From http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1864&ContentID=82751&Content=98133
Senate Bill 311 (the Ohio Core legislation) raised the graduation requirements for high school students in the hope that more students would be ready to meet the demands of our global and technological age. It included among its several provisions a requirement that by March 31, 2009, the State Board of Education adopt a plan that enables “students to earn units of high school credit based on a demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction.” In September, 2010, districts were to have in place a plan to award credit by proficiency.
Go to http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1864&ContentID=82751&Content=98133 for credit flexibility guidance documents and scroll down for the world language resources.
One of the documents, Credit Flexibility and World Languages, can be downloaded from http://education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=90092
February 25, 2011
“Shortie” Video Contest for Kids: Create a PSA “Embrace the World”
From http://www.shortieawards.org/shortie_awards/Embrace_the_World!.html
Create a PSA (Public Service Announcement) to let people know how important it is to know about the whole world. It is time for everyone to understand global education. The winning PSA will be broadcast on MHz Worldview, the national channel of MHz Networks, available to over 35 million households across the country.
Create a short – 30 seconds to 1 minute – video to help people understand how very important it is to know about the world – cultures, languages, business, history, geography. What happens if we don’t know how to cooperate, connect, and compete?
Age Categories: 7-10, 11-14, 15-18, and K-12 Teachers
Submissions due April 1, 2011
Learn more at http://www.shortieawards.org/shortie_awards/Embrace_the_World!.html and enter at http://www.shortieawards.org/shortie_awards/Enter_Film.html
Create a PSA (Public Service Announcement) to let people know how important it is to know about the whole world. It is time for everyone to understand global education. The winning PSA will be broadcast on MHz Worldview, the national channel of MHz Networks, available to over 35 million households across the country.
Create a short – 30 seconds to 1 minute – video to help people understand how very important it is to know about the world – cultures, languages, business, history, geography. What happens if we don’t know how to cooperate, connect, and compete?
Age Categories: 7-10, 11-14, 15-18, and K-12 Teachers
Submissions due April 1, 2011
Learn more at http://www.shortieawards.org/shortie_awards/Embrace_the_World!.html and enter at http://www.shortieawards.org/shortie_awards/Enter_Film.html
Free Vocabulary Practice Game for You To Print
Hello-World.com is pleased to announce a new board game especially for language learners. Go to http://www.hello-world.com, select the language and the topic and a game board and flashcards will be generated for you to play with.
Camp OFLA for Elementary Students Learning Arabic, Chinese, French, German and Spanish
Camp OFLA is a residential summer camp for 4th through 6th graders offering a week of world language learning. The theme this year is "World Market Place. The dates are June 12-18. The languages to be offered are Arabic, Chinese, French, German & Spanish. Camp is held in Bellville, Ohio. The cost is $450.
Learn more at http://www.campofla.org/campofla.org/Welcome.html
Learn more at http://www.campofla.org/campofla.org/Welcome.html
Teaching with Picture Books
From http://www.teachingenglish.org.uk/think/articles
Picturebooks can be very successful in our ELT classes, from pre-school, through primary and secondary, even at university level, and they deserve space on the shelf, next to the other 'authentic' materials we may use already.
Read a thorough article that defines what picturebooks are, suggests how they can be used in the classroom, and includes an annotated list of further resources at http://www.teachingenglish.org.uk/think/articles/picture-books-all
Picturebooks can be very successful in our ELT classes, from pre-school, through primary and secondary, even at university level, and they deserve space on the shelf, next to the other 'authentic' materials we may use already.
Read a thorough article that defines what picturebooks are, suggests how they can be used in the classroom, and includes an annotated list of further resources at http://www.teachingenglish.org.uk/think/articles/picture-books-all
An Opportunity for Your Students who have Disabilities to Share about Their English Language Learning Experiences
Do you have an international student with a disability studying English in your classroom or program? The National Clearinghouse on Disability and Exchange (NCDE) wants to hear from your students! Students with disabilities can use the fillable online form (http://www.miusa.org/ncde/stories/ESLform) to submit information about their experiences studying English at home and abroad. This includes non-native English speakers with hearing, vision, cognitive, learning, mental, physical, chronic health or other disabilities. Their story could be featured in an upcoming issue of A World Awaits You (AWAY) Journal (http://www.miusa.org/ncde/away)! The NCDE, sponsored by the U.S. Department of State and administered by Mobility International USA, provides free information and referral services related to the participation of people with disabilities in international exchange programs and is currently gathering best practices, lessons learned and success stories of inclusive ESOL classrooms and exchange programs.
Viewing Web Sites in Spanish Automatically
From http://spanish.about.com
Some websites have versions in different languages, including Spanish. With most browsers you can automatically view the Spanish version when it’s available. Learn how at http://spanish.about.com/cs/qa/a/browserpref.htm?nl=1
Some websites have versions in different languages, including Spanish. With most browsers you can automatically view the Spanish version when it’s available. Learn how at http://spanish.about.com/cs/qa/a/browserpref.htm?nl=1
Spanish Film Series Featured at Kent State University
Spanish Film Series Featured at Kent State University
Kent State University presents a Spanish Festival, a series of four recent films from Spain, March 4-6. The films will be shown in Spanish with English subtitles in the Michael Schwartz Center auditorium.
Following each film, the audience is welcome to participate in a discussion. Admission is free and parking is available at no charge in the Michael Schwartz Center lot.
Featured films include:
* Friday, March 4 at 7:30 pm: Volver (Volver)
* Saturday, March 5 at 2:00 pm: El Bola (Pellet)
* Saturday, March 5 at 7:30 pm: Celda 211 (Cell 211)
* Sunday, March 6 at 2:00 pm: Un Novio Para Yasmina (A Fiancé for Yasmina)
All films are in Spanish with English subtitles and are FREE and open to the public.
For directions to campus and a campus map, please see: http://kentstate.kent.edu/directions/kent/travel.asp
Parking is available in the Michael Schwartz parking lot and the Kent State Student Center parking lot. The Schwartz center is located at the corner of East Summit Street and Morris road.
Organized in collaboration with the Department of History and the Institute for Applied Linguistics, the Spanish Festival is made possible with the support of the Spanish Ministry of Culture and funding from departments in the College of Arts and Sciences.
For more information and a description of the films, visit: http://appling.kent.edu/newsdetail.cfm?newsitem=0BD2D523-F93C-E857-33F6AEBF299032DB or contact Françoise Massardier-Kenney, fkenney at kent dot edu, or Rebecca Pulju, rpulju at kent dot edu.
Minick, T. [OFLA] Spanish Film Series Featured at Kent State University. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 14 Feb 2011).
Kent State University presents a Spanish Festival, a series of four recent films from Spain, March 4-6. The films will be shown in Spanish with English subtitles in the Michael Schwartz Center auditorium.
