (divided into two sessions) and combines traditional classroom instruction with the active use of Latin as a living language. In the morning session students meet in the classroom to read through a well-known passage from Latin literature connected with an ancient Roman site. The afternoon session uses the city as a classroom. Students visit the site referenced in the morning’s readings and work with the instructors in small groups, using Latin actively to interact with each other and the site they are visiting. Grammar, vocabulary and syntax seen in the morning’s reading are reinforced and practiced in a memorable and authentic setting.
Each Saturday there is a trip to an ancient site outside of the city with associated readings. Sundays are free for relaxing and exploring Rome.
Learn more about this institute at http://paideia-institute.org/living-latin-in-rome
Beta Version of AP Teacher Community
This online community is where AP teachers discuss teaching strategies, share resources, and connect with each other. While the Teacher Community will eventually support every AP course, the beta release supports three courses: French Language and Culture, German Language and Culture, and World History.
French and German teachers, you can explore this new resource at https://apcommunity.collegeboard.org
French and German teachers, you can explore this new resource at https://apcommunity.collegeboard.org
Summer Institute for German Teachers
From http://www3.davidson.edu/cms/x17348.xml
Summer Institute for German Teachers
Ninth Annual Institute
July 22-28, 2012
Davidson College, North Carolina
Sponsored by the Goethe Institute, the Davidson College Summer Institute for German Teachers offers a convenient, affordable, and intellectually stimulating summer format for German teachers to increase their mastery of German and knowledge of Germanic literatures and cultures while earning teaching certificate renewal credits (one Davidson credit, equivalent to four semester hours).
All participants are enrolled in three mini-seminars, each meeting one and one-half hours daily for one week. Lunches are treated as German Tables, with the Institute faculty joining the participants for meals and conversation in German. Evenings will feature German films related to the seminar themes. Since all participants are expected to commit to speaking German only, the Institute is a weeklong Sprachbad.
Learn more details at http://www3.davidson.edu/cms/x17348.xml
Summer Institute for German Teachers
Ninth Annual Institute
July 22-28, 2012
Davidson College, North Carolina
Sponsored by the Goethe Institute, the Davidson College Summer Institute for German Teachers offers a convenient, affordable, and intellectually stimulating summer format for German teachers to increase their mastery of German and knowledge of Germanic literatures and cultures while earning teaching certificate renewal credits (one Davidson credit, equivalent to four semester hours).
All participants are enrolled in three mini-seminars, each meeting one and one-half hours daily for one week. Lunches are treated as German Tables, with the Institute faculty joining the participants for meals and conversation in German. Evenings will feature German films related to the seminar themes. Since all participants are expected to commit to speaking German only, the Institute is a weeklong Sprachbad.
Learn more details at http://www3.davidson.edu/cms/x17348.xml
Russian Mini-Lesson: Rigging Elections
From http://www.sras.org/mini_lessons
Access a short Russian-English article about different ways that elections can be rigged at http://www.sras.org/mini_lessons_2011#elections
Access a short Russian-English article about different ways that elections can be rigged at http://www.sras.org/mini_lessons_2011#elections
2012-2013 Russian Overseas Flagship Program
American Councils for International Education: ACTR/ACCELS would like to remind all students of Russian that the application deadline for the 2012-13 Russian Overseas Flagship Program in St. Petersburg is January 20, 2012.
The Russian Overseas Flagship Program, an essential component of The Language Flagship, prepares U.S. students to be able to communicate in Russian at the highest levels of functional proficiency. The Program offers about twenty hours per week of intensive language training and tutoring as well as content courses for credit or audit in any major at St. Petersburg State University alongside Russian students. The Program features focused instruction in small groups (5-6 students), classrooms equipped with SMART Boards, and a comprehensive textbook specially designed for Flagship students by American and Russian second language acquisition specialists. Each student is assisted by a peer tutor. Two administrative staff provide 24/7 onsite logistical support to students. All participants receive academic credit through Bryn Mawr College.
Russian Overseas Flagship enhances its curriculum through a careful combination of classroom instruction with language immersion outside of the academic program. The Program includes bi-weekly guided excursions in and around St. Petersburg, and discussion clubs. All students complete at least one semester-long internship (one day per week) with local government and business organizations, charity foundations, NGOs, and cultural institutions. Finally, all students live with Russian host families where they can become fully immersed in the language, culture, and cuisine of Russia.
American Councils is able to provide partial financial aid to qualified participants, thanks to the grant support from the U.S. Department of Education (Fulbright-Hays) and the U.S. Department of State (Title VIII). In addition, many students also apply for Boren Awards and other academic grants to study on Russian Overseas Flagship Program.
For more information, please contact:
American Councils for International Education: ACTR/ACCELS
1828 L Street, NW, Suite 1200
Washington, DC 20036
gbabankov at americancouncils dot org
http://flagship.americancouncils.org/russian
Zody, P. [SEELANGS] 2012-2013 Russian Overseas Flagship Program. SEELANGS listserv (SEELANGS@bama.ua.edu, 20 Dec 2011).
The Russian Overseas Flagship Program, an essential component of The Language Flagship, prepares U.S. students to be able to communicate in Russian at the highest levels of functional proficiency. The Program offers about twenty hours per week of intensive language training and tutoring as well as content courses for credit or audit in any major at St. Petersburg State University alongside Russian students. The Program features focused instruction in small groups (5-6 students), classrooms equipped with SMART Boards, and a comprehensive textbook specially designed for Flagship students by American and Russian second language acquisition specialists. Each student is assisted by a peer tutor. Two administrative staff provide 24/7 onsite logistical support to students. All participants receive academic credit through Bryn Mawr College.
Russian Overseas Flagship enhances its curriculum through a careful combination of classroom instruction with language immersion outside of the academic program. The Program includes bi-weekly guided excursions in and around St. Petersburg, and discussion clubs. All students complete at least one semester-long internship (one day per week) with local government and business organizations, charity foundations, NGOs, and cultural institutions. Finally, all students live with Russian host families where they can become fully immersed in the language, culture, and cuisine of Russia.
American Councils is able to provide partial financial aid to qualified participants, thanks to the grant support from the U.S. Department of Education (Fulbright-Hays) and the U.S. Department of State (Title VIII). In addition, many students also apply for Boren Awards and other academic grants to study on Russian Overseas Flagship Program.
For more information, please contact:
American Councils for International Education: ACTR/ACCELS
1828 L Street, NW, Suite 1200
Washington, DC 20036
gbabankov at americancouncils dot org
http://flagship.americancouncils.org/russian
Zody, P. [SEELANGS] 2012-2013 Russian Overseas Flagship Program. SEELANGS listserv (SEELANGS@bama.ua.edu, 20 Dec 2011).
Beijing's Controversial "English-language Town" Abandoned
From http://news.xinhuanet.com/english/china/2011-12/19/c_131315757.htm
Beijing's controversial "English-language town" abandoned
Editor: Deng Shasha
December 19, 2011
The controversial "English-language town" project in Miyun, a county in the northeast suburbs of Beijing, has not been approved by the local government, sources said Monday.
As the projected largest European-style town in Beijing, a private enterprise invested in the "English-language town" and planned to have it built within five years, hoping to attract fans of the English language and tourists from across the country who enjoy promoting the learning of English, local media have said.
However, some people said the rule forbidding visitors from speaking Chinese in the town demonstrated a worship of foreigners and discrimination against Chinese.
"'English-language town?' It sounds like the foreign concessions in old Shanghai that forbid Chinese people from entering," wrote Chua Kai, a user of Sina Weibo, China's biggest Twitter-like microblogging site.
Read the full article at http://news.xinhuanet.com/english/china/2011-12/19/c_131315757.htm
Beijing's controversial "English-language town" abandoned
Editor: Deng Shasha
December 19, 2011
The controversial "English-language town" project in Miyun, a county in the northeast suburbs of Beijing, has not been approved by the local government, sources said Monday.
As the projected largest European-style town in Beijing, a private enterprise invested in the "English-language town" and planned to have it built within five years, hoping to attract fans of the English language and tourists from across the country who enjoy promoting the learning of English, local media have said.
However, some people said the rule forbidding visitors from speaking Chinese in the town demonstrated a worship of foreigners and discrimination against Chinese.
"'English-language town?' It sounds like the foreign concessions in old Shanghai that forbid Chinese people from entering," wrote Chua Kai, a user of Sina Weibo, China's biggest Twitter-like microblogging site.
Read the full article at http://news.xinhuanet.com/english/china/2011-12/19/c_131315757.htm
US-China Today: Online Current Affairs Magazine
From http://www.uschina.usc.edu/w_usct/about.aspx
US-China Today is a student-driven publication of the USC U.S.-China Institute. Like the Institute, the magazine focuses on the multidimensional and evolving U.S.-China relationship and on significant trends in contemporary China. The magazine offers coverage of and commentary on a wide range of political, economic, social, and cultural issues.
Read recent articles at http://www.uschina.usc.edu/default_usct.aspx
US-China Today is a student-driven publication of the USC U.S.-China Institute. Like the Institute, the magazine focuses on the multidimensional and evolving U.S.-China relationship and on significant trends in contemporary China. The magazine offers coverage of and commentary on a wide range of political, economic, social, and cultural issues.
