From http://www.discoverlanguages.org
Even though Discover Languages events can be planned for any time during the year, February has been designated as Discover Languages Month by the ACTFL Board of Directors and also acknowledged by the White House and Congress. This will be a time annually when ACTFL will sponsor national events to highlight language education in the media. ACTFL members are encouraged to organize events and activities around this theme during the month of February.
Access ACTFL’s extensive resources for celebrating this month at http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=4516
January 30, 2011
If It Were My Home: Compare Countries
From http://www.ifitweremyhome.com
Your students can choose two countries and compare statistics such as infant mortality rates and likelihood of having AIDS, consumption of oil and electricity, and income and unemployment at this website: http://www.ifitweremyhome.com/compare/listing
Each page also has more information about the country selected for comparison.
Your students can choose two countries and compare statistics such as infant mortality rates and likelihood of having AIDS, consumption of oil and electricity, and income and unemployment at this website: http://www.ifitweremyhome.com/compare/listing
Each page also has more information about the country selected for comparison.
New Service: Learning Objects from SCOLA
MCCLELLAND, Iowa (January 28, 2011)—SCOLA, a nonprofit educational organization, recently announced the launch of its newest subscription service: Learning Objects. SCOLA receives and rebroadcasts television programming from over 100 different countries and offers a wide variety of learning resources for over 100 different languages and dialects.
SCOLA Learning Objects are multimedia lessons that help students acquire a language, using a variety of technology, such as video, audio and self-correcting questions. Each lesson takes 45 - 60 minutes to complete and is based off of a short TV program video clip.
Currently SCOLA Learning Objects subscription contains 18 lessons in Russian, Turkish and Korean, and SCOLA expects to have 40 lessons in 5 languages available by the end of February 2011.
Jennifer Hawks, SCOLA’s Special Projects Manager, says “SCOLA’s Learning Objects is an extremely unique service in that the lessons center around video clips, which I believe no other company offers.” The video clips are taken from soap opera programs in Russian, Turkish and Korean, and the lessons focus on both linguistics and culture.
SCOLA’s Learning Objects gives students a comprehensive and interactive look at language use in a clear cultural context, helping language learners further develop their skills.
SCOLA is centrally located in Iowa to easily bring down signals from a multitude of satellites over both coasts. SCOLA offers TV and radio news, cultural programming and many other exciting services including these:
-World TV Online is authentic television programming from more than 100 countries and regions and more than 100 languages.
-Insta-Class is an extensive collection of Insta-Lessons based on actual foreign video segments with new lessons posted once a week.
-Specialized Word Video Search is a searchable collection of word pairs (English to Other Language) mapped to video clips containing the word being used and separate audio pronunciations.
-People and Places is a unique album of pictures submitted by SCOLA friends from around the world.
-Digital Archive is a vast collection of authentic SCOLA videos which can be viewed online from the SCOLA website or saved in MPEG 2 or MPEG 4 format.
-“On the Street” Videos are natively produced videos of everyday people speaking about everyday things.
-Foreign Text is an online library of newspapers, magazines, poetry, children’s books and more.
-International Radio is a collection of select radio broadcasts searchable by country, language and broadcast date.
-Language Training Materials are videos that provide native perspective overviews on various topics.
-Spoken Word allows language learners to communicate directly with native speakers through recording and posting short video clips to a discussion forum.
-Learning Objects are detailed, multimedia language lessons centered around video clips from television programs.
Visit the SCOLA website at http://www.scola.org/Scola/Default.aspx
SCOLA Learning Objects are multimedia lessons that help students acquire a language, using a variety of technology, such as video, audio and self-correcting questions. Each lesson takes 45 - 60 minutes to complete and is based off of a short TV program video clip.
Currently SCOLA Learning Objects subscription contains 18 lessons in Russian, Turkish and Korean, and SCOLA expects to have 40 lessons in 5 languages available by the end of February 2011.
Jennifer Hawks, SCOLA’s Special Projects Manager, says “SCOLA’s Learning Objects is an extremely unique service in that the lessons center around video clips, which I believe no other company offers.” The video clips are taken from soap opera programs in Russian, Turkish and Korean, and the lessons focus on both linguistics and culture.
SCOLA’s Learning Objects gives students a comprehensive and interactive look at language use in a clear cultural context, helping language learners further develop their skills.
SCOLA is centrally located in Iowa to easily bring down signals from a multitude of satellites over both coasts. SCOLA offers TV and radio news, cultural programming and many other exciting services including these:
-World TV Online is authentic television programming from more than 100 countries and regions and more than 100 languages.
-Insta-Class is an extensive collection of Insta-Lessons based on actual foreign video segments with new lessons posted once a week.
-Specialized Word Video Search is a searchable collection of word pairs (English to Other Language) mapped to video clips containing the word being used and separate audio pronunciations.
-People and Places is a unique album of pictures submitted by SCOLA friends from around the world.
-Digital Archive is a vast collection of authentic SCOLA videos which can be viewed online from the SCOLA website or saved in MPEG 2 or MPEG 4 format.
-“On the Street” Videos are natively produced videos of everyday people speaking about everyday things.
-Foreign Text is an online library of newspapers, magazines, poetry, children’s books and more.
-International Radio is a collection of select radio broadcasts searchable by country, language and broadcast date.
-Language Training Materials are videos that provide native perspective overviews on various topics.
-Spoken Word allows language learners to communicate directly with native speakers through recording and posting short video clips to a discussion forum.
-Learning Objects are detailed, multimedia language lessons centered around video clips from television programs.
Visit the SCOLA website at http://www.scola.org/Scola/Default.aspx
Free Language Stuff Website
Here you can find more than 400 language worksheets and activities in more than 20 areas: http://freelanguagestuff.com
Portland International Film Festival
From http://www.nwfilm.org
The Northwest Film Center’s 34th Portland International Film Festival takes place this year on February 10-26. For 17 days, the world will come to Portland in film. Learn more about the festival and see the schedule of films at http://festivals.nwfilm.org/piff34
The Northwest Film Center’s 34th Portland International Film Festival takes place this year on February 10-26. For 17 days, the world will come to Portland in film. Learn more about the festival and see the schedule of films at http://festivals.nwfilm.org/piff34
Music Resources for the ESL/EFL Classroom
From http://larryferlazzo.edublogs.org/2011/01/17/extraordinary-music-resources-for-the-eslefl-classroom
Teaching English through songs in the digital age is a four part series by Vicky Saumell summarizing a recent #ELTchat session on Twitter. It is available at http://educationaltechnologyinelt.blogspot.com/search/label/songs
And, if that isn’t enough for you, Eva Büyüksimkeşyan has also posted another exhaustive list of music-related resources: Songs in EFL Classroom, available at http://evasimkesyan.edublogs.org/2011/01/04/songs-in-efl-classroom/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+AJourneyInTefl+%28A+Journey+in+TEFL%29
Teaching English through songs in the digital age is a four part series by Vicky Saumell summarizing a recent #ELTchat session on Twitter. It is available at http://educationaltechnologyinelt.blogspot.com/search/label/songs
And, if that isn’t enough for you, Eva Büyüksimkeşyan has also posted another exhaustive list of music-related resources: Songs in EFL Classroom, available at http://evasimkesyan.edublogs.org/2011/01/04/songs-in-efl-classroom/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+AJourneyInTefl+%28A+Journey+in+TEFL%29
Website for Teachers of U.S. Citizenship Classes
From http://uscitizenshipteachers.org/default.aspx
This website and a Facebook group arose because a group of U.S. Citizenship teachers felt a need to network and continue interacting and sharing as a follow up to a USCIS training in Fresno, CA in November 2010. This site is for teacher created resources. Uploads and download are welcome.
Visit the website and browse the available resources at http://uscitizenshipteachers.org/default.aspx
This website and a Facebook group arose because a group of U.S. Citizenship teachers felt a need to network and continue interacting and sharing as a follow up to a USCIS training in Fresno, CA in November 2010. This site is for teacher created resources. Uploads and download are welcome.
Visit the website and browse the available resources at http://uscitizenshipteachers.org/default.aspx
Article: Spanish Is in Fashion in the United States
From http://www.elsiglodedurango.com.mx/noticia/299332.el-espanol-esta-de-moda.html
El español está de moda
JOSÉ SANTIAGO HEALY
21 de enero, 2011
El idioma español o castellano llegó primero que el inglés a Estados Unidos y se estableció como la primera lengua en los estados del sur que formaron parte de la Nueva España y posteriormente de México hasta que siglos después los territorios fueron despojados por la ineptitud del gobierno azteca y la avaricia del norteamericano.
Pero en años recientes el español ha vuelto por sus fueros. Estados Unidos es de hecho el segundo país con mayores hispanoparlantes detrás de México y por encima de España, Colombia y Argentina.
Siendo los hispanos la primera minoría en Estados Unidos con más de 48 millones de habitantes y el 15.8 % de la población, el español se habla, se escribe y se escucha en prácticamente todos los rincones y no se diga en las grandes urbes como Los Ángeles, Chicago, Nueva York y Dallas.
Read the full Spanish-language article at http://www.elsiglodedurango.com.mx/noticia/299332.el-espanol-esta-de-moda.html
El español está de moda
JOSÉ SANTIAGO HEALY
21 de enero, 2011
El idioma español o castellano llegó primero que el inglés a Estados Unidos y se estableció como la primera lengua en los estados del sur que formaron parte de la Nueva España y posteriormente de México hasta que siglos después los territorios fueron despojados por la ineptitud del gobierno azteca y la avaricia del norteamericano.
Pero en años recientes el español ha vuelto por sus fueros. Estados Unidos es de hecho el segundo país con mayores hispanoparlantes detrás de México y por encima de España, Colombia y Argentina.
Siendo los hispanos la primera minoría en Estados Unidos con más de 48 millones de habitantes y el 15.8 % de la población, el español se habla, se escribe y se escucha en prácticamente todos los rincones y no se diga en las grandes urbes como Los Ángeles, Chicago, Nueva York y Dallas.
Read the full Spanish-language article at http://www.elsiglodedurango.com.mx/noticia/299332.el-espanol-esta-de-moda.html
A Media Voz: Spanish Poetry Website
Access a large collection of Spanish-language poetry, organized by poet and in some cases with audio of the poet reading his or her poem, at http://amediavoz.com
Studies in Russian and Soviet Cinema: Graduate Essay Competition
Postgraduate/Graduate Article Competition for Studies in Russian and Soviet Cinema (SRSC)
In 2011 Studies in Russian and Soviet Cinema has entered its fifth year of publication. It has established itself as a scholarly journal of high ranking, with a rigorous, anonymous double peer review system. In the Soviet tradition of the grand public celebration of anniversaries, the editors have decided to mark the journal’s fifth birthday with an essay competition. Articles on any aspect of Russian/Soviet cinema will be considered, with a maximum length of 6,000 words. The texts should be sent to the Editor, at the address below, with the name of an academic supervisor (including email) who can be contacted to confirm that the author is a doctoral student at a Higher Education Institution. All submissions must be in English, and non-native speakers are advised to have their texts “styled” before submission.
Deadline for submission: 1 April 2011
The jury will be composed of the journal’s co-editors; they will assess the submissions anonymously. Results will be available by 1 September 2011.
First Prize: £150, a year’s free subscription to the journal, and three Intellect books of your choice. The winning article will of course appear in SRSC, in volume 5.3 (2011).
A style sheet – and a free issue for download – can be found on Intellect’s website at http://www.intellectbooks.co.uk/journals/view-Journal,id=135/view,page=2
Beumers, B. [SEELANGS] Studies in Russian and Soviet Cinema: Graduate essay competition. SEELANGS listserv (SEELANGS@bama.ua.edu, 30 Jan 2011).
In 2011 Studies in Russian and Soviet Cinema has entered its fifth year of publication. It has established itself as a scholarly journal of high ranking, with a rigorous, anonymous double peer review system. In the Soviet tradition of the grand public celebration of anniversaries, the editors have decided to mark the journal’s fifth birthday with an essay competition. Articles on any aspect of Russian/Soviet cinema will be considered, with a maximum length of 6,000 words. The texts should be sent to the Editor, at the address below, with the name of an academic supervisor (including email) who can be contacted to confirm that the author is a doctoral student at a Higher Education Institution. All submissions must be in English, and non-native speakers are advised to have their texts “styled” before submission.
Deadline for submission: 1 April 2011
The jury will be composed of the journal’s co-editors; they will assess the submissions anonymously. Results will be available by 1 September 2011.
First Prize: £150, a year’s free subscription to the journal, and three Intellect books of your choice. The winning article will of course appear in SRSC, in volume 5.3 (2011).
A style sheet – and a free issue for download – can be found on Intellect’s website at http://www.intellectbooks.co.uk/journals/view-Journal,id=135/view,page=2
Beumers, B. [SEELANGS] Studies in Russian and Soviet Cinema: Graduate essay competition. SEELANGS listserv (SEELANGS@bama.ua.edu, 30 Jan 2011).
Editorial: The National Imperative for Language Learning
From http://www.edweek.org/ew/articles/2011/01/26/18jackson_ep.h30.html?qs=national+imperative+for+language
The National Imperative for Language Learning
By Anthony W. Jackson, Charles E. M. Kolb, & John I. Wilson
January 25, 2011
Global competence is an area where most American classrooms are falling short. Consider a class of children entering kindergarten in the United States. While their classes may include students from around the world, global issues and cultures will not be regularly woven into their schoolwork. They will probably study only one language—English—until high school, even though they would learn a second language far more easily if they began in elementary school. Meanwhile, 20 out of 25 industrialized countries start teaching world languages in grades K-5, and 21 countries in the European Union require nine years of language study. International business leaders are warning that American graduates may be technically competent but are increasingly culturally deprived and linguistically illiterate compared with graduates from other countries competing for the same jobs.
Read the full article at http://www.edweek.org/ew/articles/2011/01/26/18jackson_ep.h30.html?r=554086331
The National Imperative for Language Learning
By Anthony W. Jackson, Charles E. M. Kolb, & John I. Wilson
January 25, 2011
Global competence is an area where most American classrooms are falling short. Consider a class of children entering kindergarten in the United States. While their classes may include students from around the world, global issues and cultures will not be regularly woven into their schoolwork. They will probably study only one language—English—until high school, even though they would learn a second language far more easily if they began in elementary school. Meanwhile, 20 out of 25 industrialized countries start teaching world languages in grades K-5, and 21 countries in the European Union require nine years of language study. International business leaders are warning that American graduates may be technically competent but are increasingly culturally deprived and linguistically illiterate compared with graduates from other countries competing for the same jobs.
Read the full article at http://www.edweek.org/ew/articles/2011/01/26/18jackson_ep.h30.html?r=554086331
Assistant Professor of Russian - University of Denver
The Department of Languages and Literatures at the University of Denver will appoint an Assistant Professor of Russian to begin September 1, 2011. This is a tenure-track position with full benefits. The teaching load is six classes per year on a quarter calendar. Salary is competitive. Area of specialization: Russian Literature of a period from Romanticism to contemporary. The appointed candidate will teach all levels of undergraduate language, literature, and culture in the Russian program, and must also have an active research agenda. The appointed candidate will be the primary faculty member in a two- person major and minor program and will be commensurately responsible for continuing its development and growth.
Minimum Qualifications:
-ABD applicants considered, PhD required by December 2011 in Russian or closely related field with specialization in Russian Literature and Culture in a period from Romanticism to contemporary; or in Comparative Literature with a clear focus on Russian Literature from similar periods.
-Experience teaching Russian language and Russian “content”/culture at the college or university level, with proven, professionally attested excellence and effectiveness.
-An active and ongoing research agenda
-Native or near-native command of Russian in all its aspects (lexicon and idiom, grammar, phonology).
Preferred Qualifications:
-PhD at the time of application in Russian or closely related field with specialization in Russian Literature and Culture in a period from Romanticism to contemporary; or in Comparative Literature with a clear focus on Russian Literature from similar periods.
-Secondary area in another Slavic literature.
-Experience teaching undergraduate Russian language courses in an American university to students of varying abilities and strengths.