Following each film, the audience is welcome to participate in a discussion. Admission is free and parking is available at no charge in the Michael Schwartz Center lot.
Featured films include:
* Friday, March 4 at 7:30 pm: Volver (Volver)
* Saturday, March 5 at 2:00 pm: El Bola (Pellet)
* Saturday, March 5 at 7:30 pm: Celda 211 (Cell 211)
* Sunday, March 6 at 2:00 pm: Un Novio Para Yasmina (A Fiancé for Yasmina)
All films are in Spanish with English subtitles and are FREE and open to the public.
For directions to campus and a campus map, please see: http://kentstate.kent.edu/directions/kent/travel.asp
Parking is available in the Michael Schwartz parking lot and the Kent State Student Center parking lot. The Schwartz center is located at the corner of East Summit Street and Morris road.
Organized in collaboration with the Department of History and the Institute for Applied Linguistics, the Spanish Festival is made possible with the support of the Spanish Ministry of Culture and funding from departments in the College of Arts and Sciences.
For more information and a description of the films, visit: http://appling.kent.edu/newsdetail.cfm?newsitem=0BD2D523-F93C-E857-33F6AEBF299032DB or contact Françoise Massardier-Kenney, fkenney at kent dot edu, or Rebecca Pulju, rpulju at kent dot edu.
Minick, T. [OFLA] Spanish Film Series Featured at Kent State University. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 14 Feb 2011).
French Summer Language Institute/MA in French Language Teaching
From http://www.sou.edu/summerlanguageinstitute/french
Earn your Master of Arts degree over three summers in beautiful Angers, France!
Join SOU for a unique, intensive program specifically designed to meet the needs of middle school, high school and community college French teachers. This summer program combines courses on language acquisition and pedagogy with language and culture courses to allow you to improve both your language proficiency and cultural understanding while becoming a better teacher.
Session 1: June 19-July 8th, 2011
Session 2: July 10-July 29th, 2011
Learn more at http://www.sou.edu/summerlanguageinstitute/french
Earn your Master of Arts degree over three summers in beautiful Angers, France!
Join SOU for a unique, intensive program specifically designed to meet the needs of middle school, high school and community college French teachers. This summer program combines courses on language acquisition and pedagogy with language and culture courses to allow you to improve both your language proficiency and cultural understanding while becoming a better teacher.
Session 1: June 19-July 8th, 2011
Session 2: July 10-July 29th, 2011
Learn more at http://www.sou.edu/summerlanguageinstitute/french
French Film Festival in Richmond, Virginia
The 19th French Film Festival - Richmond, Virginia returns for its 19th year on March 24-27, 2011. Learn more at http://www.frenchfilmfestival.us
AP Latin Curriculum Framework Available
Read about the revised AP Latin course at http://advancesinap.collegeboard.org/world-languages/latin and download the new curriculum framework from http://media.collegeboard.com/digitalServices/pdf/ap/10b_2259_AP_CF_Latin_WEB_101221.pdf
German Museums Featured in Google Art Project
From http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2011/02/04__GoogleArt__Berlin__PR.html
Google has taken the same technology that enabled it to produce detailed views of streets indoors into art museums, photographing the contents of 17 museums in 9 countries, including two in Berlin. The Gemäldegalerie and the Alte Nationalgalerie, part of the National Museums in Berlin, are included in Google Art Project.
Virtual 360° tours through both the Berlin museums are now possible online, providing users from around the globe with comprehensive information on the history and artists behind key works.
Read the full article for more information: http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2011/02/04__GoogleArt__Berlin__PR.html
Google has taken the same technology that enabled it to produce detailed views of streets indoors into art museums, photographing the contents of 17 museums in 9 countries, including two in Berlin. The Gemäldegalerie and the Alte Nationalgalerie, part of the National Museums in Berlin, are included in Google Art Project.
Virtual 360° tours through both the Berlin museums are now possible online, providing users from around the globe with comprehensive information on the history and artists behind key works.
Read the full article for more information: http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2011/02/04__GoogleArt__Berlin__PR.html
New Content at Step Into German
The Goethe-Institut’s new Step into German website has been updated with lots of fresh content
The new address is: http://www.goethe.de/stepintogerman
You'll find:
A new design - new music videos on a big screen - a new contest - a new soccer section - new teaching materials you can use with your German 1 students - new promotional materials - new city portraits - new music & soccer podcasts - a new German Geography game.....
Zygowski, P. [AATG-L] Step into German ALL NEW. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 3 Feb 2011).
The new address is: http://www.goethe.de/stepintogerman
You'll find:
A new design - new music videos on a big screen - a new contest - a new soccer section - new teaching materials you can use with your German 1 students - new promotional materials - new city portraits - new music & soccer podcasts - a new German Geography game.....
Zygowski, P. [AATG-L] Step into German ALL NEW. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 3 Feb 2011).
Free Downloadable 2-year Course in Chinese
From http://www.chineseocw.com/index.aspx
The authors of this website have available a downloadable 2-year course in Chinese (grammar book, workbook, sound files, and teacher’s guide), as well as a wiki where teachers can share topic-based lessons and other resources.
Access these resources at http://www.chineseocw.com/index.aspx
The authors of this website have available a downloadable 2-year course in Chinese (grammar book, workbook, sound files, and teacher’s guide), as well as a wiki where teachers can share topic-based lessons and other resources.
Access these resources at http://www.chineseocw.com/index.aspx
College of Hawaiian Language Marks New Chapter with Historic Groundbreaking
From http://www.hawaii.edu/news/article.php?aId=4182
College of Hawaiian Language marks new chapter with historic groundbreaking
University of Hawaiʻi at Hilo
February 15, 2011
A bilingual blessing and groundbreaking was held on Saturday for Phase I of permanent facilities to house programs and operations for the University of Hawai’i at Hilo Ka Haka ʻUla O Keʻelikolani College of Hawaiian Language.
A building to house the University’s expanding Hawaiian Studies programs was identified as a need more than a decade prior to the department achieving collegiate status in 1998. The college’s rapid growth produced UH Hilo’s first master’s and Ph.D. recipients as it gained national prominence as a leader in indigenous language and cultural revitalization, added new programs like linguistics and witnessed a surge in enrollment. But that growth has come at a price as operations are spread out over five locations on campus, with some faculty and staff sharing office space with up to 16 people.
Read the full article at http://www.hawaii.edu/news/article.php?aId=4182
College of Hawaiian Language marks new chapter with historic groundbreaking
University of Hawaiʻi at Hilo
February 15, 2011
A bilingual blessing and groundbreaking was held on Saturday for Phase I of permanent facilities to house programs and operations for the University of Hawai’i at Hilo Ka Haka ʻUla O Keʻelikolani College of Hawaiian Language.