Read recent articles at http://www.uschina.usc.edu/default_usct.aspx
Resources for Teaching About North Korea and Kim Jong-il
Not only Korean teachers, but other language teachers who incorporate global current events into their curriculum may find the New York Times’ list of resources for teaching about North Korea and Kim Jong-il timely: http://learning.blogs.nytimes.com/2011/12/19/resources-for-teaching-about-north-korea-and-kim-jong-il
Here are more resources described on the Free Technology for Teachers blog: http://www.freetech4teachers.com/2011/12/life-inside-north-korea.html
Here are more resources described on the Free Technology for Teachers blog: http://www.freetech4teachers.com/2011/12/life-inside-north-korea.html
Alignment of the National Standards for Learning Languages with the Common Core State Standards
The Common Core State Standards, a collaborative effort of the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices, created a common set of standards in English language arts and mathematics, now adopted by over 40 states. ACTFL has announced a process to revisit the National Standards for Foreign Language Learning to make explicit the link of the standards for learning languages with the Common Core State Standards for English Language Arts and Mathematics and the Partnership for 21st Century Skills. ACTFL invites your input on the draft document at http://www.actfl.org/commoncore by January 15.
December 20, 2011 - Chinese officials cancel "English language town" for tourists. ACTFL SmartBrief (actfl@smartbrief.com, 20 Dec 2011).
December 20, 2011 - Chinese officials cancel "English language town" for tourists. ACTFL SmartBrief (actfl@smartbrief.com, 20 Dec 2011).
Foreign Language Educators Encourage Fluency, but Students Say It's a Challenge
From http://republicanherald.com/news/foreign-language-educators-encourage-fluency-but-students-say-it-s-a-challenge-1.1246439
Foreign language educators encourage fluency, but students say it's a challenge
BY STEPHEN J. PYTAK
December 18, 2011
In Pennsylvania, public schools must offer two foreign languages, one of which must include a four-year sequence. And the goal should be to teach students to become fluent in those languages, according to Marty Abbott, director of education for the American Council on the Teaching of Foreign Languages, Washington D.C.
However, students say it's not easy without the opportunity to use a foreign language in everyday life.
CAL conducts a national survey of foreign language instruction in public and private elementary and secondary schools every decade to provide an updated national and regional portrait of foreign language instruction in the United States. The last one was completed in 2008.
Drawing conclusions from its 2008 study, the CAL said the overall picture of foreign language instruction in 2008 was no better than it was in 1997.
Read the full article at http://republicanherald.com/news/foreign-language-educators-encourage-fluency-but-students-say-it-s-a-challenge-1.1246439
Foreign language educators encourage fluency, but students say it's a challenge
BY STEPHEN J. PYTAK
December 18, 2011
In Pennsylvania, public schools must offer two foreign languages, one of which must include a four-year sequence. And the goal should be to teach students to become fluent in those languages, according to Marty Abbott, director of education for the American Council on the Teaching of Foreign Languages, Washington D.C.
However, students say it's not easy without the opportunity to use a foreign language in everyday life.
CAL conducts a national survey of foreign language instruction in public and private elementary and secondary schools every decade to provide an updated national and regional portrait of foreign language instruction in the United States. The last one was completed in 2008.
Drawing conclusions from its 2008 study, the CAL said the overall picture of foreign language instruction in 2008 was no better than it was in 1997.
Read the full article at http://republicanherald.com/news/foreign-language-educators-encourage-fluency-but-students-say-it-s-a-challenge-1.1246439
Ruling Expected Soon on Teachers' Mexican American Studies Motion
From http://azstarnet.com/article_b1793e03-47f5-5c64-820b-e5f769c72ef1.html
Ruling expected soon on teachers' Mexican American studies motion
by Alexis Huicochea
December 22, 2011
A federal judge plans to rule quickly on whether the case involving TUSD's Mexican American Studies program should be dismissed.
U.S. Circuit Judge A. Wallace Tashima also heard arguments for a motion for preliminary injunction that would prevent Arizona schools chief John Huppenthal from taking further action on the program, which he declared in violation of state law earlier this year.
The federal case was initiated by 11 TUSD Mexican American Studies educators who are acting independently from the district. They are challenging the constitutionality of the law formerly known as HB 2281.
The law prohibits courses that promote resentment toward a race or class of people; are designed primarily for pupils of a particular ethnic race; advocate ethnic solidarity instead of the treatment of pupils as individuals; and promote the overthrow of the U.S. government.
Read more: http://azstarnet.com/article_b1793e03-47f5-5c64-820b-e5f769c72ef1.html#ixzz1hK7NMg57
Ruling expected soon on teachers' Mexican American studies motion
by Alexis Huicochea
December 22, 2011
A federal judge plans to rule quickly on whether the case involving TUSD's Mexican American Studies program should be dismissed.
U.S. Circuit Judge A. Wallace Tashima also heard arguments for a motion for preliminary injunction that would prevent Arizona schools chief John Huppenthal from taking further action on the program, which he declared in violation of state law earlier this year.
The federal case was initiated by 11 TUSD Mexican American Studies educators who are acting independently from the district. They are challenging the constitutionality of the law formerly known as HB 2281.
The law prohibits courses that promote resentment toward a race or class of people; are designed primarily for pupils of a particular ethnic race; advocate ethnic solidarity instead of the treatment of pupils as individuals; and promote the overthrow of the U.S. government.
Read more: http://azstarnet.com/article_b1793e03-47f5-5c64-820b-e5f769c72ef1.html#ixzz1hK7NMg57
Beloit College: Summer Teaching Positions in Russian
Beloit College: Summer Teaching Positions in Russian
Instructors are needed for Beloit College's summer intensive Russian language program (June 16 - August 10, 2012). In 2012, we expect to offer first- through fourth-year Russian. Each level, with maximum enrollments of twelve students, has one senior instructor and one instructor. Instructors collaborate with each other, the language coordinator, and the CLS faculty director on curriculum, syllabi, and instruction. Duties include classroom teaching and evaluation, and assistance with organizing cultural activities for the program. Instructors will be expected to live on campus (single occupancy), share lunch and dinner with the students in the dining commons, and be available to students evenings and weekends.
For instructors an M.A. in progress is required. Salary is competitive, and includes room and board. Employment is contingent upon new employees providing documents verifying U.S. citizenship or, for non-citizens, documents verifying legal permission to work in the United States.
Send letter of application, curriculum vitae, and three letters of recommendation to Olga Ogurtsova to the e-mail address ogurtsov at beloit dot edu. Review of applications will begin on January 20, 2012, and will continue until positions are filled. For more information about the summer language programs, please call 608-363-2312 or visit our Web site at http://www.beloit.edu/cls Beloit College is committed to the education benefits of diversity, and urges all interested individuals to apply. AA/EEO Employer.
Oliver, D. [SEELANGS] Beloit College: Summer Teaching Positions in Russian. SEELANGS listserv (SEELANGS@bama.ua.edu, 21 Dec 2011).
Instructors are needed for Beloit College's summer intensive Russian language program (June 16 - August 10, 2012). In 2012, we expect to offer first- through fourth-year Russian. Each level, with maximum enrollments of twelve students, has one senior instructor and one instructor. Instructors collaborate with each other, the language coordinator, and the CLS faculty director on curriculum, syllabi, and instruction. Duties include classroom teaching and evaluation, and assistance with organizing cultural activities for the program. Instructors will be expected to live on campus (single occupancy), share lunch and dinner with the students in the dining commons, and be available to students evenings and weekends.
For instructors an M.A. in progress is required. Salary is competitive, and includes room and board. Employment is contingent upon new employees providing documents verifying U.S. citizenship or, for non-citizens, documents verifying legal permission to work in the United States.
Send letter of application, curriculum vitae, and three letters of recommendation to Olga Ogurtsova to the e-mail address ogurtsov at beloit dot edu. Review of applications will begin on January 20, 2012, and will continue until positions are filled. For more information about the summer language programs, please call 608-363-2312 or visit our Web site at http://www.beloit.edu/cls Beloit College is committed to the education benefits of diversity, and urges all interested individuals to apply. AA/EEO Employer.
Oliver, D. [SEELANGS] Beloit College: Summer Teaching Positions in Russian. SEELANGS listserv (SEELANGS@bama.ua.edu, 21 Dec 2011).
Job: American Sign Language; Course Development: Teacher, Mango Languages
From http://linguistlist.org/issues/22/22-5125.html
Organization: Mango Languages
Job Rank: Teacher
Specialty Areas: Language Acquisition; Course Development
Required Language: American Sign Language
Description:
A course developer uses their native-language expertise to develop an entire on-line language course while working in cooperation with team members until course is successfully completed.
Responsibilities:
- Create lessons based on relevant and real conversations. A course developer is responsible for creating a language course that teaches practical and pragmatic lessons based on real conversations using company software and methodologies. Content will need to be precise and comprehensive, teaching language and culture by producing an optimal and natural language learning experience for the student. - Ensure exceptional translations. The course developer must be an excellent translator who provides literal translations, understood meanings and idiomatic expressions where necessary.
- Create original culture and grammar notes to accompany lessons. In addition to the conversation, the developer will include grammar and culture notes that provide the student with insightful explanations of culture and grammar when needed.
Requirements:
- Native Speaker: Course developers must be native speakers of ASL, which includes a thorough understanding of grammar, culture, and idiomatic expressions.
- Fluent in English. The courses are developed for English speakers. Full understanding and fluency of the English language and its grammar is needed for course creation.