-Experience teaching undergraduate Russian literature/culture courses in English for general education requirements.
-Experience in designing courses and sequences of courses, and in working with the assessment of classes, course sequences, and programs.
-Experience managing and coordinating with adjunct and other faculty in a Russian program at the college or university level.
-Experience organizing extra-curricular Russian-related events for and with undergraduate students interested in Russia.
-Experience in Russia and/or one of the Russian-speaking countries of the Commonwealth of Independent States.
The Department of Languages and Literatures at the University of Denver offers the following undergraduate programs: majors and minors in French, German, Italian, Russian, and Spanish; minors in Classics, Japanese, and Chinese.
All applicants must apply online at http://www.dujobs.org prior to March 15, 2011 and attach a cover letter, CV, and a one-page statement of teaching philosophy, in addition to having three letters of recommendation submitted electronically through the same site. An official transcript of graduate studies and evidence of excellent teaching at the college level must also be sent to:
Russian Assistant Professor Search, c/o Victor Castellani, Chair, Department of Languages & Literatures, University of Denver, Denver, CO 80208-0931.
We will begin reviewing applications immediately and will continue until the position is filled. Please see our extensive benefit package at http://www.du.edu/hr/benefits
Beaudoin, L. [SEELANGS] Assistant Professor of Russian -- University of Denver. SEELANGS listserv (SEELANGS@bama.ua.edu, 29 Jan 2011).
Minimum Qualifications:
-ABD applicants considered, PhD required by December 2011 in Russian or closely related field with specialization in Russian Literature and Culture in a period from Romanticism to contemporary; or in Comparative Literature with a clear focus on Russian Literature from similar periods.
-Experience teaching Russian language and Russian “content”/culture at the college or university level, with proven, professionally attested excellence and effectiveness.
-An active and ongoing research agenda
-Native or near-native command of Russian in all its aspects (lexicon and idiom, grammar, phonology).
Preferred Qualifications:
-PhD at the time of application in Russian or closely related field with specialization in Russian Literature and Culture in a period from Romanticism to contemporary; or in Comparative Literature with a clear focus on Russian Literature from similar periods.
-Secondary area in another Slavic literature.
-Experience teaching undergraduate Russian language courses in an American university to students of varying abilities and strengths.
-Experience teaching undergraduate Russian literature/culture courses in English for general education requirements.
-Experience in designing courses and sequences of courses, and in working with the assessment of classes, course sequences, and programs.
-Experience managing and coordinating with adjunct and other faculty in a Russian program at the college or university level.
-Experience organizing extra-curricular Russian-related events for and with undergraduate students interested in Russia.
-Experience in Russia and/or one of the Russian-speaking countries of the Commonwealth of Independent States.
The Department of Languages and Literatures at the University of Denver offers the following undergraduate programs: majors and minors in French, German, Italian, Russian, and Spanish; minors in Classics, Japanese, and Chinese.
All applicants must apply online at http://www.dujobs.org prior to March 15, 2011 and attach a cover letter, CV, and a one-page statement of teaching philosophy, in addition to having three letters of recommendation submitted electronically through the same site. An official transcript of graduate studies and evidence of excellent teaching at the college level must also be sent to:
Russian Assistant Professor Search, c/o Victor Castellani, Chair, Department of Languages & Literatures, University of Denver, Denver, CO 80208-0931.
We will begin reviewing applications immediately and will continue until the position is filled. Please see our extensive benefit package at http://www.du.edu/hr/benefits
Beaudoin, L. [SEELANGS] Assistant Professor of Russian -- University of Denver. SEELANGS listserv (SEELANGS@bama.ua.edu, 29 Jan 2011).
UGA Summer Institute for Latin Teachers
UGA CLASSICS SUMMER INSTITUTE
Each year the Institute offers a variety of undergraduate and graduate Latin and Classics courses, including, in odd-numbered years, a methods course for Latin teachers and Intensive Beginning Greek and, in even-numbered years, Intensive Beginning Latin. The Institute curriculum is supplemented by workshops and guest lectures by visiting master teachers and scholars. The program is designed especially for Latin teachers who wish to continue their education or earn a Master’s degree in Latin on a summers-only basis. The faculty of the Department of Classics share in a tradition of cooperation with high school teachers that culminates each summer in an exciting and challenging curriculum. The offerings for the summer of 2011 can be found here:
http://classics.uga.edu/temp%20images%20pdfs/summerinstituteposter11.pdf
Housing:
For the most up-to-date information about available University Housing, please visit: http://www.uga.edu/housing/rates/nextyearsrates.html . Off-campus housing is also available. UGA meal plans are offered at low student rates.
Tuition:
Tuition rates for summer 2010 were $250 per credit hour plus $584 in fees for in-state students and $871 per credit hour for out-of state students (2011 rates will be available in early 2011 – please check the UGA Bursar’s Office for the most updated information).
Latin teachers from outside Georgia may complete a tuition waiver to reduce tuition to the in-state level. Modest scholarships are also available from the Department. Scholarships are also offered by non-UGA organizations; please visit http://www.classics.uga.edu for a list.
Admissions:
All Institute participants must be admitted to the University of Georgia, either as Degree or Non-Degree students. Please apply on the Graduate School website at http://www.grad.uga.edu. For admission to the Summer Institute, complete the online application packet available at http://classics.uga.edu/academic_programs/summer_institute_application.htm . Writing samples may be emailed to grading at uga dot edu.
Deadlines:
Application and supporting documents must be received no later than April 1st for domestic applicants, six weeks earlier for international applicants.
For more information, please contact Kay Stanton at gradinq at uga dot edu or Dr. John Nicholson at jhn at uga dot edu, or call 706-542-9264.
Department of Classics • University of Georgia •
221 Park Hall • Athens, GA 30602
http://www.classics.uga.edu
Lafleur, R. [Latinteach] UGA Summer Institute for Latin Teachers. Latinteach listserv (latinteach@nxport.com, 29 Jan 2011).
Each year the Institute offers a variety of undergraduate and graduate Latin and Classics courses, including, in odd-numbered years, a methods course for Latin teachers and Intensive Beginning Greek and, in even-numbered years, Intensive Beginning Latin. The Institute curriculum is supplemented by workshops and guest lectures by visiting master teachers and scholars. The program is designed especially for Latin teachers who wish to continue their education or earn a Master’s degree in Latin on a summers-only basis. The faculty of the Department of Classics share in a tradition of cooperation with high school teachers that culminates each summer in an exciting and challenging curriculum. The offerings for the summer of 2011 can be found here:
http://classics.uga.edu/temp%20images%20pdfs/summerinstituteposter11.pdf
Housing:
For the most up-to-date information about available University Housing, please visit: http://www.uga.edu/housing/rates/nextyearsrates.html . Off-campus housing is also available. UGA meal plans are offered at low student rates.
Tuition:
Tuition rates for summer 2010 were $250 per credit hour plus $584 in fees for in-state students and $871 per credit hour for out-of state students (2011 rates will be available in early 2011 – please check the UGA Bursar’s Office for the most updated information).
Latin teachers from outside Georgia may complete a tuition waiver to reduce tuition to the in-state level. Modest scholarships are also available from the Department. Scholarships are also offered by non-UGA organizations; please visit http://www.classics.uga.edu for a list.
Admissions:
All Institute participants must be admitted to the University of Georgia, either as Degree or Non-Degree students. Please apply on the Graduate School website at http://www.grad.uga.edu. For admission to the Summer Institute, complete the online application packet available at http://classics.uga.edu/academic_programs/summer_institute_application.htm . Writing samples may be emailed to grading at uga dot edu.
Deadlines:
Application and supporting documents must be received no later than April 1st for domestic applicants, six weeks earlier for international applicants.
For more information, please contact Kay Stanton at gradinq at uga dot edu or Dr. John Nicholson at jhn at uga dot edu, or call 706-542-9264.
Department of Classics • University of Georgia •
221 Park Hall • Athens, GA 30602
http://www.classics.uga.edu
Lafleur, R. [Latinteach] UGA Summer Institute for Latin Teachers. Latinteach listserv (latinteach@nxport.com, 29 Jan 2011).
Two-Week Study Tour and Technology Workshop in Rome and Campania
From http://www.aclclassics.org/pages/rome-2011
American University of Rome
July 3-July 17, 2011
A Two-Week Study Tour & Technology Workshop in Rome and Campania sponsored by the American Classical League and its Technology Committee
ACL is offering this course for teachers of Latin, Greek, Classical Studies, and related fields to visit some of the most significant classical sites in Rome and Campania and learn how to record those experiences for instructional applications in the classroom, using the latest in digital imagery, online tools, multimedia and mobile technologies. Travel companions (adults only) are welcome to attend and participate in all activities except computer lab workshops, if desired. The course will alternate days between days spent visiting museums and archaeological sites and days spent in the computer lab. The instructors will teach the participants what factors to consider in documenting sites with digital devices and journals. They will then teach the latest methods of presenting that documentation in formats most accessible to today’s students.
Learn more at http://www.aclclassics.org/pages/rome-2011
American University of Rome
July 3-July 17, 2011
A Two-Week Study Tour & Technology Workshop in Rome and Campania sponsored by the American Classical League and its Technology Committee
ACL is offering this course for teachers of Latin, Greek, Classical Studies, and related fields to visit some of the most significant classical sites in Rome and Campania and learn how to record those experiences for instructional applications in the classroom, using the latest in digital imagery, online tools, multimedia and mobile technologies. Travel companions (adults only) are welcome to attend and participate in all activities except computer lab workshops, if desired. The course will alternate days between days spent visiting museums and archaeological sites and days spent in the computer lab. The instructors will teach the participants what factors to consider in documenting sites with digital devices and journals. They will then teach the latest methods of presenting that documentation in formats most accessible to today’s students.
Learn more at http://www.aclclassics.org/pages/rome-2011
Breath of Life Archival Institute for Indigenous Languages
From http://www.endangeredlanguagefund.org/BOL
The Endangered Language Fund is pleased to announce the Breath of Life Archival Institute for Indigenous Languages, Washington, DC, June 13-24, 2011
The goal of the Breath of Life Institute is to help Native Americans involved in language revitalization find and make use of materials on their languages that are in the National Anthropological Archives and Library of Congress1. Under the leadership of Lisa Conathan and Leanne Hinton, this two week workshop will allow teams of participants (Native American heritage language learners, teachers and activists) paired with mentors (experts in linguistics who help guide the participants' work) to explore the language resources in archives in the District of Columbia area. Visits to the archives will be supplemented by lectures and workshops on linguistics, language teaching and learning, and related topics.
Applications for both participants and mentors are due March 1, 2011.
Learn more about the institute and how to apply at http://www.endangeredlanguagefund.org/BOL
The Endangered Language Fund is pleased to announce the Breath of Life Archival Institute for Indigenous Languages, Washington, DC, June 13-24, 2011
The goal of the Breath of Life Institute is to help Native Americans involved in language revitalization find and make use of materials on their languages that are in the National Anthropological Archives and Library of Congress1. Under the leadership of Lisa Conathan and Leanne Hinton, this two week workshop will allow teams of participants (Native American heritage language learners, teachers and activists) paired with mentors (experts in linguistics who help guide the participants' work) to explore the language resources in archives in the District of Columbia area. Visits to the archives will be supplemented by lectures and workshops on linguistics, language teaching and learning, and related topics.
Applications for both participants and mentors are due March 1, 2011.
Learn more about the institute and how to apply at http://www.endangeredlanguagefund.org/BOL
LARC/CALPER Assessment Webinar
From http://larc.sdsu.edu/events/webinars
Language acquisition research increasingly points to targeted feedback as a key component for increasing learner proficiency. To receive targeted feedback, however, more refined tools for testing and assessment of learner language are needed. To this end, LARC and CALPER at Penn State (both national Language Resource Center) are partnering to offer a series of webinars bringing well-known researchers and practitioners together in online classrooms, with supporting podcasts for each session and webinar archives available for post-session review.
Kick off LARC/CALPER Assessment Webinar – February 10, 2011
Learn more and sign up at http://larc.sdsu.edu/events/webinars
Language acquisition research increasingly points to targeted feedback as a key component for increasing learner proficiency. To receive targeted feedback, however, more refined tools for testing and assessment of learner language are needed. To this end, LARC and CALPER at Penn State (both national Language Resource Center) are partnering to offer a series of webinars bringing well-known researchers and practitioners together in online classrooms, with supporting podcasts for each session and webinar archives available for post-session review.
Kick off LARC/CALPER Assessment Webinar – February 10, 2011
Learn more and sign up at http://larc.sdsu.edu/events/webinars
2011 SLA Graduate Student Symposium
From http://www.uiowa.edu/~flaregra/symp11/index.html
Second Language Acquisition Graduate Student Symposium 2011
Methodologies in SLA
April 29th-30th
Iowa City, IA
The SLA graduate students at the University of Iowa and the University of Wisconsin–Madison have formed a partnership to host an annual SLA Graduate Student Symposium. Organizing and hosting the conference alternate between the universities. Graduate students in SLA and related disciplines present their work and meet distinguished researchers in their field.
Learn more about the symposium at http://www.uiowa.edu/~flaregra/symp11/index.html
Second Language Acquisition Graduate Student Symposium 2011
Methodologies in SLA
April 29th-30th
Iowa City, IA
The SLA graduate students at the University of Iowa and the University of Wisconsin–Madison have formed a partnership to host an annual SLA Graduate Student Symposium. Organizing and hosting the conference alternate between the universities. Graduate students in SLA and related disciplines present their work and meet distinguished researchers in their field.
Learn more about the symposium at http://www.uiowa.edu/~flaregra/symp11/index.html
AATSP and AATF Spring Conference in Illinois
From http://www.ictfl.org/event/aatsp-and-aatf-spring-conference
AATSP and AATF Spring Conference
When: Sat, 2011-04-09 08:30 - 14:00
Where: Mahomet-Seymour High School, Mahomet, IL
Workshop: PERFORMANCE BASED ASSESMENT:
Creating Formative and Summative Assessments That Motive Students to Use Language
Learn more and register at http://www.ictfl.org/event/aatsp-and-aatf-spring-conference
AATSP and AATF Spring Conference
When: Sat, 2011-04-09 08:30 - 14:00
Where: Mahomet-Seymour High School, Mahomet, IL
Workshop: PERFORMANCE BASED ASSESMENT:
Creating Formative and Summative Assessments That Motive Students to Use Language
Learn more and register at http://www.ictfl.org/event/aatsp-and-aatf-spring-conference
LANGUAGE SYMPOSIUM 2011: "Foreign Languages as a Global Skill"
From http://www.cli.northwestern.edu/activities/symposia/2011
Language Symposium 2011
Dates: April 15—16, 2011
Place: Northwestern University, Evanston, IL
Theme: Foreign Languages as a Global Skill
Early registration deadline: Friday, April 1, 2011.
Learn more at http://www.cli.northwestern.edu/activities/symposia/2011
Language Symposium 2011
Dates: April 15—16, 2011
Place: Northwestern University, Evanston, IL
Theme: Foreign Languages as a Global Skill
Early registration deadline: Friday, April 1, 2011.
Learn more at http://www.cli.northwestern.edu/activities/symposia/2011
Call for Abstracts: 3rd Annual Khmer Studies Forum
From http://www.seas.ohio.edu/events/khmerstudies2011.html
The 3rd Annual Khmer Studies Forum will be held at Ohio University, in Athens, Ohio on Friday, April 29 and Saturday, April 30, 2011. This Forum is being organized by the Center for Southeast Asian Studies at Ohio University.
The Khmer Studies Forum is an opportunity to facilitate discussion on all aspects of Khmer (Cambodian) studies, including but not limited to Khmer language, history, culture, economics, politics, education, and the arts. Scholars from any discipline are welcome to submit abstracts, and graduate students are especially encouraged to participate. Participation in the Khmer Studies Forum is free.
The Khmer Studies Forum welcomes both individual and group submissions. A maximum of twenty minutes will be allocated for each individual or group presentation, and presentations will be grouped into panels based upon similarity of subject matter or theme. You are also welcome to submit proposals for complete panels (maximum of four presentations per panel).