A building to house the University’s expanding Hawaiian Studies programs was identified as a need more than a decade prior to the department achieving collegiate status in 1998. The college’s rapid growth produced UH Hilo’s first master’s and Ph.D. recipients as it gained national prominence as a leader in indigenous language and cultural revitalization, added new programs like linguistics and witnessed a surge in enrollment. But that growth has come at a price as operations are spread out over five locations on campus, with some faculty and staff sharing office space with up to 16 people.
Read the full article at http://www.hawaii.edu/news/article.php?aId=4182
Studies Find Language Is Key to Learning Math: Comparison of Formals Sign Languages and Homesign
Studies Find Language Is Key to Learning Math
By Sarah D. Sparks
February 17, 2011
New research shows a lack of language skills can hamstring a student’s ability to understand the most fundamental concepts in mathematics.
A series of studies led by Susan Goldin-Meadow, a psychology professor at the University of Chicago, found that profoundly deaf adults in Nicaragua who had not learned a formal sign language could not accurately describe or understand numbers greater than three. While hearing adults and those who used formal sign language easily counted and distinguished groups of objects, those who used only self-created “homesigning” gestures could not consistently extend the proper number of fingers to count more than three objects at a time, nor could they match the number of objects in one set to those in another set.
Read the full article at http://www.edweek.org/ew/articles/2011/02/17/21math.h30.html?tkn=RMVFed6tRXiQd1a8OyriYPqFy8qmkJgPYe0F&cmp=clp-sb-ascd
By Sarah D. Sparks
February 17, 2011
New research shows a lack of language skills can hamstring a student’s ability to understand the most fundamental concepts in mathematics.
A series of studies led by Susan Goldin-Meadow, a psychology professor at the University of Chicago, found that profoundly deaf adults in Nicaragua who had not learned a formal sign language could not accurately describe or understand numbers greater than three. While hearing adults and those who used formal sign language easily counted and distinguished groups of objects, those who used only self-created “homesigning” gestures could not consistently extend the proper number of fingers to count more than three objects at a time, nor could they match the number of objects in one set to those in another set.
Read the full article at http://www.edweek.org/ew/articles/2011/02/17/21math.h30.html?tkn=RMVFed6tRXiQd1a8OyriYPqFy8qmkJgPYe0F&cmp=clp-sb-ascd
International Mother Language Day Was February 21st
Last Monday was International Mother Language Day. Here are some articles that remind us all of the importance of our first language, the difficulty many minority languages have to survive, and what’s being done in support of mother languages:
United Nations webpage http://www.un.org/en/events/motherlanguageday
UNESCO highlights IT's role in protecting mother languages http://news.xinhuanet.com/english2010/world/2011-02/18/c_13737257.htm
Forty one ethnic group languages under threat in China http://www.phbeta.com/world/forty-one-ethnic-group-languages-under-threat-in-china
Saskatchewan linguist honored for his work with Cree http://www.edmontonsun.com/comment/columnists/mindelle_jacobs/2011/02/25/17406736.html
Half of living languages face extinction http://www.guardian.co.uk/education/2011/feb/21/endangered-languages-research-project
Who wants to lose their mother tongue? http://www.rnw.nl/africa/article/who-wants-lose-their-mother-tongue-0
UNESCO Interactive Atlas of the World’s Languages in Danger http://www.unesco.org/culture/languages-atlas/en/atlasmap.html
Linguistic Expert in Africa: Non documented languages will soon fade out http://news.myjoyonline.com/news/201102/61603.asp
Linguistic students learn to preserve languages through revitalization courses http://www.theshorthorn.com/index.php/news/university/921-linguistic-students-learn-to-preserve-languages-through-revitalization-courses
National chief in Canada calls for language revitalization http://www.wawataynews.ca/archive/all/2011/2/23/national-chief-calls-language-revitalization_21118
Linguist breathes life into Wampanoag http://www.wickedlocal.com/lexington/features/x1694031603/Linguist-breathes-life-into-ancestral-language#ixzz1EuzNQFS0 and a film about Wampanoag http://www.countytimes.com/articles/2011/02/24/news/northwest_corner_journal/doc4d66781ebbb71041167906.txt
Linguist urges preservation of Taiwan’s Austronesian languages http://www.taiwantoday.tw/ct.asp?xItem=153923&CtNode=430
The loss of Setswana mother tongue in Africa http://www.mmegi.bw/index.php?sid=1&aid=1268&dir=2011/February/Friday25
APTN series teaches Cree language http://www.nsnews.com/life/tradition/4345931/story.html#ixzz1EzuVU4d8
United Nations webpage http://www.un.org/en/events/motherlanguageday
UNESCO highlights IT's role in protecting mother languages http://news.xinhuanet.com/english2010/world/2011-02/18/c_13737257.htm
Forty one ethnic group languages under threat in China http://www.phbeta.com/world/forty-one-ethnic-group-languages-under-threat-in-china
Saskatchewan linguist honored for his work with Cree http://www.edmontonsun.com/comment/columnists/mindelle_jacobs/2011/02/25/17406736.html
Half of living languages face extinction http://www.guardian.co.uk/education/2011/feb/21/endangered-languages-research-project
Who wants to lose their mother tongue? http://www.rnw.nl/africa/article/who-wants-lose-their-mother-tongue-0
UNESCO Interactive Atlas of the World’s Languages in Danger http://www.unesco.org/culture/languages-atlas/en/atlasmap.html
Linguistic Expert in Africa: Non documented languages will soon fade out http://news.myjoyonline.com/news/201102/61603.asp
Linguistic students learn to preserve languages through revitalization courses http://www.theshorthorn.com/index.php/news/university/921-linguistic-students-learn-to-preserve-languages-through-revitalization-courses
National chief in Canada calls for language revitalization http://www.wawataynews.ca/archive/all/2011/2/23/national-chief-calls-language-revitalization_21118
Linguist breathes life into Wampanoag http://www.wickedlocal.com/lexington/features/x1694031603/Linguist-breathes-life-into-ancestral-language#ixzz1EuzNQFS0 and a film about Wampanoag http://www.countytimes.com/articles/2011/02/24/news/northwest_corner_journal/doc4d66781ebbb71041167906.txt
Linguist urges preservation of Taiwan’s Austronesian languages http://www.taiwantoday.tw/ct.asp?xItem=153923&CtNode=430
The loss of Setswana mother tongue in Africa http://www.mmegi.bw/index.php?sid=1&aid=1268&dir=2011/February/Friday25
APTN series teaches Cree language http://www.nsnews.com/life/tradition/4345931/story.html#ixzz1EzuVU4d8
Summer Teaching Opportunities in Uzbek and Russian at Arizona State University
Here are two summer job opportunities at Arizona State University:
---
Arizona State University is seeking a faculty associate to teach Intermediate Uzbek in its 2011 summer Critical Languages Institute. For the full position announcement, including required documentation and application procedures, see http://cli.asu.edu/jobs .