- Bachelor's Degree in Teaching ASL as a Foreign Language, Second Language Acquisition, Linguistics or Foreign Language Teaching.
- 2 Years ASL Language Teaching Experience Preferred.
- Flexible scheduling: All work will be done online. Need to have availability of a minimum of 20 hours a week.
- Ability to work well with other team members.
- Reliable internet connection and basic computer skills.
- Excellent time management and communication skills.
Application Deadline: 10-Jan-2012 (Open until filled)
View the full job posting at http://linguistlist.org/issues/22/22-5125.html
Organization: Mango Languages
Job Rank: Teacher
Specialty Areas: Language Acquisition; Course Development
Required Language: American Sign Language
Description:
A course developer uses their native-language expertise to develop an entire on-line language course while working in cooperation with team members until course is successfully completed.
Responsibilities:
- Create lessons based on relevant and real conversations. A course developer is responsible for creating a language course that teaches practical and pragmatic lessons based on real conversations using company software and methodologies. Content will need to be precise and comprehensive, teaching language and culture by producing an optimal and natural language learning experience for the student. - Ensure exceptional translations. The course developer must be an excellent translator who provides literal translations, understood meanings and idiomatic expressions where necessary.
- Create original culture and grammar notes to accompany lessons. In addition to the conversation, the developer will include grammar and culture notes that provide the student with insightful explanations of culture and grammar when needed.
Requirements:
- Native Speaker: Course developers must be native speakers of ASL, which includes a thorough understanding of grammar, culture, and idiomatic expressions.
- Fluent in English. The courses are developed for English speakers. Full understanding and fluency of the English language and its grammar is needed for course creation.
- Bachelor's Degree in Teaching ASL as a Foreign Language, Second Language Acquisition, Linguistics or Foreign Language Teaching.
- 2 Years ASL Language Teaching Experience Preferred.
- Flexible scheduling: All work will be done online. Need to have availability of a minimum of 20 hours a week.
- Ability to work well with other team members.
- Reliable internet connection and basic computer skills.
- Excellent time management and communication skills.
Application Deadline: 10-Jan-2012 (Open until filled)
View the full job posting at http://linguistlist.org/issues/22/22-5125.html
Sixth Summer Heritage Research Institute
From http://nhlrc.ucla.edu/events/institute/2012
Sixth Summer Heritage Research Institute:
From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills
June 18 - 22, 2012
University of California, Los Angeles
Directed by: Professor Maria Polinsky (Harvard)
The cornerstone project for the National Heritage Language Resource Center is an annual research institute, established to support the Center's principal mission of developing the research base for heritage language education. This year the institute is co-sponsored by the NSEP National Language Flagship Program as part of their Flagship Results 2012 initiative.
The Sixth Institute will focus on current linguistic research and its implications for heritage language instruction, especially with regard to pedagogical approaches that help advance heritage speakers' language skills toward high levels of proficiency. Research on heritage speakers' proficiency relies on sophisticated methods of experimental and pedagogical testing and this year's Institute will include a series of hands-on workshops which will allow researchers and educators to explore experimental methodologies in language sciences: eye-tracking, brain imaging, computational modeling, phonetic analysis, etc. We will also draw on the experience of Language Flagship programs across the U.S. to explore new approaches in the heritage language classroom.
Learn more about this coming summer’s institute at http://nhlrc.ucla.edu/events/institute/2012 and register at http://apply.international.ucla.edu/Public/ViewForm.aspx?appID=321
Learn more about the National Language Flagship Program at http://www.thelanguageflagship.org/about-us/overview
Sixth Summer Heritage Research Institute:
From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills
June 18 - 22, 2012
University of California, Los Angeles
Directed by: Professor Maria Polinsky (Harvard)
The cornerstone project for the National Heritage Language Resource Center is an annual research institute, established to support the Center's principal mission of developing the research base for heritage language education. This year the institute is co-sponsored by the NSEP National Language Flagship Program as part of their Flagship Results 2012 initiative.
The Sixth Institute will focus on current linguistic research and its implications for heritage language instruction, especially with regard to pedagogical approaches that help advance heritage speakers' language skills toward high levels of proficiency. Research on heritage speakers' proficiency relies on sophisticated methods of experimental and pedagogical testing and this year's Institute will include a series of hands-on workshops which will allow researchers and educators to explore experimental methodologies in language sciences: eye-tracking, brain imaging, computational modeling, phonetic analysis, etc. We will also draw on the experience of Language Flagship programs across the U.S. to explore new approaches in the heritage language classroom.
Learn more about this coming summer’s institute at http://nhlrc.ucla.edu/events/institute/2012 and register at http://apply.international.ucla.edu/Public/ViewForm.aspx?appID=321
Learn more about the National Language Flagship Program at http://www.thelanguageflagship.org/about-us/overview
TESOL International Convention & English Language Expo
From http://www.tesolconvention.org
The TESOL International Convention & English Language Expo will be held on 28–31 March 2012 in Philadelphia.
The annual convention offers English language teaching professionals from around the globe the premier opportunity for professional development in the field. Participants have the opportunity to exchange ideas and practices, keep abreast of current trends, foster their professional networks, receive mentoring on research projects, review the latest books and professional resources, and learn about advocacy efforts in their communities and around the world.
The 2012 convention’s theme is “A TESOL Declaration of Excellence.” The convention offers TESOLers the opportunity to declare their vision of excellence in all aspects of the profession.
In addition to the rich academic program, you are invited you to take advantage of a range of professional opportunities, such as the exhibit hall, Job MarketPlace, educational site visits, Breakfasts and Teas With TESOL’s Best, and K–12 Day.
Visit the conference website at http://www.tesolconvention.org/welcome.cfm
The TESOL International Convention & English Language Expo will be held on 28–31 March 2012 in Philadelphia.
The annual convention offers English language teaching professionals from around the globe the premier opportunity for professional development in the field. Participants have the opportunity to exchange ideas and practices, keep abreast of current trends, foster their professional networks, receive mentoring on research projects, review the latest books and professional resources, and learn about advocacy efforts in their communities and around the world.
The 2012 convention’s theme is “A TESOL Declaration of Excellence.” The convention offers TESOLers the opportunity to declare their vision of excellence in all aspects of the profession.
In addition to the rich academic program, you are invited you to take advantage of a range of professional opportunities, such as the exhibit hall, Job MarketPlace, educational site visits, Breakfasts and Teas With TESOL’s Best, and K–12 Day.
Visit the conference website at http://www.tesolconvention.org/welcome.cfm
Call for Papers: Language and Identity in Central Asia
Call for Papers: Language and Identity in Central Asia
May 4-5, 2012 at UCLA
The UCLA Program on Central Asia is pleased to announce that it will be holding a conference on language and identity in Central Asia on May 4-5, 2012. The organizers are seeking the participation of graduate students, postdoctoral scholars, and junior faculty to take part in a two-day workshop to present and discuss their work in this area. These participants will be joining a group of four invited established scholars in the field and faculty discussants. Confirmed invited scholars are Professors Azade-Ayse Rorlich of the University of Southern California, Gardner Bovingdon of Indiana University, and Harsha Ram of UC Berkeley. Other invited scholars will be listed on the conference webpage as soon as their participation has been confirmed.
The conference is organized along four axes of interaction between Central Asia and other parts of the world:
--contact with the Islamic Middle East and Ottoman world
--contact with the Russian Empire and its successor states
--internal contact among populations of Central Asia
--contact with China and East Asia
Each axis will begin with a keynote talk by an invited scholar, followed by one or two panels that further explore the area.
The organizers are seeking papers that treat questions of language and identity along any of these axes of interaction, either finished work or reports of early works in progress. It is their hope that the conference will provide an opportunity for scholars to present and refine their current research in an area that often lacks institutional support. The conference will be held in a workshop format; panelists will submit their papers ahead of time, allowing for more coherent and productive discussion during the conference.
Submit abstracts of up to 300 words to naomi.caffee at gmail dot com by February 1, 2012. Complete versions of the accepted papers must be submitted by April 15, 2012. Unfortunately, the organizers cannot provide funding for panel participants’ accommodation or travel, but limited accommodations may be available with graduate students at UCLA.
Updated information on the conference will be posted on the Program on Central Asia website: http://www.international.ucla.edu/asia/centralasia
In addition to the UCLA Program on Central Asia, the conference is being supported by the UCLA Department of Slavic Languages and Literatures and the Postcolonial Literature and Theory Colloquium.
For more info please contact:
Naomi Caffee
naomi.caffee at gmail dot com
Caffee, N. [SEELANGS] Conference on Central Asia at UCLA. SEELANGS listserv (SEELANGS@bama.ua.edu, 14 Dec 2011).
May 4-5, 2012 at UCLA
The UCLA Program on Central Asia is pleased to announce that it will be holding a conference on language and identity in Central Asia on May 4-5, 2012. The organizers are seeking the participation of graduate students, postdoctoral scholars, and junior faculty to take part in a two-day workshop to present and discuss their work in this area. These participants will be joining a group of four invited established scholars in the field and faculty discussants. Confirmed invited scholars are Professors Azade-Ayse Rorlich of the University of Southern California, Gardner Bovingdon of Indiana University, and Harsha Ram of UC Berkeley. Other invited scholars will be listed on the conference webpage as soon as their participation has been confirmed.