Deadline: February 28, 2011
View the full call for papers at http://www.seas.ohio.edu/events/khmerstudies2011.html
The 3rd Annual Khmer Studies Forum will be held at Ohio University, in Athens, Ohio on Friday, April 29 and Saturday, April 30, 2011. This Forum is being organized by the Center for Southeast Asian Studies at Ohio University.
The Khmer Studies Forum is an opportunity to facilitate discussion on all aspects of Khmer (Cambodian) studies, including but not limited to Khmer language, history, culture, economics, politics, education, and the arts. Scholars from any discipline are welcome to submit abstracts, and graduate students are especially encouraged to participate. Participation in the Khmer Studies Forum is free.
The Khmer Studies Forum welcomes both individual and group submissions. A maximum of twenty minutes will be allocated for each individual or group presentation, and presentations will be grouped into panels based upon similarity of subject matter or theme. You are also welcome to submit proposals for complete panels (maximum of four presentations per panel).
Deadline: February 28, 2011
View the full call for papers at http://www.seas.ohio.edu/events/khmerstudies2011.html
Call for Presentations: Research, Practice, and Policy for Low-educated Second Language and Literacy Acquisition for Adults
From http://www.cehd.umn.edu/ci/LESLLA/default.html
LESLLA 2011 Call for Presentations
Low Educated Second Language and Literacy Acquisition (LESLLA) for Adults is an international forum of researchers who share an interest in research into the development of second language skills by adult immigrants and refugees with little or no schooling in the home country, low levels of literacy in the native language, and limited proficiency in the language of the new country.
LESLLA welcomes presentation proposals for the 7th annual conference to be held in Minneapolis, Minnesota, September 29-October 1, 2011. The organizers invite presentations in the following areas:
1. Classroom Practice
2. Teacher Education for LESLLA Instructors
3. Research
4. Materials Development and Use
5. Socio-Cultural Issues
6. Policy
7. Adolescent Learners, Teaching LESLLA in Secondary Settings
**Deadline for Submissions: May 25, 2011**
View the full call for presentations at http://www.cehd.umn.edu/ci/LESLLA/default.html
LESLLA 2011 Call for Presentations
Low Educated Second Language and Literacy Acquisition (LESLLA) for Adults is an international forum of researchers who share an interest in research into the development of second language skills by adult immigrants and refugees with little or no schooling in the home country, low levels of literacy in the native language, and limited proficiency in the language of the new country.
LESLLA welcomes presentation proposals for the 7th annual conference to be held in Minneapolis, Minnesota, September 29-October 1, 2011. The organizers invite presentations in the following areas:
1. Classroom Practice
2. Teacher Education for LESLLA Instructors
3. Research
4. Materials Development and Use
5. Socio-Cultural Issues
6. Policy
7. Adolescent Learners, Teaching LESLLA in Secondary Settings
**Deadline for Submissions: May 25, 2011**
View the full call for presentations at http://www.cehd.umn.edu/ci/LESLLA/default.html
Winter/Spring Edition of the International Journal of Foreign Language Teaching
The Winter/Spring edition of the International Journal of Foreign Language Teaching is up at http://www.ijflt.com
These are the contents of the research section. The Teacher to Teacher section contains photos, articles and videos from this summer's iFLT conference in California.
Does Being an L2 Native-Speaking Teacher Influence L2 Use?
by Frédérique Grim
A Note on Error Correction: The Effect of Removing One Outlier in Ryoo (2007)
by Stephen Krashen
Video Gaming: The New Free Voluntary Reading?
by Kenneth Horowitz
What Successful Language Learners' Stories Can Tell Us
by Alex Poole
Incidental Acquisition of Spelling Competence: A Re-Analysis of Pérez Canado (2006)
by Stephen Krashen
A Corpus-Based Analysis Comparing Vocabulary: Input from Storybooks and Textbooks
by Ming-yi Hsieh, Fei-yu Wang, and Sy-ying Li
Download the latest issue at http://www.tprstories.com/ijflt/index-summer09.htm
These are the contents of the research section. The Teacher to Teacher section contains photos, articles and videos from this summer's iFLT conference in California.
Does Being an L2 Native-Speaking Teacher Influence L2 Use?
by Frédérique Grim
A Note on Error Correction: The Effect of Removing One Outlier in Ryoo (2007)
by Stephen Krashen
Video Gaming: The New Free Voluntary Reading?
by Kenneth Horowitz
What Successful Language Learners' Stories Can Tell Us
by Alex Poole
Incidental Acquisition of Spelling Competence: A Re-Analysis of Pérez Canado (2006)
by Stephen Krashen
A Corpus-Based Analysis Comparing Vocabulary: Input from Storybooks and Textbooks
by Ming-yi Hsieh, Fei-yu Wang, and Sy-ying Li
Download the latest issue at http://www.tprstories.com/ijflt/index-summer09.htm
NYSAFLT Language Association Journal Archives Go Public
Access to the New York State Association of Foreign Language Teachers Journal had been restricted to NYSAFLT members, but now the organization has decided to make the Journal archives open and freely available to all.
Here is a link to the archives: http://www.nysaflt.org/publications/archives.html
Access to the current issue is limited to NYSAFLT members.
Ponterio, B. [FLTEACH] NYSAFLT Journal freely available online. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Jan 2011).
Here is a link to the archives: http://www.nysaflt.org/publications/archives.html
Access to the current issue is limited to NYSAFLT members.
Ponterio, B. [FLTEACH] NYSAFLT Journal freely available online. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Jan 2011).
Book: The NNEST Lens: Non Native English Speakers in TESOL
From http://www.c-s-p.org/Flyers/The-NNEST-Lens--Non-Native-English-Speakers-in-TESOL1-4438-1910-7.htm
The NNEST Lens: Non Native English Speakers in TESOL
Editor: Ahmar Mahboob
Publisher: Cambridge Scholars Publishing
Summary: The NNEST Lens invites you to imagine how the field of TESOL and applied linguistics can develop if we use the multilingual, multicultural, and multinational perspectives of a NNEST (Non Native English Speakers in TESOL) lens to re-examine our assumptions, practices, and theories in the field. The NNEST lens as described in and developed through this volume is a lens of multilingualism, multinationalism, and multiculturalism through which NNESTs and NESTs—as classroom practitioners, researchers, and teacher educators—take diversity as a starting point in their understanding and practice of their profession. The 16 original contributions to this volume include chapters that question theoretical frameworks and research approaches used in studies in applied linguistics and TESOL, as well as chapters that share strategies and approaches to classroom teaching, teacher education, and education management and policy. As such, this volume will be of interest to a wide range of students, practitioners, researchers, and academics in the fields of education and linguistics.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/The-NNEST-Lens--Non-Native-English-Speakers-in-TESOL1-4438-1910-7.htm
The NNEST Lens: Non Native English Speakers in TESOL
Editor: Ahmar Mahboob
Publisher: Cambridge Scholars Publishing
Summary: The NNEST Lens invites you to imagine how the field of TESOL and applied linguistics can develop if we use the multilingual, multicultural, and multinational perspectives of a NNEST (Non Native English Speakers in TESOL) lens to re-examine our assumptions, practices, and theories in the field. The NNEST lens as described in and developed through this volume is a lens of multilingualism, multinationalism, and multiculturalism through which NNESTs and NESTs—as classroom practitioners, researchers, and teacher educators—take diversity as a starting point in their understanding and practice of their profession. The 16 original contributions to this volume include chapters that question theoretical frameworks and research approaches used in studies in applied linguistics and TESOL, as well as chapters that share strategies and approaches to classroom teaching, teacher education, and education management and policy. As such, this volume will be of interest to a wide range of students, practitioners, researchers, and academics in the fields of education and linguistics.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/The-NNEST-Lens--Non-Native-English-Speakers-in-TESOL1-4438-1910-7.htm
Book: Applied Cognitive Linguistics in Second Language Learning and Teaching
From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=AILA%2023
Applied Cognitive Linguistics in Second Language Learning and Teaching
AILA Review, Volume 23
Edited by Jeannette Littlemore and Constanze Juchem-Grundmann
Published by the John Benjamins Publishing Company
Description: This volume of the AILA Review focuses on the substantial contribution Cognitive Linguistics can make to language teaching. After almost three decades of empirical research into the motivated aspects of language, Cognitive Linguistic findings are gradually being applied to Second Language Acquisition (SLA). The volume covers the key areas of the research in the area. Framed by an introduction to the field and a conclusion evaluating the presented areas of research and identifying avenues for future research, the papers in this volume focus on those areas of Cognitive Linguistics that are most likely to be of particular relevance to SLA. These areas are: radial categories, prototypes and ‘fuzzy boundaries’; encyclopaedic knowledge; construal; metaphor; metonymy; embodiment; and construction grammars. Some of the papers have a primarily theoretical focus whereas others describe empirical studies of the effectiveness of Cognitive Linguistics-inspired approaches to language teaching.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=AILA%2023
Applied Cognitive Linguistics in Second Language Learning and Teaching
AILA Review, Volume 23
Edited by Jeannette Littlemore and Constanze Juchem-Grundmann
Published by the John Benjamins Publishing Company
Description: This volume of the AILA Review focuses on the substantial contribution Cognitive Linguistics can make to language teaching. After almost three decades of empirical research into the motivated aspects of language, Cognitive Linguistic findings are gradually being applied to Second Language Acquisition (SLA). The volume covers the key areas of the research in the area. Framed by an introduction to the field and a conclusion evaluating the presented areas of research and identifying avenues for future research, the papers in this volume focus on those areas of Cognitive Linguistics that are most likely to be of particular relevance to SLA. These areas are: radial categories, prototypes and ‘fuzzy boundaries’; encyclopaedic knowledge; construal; metaphor; metonymy; embodiment; and construction grammars. Some of the papers have a primarily theoretical focus whereas others describe empirical studies of the effectiveness of Cognitive Linguistics-inspired approaches to language teaching.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=AILA%2023
Book: Code Choice in the Language Classroom
From http://www.multilingual-matters.com/display.asp?isb=9781847693327
Code Choice in the Language Classroom
Author: Glenn S. Levine
Publisher: Multilingual Matters
Summary: Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical, and pedagogical treatment of the important roles of the first language, and of code-switching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693327
Code Choice in the Language Classroom
Author: Glenn S. Levine
Publisher: Multilingual Matters
Summary: Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical, and pedagogical treatment of the important roles of the first language, and of code-switching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693327
January 17, 2011
Iconic Images at the Noun Project
From http://larryferlazzo.edublogs.org/2011/01/06/the-noun-project
The Noun Project “collects, organizes and adds to the highly recognizable symbols that form the world’s visual language, so we may share them in a fun and meaningful way.” The collection is available at http://thenounproject.com
The Noun Project “collects, organizes and adds to the highly recognizable symbols that form the world’s visual language, so we may share them in a fun and meaningful way.” The collection is available at http://thenounproject.com
LinguaFolio Online Training Modules
From http://www.ncssfl.org/LinguaFolio/index.php?LinguaFolio-training-modules
A series of free online LinguaFolio training modules have been published through LEARN NC, University of North Carolina at Chapel Hill as part of a collaborative project between the North Carolina Department of Public Instruction (NCDPI) and the National Council of State Supervisors for Languages (NCSSFL). Retired NCSSFL member Faye Rollings-Carter played a key role in this project.
These modules are designed to provide LinguaFolio training in professional learning communities (PLCs), district and school workshops, and for individuals on their own. They can also be combined with face-to-face LinguaFolio training for a hybrid approach or used to review aspects of previous LinguaFolio training.
Access the training modules at http://www.ncssfl.org/LinguaFolio/index.php?LinguaFolio-training-modules
A series of free online LinguaFolio training modules have been published through LEARN NC, University of North Carolina at Chapel Hill as part of a collaborative project between the North Carolina Department of Public Instruction (NCDPI) and the National Council of State Supervisors for Languages (NCSSFL). Retired NCSSFL member Faye Rollings-Carter played a key role in this project.
These modules are designed to provide LinguaFolio training in professional learning communities (PLCs), district and school workshops, and for individuals on their own. They can also be combined with face-to-face LinguaFolio training for a hybrid approach or used to review aspects of previous LinguaFolio training.
Access the training modules at http://www.ncssfl.org/LinguaFolio/index.php?LinguaFolio-training-modules
State-Mandated English Policy Under Fire In Arizona
From http://www.npr.org/2011/01/04/132655441/state-mandated-english-policy-under-fire-in-arizona
State-Mandated English Policy Under Fire In Arizona
by Claudio Sanchez
January 4, 2011
There are 150,000 schoolchildren in Arizona who don't know English. They're labeled ELLs — English-language learners. For four hours a day, ELLs are drilled on vocabulary, pronunciation and grammar.
Up until the late 1990s, schools in Arizona relied on various approaches to teaching English-language learners. Bilingual education was especially popular, although with mixed results, so it was banned in 2000.
In its place, the state mandated a highly prescriptive four-hour block called Structured English Immersion that some teachers today call inadequate.
"I think the four-hour block really is limiting for teachers," says first grade ELL teacher Darlene Galindo. "I think that it's limiting for students. I don't necessarily agree with it." As far as Galindo is concerned, it's a law meant to be broken.
Read or listen to the full story at http://www.npr.org/2011/01/04/132655441/state-mandated-english-policy-under-fire-in-arizona
State-Mandated English Policy Under Fire In Arizona
by Claudio Sanchez
January 4, 2011
There are 150,000 schoolchildren in Arizona who don't know English. They're labeled ELLs — English-language learners. For four hours a day, ELLs are drilled on vocabulary, pronunciation and grammar.
Up until the late 1990s, schools in Arizona relied on various approaches to teaching English-language learners. Bilingual education was especially popular, although with mixed results, so it was banned in 2000.
In its place, the state mandated a highly prescriptive four-hour block called Structured English Immersion that some teachers today call inadequate.
"I think the four-hour block really is limiting for teachers," says first grade ELL teacher Darlene Galindo. "I think that it's limiting for students. I don't necessarily agree with it." As far as Galindo is concerned, it's a law meant to be broken.
Read or listen to the full story at http://www.npr.org/2011/01/04/132655441/state-mandated-english-policy-under-fire-in-arizona
Tips for Engaging Young Learners
As well as teaching English to our young learners, we can help them reach their full potential as language learners. Here are some tips and ideas on how to use materials on the LearnEnglish Kids website to help your pupils learn more effectively: http://www.teachingenglish.org.uk/try/teaching-kids/learning-tips
National Research Council Report: Allocating Federal Funds for State Programs for English Language Learners
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency and 20 percent on the basis of the population of recently immigrated children and youth.
Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds.
Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding.
In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
A pre-publication copy of the report is available at http://www.nap.edu/catalog.php?record_id=13090#toc
Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds.
Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding.
In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
A pre-publication copy of the report is available at http://www.nap.edu/catalog.php?record_id=13090#toc
Brief: Effective Social Studies Instruction to Promote the Knowledge Acquisition and Vocabulary Learning of English Language Learners in the Middle Grades
This brief explains a CREATE intervention that incorporates literacy and language development activities into social studies instruction. It describes lessons designed to increase English language learners’ social studies knowledge while simultaneously improving their vocabulary acquisition and overall reading comprehension.
Access the brief at http://www.cal.org/create/resources/pubs/index.html
Access the brief at http://www.cal.org/create/resources/pubs/index.html
Gorselona: Animated Spanish-Speaking Village
French teachers may already be familiar with Gorseville, a series of animated video clips from a fictitious French-speaking village produced by teacher Stuart Gorse and his students.