Evans-Romaine, K. [SEELANGS] Summer teaching opportunities in Uzbek @ Arizona State University. SEELANGS listserv (SEELANGS@bama.ua.edu, 15 Feb 2011).
---
Arizona State University is seeking faculty associates to teach Elementary Russian in its 2011 summer Critical Languages Institute. For the full position announcement, including required documentation and application procedures, see http://cli.asu.edu/jobs .
Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encouraged to apply.
Evans-Romaine, K. [SEELANGS] Summer teaching opportunities in Russian @ Arizona State University. SEELANGS listserv (SEELANGS@bama.ua.edu, 15 Feb 2011).
---
Arizona State University is seeking a faculty associate to teach Intermediate Uzbek in its 2011 summer Critical Languages Institute. For the full position announcement, including required documentation and application procedures, see http://cli.asu.edu/jobs .
Evans-Romaine, K. [SEELANGS] Summer teaching opportunities in Uzbek @ Arizona State University. SEELANGS listserv (SEELANGS@bama.ua.edu, 15 Feb 2011).
---
Arizona State University is seeking faculty associates to teach Elementary Russian in its 2011 summer Critical Languages Institute. For the full position announcement, including required documentation and application procedures, see http://cli.asu.edu/jobs .
Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encouraged to apply.
Evans-Romaine, K. [SEELANGS] Summer teaching opportunities in Russian @ Arizona State University. SEELANGS listserv (SEELANGS@bama.ua.edu, 15 Feb 2011).
Spanish and Chinese Immersion Elementary Teachers -- Minnetonka MN
Minnetonka Public Schools in Minnetonka, Minnesota, is actively recruiting for 2011-12 Spanish and Chinese Immersion Elementary Teachers (Grades Kindergarten – Grade 5). Considering joining a high-performing suburban Minneapolis school district committed to world language learning.
Please click on the below links to view our active immersion teacher positions. If you are interested in applying for these positions simply click on the “Apply” button on the posting.
2011-12 Spanish Immersion Grades K-5 Teacher Posting: https://www.applitrack.com/minnetonka/OnlineApp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=1551
2011-12 Chinese Immersion Grades K-5 Teacher Posting: https://www.applitrack.com/minnetonka/OnlineApp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=1552
Janus, L. [LIM-A] Spanish and Chinese Immersion Elementary Teachers -- Minnetonka MN. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 15 Feb 2011).
Please click on the below links to view our active immersion teacher positions. If you are interested in applying for these positions simply click on the “Apply” button on the posting.
2011-12 Spanish Immersion Grades K-5 Teacher Posting: https://www.applitrack.com/minnetonka/OnlineApp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=1551
2011-12 Chinese Immersion Grades K-5 Teacher Posting: https://www.applitrack.com/minnetonka/OnlineApp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=1552
Janus, L. [LIM-A] Spanish and Chinese Immersion Elementary Teachers -- Minnetonka MN. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 15 Feb 2011).
Job Opening: German instructors / Goethe-Institut Boston
Job Opening: German instructors / Goethe-Institut Boston, MA
The Goethe-Institut Boston is currently hiring experienced and enthusiastic instructors for its German language classes.
Qualifications: M.A. degree or equivalent in German or Teaching German as a Foreign Language and experience in teaching DaF. US work permit required.
Interested applicants, please send resume to Christine Moeller-Sahling (Director of Language Department) via email: christine dot moeller-sahling at boston dot goethe dot org
Moeller-Sahling, C. [AATG-L] Job Opening: German instructors / Goethe-Institut Boston (Back Bay). AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 15 Feb 2011).
The Goethe-Institut Boston is currently hiring experienced and enthusiastic instructors for its German language classes.
Qualifications: M.A. degree or equivalent in German or Teaching German as a Foreign Language and experience in teaching DaF. US work permit required.
Interested applicants, please send resume to Christine Moeller-Sahling (Director of Language Department) via email: christine dot moeller-sahling at boston dot goethe dot org
Moeller-Sahling, C. [AATG-L] Job Opening: German instructors / Goethe-Institut Boston (Back Bay). AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 15 Feb 2011).
Job: Visiting Professor of Japanese, University of Maryland
From http://linguistlist.org/issues/22/22-820.html
The School of Languages, Literatures and Cultures at the University of Maryland, College Park invites applications for the position of Visiting Assistant Professor of Japanese for the 2011 - 2012 academic year. Pending approval, a tenure-track position at this level, or renewal of the visiting position may subsequently become available beginning Fall 2012. Area of specialization is open, but priority will be given to specialists in applied linguistics (e.g., pragmatics, discourse, sociolinguistics), culture, pedagogy and/or Japanese for specific purposes. Duties include: management of the Japanese language program, advising undergraduate majors, and teaching three courses per year, including all levels of language, special purposes courses, and/or linguistics, broadly defined.
Read the full job posting at http://linguistlist.org/issues/22/22-820.html
For best consideration, materials should be received by March 15, 2011.
The School of Languages, Literatures and Cultures at the University of Maryland, College Park invites applications for the position of Visiting Assistant Professor of Japanese for the 2011 - 2012 academic year. Pending approval, a tenure-track position at this level, or renewal of the visiting position may subsequently become available beginning Fall 2012. Area of specialization is open, but priority will be given to specialists in applied linguistics (e.g., pragmatics, discourse, sociolinguistics), culture, pedagogy and/or Japanese for specific purposes. Duties include: management of the Japanese language program, advising undergraduate majors, and teaching three courses per year, including all levels of language, special purposes courses, and/or linguistics, broadly defined.
Read the full job posting at http://linguistlist.org/issues/22/22-820.html
For best consideration, materials should be received by March 15, 2011.
ACTFL 2011 Spring Webinars
Here are some upcoming webinars from ACTFL:
Determining Where Our Students are on the ACTFL Proficiency Scale
Wednesday, March 2, 2011
Moving Students from Novice to Intermediate
Wednesday, March 23, 2011
Moving Students from Intermediate to Advanced
Wednesday, April 13, 2011
---
Creating Interpretive Tasks Targeting Proficiency Levels
Tuesday, April 5, 2011
Designing Presentational Performance Tasks and Their Rubrics
Tuesday, April 19, 2011
Developing Communication Skills Through Interpersonal Performance Tasks
Tuesday, May 3, 2011
Learn more and sign up at http://www.actfl.org/i4a/pages/index.cfm?pageid=5228
Determining Where Our Students are on the ACTFL Proficiency Scale
Wednesday, March 2, 2011
Moving Students from Novice to Intermediate
Wednesday, March 23, 2011
Moving Students from Intermediate to Advanced
Wednesday, April 13, 2011
---
Creating Interpretive Tasks Targeting Proficiency Levels
Tuesday, April 5, 2011
Designing Presentational Performance Tasks and Their Rubrics
Tuesday, April 19, 2011
Developing Communication Skills Through Interpersonal Performance Tasks
Tuesday, May 3, 2011
Learn more and sign up at http://www.actfl.org/i4a/pages/index.cfm?pageid=5228
Bilingual Educators Emphasizing and Mastering Standards Conference
From http://academics.utep.edu/Default.aspx?tabid=32083
The 18th Annual BEEMS Conference will take place at the Undergraduate Learning Center (UGLC)/UTEP, in El Paso, Texas, March 24-26, 2011. This is an excellent opportunity to network with teachers, school administrators, school board members, parents and students from the El Paso/Cd. Juárez area, Texas, across the nation and Latin America.