The conference is organized along four axes of interaction between Central Asia and other parts of the world:
--contact with the Islamic Middle East and Ottoman world
--contact with the Russian Empire and its successor states
--internal contact among populations of Central Asia
--contact with China and East Asia
Each axis will begin with a keynote talk by an invited scholar, followed by one or two panels that further explore the area.
The organizers are seeking papers that treat questions of language and identity along any of these axes of interaction, either finished work or reports of early works in progress. It is their hope that the conference will provide an opportunity for scholars to present and refine their current research in an area that often lacks institutional support. The conference will be held in a workshop format; panelists will submit their papers ahead of time, allowing for more coherent and productive discussion during the conference.
Submit abstracts of up to 300 words to naomi.caffee at gmail dot com by February 1, 2012. Complete versions of the accepted papers must be submitted by April 15, 2012. Unfortunately, the organizers cannot provide funding for panel participants’ accommodation or travel, but limited accommodations may be available with graduate students at UCLA.
Updated information on the conference will be posted on the Program on Central Asia website: http://www.international.ucla.edu/asia/centralasia
In addition to the UCLA Program on Central Asia, the conference is being supported by the UCLA Department of Slavic Languages and Literatures and the Postcolonial Literature and Theory Colloquium.
For more info please contact:
Naomi Caffee
naomi.caffee at gmail dot com
Caffee, N. [SEELANGS] Conference on Central Asia at UCLA. SEELANGS listserv (SEELANGS@bama.ua.edu, 14 Dec 2011).
Call for Papers: Northeast Association for Language Learning Technology
From http://www.neallt.org
With the evolution of language instruction to include a diversity of physical and virtual spaces and an equal diversity of modes of mediated communication, teachers are called upon to acquire and display competence in a multitude of role definitions. Among them:
• Teacher as expert
• Teacher as guide
• Teacher as avatar
• Teacher as co-learner
• Teacher as learning manager
• Teacher as "friend"
What happens to instructional practice within these newly defined roles? Is the catalogue of classroom instructional activity-- paired and group work, task-based learning, information gap activities, etc. etc.--still valid within a context where increasing amounts of class communication may be computer-mediated, often without the possibility for synchronous intervention associated with face-to-face instruction, or in social sites whose primary purpose is not educational?
Proposals for presentations dealing with these and other questions associated with teaching methodologies in a technology-intensive context are solicited for the NEALLT 2012 conference to be held at Carnegie Mellon University March 30-April 1, 2012. Proposals should be submitted before February 1st, 2012 for 30-minute presentation or 45-minute panel sessions. Participants will be notified by February 15th of selection results, with the final program being announced March 1st.
View the full call for papers and submit a proposal at http://www.swarthmore.edu/Humanities/langlab/NEALL/neallt2012/index.html
With the evolution of language instruction to include a diversity of physical and virtual spaces and an equal diversity of modes of mediated communication, teachers are called upon to acquire and display competence in a multitude of role definitions. Among them:
• Teacher as expert
• Teacher as guide
• Teacher as avatar
• Teacher as co-learner
• Teacher as learning manager
• Teacher as "friend"
What happens to instructional practice within these newly defined roles? Is the catalogue of classroom instructional activity-- paired and group work, task-based learning, information gap activities, etc. etc.--still valid within a context where increasing amounts of class communication may be computer-mediated, often without the possibility for synchronous intervention associated with face-to-face instruction, or in social sites whose primary purpose is not educational?
Proposals for presentations dealing with these and other questions associated with teaching methodologies in a technology-intensive context are solicited for the NEALLT 2012 conference to be held at Carnegie Mellon University March 30-April 1, 2012. Proposals should be submitted before February 1st, 2012 for 30-minute presentation or 45-minute panel sessions. Participants will be notified by February 15th of selection results, with the final program being announced March 1st.
View the full call for papers and submit a proposal at http://www.swarthmore.edu/Humanities/langlab/NEALL/neallt2012/index.html
Call for Papers: Language Flagship Results 2012 Conference
From http://www.thelanguageflagship.org/news-a-reports
The Language Flagship welcomes proposals for papers to be presented at Results 2012 in New York City on October 26, 2012. Scholars from Flagship and non-Flagship institutions are invited to submit a 500-word abstract of their proposed papers by January 20, 2012, in any of the following areas:
Best Practices in Advanced Language Pedagogy
Best Practices in Assessing Language Learning
Applied Linguistics and Linguistic Applications in Language Teaching
Language in the Disciplines and Professional Language Use
Dissemination of the Flagship Model (Diffusion of Innovation)
The Role of Culture in Language Teaching and Learning
How Language and Cultural Learning Affect Students’ Academic, Personal, and Professional Development
Collaboration with K-12
Papers should address the broad context of the topics listed above and must be relevant across languages.
Download the call for papers from http://www.thelanguageflagship.org/images/documents/results_2012_call_for_papers.pdf
The Language Flagship welcomes proposals for papers to be presented at Results 2012 in New York City on October 26, 2012. Scholars from Flagship and non-Flagship institutions are invited to submit a 500-word abstract of their proposed papers by January 20, 2012, in any of the following areas:
Best Practices in Advanced Language Pedagogy
Best Practices in Assessing Language Learning
Applied Linguistics and Linguistic Applications in Language Teaching
Language in the Disciplines and Professional Language Use
Dissemination of the Flagship Model (Diffusion of Innovation)
The Role of Culture in Language Teaching and Learning
How Language and Cultural Learning Affect Students’ Academic, Personal, and Professional Development
Collaboration with K-12
Papers should address the broad context of the topics listed above and must be relevant across languages.
Download the call for papers from http://www.thelanguageflagship.org/images/documents/results_2012_call_for_papers.pdf
Book: Intercultural Competence
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63782&concordeid=430793
Intercultural Competence: Concepts, Challenges, Evaluations
Edited by Arnd Witte and Theo Harden
Published by Peter Lang International Academic Publishers
Summary: This book explores the idea of 'intercultural competence', which, despite its current popularity across various discourses, has remained a vague and oscillating concept. Interculture lacks a universal definition and 'competence' is not only a cognitive construct but also includes psychological traits such as attitudes, affective aspects and constructions of identity. The essays in this volume approach the complexity of the concept from a number of different angles. These include theoretical models for defining the concept of 'intercultural competence', outlining paths for future research; application of the concept in the teaching and learning of foreign languages, cultures and literatures; exploration of institutional and sociocultural influences on mediating intercultural competence; and analysis of the concept's impact on such diverse contexts as international business, religious constructs and notions of selfhood and identity. The volume develops a broad range of perspectives on intercultural competence, providing stimulating new ideas, reflections and models around this important concept.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63782&concordeid=430793
Intercultural Competence: Concepts, Challenges, Evaluations
Edited by Arnd Witte and Theo Harden
Published by Peter Lang International Academic Publishers
Summary: This book explores the idea of 'intercultural competence', which, despite its current popularity across various discourses, has remained a vague and oscillating concept. Interculture lacks a universal definition and 'competence' is not only a cognitive construct but also includes psychological traits such as attitudes, affective aspects and constructions of identity. The essays in this volume approach the complexity of the concept from a number of different angles. These include theoretical models for defining the concept of 'intercultural competence', outlining paths for future research; application of the concept in the teaching and learning of foreign languages, cultures and literatures; exploration of institutional and sociocultural influences on mediating intercultural competence; and analysis of the concept's impact on such diverse contexts as international business, religious constructs and notions of selfhood and identity. The volume develops a broad range of perspectives on intercultural competence, providing stimulating new ideas, reflections and models around this important concept.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63782&concordeid=430793
December 18, 2011
Make Art and Geography Jigsaw Puzzles at JigZone
From http://www.jigzone.com
Are you looking for a reward activity for your students, something to work on if students finish a test or activity early, or best of all, a hands-on activity that your students can do while you or another student narrates what they’re doing? At JigZone you can create puzzles ranging from 6 to 247 pieces, using either the website’s stock photos or by uploading your own images.
Stock photos that may be useful include fine art pieces (http://www.jigzone.com/gallery/Fine_Art ) and places around the world (http://www.jigzone.com/gallery/Travel )
The website’s home page is available at http://www.jigzone.com
Are you looking for a reward activity for your students, something to work on if students finish a test or activity early, or best of all, a hands-on activity that your students can do while you or another student narrates what they’re doing? At JigZone you can create puzzles ranging from 6 to 247 pieces, using either the website’s stock photos or by uploading your own images.
Stock photos that may be useful include fine art pieces (http://www.jigzone.com/gallery/Fine_Art ) and places around the world (http://www.jigzone.com/gallery/Travel )
The website’s home page is available at http://www.jigzone.com
GLOSS: Language Lessons from the Defense Language Institute
From http://gloss.dliflc.edu/Default.aspx
GLOSS lessons are developed for independent learners to provide them with the learning/teaching tools for improving their foreign language skills. Reading and listening lessons are based on authentic materials (articles, TV reports, radio broadcasts, etc.) and consist of 4 to 6 activities.
In-depth Feedback accompanies all motivating tasks, providing learners with thorough explanations and tutoring just like an attentive and experienced teacher would do. With more than 5,000 lessons, GLOSS is a valuable resource in maintaining and improving language ability and proficiency.