Spanish teachers can now look forward to Gorselona, coming next week! See the trailer at http://www.youtube.com/watch?v=dDAlcJ9UnqY
Learn a bit more about Gorseville at http://www.boxoftricks.net/?p=44
Spanish teachers can now look forward to Gorselona, coming next week! See the trailer at http://www.youtube.com/watch?v=dDAlcJ9UnqY
Learn a bit more about Gorseville at http://www.boxoftricks.net/?p=44
Workshop: Latin for 2011: Fresh Ideas for Fresh Kids
From http://www.ascaniusyci.org
Latin for 2011: Fresh Ideas for Fresh Kids
When: Friday, April 1, 2011; 8:30am - 3:30pm
Where: Glen Urquhart School (Beverly, Massachusetts)
Register by: March 21, 2011
Presenting an innovative workshop for teachers in and around the Boston area. The aim of the workshop is to explore fresh ideas in Latin teaching. In particular, we will focus on engaging, standards-connected, and rigorous Latin language and Roman culture activities. Topics explored: grammar, vocabulary, reading comprehension, translation.
Learn more and register at http://www.ascaniusyci.org/teachers/latinfor2011.htm
Latin for 2011: Fresh Ideas for Fresh Kids
When: Friday, April 1, 2011; 8:30am - 3:30pm
Where: Glen Urquhart School (Beverly, Massachusetts)
Register by: March 21, 2011
Presenting an innovative workshop for teachers in and around the Boston area. The aim of the workshop is to explore fresh ideas in Latin teaching. In particular, we will focus on engaging, standards-connected, and rigorous Latin language and Roman culture activities. Topics explored: grammar, vocabulary, reading comprehension, translation.
Learn more and register at http://www.ascaniusyci.org/teachers/latinfor2011.htm
Classics Associations and Research Institutes
The American Philological Association maintains a list of links to Classics associations at http://apaclassics.org/index.php/world_of_classics/classics_orgs
Comic Strip Competition for German Students
From http://www.langenscheidt-education.com/index.html
To start the new year off with a bang, Langenscheidt is pleased to announce a special contest open to students of all levels for the best original comic strip in German.
The competition is open to all levels of German language students, and the deadline for submission is Monday, February 28th, 2011.
See the full competition guidelines at http://www.langenscheidt-education.com/index.html
To start the new year off with a bang, Langenscheidt is pleased to announce a special contest open to students of all levels for the best original comic strip in German.
The competition is open to all levels of German language students, and the deadline for submission is Monday, February 28th, 2011.
See the full competition guidelines at http://www.langenscheidt-education.com/index.html
2011 Spring Fellowship in Korean Studies
From http://www.koreasociety.org/korean_studies/fellowships
The Korea Society is pleased to announce openings for up to 10 American educators to participate in its seventh annual Spring Fellowship in Korean Studies program to be held in Korea from April 15-26, 2011. The program will include lectures and discussions on topics of current interest, guided tours and opportunities for on-site study in locales of historic and contemporary relevance in Korea.
Applications are welcomed from anyone who qualifies under one or more of the following eligibility criteria: 1) administrators of instructional resources in a state department of education; 2) K-12 educators who have enrolled in two or more of the in-service educational programs offered by The Korea Society; or 3) alumni/ae of The Korea Society’s Summer Fellowship in Korean Studies program.
The deadline for applications is February 4th, 2011.
Learn more about this opportunity at http://www.koreasociety.org/korean_studies/fellowships
The Korea Society is pleased to announce openings for up to 10 American educators to participate in its seventh annual Spring Fellowship in Korean Studies program to be held in Korea from April 15-26, 2011. The program will include lectures and discussions on topics of current interest, guided tours and opportunities for on-site study in locales of historic and contemporary relevance in Korea.
Applications are welcomed from anyone who qualifies under one or more of the following eligibility criteria: 1) administrators of instructional resources in a state department of education; 2) K-12 educators who have enrolled in two or more of the in-service educational programs offered by The Korea Society; or 3) alumni/ae of The Korea Society’s Summer Fellowship in Korean Studies program.
The deadline for applications is February 4th, 2011.
Learn more about this opportunity at http://www.koreasociety.org/korean_studies/fellowships
Michigan State programs for K-12 Arabic Teacher Certification
Michigan State University will help increase the number of teachers certified to teach Arabic language in K-12 public schools by offering new academic programs for both current and prospective teachers. The initiative is led by the College of Education's Jeff Bale and Wafa Hassan in the Department of Germanic, Slavic, Asian and African Languages (Arts and Letters).
MSU will now offer an Arabic endorsement and related master’s degree program for certified teachers who wish to add Arabic to their credentials. This option, primarily expected to serve native Arabic speakers working in southeast Michigan schools, can be completed almost entirely online.
The university also will offer a traditional teacher preparation program for undergraduates who want to become certified Arabic teachers. Both programs will enroll candidates starting in fall 2011.
MSU also hopes to offer an experimental, post-baccalaureate certification program for people who want to become teachers of a world language, including Arabic. This program, for which the university is seeking approval from the Michigan Department of Education, would be open to candidates who already hold a relevant bachelor’s degree and who are proficient in the target language.
Students interested in the programs may contact Bale at jbale at msu dot edu
Hassan, W. Arabic-L:LPEDA:Michigan State programs for K-12 Arabic teacher certification. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Jan 2011).
MSU will now offer an Arabic endorsement and related master’s degree program for certified teachers who wish to add Arabic to their credentials. This option, primarily expected to serve native Arabic speakers working in southeast Michigan schools, can be completed almost entirely online.
The university also will offer a traditional teacher preparation program for undergraduates who want to become certified Arabic teachers. Both programs will enroll candidates starting in fall 2011.
MSU also hopes to offer an experimental, post-baccalaureate certification program for people who want to become teachers of a world language, including Arabic. This program, for which the university is seeking approval from the Michigan Department of Education, would be open to candidates who already hold a relevant bachelor’s degree and who are proficient in the target language.
Students interested in the programs may contact Bale at jbale at msu dot edu
Hassan, W. Arabic-L:LPEDA:Michigan State programs for K-12 Arabic teacher certification. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Jan 2011).
The Web of Babel: Twitter and iTunes University Are among Tools College Language Teachers Use
From http://www.insidehighered.com/news/2011/01/11/college_professors_use_social_media_such_as_twitter_and_itunes_to_teach_students_foreign_language
Some adventurous professors have used Twitter as a teaching tool for at least a few years. At a presentation at Educause in 2009, W. Gardner Campbell, director of the academy of teaching and learning at Baylor University, extolled the virtues of allowing students to pose questions to the professor and each other — an important part of the thinking and learning process — without having to raise their hands to do so immediately and aloud. And in November, a group of professors published a scientific paper suggesting that bringing Twitter into the learning process might boost student engagement and performance.
In fall 2009, the University of North Carolina at Chapel Hill announced it was moving all its introductory Spanish courses online, sparking a debate about where the line should be as far as using the Web to teach language. And Middlebury College raised some eyebrows last spring when it announced it was building an online-only spin-off of the Middlebury-Monterey Language Academy, its highly touted summer language immersion program.
Language content makes up about 95 percent of the downloads from the Emory iTunes U site. A podcast called “Chinese Beyond Emory” gets downloaded thousands of times per week. Ditto instructional videos on Arabic and Kanji Japanese penmanship. Even lessons in Cherokee, a language whose speaking population might not exceed the number of students enrolled at Emory, are downloaded at a rate of several hundred per week, Emory officials say.
Read the full article at http://www.insidehighered.com/news/2011/01/11/college_professors_use_social_media_such_as_twitter_and_itunes_to_teach_students_foreign_language
Some adventurous professors have used Twitter as a teaching tool for at least a few years. At a presentation at Educause in 2009, W. Gardner Campbell, director of the academy of teaching and learning at Baylor University, extolled the virtues of allowing students to pose questions to the professor and each other — an important part of the thinking and learning process — without having to raise their hands to do so immediately and aloud. And in November, a group of professors published a scientific paper suggesting that bringing Twitter into the learning process might boost student engagement and performance.
In fall 2009, the University of North Carolina at Chapel Hill announced it was moving all its introductory Spanish courses online, sparking a debate about where the line should be as far as using the Web to teach language. And Middlebury College raised some eyebrows last spring when it announced it was building an online-only spin-off of the Middlebury-Monterey Language Academy, its highly touted summer language immersion program.
Language content makes up about 95 percent of the downloads from the Emory iTunes U site. A podcast called “Chinese Beyond Emory” gets downloaded thousands of times per week. Ditto instructional videos on Arabic and Kanji Japanese penmanship. Even lessons in Cherokee, a language whose speaking population might not exceed the number of students enrolled at Emory, are downloaded at a rate of several hundred per week, Emory officials say.
Read the full article at http://www.insidehighered.com/news/2011/01/11/college_professors_use_social_media_such_as_twitter_and_itunes_to_teach_students_foreign_language
Employment Opportunity: Hindi-Urdu Lecturers at Johns Hopkins
Applications are invited for TWO positions for Hindi-Urdu lecturers for Summer Hindi-Urdu Language Program [June 1, 2011-July 22nd 2011] at The Paul H. Nitze School of Advanced International Studies [SAIS] of Johns Hopkins University, Washington, DC.
These positions are for TWO months (June 1-July 31) only.
Experience teaching Hindi-Urdu at university level in the US., must be able to teach in Devanagari and Nastaleeq scripts, must be able to teach Hindi-Urdu at NOVICE and INTERMEDIATE levels, familiarity with proficiency-based language teaching and testing methods, native or near-native command of Hindi-Urdu, and familiarity with the use of technology in language teaching are required. An advanced degree in Hindi/Urdu language, linguistics, literature, or a related field is preferred.
Those interested in the position should send a cover letter, a CV, and a brief teaching philosophy statement to:
Lakhan Gusain
Coordinator, South Asian Languages Program
The Paul H. Nitze School of Advanced International Studies [SAIS]
Johns Hopkins University
1619 Massachusetts Avenue, NW#R319
Washington, D.C. 20036-2213
Phone:202 663 5753; Fax: 202 663 5764
Email: lgusain1 at jhu dot edu; Web: http://www.sais-jhu.edu/academics/non-degree/summer/language-institute.htm
The Johns Hopkins University is an Equal Opportunity/Affirmative Action Employer.
Cronin, E. [Salrc_general] Employment Opportunity: Hindi-Urdu Lecturers at Johns Hopkins. SALRC listserv (salrc_general@lists.uchicago.edu, 11 Jan 2011).
These positions are for TWO months (June 1-July 31) only.
Experience teaching Hindi-Urdu at university level in the US., must be able to teach in Devanagari and Nastaleeq scripts, must be able to teach Hindi-Urdu at NOVICE and INTERMEDIATE levels, familiarity with proficiency-based language teaching and testing methods, native or near-native command of Hindi-Urdu, and familiarity with the use of technology in language teaching are required. An advanced degree in Hindi/Urdu language, linguistics, literature, or a related field is preferred.
Those interested in the position should send a cover letter, a CV, and a brief teaching philosophy statement to:
Lakhan Gusain
Coordinator, South Asian Languages Program
The Paul H. Nitze School of Advanced International Studies [SAIS]
Johns Hopkins University
1619 Massachusetts Avenue, NW#R319
Washington, D.C. 20036-2213
Phone:202 663 5753; Fax: 202 663 5764
Email: lgusain1 at jhu dot edu; Web: http://www.sais-jhu.edu/academics/non-degree/summer/language-institute.htm
The Johns Hopkins University is an Equal Opportunity/Affirmative Action Employer.
Cronin, E. [Salrc_general] Employment Opportunity: Hindi-Urdu Lecturers at Johns Hopkins. SALRC listserv (salrc_general@lists.uchicago.edu, 11 Jan 2011).
Endangered Language Fund 2011
The Endangered Language Fund has announced its Request for Proposals for its 2011 funding round. The ELF provides smalls grants for language maintenance and linguistic field work. The work most likely to be funded is that which serves both the native community and the field of linguistics. Researchers and language activists from any country are eligible to apply.
Applications must be received by April 20th, 2011. Decisions will be delivered by the end of May, 2011.
See the ELF site at http://www.endangeredlanguagefund.org/request.html for application details.
RNLD Admin. Endangered Language Fund 2011 grant round. RNLD listserv (RESOURCE-NETWORK-LINGUISTIC-DIVERSITY@unimelb.edu.au, 16 Jan 2011).
Applications must be received by April 20th, 2011. Decisions will be delivered by the end of May, 2011.
See the ELF site at http://www.endangeredlanguagefund.org/request.html for application details.
RNLD Admin. Endangered Language Fund 2011 grant round. RNLD listserv (RESOURCE-NETWORK-LINGUISTIC-DIVERSITY@unimelb.edu.au, 16 Jan 2011).
Illinois Languages and Linguistics Society Conference
From http://linguistlist.org/issues/21/21-4323.html
The Linguistics Student Organization at the University of Illinois at Urbana-Champaign is pleased to announce that it will be hosting its third annual meeting of the Illinois Languages and Linguistics Society (ILLS) on April 22-24.
ILLS is a general Linguistics conference open to all subfields. This year's meeting will include a special session Saturday April 23rd on the topic 'Multilingualism, Language Contact, and Globalization.'
Learn more about the conference at http://ills.linguistics.illinois.edu
The Linguistics Student Organization at the University of Illinois at Urbana-Champaign is pleased to announce that it will be hosting its third annual meeting of the Illinois Languages and Linguistics Society (ILLS) on April 22-24.
ILLS is a general Linguistics conference open to all subfields. This year's meeting will include a special session Saturday April 23rd on the topic 'Multilingualism, Language Contact, and Globalization.'
Learn more about the conference at http://ills.linguistics.illinois.edu
Second Language Acquisition and Teaching Roundtable
From http://www.coh.arizona.edu/slatroundtable/index.html
Second Language Acquisition and Teaching Roundtable
February 25-26, 2011
University of Arizona, Tucson
INTERSECTIONS IN SECOND LANGUAGE ACQUISITION
In the field of SLA, we are situated in the fluid intersection of theory and practice, teaching and learning, researching and being researched. Our life experiences shape our research interests and perspectives. This year’s Roundtable theme invites participants to explore their place in these intersections.
For more information and to register, go to http://www.coh.arizona.edu/slatroundtable/index.html
Second Language Acquisition and Teaching Roundtable
February 25-26, 2011
University of Arizona, Tucson
INTERSECTIONS IN SECOND LANGUAGE ACQUISITION
In the field of SLA, we are situated in the fluid intersection of theory and practice, teaching and learning, researching and being researched. Our life experiences shape our research interests and perspectives. This year’s Roundtable theme invites participants to explore their place in these intersections.
For more information and to register, go to http://www.coh.arizona.edu/slatroundtable/index.html
Conference on the Endangered Languages and Cultures of Native America
7th Annual CONFERENCE ON ENDANGERED LANGUAGES AND CULTURES OF NATIVE AMERICA (CELCNA)
April 22-23, 2011, University of Utah, Salt Lake City, Utah
Visit the conference website at http://www.cail.utah.edu/?pageId=1049
April 22-23, 2011, University of Utah, Salt Lake City, Utah
Visit the conference website at http://www.cail.utah.edu/?pageId=1049
WINTERFEST 2011: "The Wild, Wacky, Wonderful World of Web 2.0"
From http://www.ictfl.org/event/winterfest-2011-wild-wacky-wonderful-world-web-20
USING WEB 2.0 TO CREATE COMMUNICATIVE POSSBILITIES IN THE WL CLASSROOM
February 12, 2011
Barrington High School, Illinois
This workshop explores Communicative Language Teaching with the role of Web 2.0 Technology to facilitate communicative language learning, record mp3 files and embed videos, build online forums and create digital activities. Participants will have hands-on practice with smart board and other digital applications to take back to their classroom. The presenters will share creative communicative activities and direct participants to appropriate resources and assessment types. Participants will receive handouts and access to online resources and should bring a laptop with wireless capabilities and a flashdrive or other digital storage device.
Learn more at http://www.ictfl.org/event/winterfest-2011-wild-wacky-wonderful-world-web-20
USING WEB 2.0 TO CREATE COMMUNICATIVE POSSBILITIES IN THE WL CLASSROOM
February 12, 2011
Barrington High School, Illinois
This workshop explores Communicative Language Teaching with the role of Web 2.0 Technology to facilitate communicative language learning, record mp3 files and embed videos, build online forums and create digital activities. Participants will have hands-on practice with smart board and other digital applications to take back to their classroom. The presenters will share creative communicative activities and direct participants to appropriate resources and assessment types. Participants will receive handouts and access to online resources and should bring a laptop with wireless capabilities and a flashdrive or other digital storage device.