Visit the conference website at http://academics.utep.edu/Default.aspx?tabid=32083
The 18th Annual BEEMS Conference will take place at the Undergraduate Learning Center (UGLC)/UTEP, in El Paso, Texas, March 24-26, 2011. This is an excellent opportunity to network with teachers, school administrators, school board members, parents and students from the El Paso/Cd. Juárez area, Texas, across the nation and Latin America.
Visit the conference website at http://academics.utep.edu/Default.aspx?tabid=32083
Association for Asian Studies (AAS) and International Convention of Asia Scholars (ICAS) Joint Conference
From http://www.asian-studies.org/Conference
Each spring, the Association for Asian Studies (AAS) holds a four-day conference devoted to planned programs of scholarly papers, roundtable discussions, workshops, and panel sessions on a wide range of issues in research and teaching, and on Asian affairs in general.
To celebrate its 70th anniversary, the Association for Asian Studies (AAS) is holding a special joint conference with the International Convention of Asia Scholars (ICAS) in Honolulu, March 31–April 3, 2011 at the Hawai'i Convention Center.
Visit the conference website at http://www.asian-studies.org/Conference
Each spring, the Association for Asian Studies (AAS) holds a four-day conference devoted to planned programs of scholarly papers, roundtable discussions, workshops, and panel sessions on a wide range of issues in research and teaching, and on Asian affairs in general.
To celebrate its 70th anniversary, the Association for Asian Studies (AAS) is holding a special joint conference with the International Convention of Asia Scholars (ICAS) in Honolulu, March 31–April 3, 2011 at the Hawai'i Convention Center.
Visit the conference website at http://www.asian-studies.org/Conference
Southern Conference on Slavic Studies (SCSS) 49th Annual Meeting
From http://mblog.lib.umich.edu/CREES/archives/2010/10/conference_49th.html
"Old Town" Alexandria in Northern Virginia will be the site of the 49th annual conference of the Southern Conference on Slavic Studies (SCSS) on 7-9 April 2011. Hosted by George Mason University’s Center for Eurasian Studies, it will meet at the new Westin Alexandria hotel in Alexandria, VA. The SCSS is the largest of the ASEEES’s regional Slavic and Eurasian studies affiliates and the oldest (older than ASEEES itself). Its programs attract national and international scholarly participation.
SCSS looks forward to the usual wide variety of interesting panels, but also want to address two special themes. One is "Twenty Years After the Collapse" to mark the 20th anniversary of the end of the Soviet Union. The other is "Vasily Aksenov, His Work and Times," to mark the recent death of a man who was one of the most important literary and cultural figures of post-Stalin Russia and also a distinguished professor of Russian literature and culture at George Mason from 1987-2004. In addition to panels, the conference features a plenary session, a banquet address by a prominent scholar, and awards for best undergraduate and graduate papers, best book by a SCSS member, and a special Senior Scholar Award, among other activities.
Visit the conference website at http://mblog.lib.umich.edu/CREES/archives/2010/10/conference_49th.html
"Old Town" Alexandria in Northern Virginia will be the site of the 49th annual conference of the Southern Conference on Slavic Studies (SCSS) on 7-9 April 2011. Hosted by George Mason University’s Center for Eurasian Studies, it will meet at the new Westin Alexandria hotel in Alexandria, VA. The SCSS is the largest of the ASEEES’s regional Slavic and Eurasian studies affiliates and the oldest (older than ASEEES itself). Its programs attract national and international scholarly participation.
SCSS looks forward to the usual wide variety of interesting panels, but also want to address two special themes. One is "Twenty Years After the Collapse" to mark the 20th anniversary of the end of the Soviet Union. The other is "Vasily Aksenov, His Work and Times," to mark the recent death of a man who was one of the most important literary and cultural figures of post-Stalin Russia and also a distinguished professor of Russian literature and culture at George Mason from 1987-2004. In addition to panels, the conference features a plenary session, a banquet address by a prominent scholar, and awards for best undergraduate and graduate papers, best book by a SCSS member, and a special Senior Scholar Award, among other activities.
Visit the conference website at http://mblog.lib.umich.edu/CREES/archives/2010/10/conference_49th.html
The University of Texas Africa Conference
From http://www.utexas.edu/conferences/africa/2011/11Home.html
2011 Africa Conference Dates: March 25-27, 2011
Venue: The University of Texas at Austin
The goal of this conference is to create an interdisciplinary dialogue concerning Africa’s contemporary and historical place in world politics. Africa is too often regarded as being on the periphery of the world political arena, when in fact the nations of Africa have played an important, although often tactically manipulated, role in global affairs.
Visit the conference website at http://www.utexas.edu/conferences/africa/2011/11Home.html
2011 Africa Conference Dates: March 25-27, 2011
Venue: The University of Texas at Austin
The goal of this conference is to create an interdisciplinary dialogue concerning Africa’s contemporary and historical place in world politics. Africa is too often regarded as being on the periphery of the world political arena, when in fact the nations of Africa have played an important, although often tactically manipulated, role in global affairs.
Visit the conference website at http://www.utexas.edu/conferences/africa/2011/11Home.html
Call for Presentations: Stabilizing Indigenous Languages Symposium
ANNOUNCING
THE 18TH ANNUAL STABILIZING INDIGENOUS LANGUAGES SYMPOSIUM
Language and Community: Building Collaboration in Revitalization Work
May 20 – 22, 2011
University of New Mexico, Albuquerque
Abstracts for Presentation, Workshop, or Panel Discussion Due April 1, 2011.
SUBMIT TO: 2011SILS at gmail dot com
Sponsored by the Department of Linguistics, UNM, Albuquerque
For more information, please contact Melissa Axelrod at: axelrod at unm dot edu
THE 18TH ANNUAL STABILIZING INDIGENOUS LANGUAGES SYMPOSIUM
Language and Community: Building Collaboration in Revitalization Work
May 20 – 22, 2011
University of New Mexico, Albuquerque
Abstracts for Presentation, Workshop, or Panel Discussion Due April 1, 2011.