Languages with resources are Albanian, Arabic, Azerbaijani, Chinese, Croatian, Dari, Egyptian, French, German, Greek, Gulf-Arabic, Hausa, Hebrew, Hindi, Indonesian, Iraqi, Japanese, Korean, Kurdish-Kurmanji, Kurdish-Sorani, Levantine, North-Korean, Pashto, Persian, Portuguese, Punjabi, Russian, Serbian, Spanish, Swahili, Tagalog, Thai, Turkish, Turkmen, Urdu, and Uzbek.
Search for lessons at http://gloss.dliflc.edu/Default.aspx
GLOSS lessons are developed for independent learners to provide them with the learning/teaching tools for improving their foreign language skills. Reading and listening lessons are based on authentic materials (articles, TV reports, radio broadcasts, etc.) and consist of 4 to 6 activities.
In-depth Feedback accompanies all motivating tasks, providing learners with thorough explanations and tutoring just like an attentive and experienced teacher would do. With more than 5,000 lessons, GLOSS is a valuable resource in maintaining and improving language ability and proficiency.
Languages with resources are Albanian, Arabic, Azerbaijani, Chinese, Croatian, Dari, Egyptian, French, German, Greek, Gulf-Arabic, Hausa, Hebrew, Hindi, Indonesian, Iraqi, Japanese, Korean, Kurdish-Kurmanji, Kurdish-Sorani, Levantine, North-Korean, Pashto, Persian, Portuguese, Punjabi, Russian, Serbian, Spanish, Swahili, Tagalog, Thai, Turkish, Turkmen, Urdu, and Uzbek.
Search for lessons at http://gloss.dliflc.edu/Default.aspx
BBC’s Learning for Adults Website
From http://www.bbc.co.uk/learning/adults
The BBC has a website dedicated to learning for adults. Most of the language resources are for Spanish, French, Italian, German, and English as a second language. Resources include online language lessons, spelling and grammar exercises, a monthly newsletter, and timely articles about culture.
Browse the available resources at http://www.bbc.co.uk/learning/adults
Read a positive review of this website’s usefulness for English language learners at http://larryferlazzo.edublogs.org/2011/12/08/bbc-learning-for-adults-is-a-treasure-trove
The BBC has a website dedicated to learning for adults. Most of the language resources are for Spanish, French, Italian, German, and English as a second language. Resources include online language lessons, spelling and grammar exercises, a monthly newsletter, and timely articles about culture.
Browse the available resources at http://www.bbc.co.uk/learning/adults
Read a positive review of this website’s usefulness for English language learners at http://larryferlazzo.edublogs.org/2011/12/08/bbc-learning-for-adults-is-a-treasure-trove
Learning Stations in a Language Classroom, Part 1
FLTEACH listserv users have been sharing ideas for learning stations. Here are some of their suggestions:
---
I try to have stations that correspond to some system, such as Blooms levels, Gardner learning styles, or just 2 each for listening, reading, writing, speaking.
Leave a timer and a set of cards to match (one in TL, one in English, if doing vocab) and have the partners take turns timing each other....One partner grabs the cards and lays them down in pairs; the partner checks for accuracy and stops the timer when he decides they are correct. Then they write the time down and initial it for completion. Then it's the other partner's turn.
I like to leave a set of verb cards and a die to throw....they throw once to get a subject pronoun, and a second time to get the verb, and then have to make me a Juicy Sentence: subject, verb and at least 2 more things: with whom, where, when, why.
I made a couple flip chutes and my students go crazy for them. http://www.comalisd.org/Schools/OCES/PDF/3rdmathfactflipchute.pdf You can have them practice any sort of vocab or grammar, in a flashcard-ish way.
I like to put a piece of butcher paper up on the wall and have them sort of "blog.” I start with a question, or a picture to comment on / describe which the next person answers (in a DETAILED way) and then the next person comments either on the answer or starts a new "thread"... Again, they initial their contribution. And get no credit if they echo something earlier on the wall (so they have to read what's already there before posting).
I generally make one of the stations a "survey five classmates" activity. They pick up a grid and go question five other people, writing down their names and responses. That helps with space issues; all I need is a shelf to put the forms on, or a magnet to stick them to the board.
As for the "chaos" aspect....my classes are all at least 30 students, and my classroom smaller than normal size. I make the kids count off for the number of options (for instance, if I have six stations, they count in sixes.....and that number is the number of where they start) This also often separates them from their best buddies (more work accomplished) and eliminates the where-do-I-start issue.
I also, in the interests of having a Differentiated Classroom, do NOT require everyone to do all the stations. I might say, Do Four of the Six, for example. This way, they can select ones that interest them; even if they skip one that looks hard to them, they are actually engaging in self-reflection by recognizing that they are weak in that skill and still need to work on it.
Blas, D. Re: [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011).
---
I will have between four and six activities. Certain activities would be color coded. Yellow (easiest) to red (hardest) with green, pink, blue, orange in between.
I would direct them to pick one red and one yellow and two of the other colors of their choice. That way they have something that could be challenging , one thing easy (review) and two intermediate activities.
Snyder, John. Re: [FLTEACH] learning stations Deb Blaz. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 2 Dec 2011).
---
I recently did stations with my students in French I and it worked very well. If this is to be a regular thing, it would be nice to keep track of their work and their progress. For example, with my students, I had them keep hard copies of their work in a file folder as they went from station to station. After I went through their work, I attached a basic rubric, assigning their points earned for each station and keeping a total. This will be made into a poster or chart at the end of this week with total points listed for each group and will be one of our ongoing competitions as well as a regular assessment. I'm not sure about your classes, but my students love competitions and this is a significant source of motivation.
In terms of keeping students on track, I found that as long as their task has clearly defined, basic directions and is something that most all students will be able to do independently - or if you strategically create their groups heterogeneously by level - they shouldn't have a problem staying on task.
Blair, Stacy. Re: [FLTEACH] setting up stations in the Spanish classroom. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Nov 2011).
---
Read Ana Lomba’s recent blog post about “Play and Learn Spaces” for more creative ideas about using classroom space for both independent and whole-class language work at http://www.analomba.com/anas-blog/how-to-create-the-best-language-learning-playrooms-for-your-kids-or-students
---
I try to have stations that correspond to some system, such as Blooms levels, Gardner learning styles, or just 2 each for listening, reading, writing, speaking.
Leave a timer and a set of cards to match (one in TL, one in English, if doing vocab) and have the partners take turns timing each other....One partner grabs the cards and lays them down in pairs; the partner checks for accuracy and stops the timer when he decides they are correct. Then they write the time down and initial it for completion. Then it's the other partner's turn.
I like to leave a set of verb cards and a die to throw....they throw once to get a subject pronoun, and a second time to get the verb, and then have to make me a Juicy Sentence: subject, verb and at least 2 more things: with whom, where, when, why.
I made a couple flip chutes and my students go crazy for them. http://www.comalisd.org/Schools/OCES/PDF/3rdmathfactflipchute.pdf You can have them practice any sort of vocab or grammar, in a flashcard-ish way.
I like to put a piece of butcher paper up on the wall and have them sort of "blog.” I start with a question, or a picture to comment on / describe which the next person answers (in a DETAILED way) and then the next person comments either on the answer or starts a new "thread"... Again, they initial their contribution. And get no credit if they echo something earlier on the wall (so they have to read what's already there before posting).
I generally make one of the stations a "survey five classmates" activity. They pick up a grid and go question five other people, writing down their names and responses. That helps with space issues; all I need is a shelf to put the forms on, or a magnet to stick them to the board.
As for the "chaos" aspect....my classes are all at least 30 students, and my classroom smaller than normal size. I make the kids count off for the number of options (for instance, if I have six stations, they count in sixes.....and that number is the number of where they start) This also often separates them from their best buddies (more work accomplished) and eliminates the where-do-I-start issue.
I also, in the interests of having a Differentiated Classroom, do NOT require everyone to do all the stations. I might say, Do Four of the Six, for example. This way, they can select ones that interest them; even if they skip one that looks hard to them, they are actually engaging in self-reflection by recognizing that they are weak in that skill and still need to work on it.
Blas, D. Re: [FLTEACH] learning stations ideas 1. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Dec 2011).
---
I will have between four and six activities. Certain activities would be color coded. Yellow (easiest) to red (hardest) with green, pink, blue, orange in between.
I would direct them to pick one red and one yellow and two of the other colors of their choice. That way they have something that could be challenging , one thing easy (review) and two intermediate activities.
Snyder, John. Re: [FLTEACH] learning stations Deb Blaz. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 2 Dec 2011).
---
I recently did stations with my students in French I and it worked very well. If this is to be a regular thing, it would be nice to keep track of their work and their progress. For example, with my students, I had them keep hard copies of their work in a file folder as they went from station to station. After I went through their work, I attached a basic rubric, assigning their points earned for each station and keeping a total. This will be made into a poster or chart at the end of this week with total points listed for each group and will be one of our ongoing competitions as well as a regular assessment. I'm not sure about your classes, but my students love competitions and this is a significant source of motivation.
In terms of keeping students on track, I found that as long as their task has clearly defined, basic directions and is something that most all students will be able to do independently - or if you strategically create their groups heterogeneously by level - they shouldn't have a problem staying on task.
Blair, Stacy. Re: [FLTEACH] setting up stations in the Spanish classroom. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Nov 2011).