Learn more at http://www.ictfl.org/event/winterfest-2011-wild-wacky-wonderful-world-web-20
Call for Papers: Language Symposium: "Foreign Languages as a Global Skill"
The Council on Language Instruction and The MultiMedia Learning Center at Northwestern University, together with the Sandi Port Errant Language and Culture Learning Center at the University of Illinois-Chicago and the Center for the Study of Languages at the University of Chicago
invite you to participate in the
LANGUAGE SYMPOSIUM 2011: "Foreign Languages as a Global Skill"
April 15-16, 2011
Northwestern University
Topics may include:
- Integrating global skills into language curricula
- Models of teaching languages across the disciplines
- Fostering the development of intercultural competence
- Cultural exchanges with universities abroad
- Making study abroad meaningful
- Service learning (i.e. language and community)
- Language study for careers and professions
- Language for special purposes (i.e. medicine, engineering, research, business, diplomacy, music, etc...)
- Assessing global language skills
Language instructors at all levels are invited to submit proposals; all languages are welcome.
Proposal submission deadline: Monday, February 13, 2011.
Early registration deadline: Friday, April 1, 2011.
Download the full call for proposals at http://www.cli.northwestern.edu/activities/symposia/2011.html
invite you to participate in the
LANGUAGE SYMPOSIUM 2011: "Foreign Languages as a Global Skill"
April 15-16, 2011
Northwestern University
Topics may include:
- Integrating global skills into language curricula
- Models of teaching languages across the disciplines
- Fostering the development of intercultural competence
- Cultural exchanges with universities abroad
- Making study abroad meaningful
- Service learning (i.e. language and community)
- Language study for careers and professions
- Language for special purposes (i.e. medicine, engineering, research, business, diplomacy, music, etc...)
- Assessing global language skills
Language instructors at all levels are invited to submit proposals; all languages are welcome.
Proposal submission deadline: Monday, February 13, 2011.
Early registration deadline: Friday, April 1, 2011.
Download the full call for proposals at http://www.cli.northwestern.edu/activities/symposia/2011.html
Call for Papers: NERALLT 2011 Spring Conference at Connecticut College
From http://www.nerallt.org
NERALLT 2011 Spring Conference
Pedagogy and Technology: Collaboration between Language Faculty and Instructional Technologists in the 21st Century
March 24-25, 2011
Connecticut College
The organizers welcome proposals for presentations, panel discussions, or poster sessions on the following topics:
* Collaborative projects between Language faculty and instructional technologists - successful experiences and lessons learned
* The role of the language resource center - past, present and future
* Technological applications to enhance language learning and instruction
* Emerging technologies to transform the learning and teaching process
Proposal deadline: February 4th, 2011
The full call for papers is available at http://www.nerallt.org
NERALLT 2011 Spring Conference
Pedagogy and Technology: Collaboration between Language Faculty and Instructional Technologists in the 21st Century
March 24-25, 2011
Connecticut College
The organizers welcome proposals for presentations, panel discussions, or poster sessions on the following topics:
* Collaborative projects between Language faculty and instructional technologists - successful experiences and lessons learned
* The role of the language resource center - past, present and future
* Technological applications to enhance language learning and instruction
* Emerging technologies to transform the learning and teaching process
Proposal deadline: February 4th, 2011
The full call for papers is available at http://www.nerallt.org
Call for papers: 31st Annual Slavic Forum, University of Chicago
The graduate students in the Department of Slavic Languages and Literatures at the University of Chicago are pleased to announce our upcoming graduate student conference, the 31st Annual Slavic Forum, centered on post-WW II questions in Eastern European and Slavic cultures. This year the conference will take place on Friday, May 13th and Saturday, May 14th, 2011. We invite abstracts for individual papers, 20 minutes in length, from Master's or Ph.D. students in Slavic studies and related fields, including linguistics, literature, history, gender studies, art history, music, theater arts, film, as well as any other disciplines related to the topic of the conference. The conference will consist of formal panels, informal roundtables, and a keynote lecture. Panels will be organized by the Slavic Forum committee following the acceptance of papers to the conference.
The deadline for all abstract proposals is January 31st, 2011. Please send a brief abstract (300 words or less) and a short bio to szawara at uchicago dot edu and zmandusic at uchicago dot edu. Examples and references are not included in the word count. Please include your name and affiliation at the top of the abstract but not in the body, so that we may make them anonymous for refereeing and easily identify them afterwards. All abstracts will be refereed and participants will be notified by mid-March.
Grenoble, L. [SEELANGS] Call for papers: 31st Annual Slavic Forum, University of Chicago. SEELANGS listserv (SEELANGS@bama.ua.edu, 10 Jan 2011).
The deadline for all abstract proposals is January 31st, 2011. Please send a brief abstract (300 words or less) and a short bio to szawara at uchicago dot edu and zmandusic at uchicago dot edu. Examples and references are not included in the word count. Please include your name and affiliation at the top of the abstract but not in the body, so that we may make them anonymous for refereeing and easily identify them afterwards. All abstracts will be refereed and participants will be notified by mid-March.
Grenoble, L. [SEELANGS] Call for papers: 31st Annual Slavic Forum, University of Chicago. SEELANGS listserv (SEELANGS@bama.ua.edu, 10 Jan 2011).
January 2011 Issue of Language Magazine
From http://languagemagazine.com/?p=1650
In this issue:
How Can We Improve our Linguistic or Literacy Skills?: Every January, experts in our field share their opinions on how we should tackle an issue of importance in the New Year
Sowing Success: Kathy Pon, Irma Bravo Lawrence and Arturo Duran describe how a charter school in California’s Central Valley has reaped the benefits of becoming completely dual-language
¡Ya Estamos en el Futuro!: Language Magazine’s guide to the latest innovations for the Spanish classroom
Colorful Speech: Alan Kennedy explains how the perception of color in different languages reveals cultural diversity
Last Writes Richard Lederer on JFK’s stylish speech
Plus all the latest news in language learning technology, book reviews, and source information on language funding
Access the latest issue at http://online.languagemagazine.com/index.aspx
In this issue:
How Can We Improve our Linguistic or Literacy Skills?: Every January, experts in our field share their opinions on how we should tackle an issue of importance in the New Year
Sowing Success: Kathy Pon, Irma Bravo Lawrence and Arturo Duran describe how a charter school in California’s Central Valley has reaped the benefits of becoming completely dual-language
¡Ya Estamos en el Futuro!: Language Magazine’s guide to the latest innovations for the Spanish classroom
Colorful Speech: Alan Kennedy explains how the perception of color in different languages reveals cultural diversity
Last Writes Richard Lederer on JFK’s stylish speech
Plus all the latest news in language learning technology, book reviews, and source information on language funding
Access the latest issue at http://online.languagemagazine.com/index.aspx
Book: Sociocultural Theory in Second Language Education
From http://www.multilingual-matters.com/display.asp?isb=9781847693297
Sociocultural Theory in Second Language Education: An Introduction Through Narratives
Authors: Merrill Swain, Penny Kinnear, and Linda Steinman
Publisher: Multilingual Matters
Summary: In this accessible introduction to Vygotskyian sociocultural theory, narratives illuminate key concepts of the theory. These key concepts, addressed across seven chapters, include mediation; Zone of Proximal Development; collaborative dialogue; private speech; everyday and scientific concepts; the interrelatedness of cognition and emotion, activity theory and assessment. An eighth chapter provides readers with an opportunity to consider two additional narratives and apply the SCT concepts that they have become familiar with. These narratives come from individuals in a variety of languages, contexts, ages and proficiencies. We hear from learners, teachers and researchers. Intended for graduate and undergraduate audiences, this textbook includes controversies in the field, questions for collaborative discussion and provides references to important work in the literature of second language teaching, learning and research.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693297
Sociocultural Theory in Second Language Education: An Introduction Through Narratives
Authors: Merrill Swain, Penny Kinnear, and Linda Steinman
Publisher: Multilingual Matters
Summary: In this accessible introduction to Vygotskyian sociocultural theory, narratives illuminate key concepts of the theory. These key concepts, addressed across seven chapters, include mediation; Zone of Proximal Development; collaborative dialogue; private speech; everyday and scientific concepts; the interrelatedness of cognition and emotion, activity theory and assessment. An eighth chapter provides readers with an opportunity to consider two additional narratives and apply the SCT concepts that they have become familiar with. These narratives come from individuals in a variety of languages, contexts, ages and proficiencies. We hear from learners, teachers and researchers. Intended for graduate and undergraduate audiences, this textbook includes controversies in the field, questions for collaborative discussion and provides references to important work in the literature of second language teaching, learning and research.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693297
Book: Exploring New Paths in Language Pedagogy
From http://linguistlist.org/issues/22/22-175.html
Title: Exploring New Paths in Language Pedagogy: Lexis and Corpus-Based Language Teaching
Editors: Maria Moreno Jaen, Fernando Serrano Valverde, and Maria Calzada Perez
Publisher: Equinox Publishing
Description: The volume aims to give some comprehensive and updated coverage of theory, research and practice in two of the most challenging issues in today's English language teaching scenarios: the development of L2 vocabulary knowledge and the contribution of new corpus-based evidence to language teaching. Though some papers involve reference to other languages such as French and Spanish, this is essentially a study of corpus and lexical theory as applied to contemporary English. The volume is backed up by an independent, dedicated website maintained by the editors, containing web-based activities and vocabulary tests.
Learn more about this book at http://linguistlist.org/issues/22/22-175.html
Title: Exploring New Paths in Language Pedagogy: Lexis and Corpus-Based Language Teaching
Editors: Maria Moreno Jaen, Fernando Serrano Valverde, and Maria Calzada Perez
Publisher: Equinox Publishing
Description: The volume aims to give some comprehensive and updated coverage of theory, research and practice in two of the most challenging issues in today's English language teaching scenarios: the development of L2 vocabulary knowledge and the contribution of new corpus-based evidence to language teaching. Though some papers involve reference to other languages such as French and Spanish, this is essentially a study of corpus and lexical theory as applied to contemporary English. The volume is backed up by an independent, dedicated website maintained by the editors, containing web-based activities and vocabulary tests.
Learn more about this book at http://linguistlist.org/issues/22/22-175.html
January 16, 2011
1001 Wonders: Photos of World Heritage Sites
From http://larryferlazzo.edublogs.org/2011/01/07/1001-wonders
“1001 Wonders” is an amazing site sharing panoramic photos from United Nations’ World Heritage Sites around the world. It is available at http://www.world-heritage-tour.org
“1001 Wonders” is an amazing site sharing panoramic photos from United Nations’ World Heritage Sites around the world. It is available at http://www.world-heritage-tour.org
NCLRC’s Culture Club Update
NCLRC’s Culture Club is an online environment where teachers of foreign languages can find materials and information to help them teach about the culture(s) of their target language(s).
New January 2011 updates include the following:
-The January article is an interesting account of the festival of Saint Agatha, in Sicily, regarded as the most important annual event on the island
-An interview with a young Russian, about what it is like living as a teenager in Salavat-Russia
-A lesson plan for teachers of French, based on cultural comparisons from Adam Gopnick's book, Paris to the Moon
Visit the Culture Club at http://nclrc.org/cultureclub/Email/CCEmail.html
New January 2011 updates include the following:
-The January article is an interesting account of the festival of Saint Agatha, in Sicily, regarded as the most important annual event on the island
-An interview with a young Russian, about what it is like living as a teenager in Salavat-Russia
-A lesson plan for teachers of French, based on cultural comparisons from Adam Gopnick's book, Paris to the Moon
Visit the Culture Club at http://nclrc.org/cultureclub/Email/CCEmail.html
National Conversations on English Learner Education
The Office of English Language Acquisition (OELA) is pleased to announce a series of National Conversations on English Learner (EL) Education. Across several weeks, these stakeholder conversations will be held in six locations. The main goal is to bring together key stakeholders (practitioners, parents, researchers) to engage in a dynamic dialogue on how to achieve a quality EL education for the 21st century. You are invited to download the save-the-date flyer for further information and to share with your colleagues. For inquiries, contact askncela at gwu dot edu or call NCELA toll-free at 1 800 321 6223.
Office of English Language Acquisition: National Conversations on English Learner Education. NCELA List (NCELA@HERMES.GWU.EDU, 7 Jan 2011).
Office of English Language Acquisition: National Conversations on English Learner Education. NCELA List (NCELA@HERMES.GWU.EDU, 7 Jan 2011).
NCELA Call for Papers: English Learners with Learning Disabilities: Characteristics, Needs, Identification, and Intervention
The spring 2011 issue of AccELLerate!, the quarterly review of the National Clearinghouse for English Language Acquisition, will focus on the theme of K-12 English learners (ELs) with learning disabilities. We are soliciting contributions from bilingual education, ESL, and content-area teachers, state and local administrators, researchers, and others who work with this population.
Topics may include (but are not limited to): current perspectives on bilingual development and specific language impairments, evaluation of the needs and linguistic characteristics of bilingual children with language impairments, culturally responsive identification of learning disabilities and behavioral disorders in ELs, effective intervention practices used with this group of learners in different areas of academic study, and professional development for teachers and paraprofessionals.
Full-length articles should be approximately 1,000 words, grounded in research, and be clearly and cogently written. Shorter articles can be of two types: Success Stories (around 500 words) describe successful projects, programs or approaches, and Teachers’ Gems of Wisdom (around 250 words) share professional insights and best practices in teaching ELs.
The deadline for submissions is February 7, 2011. Manuscripts should be submitted in Microsoft Word format by electronic mail and directed to Natalia Romanova, editor of AccELLerate! at romanova at gwu dot edu. Please provide the name, title, and affiliation of all authors, as well as a contact telephone number and an e-mail address.
NCELA Call for Papers: English Learners with Learning Disabilities. NCELA List (NCELA@HERMES.GWU.EDU, 7 Jan 2011)
Topics may include (but are not limited to): current perspectives on bilingual development and specific language impairments, evaluation of the needs and linguistic characteristics of bilingual children with language impairments, culturally responsive identification of learning disabilities and behavioral disorders in ELs, effective intervention practices used with this group of learners in different areas of academic study, and professional development for teachers and paraprofessionals.
Full-length articles should be approximately 1,000 words, grounded in research, and be clearly and cogently written. Shorter articles can be of two types: Success Stories (around 500 words) describe successful projects, programs or approaches, and Teachers’ Gems of Wisdom (around 250 words) share professional insights and best practices in teaching ELs.
The deadline for submissions is February 7, 2011. Manuscripts should be submitted in Microsoft Word format by electronic mail and directed to Natalia Romanova, editor of AccELLerate! at romanova at gwu dot edu. Please provide the name, title, and affiliation of all authors, as well as a contact telephone number and an e-mail address.
NCELA Call for Papers: English Learners with Learning Disabilities. NCELA List (NCELA@HERMES.GWU.EDU, 7 Jan 2011)
French Toolbar for Your Internet Browser
Install the free French toolbar in your internet browser for easy access to useful pages on Learn French at About.com, as well as links to other features like online French radio and TV. Learn more at http://french.about.com/od/francophonie/a/french-toolbar.htm?nl=1
After The Wall: A World United Premieres on PBS
Monday, January 17, 2011, 10:00 pm on PBS
After the Wall: A World United is the dramatic story of the events that unfolded in the months after the fall of the Berlin Wall, when the fate of two Germanys hung in the balance. A follow-up to The Wall: A World Divided, After the Wall re-visits the events of 1990, going behind the scenes of this unparalleled diplomatic effort to examine how the relationships among world leaders determined the outcome.