SUBMIT TO: 2011SILS at gmail dot com
Sponsored by the Department of Linguistics, UNM, Albuquerque
For more information, please contact Melissa Axelrod at: axelrod at unm dot edu
Volume 2 of the Journal of Lao Studies
Volume 2 of the Journal for Lao Studies is available online at http://laostudies.org/component/option,com_wrapper/Itemid,141
Articles include the following:
-"Important Kings of Laos": Translation and Analysis of a Lao Cartoon Pamphlet
Volker Grabowsky, Oliver Tappe
-Study of Tourism and Labour in Luang Prabang Province
Nittana Southiseng, John Christopher Walsh
-Review Article: Waeng Phalangwan - A Lao-Isan Perspective on Thai Lukthung
James Mitchell
Articles include the following:
-"Important Kings of Laos": Translation and Analysis of a Lao Cartoon Pamphlet
Volker Grabowsky, Oliver Tappe
-Study of Tourism and Labour in Luang Prabang Province
Nittana Southiseng, John Christopher Walsh
-Review Article: Waeng Phalangwan - A Lao-Isan Perspective on Thai Lukthung
James Mitchell
Article: Teaching in the Target Language
From http://nclrc.org/about_teaching/topics/feature.html#new
The February 2011 issue of the NCLRC Newsletter includes an excellent article by Helena Curtain: Teaching in the Target Language. Here’s an excerpt:
“The central task for the language teacher is to create a communicative climate focused on meaning, within which language acquisition can take place naturally. The key to creating this climate is using the target language! When learners are surrounded with their new language 90 to 95 to 100 percent of the class time, and when teachers use the language for all classroom purposes, language use has a purpose and there is motivation to learn.”
Read the full article at http://nclrc.org/about_teaching/topics/feature.html#new
Read a blog post that describes tools that can help you stay in the target language at http://www.blog.kidsimmersion.com/2011/02/increase-your-students-usage-of-target.html
The February 2011 issue of the NCLRC Newsletter includes an excellent article by Helena Curtain: Teaching in the Target Language. Here’s an excerpt:
“The central task for the language teacher is to create a communicative climate focused on meaning, within which language acquisition can take place naturally. The key to creating this climate is using the target language! When learners are surrounded with their new language 90 to 95 to 100 percent of the class time, and when teachers use the language for all classroom purposes, language use has a purpose and there is motivation to learn.”
Read the full article at http://nclrc.org/about_teaching/topics/feature.html#new
Read a blog post that describes tools that can help you stay in the target language at http://www.blog.kidsimmersion.com/2011/02/increase-your-students-usage-of-target.html
New Book: Culturally Appropriate Approaches for Teaching Indigenous Students
From http://jan.ucc.nau.edu/~jar/HOH
Honoring Our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students
(Dedicated to the Memory of William G. Demmert, Jr. 1934-2010)
edited by Jon Reyhner, Willard Sakiestewa Gilbert & Louise Lockard
Published by Northern Arizona University
Contents:
1. What is Culture-Based Education? Understanding Pedagogy and Curriculum
William G. Demmert, Jr.
2. Culturally Appropriate Education: Theoretical and Practical Implications
Navin Kumar Singh
3. Developing Culturally Based Science Curriculum for Native American Classrooms
Willard Sakiestewa Gilbert
4. Problem-Based Learning: Valuing Cultural Diversity in Science Education with Native Students
MaryLynn Quartaroli & Frederick Sherman
5. Developing a Sense of Place and an Environmental Ethic: A Transformative Role for Hawaiian/Indigenous Science in Teacher Education?
Pauline W. U. Chinn
6. Culture-Based Arts Education
James W. Bequette & Kelly Hrenko
7. Becoming Warriors: The Practice of Deep and Meaningful Learning
Sandra J. Wolf
8. Panimatzalam's Voice of Transformation: An Indigenous Mayan Writing Project for Youth Activism
Matt Oppenheim
9. Heightening Awareness and Strengthening Relationships: Implications of Public Policy for Aboriginal Students, Communities and Teachers
Lorenzo Cherubini & John Hodson
William G. Demmert, Jr. Biographical Sketch
Visit the publisher’s website at http://jan.ucc.nau.edu/~jar/HOH
Honoring Our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students
(Dedicated to the Memory of William G. Demmert, Jr. 1934-2010)
edited by Jon Reyhner, Willard Sakiestewa Gilbert & Louise Lockard
Published by Northern Arizona University
Contents:
1. What is Culture-Based Education? Understanding Pedagogy and Curriculum
William G. Demmert, Jr.
2. Culturally Appropriate Education: Theoretical and Practical Implications
Navin Kumar Singh
3. Developing Culturally Based Science Curriculum for Native American Classrooms
Willard Sakiestewa Gilbert
4. Problem-Based Learning: Valuing Cultural Diversity in Science Education with Native Students
MaryLynn Quartaroli & Frederick Sherman
5. Developing a Sense of Place and an Environmental Ethic: A Transformative Role for Hawaiian/Indigenous Science in Teacher Education?
Pauline W. U. Chinn
6. Culture-Based Arts Education
James W. Bequette & Kelly Hrenko
7. Becoming Warriors: The Practice of Deep and Meaningful Learning
Sandra J. Wolf
8. Panimatzalam's Voice of Transformation: An Indigenous Mayan Writing Project for Youth Activism
Matt Oppenheim
9. Heightening Awareness and Strengthening Relationships: Implications of Public Policy for Aboriginal Students, Communities and Teachers
Lorenzo Cherubini & John Hodson
William G. Demmert, Jr. Biographical Sketch
Visit the publisher’s website at http://jan.ucc.nau.edu/~jar/HOH
Book: Freelance English Teaching in Eastern Europe
From http://www.c-s-p.org/Flyers/Freelance-English-Teaching-in-Eastern-Europe--A-Perspective-from-R-P-1-4438-0037-6.htm
Freelance English Teaching in Eastern Europe: A Perspective from R.P.
Author: Christopher Stanling
Publisher: Cambridge Scholars Publishing
Description: Freelance English Teaching in Eastern Europe – A Perspective from R.P. features exclusive insights and anecdotes about living in E. Europe and working as a freelance English teacher - an exciting occupation for college students and graduates hoping to integrate into the local work force. It has 43 chapters including The Nature of Work and Qualifications; English the International Language; Outsourcing, Multinational Corporations and English; Eastern Europe Turns to English; Job Offers, Competition, and Cowboy Schools; the School Contract; Advertising; Combining Work With Travel and Entertainment; Impressions From a Different Culture, and Conditions, Resources, and Contract for Freelancing.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Freelance-English-Teaching-in-Eastern-Europe--A-Perspective-from-R-P-1-4438-0037-6.htm
Freelance English Teaching in Eastern Europe: A Perspective from R.P.