---
Read Ana Lomba’s recent blog post about “Play and Learn Spaces” for more creative ideas about using classroom space for both independent and whole-class language work at http://www.analomba.com/anas-blog/how-to-create-the-best-language-learning-playrooms-for-your-kids-or-students
Three Online Language Games for Children
From http://langcanada.ca/blog/index.php/2011/12/09/fun-language-games-for-children
Here are three fun interactive language games for young learners:
Words and Letters (http://www.bbc.co.uk/schools/wordsandpictures/longvow/spelling/spelling.shtml ) – Drag a vowel sound into the slot to spell the word correctly.
Digby Mole’s Word Activities (http://www.bbc.co.uk/schools/laac/words/dgi.shtml ) - First sounds, end sound, or rhymes.
Reggie the Rhyming Rhino (http://teacher.scholastic.com/activities/bll/reggie/index.htm ) - Find the rhyming words.
Here are three fun interactive language games for young learners:
Words and Letters (http://www.bbc.co.uk/schools/wordsandpictures/longvow/spelling/spelling.shtml ) – Drag a vowel sound into the slot to spell the word correctly.
Digby Mole’s Word Activities (http://www.bbc.co.uk/schools/laac/words/dgi.shtml ) - First sounds, end sound, or rhymes.
Reggie the Rhyming Rhino (http://teacher.scholastic.com/activities/bll/reggie/index.htm ) - Find the rhyming words.
Resources For Immigrant Parents
From http://engagingparentsinschool.edublogs.org/2011/12/09/resources-for-immigrant-parents
Larry Ferlazzo has found a useful website full of resources for refugee parents; here’s what he has to say about it:
Bridging Refugee Youth and Children’s Services has a number of resources for refugee (though useful for all immigrant) parents and people working with them.
One example of their parent resources is a free book called Raising Children In A New Country: An Illustrated Handbook.
View a full list of the website’s resources at http://www.brycs.org/publications/index.cfm#family
Larry Ferlazzo has found a useful website full of resources for refugee parents; here’s what he has to say about it:
Bridging Refugee Youth and Children’s Services has a number of resources for refugee (though useful for all immigrant) parents and people working with them.
One example of their parent resources is a free book called Raising Children In A New Country: An Illustrated Handbook.
View a full list of the website’s resources at http://www.brycs.org/publications/index.cfm#family
Materiales: Monthly Multicultural Magazine for Spanish Learners
From http://www.educacion.gob.es/eeuu/publicaciones-materiales/publicaciones.html
"Materiales" es una publicación dedicada a los temas de la enseñanza multicultural publicada por la Consejería de Educación en Estados Unidos y Canadá que tiene una larga trayectoria y una gran aceptación entre la comunidad docente en EE. UU., Canadá y otros países del mundo, así como a los boletines de noticias de esta Consejería.
Access PDF’s of past issues at http://www.educacion.gob.es/eeuu/publicaciones-materiales/publicaciones.html
"Materiales" es una publicación dedicada a los temas de la enseñanza multicultural publicada por la Consejería de Educación en Estados Unidos y Canadá que tiene una larga trayectoria y una gran aceptación entre la comunidad docente en EE. UU., Canadá y otros países del mundo, así como a los boletines de noticias de esta Consejería.
Access PDF’s of past issues at http://www.educacion.gob.es/eeuu/publicaciones-materiales/publicaciones.html
PBS Documentary and Teaching Materials about the Building of the Panama Canal
Free Tech for Teachers
From http://www.freetech4teachers.com/2011/12/exploring-panama-canal-lesson-plans-and.html
PBS’s American Experience has a ninety minute program about the building of the Panama Canal, along with resources to support a teacher's use of the Panama Canal documentary in the classroom. The Interactive Panama Canal Map allows viewers to click on different parts of the canal and explore the challenges faced in building the canal and the technology used to construct it. The Timeline of the Panama Canal doesn't have any interactive elements but it does offer a great overview of the history of the canal. And as usual American Experience has some good lesson plan suggestions connected to the video.
Access these resources at http://www.pbs.org/wgbh/americanexperience/films/panama/player , and read a review of this resource at http://www.freetech4teachers.com/2011/12/exploring-panama-canal-lesson-plans-and.html
From http://www.freetech4teachers.com/2011/12/exploring-panama-canal-lesson-plans-and.html
PBS’s American Experience has a ninety minute program about the building of the Panama Canal, along with resources to support a teacher's use of the Panama Canal documentary in the classroom. The Interactive Panama Canal Map allows viewers to click on different parts of the canal and explore the challenges faced in building the canal and the technology used to construct it. The Timeline of the Panama Canal doesn't have any interactive elements but it does offer a great overview of the history of the canal. And as usual American Experience has some good lesson plan suggestions connected to the video.
Access these resources at http://www.pbs.org/wgbh/americanexperience/films/panama/player , and read a review of this resource at http://www.freetech4teachers.com/2011/12/exploring-panama-canal-lesson-plans-and.html
ClicNet: Francophone Literary and Cultural Website
From http://clicnet.swarthmore.edu
ClicNet publie des ressources virtuelles en français pour les étudiants, les enseignants de français langue étrangère (FLE) ou langue seconde (FLS), et tous ceux qui s'intéressent aux cultures, aux arts et aux littératures francophones.
Situé à l'Université de Swarthmore (Pennsylvanie, USA), ClicNet est réalisé par Carole Netter.
Browse the available resources in this website at http://clicnet.swarthmore.edu
ClicNet publie des ressources virtuelles en français pour les étudiants, les enseignants de français langue étrangère (FLE) ou langue seconde (FLS), et tous ceux qui s'intéressent aux cultures, aux arts et aux littératures francophones.
Situé à l'Université de Swarthmore (Pennsylvanie, USA), ClicNet est réalisé par Carole Netter.
Browse the available resources in this website at http://clicnet.swarthmore.edu
Blog: Bienvenue à la Maternelle
From http://langcanada.ca/blog/index.php/2011/12/06/blogs-by-canadian-fsl-teachers
This is the blog of Jamie Robinson, a French Immersion teacher with the Richmond School District in British Columbia. Although primarily intended as a class blog, she shares many videos of French songs, resources for building vocabulary, and links to other useful resources for learning French.
The blog is available at http://laclassedemmerobinson.wordpress.com
This is the blog of Jamie Robinson, a French Immersion teacher with the Richmond School District in British Columbia. Although primarily intended as a class blog, she shares many videos of French songs, resources for building vocabulary, and links to other useful resources for learning French.
The blog is available at http://laclassedemmerobinson.wordpress.com
Website: The Coinage of Julius Caesar
You and your students can learn all about Roman history through the study of coins at this excellent website: http://www.humanities.mq.edu.au/acans/caesar/Home.htm
Summer Programs from the American Councils for International Education
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/summer_programs_american_councils_for_international_education
Summer Programs: American Councils for International Education
ITALY SUMMER CLASSICS PROGRAM
Visit Rome and Cumae to study topography, archaeology, sculpture, painting, and ancient city planning. This fully funded 8 week professional development program is for U.S. high school teachers Greek, Latin, the Classics, Art History or Ancient Studies.
Dates: Mid-June to Mid-August, 2012
Program Partners: Fulbright Commission of Italy, the American Academy in Rome and the Vergilian Society of Cumae
Application Deadline: January 6, 2012.
GREECE SUMMER CLASSICS PROGRAM
Intensive introduction to Greece, including topography and monuments in historical context, interpretation of literature and archeological discoveries. This fully funded 6 week professional development program is for U.S. high school teachers Greek, Latin, Ancient Studies, or the Classics.
Dates: Mid-June through July, 2012
Program Partners: Fulbright Foundation in Greece and the American School of Classical Studies at Athens (ASCSA)
Application Deadline: January 6, 2012.
All Educational Seminars provide airfare, training, travel health care, and living costs. For more information, please visit http://www.americancouncils.org/es or email edseminars at americancouncils dot org.
Summer Programs: American Councils for International Education
ITALY SUMMER CLASSICS PROGRAM
Visit Rome and Cumae to study topography, archaeology, sculpture, painting, and ancient city planning. This fully funded 8 week professional development program is for U.S. high school teachers Greek, Latin, the Classics, Art History or Ancient Studies.
Dates: Mid-June to Mid-August, 2012
Program Partners: Fulbright Commission of Italy, the American Academy in Rome and the Vergilian Society of Cumae
Application Deadline: January 6, 2012.
GREECE SUMMER CLASSICS PROGRAM
Intensive introduction to Greece, including topography and monuments in historical context, interpretation of literature and archeological discoveries. This fully funded 6 week professional development program is for U.S. high school teachers Greek, Latin, Ancient Studies, or the Classics.
Dates: Mid-June through July, 2012
Program Partners: Fulbright Foundation in Greece and the American School of Classical Studies at Athens (ASCSA)
Application Deadline: January 6, 2012.
All Educational Seminars provide airfare, training, travel health care, and living costs. For more information, please visit http://www.americancouncils.org/es or email edseminars at americancouncils dot org.