Check listings at http://www.pbs.org/tv_schedules/
After the Wall: A World United is the dramatic story of the events that unfolded in the months after the fall of the Berlin Wall, when the fate of two Germanys hung in the balance. A follow-up to The Wall: A World Divided, After the Wall re-visits the events of 1990, going behind the scenes of this unparalleled diplomatic effort to examine how the relationships among world leaders determined the outcome.
Check listings at http://www.pbs.org/tv_schedules/
Where People Live: Town and Country
From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/01/05__Live__PM.html
A glance at the map of Europe's most populous country shows that Germany's 82 million inhabitants live in a multitude of different towns and communities.
The classic rural population that lives permanently on the land is more of an exception in Germany. Nowadays, rural life is often found in the surrounding region or within reach of large cities, where about 40 percent of all the jobs are located. Many communities in big city catchment areas have developed dynamically, says a study on rural life (Landleben - Landlust?) by the Federal Institute for Research on Building, Urban Affairs and Spatial Development (BBSR). The report concludes that country life is more often associated with family life in privately owned homes, and that mobility usually requires a car. Yet rural areas also differ greatly: villages close to large cities are unlike those in more remote areas, since the social structure of their population is different.
Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/01/05__Live__PM.html
A glance at the map of Europe's most populous country shows that Germany's 82 million inhabitants live in a multitude of different towns and communities.
The classic rural population that lives permanently on the land is more of an exception in Germany. Nowadays, rural life is often found in the surrounding region or within reach of large cities, where about 40 percent of all the jobs are located. Many communities in big city catchment areas have developed dynamically, says a study on rural life (Landleben - Landlust?) by the Federal Institute for Research on Building, Urban Affairs and Spatial Development (BBSR). The report concludes that country life is more often associated with family life in privately owned homes, and that mobility usually requires a car. Yet rural areas also differ greatly: villages close to large cities are unlike those in more remote areas, since the social structure of their population is different.
Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/01/05__Live__PM.html
Film|Neu Film Festival in Washington, D.C.
The 19th edition of Film|Neu, Washington's annual showcase of new cinema from Germany, Switzerland and Austria, takes place January 21-27, 2011. Learn more and see a schedule at http://www.goethe.de/ins/us/was/prj/flm/enindex.htm
January 2011 Issue of the SRAS Newsletter
From http://sras.org
This month the School of Russian and Asian Studies gives special focus to their "Koroche" section on Russian news and pop culture and their monthly listing of the best primary documents and research sources.
There are also lots of opportunities to study abroad in Russia and Eurasia this year – and opportunities to fund your study abroad! See the newsletter for details at http://sras.org/january_2011
This month the School of Russian and Asian Studies gives special focus to their "Koroche" section on Russian news and pop culture and their monthly listing of the best primary documents and research sources.
There are also lots of opportunities to study abroad in Russia and Eurasia this year – and opportunities to fund your study abroad! See the newsletter for details at http://sras.org/january_2011
Journal of Technology and Chinese Language Teaching
The inaugural issue of Journal of Technology and Chinese Language Teaching (JTCLT), an online peer-reviewed publication promoting the use of technology in Chinese language learning and instruction, has been published.
JTCLT publishes articles, columns on special topics, and book and software reviews in both English and Chinese. It is available for free at http://www.tclt.us/journal
The theme of the first issue is virtual classrooms and virtual education in Chinese.
#9547 New Journal of Technology and Chinese Language Teaching published. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 4 Jan 2011)
JTCLT publishes articles, columns on special topics, and book and software reviews in both English and Chinese. It is available for free at http://www.tclt.us/journal
The theme of the first issue is virtual classrooms and virtual education in Chinese.
#9547 New Journal of Technology and Chinese Language Teaching published. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 4 Jan 2011)
2011 Intensive Summer Language Institutes for Arabic and Chinese
American Councils for International Education is pleased to announce that the application for the Intensive Summer Language Institutes has been posted online. This program provides fully funded fellowships for U.S. classroom teachers to spend six weeks overseas studying intermediate and advanced-level Arabic and Chinese in Egypt and Mainland China. The Intensive Summer Language Institutes are funded by the Bureau of Educational and Cultural Affairs at the U.S. Department of State and administered by American Councils for International Education. The program is open to current K-12 teachers and community college instructors of Arabic and Mandarin Chinese, as well as to students enrolled in education programs preparing them to teach these languages. Applicants must be U.S. citizens and non-native speakers of Arabic and Chinese in order to qualify. To apply, please visit http://apps.americancouncils.org/isli2011
Program Dates:
June 21-August 6, 2011
Program Benefits:
-Intensive language training
-Peer tutors
-Cultural enrichment activities and excursions
-Ten hours of graduate credit through Bryn Mawr College
-Pre-departure orientation
-Full-time resident director
-Room and board
-Books and shipping allowance
-Visa fees and travel insurance
-International and U.S. domestic airfare
Application Deadline:
March 4, 2011
ISLI Staff. [LIM-A] 2011 Intensive Summer Language Institutes. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 14 Jan 2011).
Program Dates:
June 21-August 6, 2011
Program Benefits:
-Intensive language training
-Peer tutors
-Cultural enrichment activities and excursions
-Ten hours of graduate credit through Bryn Mawr College
-Pre-departure orientation
-Full-time resident director
-Room and board
-Books and shipping allowance
-Visa fees and travel insurance
-International and U.S. domestic airfare
Application Deadline:
March 4, 2011
ISLI Staff. [LIM-A] 2011 Intensive Summer Language Institutes. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 14 Jan 2011).
Handy Font Utilities for Indigenous Language Use
From http://www.keoladonaghy.com
See a recent blog entry about some font utilities for unusual characters at http://www.keoladonaghy.com/blog/2011/01/06/handy-utilities-for-indigenous-language-use . The two utilities reviewed so far at Apple Font Tools and BabelMap.
See a recent blog entry about some font utilities for unusual characters at http://www.keoladonaghy.com/blog/2011/01/06/handy-utilities-for-indigenous-language-use . The two utilities reviewed so far at Apple Font Tools and BabelMap.
Indigenous Language TV Series: Finding Our Talk
The third season of Finding Our Talk: A Journey into Indigenous Languages is now available on DVD. The 13-part series celebrates the success and challenges of language preservation and revitalization around the world.
Directed by aboriginal directors and produced by Mushkeg Media Inc., this season takes an international perspective looking at endangered languages in Australia, Hawaii, New Zealand, Norway, Guatemala, Bolivia and North America. The award winning series has been broadcast in Canada, New Zealand and Australia. Some episodes represent the first professional recordings of elders speaking rarely heard languages. Other episodes showcase the role technology and innovation play in modern language revitalization programs. Three seasons were filmed in Canada and seven other countries. Thirty-nine, half hour episodes each look at endangered languages from a modern aboriginal perspective. There is no other series like it. "Finding Our Talk" is a valuable resource for language speakers, learners and teachers.
Visit http://www.mushkeg.ca to learn more, download an informational PDF, and view excerpts from all three seasons of the series. You can also view excerpts at their YouTube channel: http://www.youtube.com/user/MushkegMedia
Cramblit, A. [ILAT] Indigenous Language TV Series: Finding Our Talk. ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 14 Jan 2011).
Directed by aboriginal directors and produced by Mushkeg Media Inc., this season takes an international perspective looking at endangered languages in Australia, Hawaii, New Zealand, Norway, Guatemala, Bolivia and North America. The award winning series has been broadcast in Canada, New Zealand and Australia. Some episodes represent the first professional recordings of elders speaking rarely heard languages. Other episodes showcase the role technology and innovation play in modern language revitalization programs. Three seasons were filmed in Canada and seven other countries. Thirty-nine, half hour episodes each look at endangered languages from a modern aboriginal perspective. There is no other series like it. "Finding Our Talk" is a valuable resource for language speakers, learners and teachers.
Visit http://www.mushkeg.ca to learn more, download an informational PDF, and view excerpts from all three seasons of the series. You can also view excerpts at their YouTube channel: http://www.youtube.com/user/MushkegMedia
Cramblit, A. [ILAT] Indigenous Language TV Series: Finding Our Talk. ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 14 Jan 2011).
Arabic, Standard; Chinese, Mandarin; Spanish; Japanese; Russian; French & Applied Linguistics: Adjunct Professor, Monterey Institute of International Studies, CA
From http://linguistlist.org/issues/22/22-96.html
The Summer Intensive Language Program (SILP) provides beginning, intermediate level, and some advanced language instruction in an intensive format to approximately 150 undergraduate and graduate students as well as professionals for 8 weeks every summer. Under supervision of the Language Program Coordinator and the SILP Director, language instructors provide intensive instruction through a communicative approach to language teaching using authentic contexts, assessments and materials for the Summer Intensive Language Program.
View the full job posting at http://linguistlist.org/issues/22/22-96.html
The Summer Intensive Language Program (SILP) provides beginning, intermediate level, and some advanced language instruction in an intensive format to approximately 150 undergraduate and graduate students as well as professionals for 8 weeks every summer. Under supervision of the Language Program Coordinator and the SILP Director, language instructors provide intensive instruction through a communicative approach to language teaching using authentic contexts, assessments and materials for the Summer Intensive Language Program.
View the full job posting at http://linguistlist.org/issues/22/22-96.html
Summer Position: Lecturers in Estonian, Latvian, or Lithuanian
The Center for Russia, East Europe, and Central Asia (CREECA) at the University of Wisconsin-Madison seeks qualified lecturers in Estonian, Latvian, or Lithuanian to teach at the Baltic Studies Summer Institute (BALSSI) in summer 2011. The full position vacancy listing can be found on the UW-Madison Office of Human Resources Web site: http://www.ohr.wisc.edu/pvl/pv_066342.html
More information about BALSSI 2011 at UW-Madison can be found here: http://creeca.wisc.edu/balssi
Tishler, T. [SEELANGS] JOB: Summer 2011 teaching positions in Baltic languages, UW-Madison. SEELANGS listserv (SEELANGS@bama.ua.edu, 13 Jan 2011).
More information about BALSSI 2011 at UW-Madison can be found here: http://creeca.wisc.edu/balssi
Tishler, T. [SEELANGS] JOB: Summer 2011 teaching positions in Baltic languages, UW-Madison. SEELANGS listserv (SEELANGS@bama.ua.edu, 13 Jan 2011).
NFLC Contract Language Consultant Opportunities: Fijian, Japanese, and Malay
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English. NFLC is currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. The focus is on less commonly taught languages. They are currently looking for several individuals to help us launch projects in the following languages:
* Fijian
* Japanese
* Malay
Minimum Requirements:
* Native, or near-native, proficiency in the target language
* English proficiency
* Ability to conduct Internet research and submit Word documents and/or audio files
Desired Qualifications:
* Knowledge of ILR scale of language proficiency
* Multiple choice item development experience
Specifically, they need educated native speakers of these languages (or individuals with equivalent proficiency levels) to create online activities in their native languages using software we provide. In addition, they are looking for speakers to find authentic reading and audio passages, to record audio files, and to perform various editing tasks in these languages.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States.
If you are interested in working with NFLC, or if you know a qualified candidate who would be interested in working with them, please contact the NFLC via email at recruitment at nflc dot org and send your current resume or CV with your language in the subject line.
* Fijian
* Japanese
* Malay
Minimum Requirements:
* Native, or near-native, proficiency in the target language
* English proficiency
* Ability to conduct Internet research and submit Word documents and/or audio files
Desired Qualifications:
* Knowledge of ILR scale of language proficiency
* Multiple choice item development experience
Specifically, they need educated native speakers of these languages (or individuals with equivalent proficiency levels) to create online activities in their native languages using software we provide. In addition, they are looking for speakers to find authentic reading and audio passages, to record audio files, and to perform various editing tasks in these languages.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States.
If you are interested in working with NFLC, or if you know a qualified candidate who would be interested in working with them, please contact the NFLC via email at recruitment at nflc dot org and send your current resume or CV with your language in the subject line.
Travel Grants - Indonesia/U.S.
Website: http://www.usindo.org/usindo-grants/travel-grants
USINDO awards grants of up to $2,000 to fund travel to Indonesia or to the United States. These grants are awarded to promote academic and other exchanges between the two countries. USINDO Travel Grants are open U.S. and Indonesian citizens seeking to travel to Indonesia or the United States to conduct field research or other professional projects, including conferences.
USINDO Travel grant applications are reviewed four times per year. Deadline for applications to be considered are March 1, June 1, September 1, and December 1. Please apply before the deadline nearest to your anticipated travel dates. Grants are generally awarded within one month of the application deadline. To apply, please send a complete application package to travel at usindo dot org.
USINDO awards grants of up to $2,000 to fund travel to Indonesia or to the United States. These grants are awarded to promote academic and other exchanges between the two countries. USINDO Travel Grants are open U.S. and Indonesian citizens seeking to travel to Indonesia or the United States to conduct field research or other professional projects, including conferences.
USINDO Travel grant applications are reviewed four times per year. Deadline for applications to be considered are March 1, June 1, September 1, and December 1. Please apply before the deadline nearest to your anticipated travel dates. Grants are generally awarded within one month of the application deadline. To apply, please send a complete application package to travel at usindo dot org.
Caesar Workshop with Hans Mueller
From http://www.dickinson.edu/academics/programs/classical-studies/Classical-Studies/CAESAR-WORKSHOP-WITH-HANS-MUELLER,-Saturday,-March-26,-2011
Dickinson Latin Workshop
Saturday, March 26, 2011
Julius Caesar in his Time: The General as Historian
with Hans-Friedrich Mueller
Place: Dickinson College (Pennsylvania), Tome 115, 10:00 am to 5:00 pm.
Julius Caesar was a controversial figure in his own day and his writings continue to raise interesting questions about war and peace, empire, Roman values, leadership, and the roles and purposes of historiography. Caesar's Gallic War, for generations a standard school text, is about to regain some of its old prominence in the Latin classroom by being paired with Vergil's Aeneid in the newly revised AP Latin exam to be offered in 2013. This workshop considers Caesar both as a historical figure and as an author. It will include strategies for teaching Caesar in a sophisticated and interesting way, and updates on how scholars and historians have reevaluated his career and works in recent years. Special attention will be given to themes shared with the Aeneid.
Pre-register by March 7. For more information go to http://www.dickinson.edu/academics/programs/classical-studies/Classical-Studies/CAESAR-WORKSHOP-WITH-HANS-MUELLER,-Saturday,-March-26,-2011
Dickinson Latin Workshop
Saturday, March 26, 2011
Julius Caesar in his Time: The General as Historian
with Hans-Friedrich Mueller
Place: Dickinson College (Pennsylvania), Tome 115, 10:00 am to 5:00 pm.
Julius Caesar was a controversial figure in his own day and his writings continue to raise interesting questions about war and peace, empire, Roman values, leadership, and the roles and purposes of historiography. Caesar's Gallic War, for generations a standard school text, is about to regain some of its old prominence in the Latin classroom by being paired with Vergil's Aeneid in the newly revised AP Latin exam to be offered in 2013. This workshop considers Caesar both as a historical figure and as an author. It will include strategies for teaching Caesar in a sophisticated and interesting way, and updates on how scholars and historians have reevaluated his career and works in recent years. Special attention will be given to themes shared with the Aeneid.