Author: Christopher Stanling
Publisher: Cambridge Scholars Publishing
Description: Freelance English Teaching in Eastern Europe – A Perspective from R.P. features exclusive insights and anecdotes about living in E. Europe and working as a freelance English teacher - an exciting occupation for college students and graduates hoping to integrate into the local work force. It has 43 chapters including The Nature of Work and Qualifications; English the International Language; Outsourcing, Multinational Corporations and English; Eastern Europe Turns to English; Job Offers, Competition, and Cowboy Schools; the School Contract; Advertising; Combining Work With Travel and Entertainment; Impressions From a Different Culture, and Conditions, Resources, and Contract for Freelancing.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Freelance-English-Teaching-in-Eastern-Europe--A-Perspective-from-R-P-1-4438-0037-6.htm
February 19, 2011
VuSafe Allows Teachers To Show YouTube Videos at School
From http://www.eschoolnews.com/2011/02/06/how-to-use-youtube-at-school-safely
How to use YouTube at school, safely
Free video library service from M86 Security helps teachers show YouTube clips and other video content, without fear of showing inappropriate material
By Dennis Pierce
February 6, 2011
As most teachers know, there’s a lot of great educational content on YouTube—and there’s a lot of inappropriate material, too, from racy images to offensive comments that might sully an otherwise perfectly good video clip.
That’s why many schools block access to YouTube on their networks, which can be frustrating for teachers who want to use YouTube at school.
Now, a new service from internet security company M86 Security aims to solve this problem.
Called VuSafe, it’s a free website that lets educators search for relevant video content from YouTube and other sources, add video clips from these sources to an online library, and then share these clips with their students—without the inappropriate ads, comments, or outside links that might accompany them.
Read the full article at http://www.eschoolnews.com/2011/02/06/how-to-use-youtube-at-school-safely
Teacher Tube also allows teachers to upload and share videos at school: http://www.teachertube.com
Read an InterCom article describing this service at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6331
Another similar service is School Tube: http://www.schooltube.com
How to use YouTube at school, safely
Free video library service from M86 Security helps teachers show YouTube clips and other video content, without fear of showing inappropriate material
By Dennis Pierce
February 6, 2011
As most teachers know, there’s a lot of great educational content on YouTube—and there’s a lot of inappropriate material, too, from racy images to offensive comments that might sully an otherwise perfectly good video clip.
That’s why many schools block access to YouTube on their networks, which can be frustrating for teachers who want to use YouTube at school.
Now, a new service from internet security company M86 Security aims to solve this problem.
Called VuSafe, it’s a free website that lets educators search for relevant video content from YouTube and other sources, add video clips from these sources to an online library, and then share these clips with their students—without the inappropriate ads, comments, or outside links that might accompany them.
Read the full article at http://www.eschoolnews.com/2011/02/06/how-to-use-youtube-at-school-safely
Teacher Tube also allows teachers to upload and share videos at school: http://www.teachertube.com
Read an InterCom article describing this service at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6331
Another similar service is School Tube: http://www.schooltube.com
New Blog: Cultures and Languages Across the Curriculum
From http://clacconsortium.org/resources
Cultures and Languages across the Curriculum has started a new discussion blog at http://clacdiscussion.wordpress.com
Cultures and Languages across the Curriculum has started a new discussion blog at http://clacdiscussion.wordpress.com
New Language Policy Research Network Website Launched
The Center for Applied Linguistics is pleased to be the new host of the Language Policy Research Network (LPREN), created in 2006 by the Research Networks committee of the Association Internationale de Linguistique Appliquée, (International Association of Applied Linguistics).
Visit the LPREN website to learn more or to join the e-mail discussion group: http://www.cal.org/lpren/index.html
Visit the LPREN website to learn more or to join the e-mail discussion group: http://www.cal.org/lpren/index.html
Blog: Noble Word Full of Ideas for Reading with Your Class
From http://nobleword.wordpress.com/about
Here is the author’s description:
“I am a full-time TPRS Spanish teacher in the Bay Area. In this blog, I plan to log my work with my sixth-grade classes with their first novelita in Spanish: Agentes Secretos y el Mural de Picasso. I will report out on successes, failures, results, student response, and anything else that comes up.”
The blog is full of ideas for how to read in the target language with your class – access it at http://nobleword.wordpress.com
Here is the author’s description:
“I am a full-time TPRS Spanish teacher in the Bay Area. In this blog, I plan to log my work with my sixth-grade classes with their first novelita in Spanish: Agentes Secretos y el Mural de Picasso. I will report out on successes, failures, results, student response, and anything else that comes up.”
The blog is full of ideas for how to read in the target language with your class – access it at http://nobleword.wordpress.com
U.S. Citizenship and Immigration Services Free Training Workshops
From http://www.uscis.gov/vgn-ext-templating/v/index.jsp?vgnextoid=7b04df6bdd42a210VgnVCM100000b92ca60aRCRD&vgnextchannel=7b04df6bdd42a210VgnVCM100000b92ca60aRCRD
USCIS offers free training workshops for adult educators, volunteers, and teachers. These workshops are designed to enhance the skills needed to teach U.S. history, civics, and the naturalization process to immigrant students. Training opportunities include sessions on the naturalization interview and test, the naturalization process, and teaching objectives.
See a schedule of upcoming workshops and instructions on how to register at http://www.uscis.gov/portal/site/uscis/menuitem.749cabd81f5ffc8fba713d10526e0aa0/?vgnextoid=7b04df6bdd42a210VgnVCM100000b92ca60aRCRD&vgnextchannel=7b04df6bdd42a210VgnVCM100000b92ca60aRCRD
USCIS offers free training workshops for adult educators, volunteers, and teachers. These workshops are designed to enhance the skills needed to teach U.S. history, civics, and the naturalization process to immigrant students. Training opportunities include sessions on the naturalization interview and test, the naturalization process, and teaching objectives.
See a schedule of upcoming workshops and instructions on how to register at http://www.uscis.gov/portal/site/uscis/menuitem.749cabd81f5ffc8fba713d10526e0aa0/?vgnextoid=7b04df6bdd42a210VgnVCM100000b92ca60aRCRD&vgnextchannel=7b04df6bdd42a210VgnVCM100000b92ca60aRCRD
Registration open in Los Angeles and Seattle for National Conversations on English Learner Education
Office of English Language Acquisition, U.S. Department of Education: Registration open in Los Angeles and Seattle for National Conversations on English Learner Education – What makes for quality education for English learners in the 21st century?