Summer Seminar in Germany: Kinder in Deutschen Schulen
From http://www.aatg.org/kids-seminar
With the generous support of Transatlantik-Programm der Bundesregierung aus Mitteln des European Recovery Program des Bundesministerium für Wirtschaft und Technologie (BMWi), AATG is offering an intensive two week summer seminar in Leipzig, Germany. The seminar will be held from June 30-July 14, 2012, and is designed to strengthen the participants’ intercultural competence and to enhance their knowledge about the daily lives of German kids ages 6 to 14. The main focus will be on their Schulalltag: types of schools and their philosophy, curricula, foreign language instruction, integration of immigrants, after school activities in and outside of the schools, role of sports, music, parents, social networks, fashion, peer-groups, among other topics. An integral part of the seminar will be school visits, discussions with students and teachers, parents and school counselors.
While in Leipzig, participants will meet in sessions which will focus on developing effective methods and materials for the teaching of the theme KiDS in American elementary and middle schools. A variety of language experiences and excursions will complete the seminar.
The participants will be housed with host families, which will facilitate an even deeper level of understanding and provide an additional opportunity to improve the participants’ language proficiency.
This is the first time AATG is offering a seminar abroad where the focus is on elementary and middle school kids. It is an exciting opportunity to learn for teachers who teach at this level. However, AATG invites teachers of all levels to apply.
The AATG will provide financial support for 15 motivated, enthusiastic and talented participants in the form of stipends. The seminar includes all program costs and materials, and lodging for the two-week program. Participants will receive a small stipend (up to $300) toward transportation from the United States to Germany.
Application deadline: February 1, 2012.
For full details go to http://www.aatg.org/kids-seminar
With the generous support of Transatlantik-Programm der Bundesregierung aus Mitteln des European Recovery Program des Bundesministerium für Wirtschaft und Technologie (BMWi), AATG is offering an intensive two week summer seminar in Leipzig, Germany. The seminar will be held from June 30-July 14, 2012, and is designed to strengthen the participants’ intercultural competence and to enhance their knowledge about the daily lives of German kids ages 6 to 14. The main focus will be on their Schulalltag: types of schools and their philosophy, curricula, foreign language instruction, integration of immigrants, after school activities in and outside of the schools, role of sports, music, parents, social networks, fashion, peer-groups, among other topics. An integral part of the seminar will be school visits, discussions with students and teachers, parents and school counselors.
While in Leipzig, participants will meet in sessions which will focus on developing effective methods and materials for the teaching of the theme KiDS in American elementary and middle schools. A variety of language experiences and excursions will complete the seminar.
The participants will be housed with host families, which will facilitate an even deeper level of understanding and provide an additional opportunity to improve the participants’ language proficiency.
This is the first time AATG is offering a seminar abroad where the focus is on elementary and middle school kids. It is an exciting opportunity to learn for teachers who teach at this level. However, AATG invites teachers of all levels to apply.
The AATG will provide financial support for 15 motivated, enthusiastic and talented participants in the form of stipends. The seminar includes all program costs and materials, and lodging for the two-week program. Participants will receive a small stipend (up to $300) toward transportation from the United States to Germany.
Application deadline: February 1, 2012.
For full details go to http://www.aatg.org/kids-seminar
Film|Neu: Austrian, Swiss, and German Film Festival in Washington, D.C.
From http://www.goethe.de/ins/us/was/prj/flm/enindex.htm
Film|Neu, Washington's annual showcase of new cinema from Germany, Switzerland and Austria, celebrates its 20th anniversary January 20-26, 2012, with screenings at Landmark's E Street Cinema.
For a schedule and more details, go to http://www.goethe.de/ins/us/was/prj/flm/enindex.htm
Film|Neu, Washington's annual showcase of new cinema from Germany, Switzerland and Austria, celebrates its 20th anniversary January 20-26, 2012, with screenings at Landmark's E Street Cinema.
For a schedule and more details, go to http://www.goethe.de/ins/us/was/prj/flm/enindex.htm
Simplified Russian News Webcasts Are Back in 2012
From http://nclrc.org/webcasts/russian
Russian Webcasts are posted to the web twice monthly and deliver a survey of the previous two weeks' news in simplified standard Russian Listeners of Voice of America's "Special English" broadcasts will recognize the slightly slower rate of speech and textual redundancy which characterize these webcasts.
After a hiatus of more than half a year, the webcasts will resume in January, 2012.
Access the old and new webcasts at http://nclrc.org/webcasts/russian
Russian Webcasts are posted to the web twice monthly and deliver a survey of the previous two weeks' news in simplified standard Russian Listeners of Voice of America's "Special English" broadcasts will recognize the slightly slower rate of speech and textual redundancy which characterize these webcasts.
After a hiatus of more than half a year, the webcasts will resume in January, 2012.
Access the old and new webcasts at http://nclrc.org/webcasts/russian
Three-Week Graduate Technology Course for Japanese Teachers
Three-Week Graduate Technology Course
July 6-July 29, 2012
The Middlebury Japanese School, located at Mills College in California, offers a three-week non-degree graduate technology course for pre-service and in-service teachers of Japanese as a foreign language. Participants improve their IT skills in order to enhance course management and development of off-line and interactive on-line materials. Training is provided in word processing, spread sheets, graphics editing and the use of digital photo, sound and video recording technology. Since this course is offered as a part of the Japanese School, participants will have opportunities to observe language courses during the session.
Students will be able to participate in Rakugo Week and attend a lecture by Shigeko Sasamori, a hibakusha (atomic-bomb survivor) of Hiroshima.
We are pleased to offer the Kathryn Davis Fellowships for Peace for the sixth year. The fellowship covers the full cost of the three-week program. For more information, please visit http://go.middlebury.edu/ls/kwd
Applications and additional information can be found at http://go.middlebury.edu/ls/Japanese or by contacting Wendy Butler, Japanese School Coordinator at japaneseschool at middlebury dot edu or 802.443.5215.
Escobedo, B. Summer study opportunities and fellowships at Middlebury College. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 5 Dec 2011).
July 6-July 29, 2012
The Middlebury Japanese School, located at Mills College in California, offers a three-week non-degree graduate technology course for pre-service and in-service teachers of Japanese as a foreign language. Participants improve their IT skills in order to enhance course management and development of off-line and interactive on-line materials. Training is provided in word processing, spread sheets, graphics editing and the use of digital photo, sound and video recording technology. Since this course is offered as a part of the Japanese School, participants will have opportunities to observe language courses during the session.
Students will be able to participate in Rakugo Week and attend a lecture by Shigeko Sasamori, a hibakusha (atomic-bomb survivor) of Hiroshima.
We are pleased to offer the Kathryn Davis Fellowships for Peace for the sixth year. The fellowship covers the full cost of the three-week program. For more information, please visit http://go.middlebury.edu/ls/kwd
Applications and additional information can be found at http://go.middlebury.edu/ls/Japanese or by contacting Wendy Butler, Japanese School Coordinator at japaneseschool at middlebury dot edu or 802.443.5215.
Escobedo, B. Summer study opportunities and fellowships at Middlebury College. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 5 Dec 2011).
Intensive Japanese Program: Princeton in Ishikawa 2012
From http://www.princeton.edu/pii
Princeton in Ishikawa 2012
June 2 - July 28, 2012
If you are a serious student of Japanese, the Princeton in Ishikawa (PII) program offers you an excellent opportunity to enhance your language skills and understanding of Japanese culture while enabling you to serve as an ambassador to Japan.
PII is an eight-week intensive Japanese language program, offering 2nd-, and 3rd-year Japanese courses in Kanazawa, Ishikawa Prefecture, one of the most beautiful and historic cities in Japan.
Learn more about the program at http://www.princeton.edu/pii
Princeton in Ishikawa 2012
June 2 - July 28, 2012
If you are a serious student of Japanese, the Princeton in Ishikawa (PII) program offers you an excellent opportunity to enhance your language skills and understanding of Japanese culture while enabling you to serve as an ambassador to Japan.
PII is an eight-week intensive Japanese language program, offering 2nd-, and 3rd-year Japanese courses in Kanazawa, Ishikawa Prefecture, one of the most beautiful and historic cities in Japan.
Learn more about the program at http://www.princeton.edu/pii
Awatenbou no Santakuroosu – Japanese Christmas Song
From http://glclk.about.com
See the lyrics and translation of a Japanese Christmas song - "Awatenbou no Santakuroosu (Hasty Santa Clause)” - at http://glclk.about.com/?zi=12/E%5DFC
See the lyrics and translation of a Japanese Christmas song - "Awatenbou no Santakuroosu (Hasty Santa Clause)” - at http://glclk.about.com/?zi=12/E%5DFC
Pitch Perfect Pinyin
From http://coerll.utexas.edu/coerll/taxonomy/term/631
Pitch Perfect Pinyin is to be a two-part interactive website for learning Pinyin pronunciation. It is part of COERLL’s Gateway to Chinese project. Currently the first part, Learning, is operational; the Practice part is incomplete at this point. Students can hear syllable pronounced and then hear words for practice.
Pitch Perfect Pinyin is available at http://www.laits.utexas.edu/ppp
Pitch Perfect Pinyin is to be a two-part interactive website for learning Pinyin pronunciation. It is part of COERLL’s Gateway to Chinese project. Currently the first part, Learning, is operational; the Practice part is incomplete at this point. Students can hear syllable pronounced and then hear words for practice.