Pre-register by March 7. For more information go to http://www.dickinson.edu/academics/programs/classical-studies/Classical-Studies/CAESAR-WORKSHOP-WITH-HANS-MUELLER,-Saturday,-March-26,-2011
North American Cambridge Classics Project
From http://www.cambridgelatin.org
NORTH AMERICAN CAMBRIDGE CLASSICS PROJECT TEACHERS’ WEEKEND WORKSHOP
GOING GREEN: LATIN SUSTAINABILITY IN UNIT 3
Arlington, Virginia –Crystal City Marriott at Reagan National Airport
Saturday, February 26, 2011
Download more information from http://www.cambridgelatin.org/Workshops/2011workshop.pdf
NORTH AMERICAN CAMBRIDGE CLASSICS PROJECT TEACHERS’ WEEKEND WORKSHOP
GOING GREEN: LATIN SUSTAINABILITY IN UNIT 3
Arlington, Virginia –Crystal City Marriott at Reagan National Airport
Saturday, February 26, 2011
Download more information from http://www.cambridgelatin.org/Workshops/2011workshop.pdf
Conference and Institute: Language, Culture, and Technology and Exhibit of Chinese Language and Culture Teaching Resources
From http://halleinstitute.emory.edu/Research/knowledge_futures/2011LCT.html
Conference on Knowledge Futures: Language, Culture, and Technology
And
Exhibit of Chinese Language and Culture Teaching Resources and Spring Teacher Institute
April 16–17, 2011
Emory University
Atlanta, Georgia, USA
This conference is part of the ongoing knowledge futures initiative at Emory University that seeks to bring together thought leaders from a variety of disciplines to discuss new and changing models of knowledge management. It aims to provide a platform for language educators and technology specialists to present their research and practices in integrating technology into the teaching and learning of languages and cultures. Participants will learn how technology is being used in developing curriculum, creating instructional materials, and designing learning tasks; and how current research and new technologies have impacted the way we teach and learn foreign languages. The conference will also serve as a platform for participants to network and explore collaborative projects across languages and campuses.
Registration is required by March 16, 2011.
Learn more and register at http://halleinstitute.emory.edu/Research/knowledge_futures/2011LCT.html
Conference on Knowledge Futures: Language, Culture, and Technology
And
Exhibit of Chinese Language and Culture Teaching Resources and Spring Teacher Institute
April 16–17, 2011
Emory University
Atlanta, Georgia, USA
This conference is part of the ongoing knowledge futures initiative at Emory University that seeks to bring together thought leaders from a variety of disciplines to discuss new and changing models of knowledge management. It aims to provide a platform for language educators and technology specialists to present their research and practices in integrating technology into the teaching and learning of languages and cultures. Participants will learn how technology is being used in developing curriculum, creating instructional materials, and designing learning tasks; and how current research and new technologies have impacted the way we teach and learn foreign languages. The conference will also serve as a platform for participants to network and explore collaborative projects across languages and campuses.
Registration is required by March 16, 2011.
Learn more and register at http://halleinstitute.emory.edu/Research/knowledge_futures/2011LCT.html
2011 UIC Bilingualism Forum
From http://hispanic.las.uic.edu/spanish/2011%20Bilingualism%20Forum.shtml
2011 UIC Bilingualism Forum
April 14-15, University of Illinois at Chicago
The UIC Bilingualism Forum is dedicated to research in any area related to bilingualism: theoretical linguistics, codeswitching, SLA, psycholinguistics, sociolinguistics, neurolinguistics, cognitive sciences, heritage acquisition, bilingual acquisition, etc.
Keynote Speakers
* Marcel den Dikken, City University of New York
* Michael Ullman, Georgetown University
Visit the conference website at http://hispanic.las.uic.edu/spanish/2011%20Bilingualism%20Forum.shtml
2011 UIC Bilingualism Forum
April 14-15, University of Illinois at Chicago
The UIC Bilingualism Forum is dedicated to research in any area related to bilingualism: theoretical linguistics, codeswitching, SLA, psycholinguistics, sociolinguistics, neurolinguistics, cognitive sciences, heritage acquisition, bilingual acquisition, etc.
Keynote Speakers
* Marcel den Dikken, City University of New York
* Michael Ullman, Georgetown University
Visit the conference website at http://hispanic.las.uic.edu/spanish/2011%20Bilingualism%20Forum.shtml
Northeast Association for Language Learning Technology
From http://www.neallt.org
The Northeast Association for Language Learning Technology (NEALLT) will hold their annual conference at the University of Pennsylvania, April 1 - 3, 2011. The conference theme will be “Transcultural Collaborations: Language Learning in Virtual and Physical Spaces.” The conference will be hosted by the Penn Language Center.
Visit the conference website at http://www.neallt.org
The Northeast Association for Language Learning Technology (NEALLT) will hold their annual conference at the University of Pennsylvania, April 1 - 3, 2011. The conference theme will be “Transcultural Collaborations: Language Learning in Virtual and Physical Spaces.” The conference will be hosted by the Penn Language Center.
Visit the conference website at http://www.neallt.org
Call for Papers: Oklahoma Workshop on Native American Languages
From http://linguistlist.org/issues/22/22-243.html
The Center for Tribal Studies at Northeastern State University in Tahlequah, OK, announces its 4th annual Oklahoma Workshop on Native American Languages. OWNAL focuses on descriptive studies of indigenous languages of the Americas. This weekend workshop takes place at the end of the 39th Annual Symposium on the American Indian (April 11-16, 2011). The keynote speaker is Dr. Mary Linn, curator of the Native American Languages archive at the University of Oklahoma's Sam Noble Museum of Natural History. After the Saturday workshop, participants may attend the Saturday Powwow that brings together well-known dancers and local Oklahoma tribes.
The deadline for abstracts is February 25.
View the full call for papers at http://linguistlist.org/issues/22/22-243.html
The Center for Tribal Studies at Northeastern State University in Tahlequah, OK, announces its 4th annual Oklahoma Workshop on Native American Languages. OWNAL focuses on descriptive studies of indigenous languages of the Americas. This weekend workshop takes place at the end of the 39th Annual Symposium on the American Indian (April 11-16, 2011). The keynote speaker is Dr. Mary Linn, curator of the Native American Languages archive at the University of Oklahoma's Sam Noble Museum of Natural History. After the Saturday workshop, participants may attend the Saturday Powwow that brings together well-known dancers and local Oklahoma tribes.
The deadline for abstracts is February 25.
View the full call for papers at http://linguistlist.org/issues/22/22-243.html
Book: Making a Difference: Challenges for Applied Linguistics
From http://linguistlist.org/issues/22/22-218.html
Making a Difference: Challenges for Applied Linguistics
Edited by Honglin Chen and Ken Cruickshank
Published by Cambridge Scholars Publishing
Summary: This book presents 23 articles by key researchers exploring the ways in which applied linguistics can play a role making a difference in people's lives. It is a timely publication when access to powerful discourses is increasingly an issue for many of the world's populations. The book showcases the contribution of applied linguists working in such areas as language teaching and learning, policy development, discourse analysis, language assessment, language development and bilingualism in the UK, Asia and Australasia.
The book is aimed at teachers, teacher educators, undergraduate and postgraduate students who are working in the areas of the applied linguistics and language education, but also to anyone with an interest in language and the impact that it has on our lives.
Learn more about the book at http://linguistlist.org/issues/22/22-218.html
Making a Difference: Challenges for Applied Linguistics
Edited by Honglin Chen and Ken Cruickshank
Published by Cambridge Scholars Publishing
Summary: This book presents 23 articles by key researchers exploring the ways in which applied linguistics can play a role making a difference in people's lives. It is a timely publication when access to powerful discourses is increasingly an issue for many of the world's populations. The book showcases the contribution of applied linguists working in such areas as language teaching and learning, policy development, discourse analysis, language assessment, language development and bilingualism in the UK, Asia and Australasia.
The book is aimed at teachers, teacher educators, undergraduate and postgraduate students who are working in the areas of the applied linguistics and language education, but also to anyone with an interest in language and the impact that it has on our lives.
Learn more about the book at http://linguistlist.org/issues/22/22-218.html
Survey on InterCom’s New Format
We at CASLS would like to hear from you about the new blog-based format for InterCom. Please complete our very short survey at http://www.surveymonkey.com/s/WSKG2DX
January 7, 2011
Worldlanguageresources Wiki
From http://worldlanguageresources.wikispaces.com
Worldlanguageresources is a wiki where teachers can share resources, mostly links to Internet sites, with each other. Most of the links at this point are for Spanish.
Explore the available resources and join to contribute your own at http://worldlanguageresources.wikispaces.com
Worldlanguageresources is a wiki where teachers can share resources, mostly links to Internet sites, with each other. Most of the links at this point are for Spanish.
Explore the available resources and join to contribute your own at http://worldlanguageresources.wikispaces.com
Fasten Seat Belts: Short Videos about Cultural Norms
From http://fastenseatbelts.eu/en/35/0/About-this-project
You can get yourself into all sorts of trouble in other countries if you don't have an understanding of the cultural language. Much of our behaviour can mean other things in other countries, some of it amusing, some of it extremely offensive. One gesture, or movement, or expression, may have many different meanings, just as our verbal language has words which may have different meanings.
Fasten Seatbelts 1 includes 35 clips explaining Do's & Don'ts in the different countries of Europe, as well as language programmes for 20 of the languages of Europe.
Fasten Seat Belts 2, designed for travellers going to Asia, combines various « Dos and Don’ts » (gestures, traditions, manners…) relating to the following countries : Japan, Korea, Vietnam, Thailand, India and China, as well as practical expressions in the official languages of these 6 countries, spoken clearly and supported by on screen text and transliteration + translations in French, English, Spanish, German.
Visit the Fasten Seatbelts website and browse the video clips at http://fastenseatbelts.eu
Read a review of the project at http://www.freetech4teachers.com/2011/01/fasten-seat-belts-videos-about-cultural.html
You can get yourself into all sorts of trouble in other countries if you don't have an understanding of the cultural language. Much of our behaviour can mean other things in other countries, some of it amusing, some of it extremely offensive. One gesture, or movement, or expression, may have many different meanings, just as our verbal language has words which may have different meanings.
Fasten Seatbelts 1 includes 35 clips explaining Do's & Don'ts in the different countries of Europe, as well as language programmes for 20 of the languages of Europe.
Fasten Seat Belts 2, designed for travellers going to Asia, combines various « Dos and Don’ts » (gestures, traditions, manners…) relating to the following countries : Japan, Korea, Vietnam, Thailand, India and China, as well as practical expressions in the official languages of these 6 countries, spoken clearly and supported by on screen text and transliteration + translations in French, English, Spanish, German.
Visit the Fasten Seatbelts website and browse the video clips at http://fastenseatbelts.eu
Read a review of the project at http://www.freetech4teachers.com/2011/01/fasten-seat-belts-videos-about-cultural.html
Latin Music Legends on U.S. Stamps: Webquest on Zambombazo
Latin music giants Selena, Carlos Gardel, Carmen Miranda, Tito Puente and Celia Cruz are featured on a new 2011 series of postal stamps. See a press release at http://www.usps.com/communications/newsroom/2010/pr10_125.htm and then head over to Zachary Jones’s Zambombazo website so that your students can learn about these stars through a webquest: http://zachary-jones.com/zambombazo/webquest-tito-puente-carmen-miranda-selena-carlos-gardel-y-celia-cruz
Transition from Actualidades to Zambombazo
Zachary Jones’s excellent Actualidades blog is being retired and replaced by his new website, Zambombazo. However, the old blog is still in place and he has created a new table of contents so that you can find resources on it more easily: http://zachary-jones.com/spanish
Meanwhile, you and your students can familiarize yourselves with the new Zambombazo website with a webquest at http://zachary-jones.com/zambombazo/webquests-para-aprender-a-navegar-el-nuevo-sitio
Meanwhile, you and your students can familiarize yourselves with the new Zambombazo website with a webquest at http://zachary-jones.com/zambombazo/webquests-para-aprender-a-navegar-el-nuevo-sitio
Endangered Greek Dialect Similar to Ancient Greek
From http://www.physorg.com/news/2011-01-endangered-language-window-video.html
Endangered language opens window on to past
University of Cambridge
January 4, 2011
An endangered Greek dialect which is spoken in north-eastern Turkey has been identified by researchers as a "linguistic goldmine" because of its startling closeness to previous forms of the Greek language.
Fieldwork examining Romeyka, a little-studied form of Greek still spoken in the area around Trabzon, on Turkey's Black Sea coast, has revealed a number of features that it shares with the Koine (or common) Greek of Hellenistic and Roman times.
Read the full article at http://www.physorg.com/news/2011-01-endangered-language-window-video.html
Endangered language opens window on to past
University of Cambridge
January 4, 2011
An endangered Greek dialect which is spoken in north-eastern Turkey has been identified by researchers as a "linguistic goldmine" because of its startling closeness to previous forms of the Greek language.
Fieldwork examining Romeyka, a little-studied form of Greek still spoken in the area around Trabzon, on Turkey's Black Sea coast, has revealed a number of features that it shares with the Koine (or common) Greek of Hellenistic and Roman times.
Read the full article at http://www.physorg.com/news/2011-01-endangered-language-window-video.html
Top Ten German Words Of 2010
From http://german.about.com/od/vocabulary/a/Top-Ten-German-Words-Of-2010.htm
Every year Die deutsche Gesellschaft der Deutsche Sprache selects the ten top words that best reflect the German people's social and political experience of that year. This year's list was chosen from among 2000 words and expressions which frequented often both printed and televised national media.
Read about the top ten words in English at http://german.about.com/od/vocabulary/a/Top-Ten-German-Words-Of-2010.htm
See the original list in German at http://www.gfds.de/aktionen/wort-des-jahres/wort-des-jahres-2010
Every year Die deutsche Gesellschaft der Deutsche Sprache selects the ten top words that best reflect the German people's social and political experience of that year. This year's list was chosen from among 2000 words and expressions which frequented often both printed and televised national media.
Read about the top ten words in English at http://german.about.com/od/vocabulary/a/Top-Ten-German-Words-Of-2010.htm
See the original list in German at http://www.gfds.de/aktionen/wort-des-jahres/wort-des-jahres-2010
Nominate a Student for the Post Secondary Russian Scholar Laureate Award
From the SEELANGS listserv:
Please consider nominating the TOP STUDENT in your program for the annual Post Secondary Russian Scholar Laureate Award--PSRSLA!! The PSRSLA is a FREE program offered to US Russian Departments and Programs. Organized under the auspices of ACTR (American Council of Teachers of Russian), the PSRSLA provides national recognition for our star students--those students who embody an enthusiasm for and love of things Russian. ACTR offers this program as a service to the profession. We encourage you to take advantage of this opportunity to publicly recognize your top student. It's free! It's easy!
In order to nominate a student, please follow these guidelines:
1. Deadline for nominations 1 MARCH 2011.
2. Nominations are accepted in ELECTRONIC FORMAT ONLY, via e-mail to me at cynthia.ruder@uky.edu. Nominations can be in the body of the e-mail or sent as an attachment. Nomination letters should include the following information:
--Full name of student as it should appear on the Gramota. Nominees should be juniors or seniors.
[**Only 1 student can be nominated from each institution. While Russian programs frequently have more than one outstanding student, in order to preserve the integrity of the award, no more than ONE student at a given institution can be nominated to receive the PSRSLA.
***YOU decide who is worthy of this award, not ACTR.]
--Description of why this student most deserves this award, i.e. how the student promotes the study of Russian and models the behavior of a committed Russian student. The student need not have the top GPA, nor be a Russian major, but should demonstrate an active dedication--in course work, outside activities, attitude--to the study of Russian language and culture.
--Name and contact information of the nominator who must be a member of ACTR. Since the nomination should reflect the consensus of the program or department, your letter should be submitted over the signature of the program chair, director, or DUS.
[****If you are not a member of ACTR and would like to join, contact George Morris, ACTR Treasurer, at actrmbrs at sbcglobal dot net to join. With your membership you receive the ACTR Newsletter as well as a subscription to the Russian Language Journal--a peer-reviewed journal that explores all aspects of the Russian language and welcomes submissions.]
3. Award certificates will be mailed to nominators during March so that they arrive prior to any departmental award ceremonies.
Questions? Contact me at cynthia.ruder at uky dot edu. We encourage you to take advantage of this program in order to let our best and brightest know that we appreciate their work and value their commitment to all things Russian.
Best regards, Cindy Ruder
Ruder, C. [SEELANGS] Reward Your Best Student!! SEELANGS listserv (SEELANGS@bama.ua.edu, 2 Jan 2011).
Please consider nominating the TOP STUDENT in your program for the annual Post Secondary Russian Scholar Laureate Award--PSRSLA!! The PSRSLA is a FREE program offered to US Russian Departments and Programs. Organized under the auspices of ACTR (American Council of Teachers of Russian), the PSRSLA provides national recognition for our star students--those students who embody an enthusiasm for and love of things Russian. ACTR offers this program as a service to the profession. We encourage you to take advantage of this opportunity to publicly recognize your top student. It's free! It's easy!