Pitch Perfect Pinyin is available at http://www.laits.utexas.edu/ppp
Article about Chinese Calligraphy
Read an English-language article about Chinese calligraphy at http://asiasociety.org/countries/traditions/chinese-calligraphy
Northeastern State University in Oklahoma Offers Cherokee Major
From http://www.cherokeephoenix.org/Article/Index/5748
NSU offers Cherokee language program
by Tesina Jackson
December 7, 2011
In a cooperative effort between Northeastern State University and the Cherokee Nation, the Cherokee Education Degree Program allows students to major in the Cherokee language and give them the capability to teach how to speak, read and write Cherokee.
“This cultural understanding opens all sorts of doors to careers, not jobs,” said Dr. Leslie Hannah, director of the Cherokee studies and language programs at NSU.
The bachelor’s degree program started in 2005 after NSU and CN announced that the Oklahoma State Regents for Higher Education had approved the program.
There have been 10 students who have graduated from the program. One of those students, Meda Nix, currently works at the CN Immersion School.
Read the full article at http://www.cherokeephoenix.org/Article/Index/5748
NSU offers Cherokee language program
by Tesina Jackson
December 7, 2011
In a cooperative effort between Northeastern State University and the Cherokee Nation, the Cherokee Education Degree Program allows students to major in the Cherokee language and give them the capability to teach how to speak, read and write Cherokee.
“This cultural understanding opens all sorts of doors to careers, not jobs,” said Dr. Leslie Hannah, director of the Cherokee studies and language programs at NSU.
The bachelor’s degree program started in 2005 after NSU and CN announced that the Oklahoma State Regents for Higher Education had approved the program.
There have been 10 students who have graduated from the program. One of those students, Meda Nix, currently works at the CN Immersion School.
Read the full article at http://www.cherokeephoenix.org/Article/Index/5748
Census Report: Arizona Has the Most Speakers of American Indian Languages
From http://2010.census.gov/news/releases/operations/cb11-208.html
The U.S. Census Bureau on December 8th released findings from the American Community Survey — the most relied-on source for detailed, up-to-date socio-economic statistics covering every community in the nation every year — for the combined years from 2006 to 2010.
Consisting of about 11 billion individual estimates and covering more than 670,000 distinct geographies, the five-year estimates give even the smallest communities timely information on more than 40 topics, such as educational attainment, income, occupation, commuting to work, language spoken at home, nativity, ancestry and selected monthly homeowner costs.
Sixty-five percent of Native North American language speakers lived in just three states, Alaska, Arizona and New Mexico. Nine counties within these states contained half the nation's Native American language speakers. Apache County in Arizona had 37,000 speakers of a Native American language, making it the highest in the nation. McKinley County, N.M., had the second most speakers at 33,000. Together, about 20 percent of all Native American language speakers in the nation lived in these two counties.
The most commonly spoken Native North American language was Navajo, with more than 169,000 people speaking this language nationally. The number of Navajo speakers was nearly nine times larger than the second and third most commonly spoken languages of Yupik and Dakota, with each having about 19,000 speakers. Although the majority of Native North American language speakers resided in an American Indian and Alaska Native area, only 5 percent of people living in an American Indian and Alaska Native area spoke a Native North American language.
Read the Census Bureau’s press release at http://2010.census.gov/news/releases/operations/cb11-208.html
Download the Bureau’s summary of Native North American languages spoken at home 2006-2010 from http://www.census.gov/prod/2011pubs/acsbr10-10.pdf
Read related news article and blog posts at http://falmouthinstitute.com/language/2011/12/us-census-releases-data-on-native-north-american-language-speakers ; http://www.sacbee.com/2011/12/14/4122557/navajo-tops-list-of-native-language.html ; and http://www.upi.com/Top_News/US/2011/12/11/Arizona-has-most-Indian-language-speakers/UPI-82861323650994
The U.S. Census Bureau on December 8th released findings from the American Community Survey — the most relied-on source for detailed, up-to-date socio-economic statistics covering every community in the nation every year — for the combined years from 2006 to 2010.
Consisting of about 11 billion individual estimates and covering more than 670,000 distinct geographies, the five-year estimates give even the smallest communities timely information on more than 40 topics, such as educational attainment, income, occupation, commuting to work, language spoken at home, nativity, ancestry and selected monthly homeowner costs.
Sixty-five percent of Native North American language speakers lived in just three states, Alaska, Arizona and New Mexico. Nine counties within these states contained half the nation's Native American language speakers. Apache County in Arizona had 37,000 speakers of a Native American language, making it the highest in the nation. McKinley County, N.M., had the second most speakers at 33,000. Together, about 20 percent of all Native American language speakers in the nation lived in these two counties.
The most commonly spoken Native North American language was Navajo, with more than 169,000 people speaking this language nationally. The number of Navajo speakers was nearly nine times larger than the second and third most commonly spoken languages of Yupik and Dakota, with each having about 19,000 speakers. Although the majority of Native North American language speakers resided in an American Indian and Alaska Native area, only 5 percent of people living in an American Indian and Alaska Native area spoke a Native North American language.
Read the Census Bureau’s press release at http://2010.census.gov/news/releases/operations/cb11-208.html
Download the Bureau’s summary of Native North American languages spoken at home 2006-2010 from http://www.census.gov/prod/2011pubs/acsbr10-10.pdf
Read related news article and blog posts at http://falmouthinstitute.com/language/2011/12/us-census-releases-data-on-native-north-american-language-speakers ; http://www.sacbee.com/2011/12/14/4122557/navajo-tops-list-of-native-language.html ; and http://www.upi.com/Top_News/US/2011/12/11/Arizona-has-most-Indian-language-speakers/UPI-82861323650994
Instructors Wanted for University of Wisconsin-Madison Arabic, Persian, and Turkish Language Immersion Institute
The University of Wisconsin-Madison Arabic, Persian, and Turkish Language Immersion Institute (APTLII) invites applications for summer 2012 language staff.
APTLII is an 8-week summer residential language immersion program. Students and staff will live on campus in a language community and are expected to use the appropriate language (Arabic, Persian, or Turkish) at all times. Information about the program can be found on the APTLII website, http://aptlii.global.wisc.edu
Detailed job descriptions, along with application instructions, can be found at the University of Wisconsin – Madison Office of Human Resources website: http://www.ohr.wisc.edu/pvl/pv_072389.html
Applications received by January 27, 2012 will receive full consideration. UW-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified individuals to apply.
Arabic-L:PEDA:U of Wisconsin Summer Institute Jobs. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 7 Dec 2011).
APTLII is an 8-week summer residential language immersion program. Students and staff will live on campus in a language community and are expected to use the appropriate language (Arabic, Persian, or Turkish) at all times. Information about the program can be found on the APTLII website, http://aptlii.global.wisc.edu
Detailed job descriptions, along with application instructions, can be found at the University of Wisconsin – Madison Office of Human Resources website: http://www.ohr.wisc.edu/pvl/pv_072389.html
Applications received by January 27, 2012 will receive full consideration. UW-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified individuals to apply.
Arabic-L:PEDA:U of Wisconsin Summer Institute Jobs. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 7 Dec 2011).
Vergilian Society Summer Tours 2012
From http://vergil.clarku.edu
Travel to Italy and study Vergil next summer! Learn about the Vergilian Society’s 2012 course offerings at http://vergil.clarku.edu/cumae.htm
You can apply for scholarships to help with your expenses: http://vergil.clarku.edu/scholar2.htm
Travel to Italy and study Vergil next summer! Learn about the Vergilian Society’s 2012 course offerings at http://vergil.clarku.edu/cumae.htm
You can apply for scholarships to help with your expenses: http://vergil.clarku.edu/scholar2.htm
Illinois Council on the Teaching of Foreign Languages Winterfest
From http://www.ictfl.org/form/2012-ictfl-winterfest-registration
2012 ICTFL WINTERFEST
Assess for Success!
TWO LOCATIONS AVAILABLE
Saturday, February 4, 2012 at Normal Community HS, Normal
Saturday, February 11, 2012 at Barrington HS, Barrington
Presenters: Linda Egnatz and Amy Ficarello, Lincoln-Way North High School & Kathryn Wolfkiel, Barrington High School
Yes, you can. Yes, you really can develop assessments that provide evidence of how well students can use the language, not just how well they know about the language. Yes, you really can develop assessments that show how much students can do, not just measure how much they don’t know. Yes, you really can develop a standards-based curriculum anchored on performance with both summative and formative assessments. Yes, you can start today. Participants in this full day workshop will walk away with hands-on experiences and practical guidelines which will enable them to begin a transformational journey towards student-centered assessments.
To register, go to http://www.ictfl.org/form/2012-ictfl-winterfest-registration
2012 ICTFL WINTERFEST
Assess for Success!
TWO LOCATIONS AVAILABLE
Saturday, February 4, 2012 at Normal Community HS, Normal
Saturday, February 11, 2012 at Barrington HS, Barrington
Presenters: Linda Egnatz and Amy Ficarello, Lincoln-Way North High School & Kathryn Wolfkiel, Barrington High School
Yes, you can. Yes, you really can develop assessments that provide evidence of how well students can use the language, not just how well they know about the language. Yes, you really can develop assessments that show how much students can do, not just measure how much they don’t know. Yes, you really can develop a standards-based curriculum anchored on performance with both summative and formative assessments. Yes, you can start today. Participants in this full day workshop will walk away with hands-on experiences and practical guidelines which will enable them to begin a transformational journey towards student-centered assessments.
To register, go to http://www.ictfl.org/form/2012-ictfl-winterfest-registration
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