In order to nominate a student, please follow these guidelines:
1. Deadline for nominations 1 MARCH 2011.
2. Nominations are accepted in ELECTRONIC FORMAT ONLY, via e-mail to me at cynthia.ruder@uky.edu. Nominations can be in the body of the e-mail or sent as an attachment. Nomination letters should include the following information:
--Full name of student as it should appear on the Gramota. Nominees should be juniors or seniors.
[**Only 1 student can be nominated from each institution. While Russian programs frequently have more than one outstanding student, in order to preserve the integrity of the award, no more than ONE student at a given institution can be nominated to receive the PSRSLA.
***YOU decide who is worthy of this award, not ACTR.]
--Description of why this student most deserves this award, i.e. how the student promotes the study of Russian and models the behavior of a committed Russian student. The student need not have the top GPA, nor be a Russian major, but should demonstrate an active dedication--in course work, outside activities, attitude--to the study of Russian language and culture.
--Name and contact information of the nominator who must be a member of ACTR. Since the nomination should reflect the consensus of the program or department, your letter should be submitted over the signature of the program chair, director, or DUS.
[****If you are not a member of ACTR and would like to join, contact George Morris, ACTR Treasurer, at actrmbrs at sbcglobal dot net to join. With your membership you receive the ACTR Newsletter as well as a subscription to the Russian Language Journal--a peer-reviewed journal that explores all aspects of the Russian language and welcomes submissions.]
3. Award certificates will be mailed to nominators during March so that they arrive prior to any departmental award ceremonies.
Questions? Contact me at cynthia.ruder at uky dot edu. We encourage you to take advantage of this program in order to let our best and brightest know that we appreciate their work and value their commitment to all things Russian.
Best regards, Cindy Ruder
Ruder, C. [SEELANGS] Reward Your Best Student!! SEELANGS listserv (SEELANGS@bama.ua.edu, 2 Jan 2011).
Eyak Language Project Website Reinvigorates “Extinct” Language
From http://thebristolbaytimes.com/article/1052eyak_language_to_get_boost_from_website
Eyak became the first of Alaska's endangered Languages to be declared "extinct" when the last Native speaker, Marie Smith Jones, died in January 2008. Now, nearly three years later, there is an ambitious new effort to make Eyak the first Alaska language to be brought back to life.
On Jan. 1, a website was launched just after midnight to begin the process of helping Eyaks learn the basics of their "lost" language. It is just one part of the Eyak Language Project: q'aayaa tl'hix (A New Beginning) -- an intensive effort to document, preserve and distribute learning materials to individuals and institutions throughout Alaska and beyond.
The website features a word of the week selected from the archival recordings of the language with Marie Smith Jones, along with new recordings of words and phrases modeled by Dr. Michael Krauss, the linguist who has spent nearly 50 years documenting the language in writing. The website also includes lessons designed by Guillaume Leduey, a 21-year-old man from France who taught himself how to speak the language from online materials when he was just twelve.
Read the full press release at http://thebristolbaytimes.com/article/1052eyak_language_to_get_boost_from_website
The Eyak Language Project Website is available at http://sites.google.com/site/eyaklanguageproject
Eyak became the first of Alaska's endangered Languages to be declared "extinct" when the last Native speaker, Marie Smith Jones, died in January 2008. Now, nearly three years later, there is an ambitious new effort to make Eyak the first Alaska language to be brought back to life.
On Jan. 1, a website was launched just after midnight to begin the process of helping Eyaks learn the basics of their "lost" language. It is just one part of the Eyak Language Project: q'aayaa tl'hix (A New Beginning) -- an intensive effort to document, preserve and distribute learning materials to individuals and institutions throughout Alaska and beyond.
The website features a word of the week selected from the archival recordings of the language with Marie Smith Jones, along with new recordings of words and phrases modeled by Dr. Michael Krauss, the linguist who has spent nearly 50 years documenting the language in writing. The website also includes lessons designed by Guillaume Leduey, a 21-year-old man from France who taught himself how to speak the language from online materials when he was just twelve.
Read the full press release at http://thebristolbaytimes.com/article/1052eyak_language_to_get_boost_from_website
The Eyak Language Project Website is available at http://sites.google.com/site/eyaklanguageproject
Position Opening - East Asia Educational Outreach Coordinator
The Center for Applied Second Language Studies and the Center for Asian and Pacific Studies are recruiting for the position of East Asia Educational Outreach Coordinator. This is a newly created full-time (1.0 FTE), Officer of Research fixed-term position, beginning approximately February 20, 2011. Annual contract renewal is contingent upon renewed grant funds.
This position is responsible for the development and administration of UO and grant-funded projects and programs, mostly but not limited to those involving curriculum and program development related to East Asia. Requirements: MA or MS degree, university teaching and curriculum development experience, advanced proficiency in Mandarin Chinese, and budget management and reporting. Experience with both K-12 and university level teaching preferred.
Candidates who promote and enhance diversity are strongly desired. File review begins February, 8, 2011, but the position open until filled. For detailed position description and application information, please visit http://hr.uoregon.edu/jobs/unclassified.php?id=3250
The University of Oregon is an EO/AA/ADA institution committed to cultural diversity.
This position is responsible for the development and administration of UO and grant-funded projects and programs, mostly but not limited to those involving curriculum and program development related to East Asia. Requirements: MA or MS degree, university teaching and curriculum development experience, advanced proficiency in Mandarin Chinese, and budget management and reporting. Experience with both K-12 and university level teaching preferred.
Candidates who promote and enhance diversity are strongly desired. File review begins February, 8, 2011, but the position open until filled. For detailed position description and application information, please visit http://hr.uoregon.edu/jobs/unclassified.php?id=3250
The University of Oregon is an EO/AA/ADA institution committed to cultural diversity.
Call for External Research 2011
From http://www.pearsonpte.com/research/Pages/Research2011.aspx
Pearson cordially invites researchers in the field of language testing and assessment, second/foreign language education, linguistics, applied linguistics, and other related areas of research to participate in our 2011 external research programme.
They offer:
* In-kind supported research
* Funded research
* Tender opportunities
28 February 2011 - Submission deadline for one-page intention to bid
Learn more at http://www.pearsonpte.com/research/Pages/Research2011.aspx
Pearson cordially invites researchers in the field of language testing and assessment, second/foreign language education, linguistics, applied linguistics, and other related areas of research to participate in our 2011 external research programme.
They offer:
* In-kind supported research
* Funded research
* Tender opportunities
28 February 2011 - Submission deadline for one-page intention to bid
Learn more at http://www.pearsonpte.com/research/Pages/Research2011.aspx
Second Language Education Awards and Language Study Scholarships
From http://www.swcolt.org/awards.htm
SWCOLT is seeking nominations for Second Language Education Awards and Language Study Scholarships.
The nomination deadline is January 15, 2011. Award winners must reside in the SWCOLT region. The participating states in SWCOLT are Arizona, California, Colorado, Hawai'i, Nevada, New Mexico, Oklahoma, Texas, and Utah. Scholarship winners must be a member of SWCOLT.
Awards:
2011 Excellence in Teaching
2011 Honorary Lifetime Achievement
2011 Friend of the Profession
Learn more about the available awards and scholarships at http://www.swcolt.org/awards.htm
SWCOLT is seeking nominations for Second Language Education Awards and Language Study Scholarships.
The nomination deadline is January 15, 2011. Award winners must reside in the SWCOLT region. The participating states in SWCOLT are Arizona, California, Colorado, Hawai'i, Nevada, New Mexico, Oklahoma, Texas, and Utah. Scholarship winners must be a member of SWCOLT.
Awards:
2011 Excellence in Teaching
2011 Honorary Lifetime Achievement
2011 Friend of the Profession
Learn more about the available awards and scholarships at http://www.swcolt.org/awards.htm
2011 Chinese Guest Teacher Program
Looking to launch or expand a Chinese language and culture program in your school or district? Apply now to host a visiting Chinese teacher for the 2011-12 school year! Now in its fourth year, the Chinese Guest Teacher Program is the largest K–12 visiting Chinese teacher program in the U.S., and has brought nearly 500 experienced Chinese teachers to schools across the nation. The program is made possible through a collaboration between the College Board and Hanban/Confucius Institute Headquarters, an organization that promotes Chinese language and culture study worldwide.
The Chinese Guest Teacher Program represents a unique opportunity for students and communities to learn Chinese language and authentic culture from a native speaker. The guest teacher's salary is partially subsidized by Hanban and host institutions can pilot or expand a Chinese program at a reasonable cost.
Application Deadline: Feb. 15, 2011
Apply now at http://www.collegeboard.com/guestteacher. Applications are reviewed on a rolling basis.
The Chinese Guest Teacher Program represents a unique opportunity for students and communities to learn Chinese language and authentic culture from a native speaker. The guest teacher's salary is partially subsidized by Hanban and host institutions can pilot or expand a Chinese program at a reasonable cost.
Application Deadline: Feb. 15, 2011
Apply now at http://www.collegeboard.com/guestteacher. Applications are reviewed on a rolling basis.
NCLRC Summer Institutes for 2011
From http://www.nclrc.org/profdev/nclrc_inst_pres/summer_inst.html
The National Capital Language Resource Center’s upcoming Summer Institutes for 2011 will be held from May 24 to June 28, 2011, the institutes topics include:
* Using Backward Design for Planning Standard Based Instruction
* Language Program Evaluation
* Developing Listening Comprehension
* Understanding Assessment
* Spanish Language and Culture, Three Day Immersion for Spanish Teachers
* Teaching Spanish to Heritage Spanish Speakers
* French Language and Culture, Three Day Immersion for French Teachers
* French and the Arts
* Using Technology in the Foreign Language Classroom
More details are forthcoming at http://www.nclrc.org/profdev/nclrc_inst_pres/summer_inst.html
The National Capital Language Resource Center’s upcoming Summer Institutes for 2011 will be held from May 24 to June 28, 2011, the institutes topics include:
* Using Backward Design for Planning Standard Based Instruction
* Language Program Evaluation
* Developing Listening Comprehension
* Understanding Assessment
* Spanish Language and Culture, Three Day Immersion for Spanish Teachers
* Teaching Spanish to Heritage Spanish Speakers
* French Language and Culture, Three Day Immersion for French Teachers
* French and the Arts
* Using Technology in the Foreign Language Classroom
More details are forthcoming at http://www.nclrc.org/profdev/nclrc_inst_pres/summer_inst.html
Baltic Studies Summer Institute
From http://www.creeca.wisc.edu/balssi
The Center for Russia, East Europe and Central Asia (CREECA) at the University of Wisconsin-Madison will once again host the Baltic Studies Summer Institute (BALSSI) in the summer of 2011 (June 13-August 5). First- and second*-year Estonian, Latvian, and Lithuanian language courses will be offered, as well as lectures (in English) on Baltic history and culture and a rich program of cultural events related to the Baltic lands.
Learn more at http://www.creeca.wisc.edu/balssi
The Center for Russia, East Europe and Central Asia (CREECA) at the University of Wisconsin-Madison will once again host the Baltic Studies Summer Institute (BALSSI) in the summer of 2011 (June 13-August 5). First- and second*-year Estonian, Latvian, and Lithuanian language courses will be offered, as well as lectures (in English) on Baltic history and culture and a rich program of cultural events related to the Baltic lands.
Learn more at http://www.creeca.wisc.edu/balssi
Intensive Summer Program for Russian Teachers
American Councils for International Education: ACTR/ACCELS is pleased to announce fellowship opportunities for the 2011 Summer Russian Language Teachers Program at Moscow State University. Between fifteen and twenty finalists will be selected to receive program funding from the U.S. Department of Education under the Fulbright-Hays Act. All program expenses (less an initial program deposit and domestic travel to and from Washington, D.C.) will be paid for these participants.
Applications for the Summer 2011 program are due March 1st. Interested applicants can find the online application here: http://www.americancouncils.org/program/29/ST
This is a six-week program in Russian language, culture, and foreign language pedagogy for teachers or teachers-in-training. Applicants must be either graduate students preparing for a career in Russian-language education or current teachers of Russian at the university, secondary school, or elementary school level. Applications from K-12 teachers of Russian are especially encouraged. Applicants must be U.S. citizens or permanent residents.
Fellowships typically provide:
*Full tuition for six weeks of study at Moscow State University;
*Housing in Moscow State dormitory;
*Roundtrip, international airfare from Washington, D.C. to Moscow;
*Pre-departure orientation in Washington. D.C.;
*Russian visa;
*Living stipend;
*Medical insurance; and
*Ten graduate hours of credit from Bryn Mawr College.
Application Deadline: March 1, 2011
http://www.americancouncils.org/program/29/ST
An online application is available here:
https://www.onlineac.org/start/NDU2MzVfMzE2XzcwNzI4
For more information, contact:
Russian and Eurasian Outbound Programs
American Councils for International Education: ACTR/ACCELS
1828 L St, NW
Washington, DC 20036
Suite 1200
http://www.americancouncils.org
outbound at americancouncils dot org
Ericson, B. [SEELANGS] Intensive Summer Program for Russian Teachers. SEELANGS listserv (SEELANGS@bama.ua.edu, 3 Jan 2011).
Applications for the Summer 2011 program are due March 1st. Interested applicants can find the online application here: http://www.americancouncils.org/program/29/ST
This is a six-week program in Russian language, culture, and foreign language pedagogy for teachers or teachers-in-training. Applicants must be either graduate students preparing for a career in Russian-language education or current teachers of Russian at the university, secondary school, or elementary school level. Applications from K-12 teachers of Russian are especially encouraged. Applicants must be U.S. citizens or permanent residents.
Fellowships typically provide:
*Full tuition for six weeks of study at Moscow State University;
*Housing in Moscow State dormitory;
*Roundtrip, international airfare from Washington, D.C. to Moscow;
*Pre-departure orientation in Washington. D.C.;
*Russian visa;
*Living stipend;
*Medical insurance; and
*Ten graduate hours of credit from Bryn Mawr College.
Application Deadline: March 1, 2011
http://www.americancouncils.org/program/29/ST
An online application is available here:
https://www.onlineac.org/start/NDU2MzVfMzE2XzcwNzI4
For more information, contact:
Russian and Eurasian Outbound Programs
American Councils for International Education: ACTR/ACCELS
1828 L St, NW
Washington, DC 20036
Suite 1200
http://www.americancouncils.org
outbound at americancouncils dot org
Ericson, B. [SEELANGS] Intensive Summer Program for Russian Teachers. SEELANGS listserv (SEELANGS@bama.ua.edu, 3 Jan 2011).
Ohio Foreign Language Association Annual Conference
From http://www.ofla-online.org
The OFLA Annual Conference: Connecting to the World through Languages
April 7-9, 2011
Hyatt Hotel on Capitol Square, Columbus, Ohio
The conference webpage is available at http://www.ofla-online.org/index.php/annual-conference
The OFLA Annual Conference: Connecting to the World through Languages
April 7-9, 2011
Hyatt Hotel on Capitol Square, Columbus, Ohio
The conference webpage is available at http://www.ofla-online.org/index.php/annual-conference
Classical Association of the Middle West and South
From http://www.camws.org/meeting/2011/2011meetinginfo.php
The Classical Association of the Middle West and South (CAMWS) will hold its 107th Annual Meeting in Grand Rapids, Michigan, beginning on the evening of Wednesday, April 6, 2011, and ending on the afternoon of Saturday, April 9, at the invitation of Calvin College and Grand Valley State University.
Learn more about the conference at http://www.camws.org/meeting/2011/2011meetinginfo.php
The Classical Association of the Middle West and South (CAMWS) will hold its 107th Annual Meeting in Grand Rapids, Michigan, beginning on the evening of Wednesday, April 6, 2011, and ending on the afternoon of Saturday, April 9, at the invitation of Calvin College and Grand Valley State University.
Learn more about the conference at http://www.camws.org/meeting/2011/2011meetinginfo.php
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