Dr. Rosalinda Barrera, Assistant Deputy Secretary and Director of OELA, and Juan Sepúlveda, Executive Director of the White House Initiative on Educational Excellence for Hispanics, invite you to attend the National Conversations. Both will speak at the event, as will Dr. Thelma Meléndez de Santa Ana, the Assistant Secretary of the Office of Elementary and Secondary Education, and Grace Zamora Durán, Education Program Specialist with the Office of Special Education Programs. A draft agenda now is available for this event at http://www.ncela.gwu.edu/files/uploads/24/NCELEAgenda.pdf
As a reminder, the National Conversations began last week in Dallas and Chicago. The discussion and results were exciting and forward-looking. We want to take the opportunity to remind you of that there are four more opportunities to be involved. You still can choose from any one of the four remaining sites that fits your schedule and your location best:
March 7-8: Los Angeles, CA, and Seattle, WA
April 11-12: New York, NY, and Charlotte, NC
Registration sites for Los Angeles (http://www.ncela.gwu.edu/meetings/ncelelosangeles ) and Seattle (http://www.ncela.gwu.edu/meetings/nceleseattle ) are open now; we will send further notices when registration opens for other cities, or you can check back for further information at http://www.ncela.gwu.edu/meetings/2011elconversation
The National Conversations are sponsored by the Office of English Language Acquisition of the Department of Education, in partnership with The Office of Elementary and Secondary Education (OESE), The Office of Special Education and Rehabilitative Services (OSERS), The White House Initiative on Educational Excellence for Hispanics, and The White House Initiative on Asian Americans and Pacific Islanders.
For more information, contact askNCELA at gwu dot edu or ELconversation at gmail dot com
Dr. Rosalinda Barrera, Assistant Deputy Secretary and Director of OELA, and Juan Sepúlveda, Executive Director of the White House Initiative on Educational Excellence for Hispanics, invite you to attend the National Conversations. Both will speak at the event, as will Dr. Thelma Meléndez de Santa Ana, the Assistant Secretary of the Office of Elementary and Secondary Education, and Grace Zamora Durán, Education Program Specialist with the Office of Special Education Programs. A draft agenda now is available for this event at http://www.ncela.gwu.edu/files/uploads/24/NCELEAgenda.pdf
As a reminder, the National Conversations began last week in Dallas and Chicago. The discussion and results were exciting and forward-looking. We want to take the opportunity to remind you of that there are four more opportunities to be involved. You still can choose from any one of the four remaining sites that fits your schedule and your location best:
March 7-8: Los Angeles, CA, and Seattle, WA
April 11-12: New York, NY, and Charlotte, NC
Registration sites for Los Angeles (http://www.ncela.gwu.edu/meetings/ncelelosangeles ) and Seattle (http://www.ncela.gwu.edu/meetings/nceleseattle ) are open now; we will send further notices when registration opens for other cities, or you can check back for further information at http://www.ncela.gwu.edu/meetings/2011elconversation
The National Conversations are sponsored by the Office of English Language Acquisition of the Department of Education, in partnership with The Office of Elementary and Secondary Education (OESE), The Office of Special Education and Rehabilitative Services (OSERS), The White House Initiative on Educational Excellence for Hispanics, and The White House Initiative on Asian Americans and Pacific Islanders.
For more information, contact askNCELA at gwu dot edu or ELconversation at gmail dot com
Listserv: Spanish Heritage Language Forum
From http://www.cal.org/sns/listserv.html
The Alliance for the Advancement of Heritage Languages is pleased to sponsor the Spanish Heritage Language Forum (SHL Listserv for short), a new resource designed to facilitate the discussion of issues relevant to work with students whose native or heritage language is Spanish. SHL Listserv members are invited to read and write messages about topics of interest or concern to the Spanish heritage language community. All messages sent to the list will be approved by the moderator before they are sent to the list.
Subscribe at http://www.cal.org/sns/listserv.html
The Alliance for the Advancement of Heritage Languages is pleased to sponsor the Spanish Heritage Language Forum (SHL Listserv for short), a new resource designed to facilitate the discussion of issues relevant to work with students whose native or heritage language is Spanish. SHL Listserv members are invited to read and write messages about topics of interest or concern to the Spanish heritage language community. All messages sent to the list will be approved by the moderator before they are sent to the list.
Subscribe at http://www.cal.org/sns/listserv.html
U.S Will Be the Country With the Most Spanish-Speakers in 2050, Says Scholar
From http://latino.foxnews.com/latino/lifestyle/2011/02/01/country-spanish-speakers-says-scholar
U.S Will Be the Country With the Most Spanish-Speakers in 2050, Says Scholar
February 1, 2011
By 2050, 10 percent of the world population will speak Spanish and the United States will be the biggest Spanish-speaking country, the general secretary of the Association of Spanish Language Academies said Monday in this Mediterranean city.
Cuban writer and academician Humberto López Morales made this prediction during his speech upon being awarded an honorary doctorate by the University of Valencia at a ceremony presided over by Spanish Education Minister Angel Gabilondo.
If the forecast is born out, the United States by 2050 will become the largest Spanish-speaking country in the world and Spanish will be the second-most-spoken language on the planet, surpassed only by Chinese.
Read more: http://latino.foxnews.com/latino/lifestyle/2011/02/01/country-spanish-speakers-says-scholar/#ixzz1EEdVDoCe
U.S Will Be the Country With the Most Spanish-Speakers in 2050, Says Scholar
February 1, 2011
By 2050, 10 percent of the world population will speak Spanish and the United States will be the biggest Spanish-speaking country, the general secretary of the Association of Spanish Language Academies said Monday in this Mediterranean city.
Cuban writer and academician Humberto López Morales made this prediction during his speech upon being awarded an honorary doctorate by the University of Valencia at a ceremony presided over by Spanish Education Minister Angel Gabilondo.
If the forecast is born out, the United States by 2050 will become the largest Spanish-speaking country in the world and Spanish will be the second-most-spoken language on the planet, surpassed only by Chinese.
Read more: http://latino.foxnews.com/latino/lifestyle/2011/02/01/country-spanish-speakers-says-scholar/#ixzz1EEdVDoCe
2011 Video Ecology Contest for French Language High School Students in the Midwest
The Cultural Service of the Consulate General of France in Chicago, the Embassy of France in Washington D.C., and The Maud Fontenoy Foundation present an ecology contest for High School students enrolled in French language class in the Midwest in celebration of the theme Marine Environment and Ocean Conservation.
Deadline: Deadline : 03/31/2011
Learn the full details at http://consulfrance-chicago.org/spip.php?article1330
Deadline: Deadline : 03/31/2011
Learn the full details at http://consulfrance-chicago.org/spip.php?article1330
Seminar: An Introduction to Teaching the New AP Latin Curriculum
California Classical Association-North is hosting an AP seminar on the new Latin AP curriculum (to go in effect for 2012-2013 school year) on March 5, 2011.
Register by February 22nd at http://www.ccanorth.org
Register by February 22nd at http://www.ccanorth.org
Classical Association of New England Conference, Website, and February 2011 Newsletter
From http://caneweb.org/CANEwp
The February 2011 newsletter of the Classical Association of New England is available online at http://caneweb.org/pubsnref/canens11f.pdf and full of helpful information for Classics teachers.
The CANE conference will take place March 18-19 at Mount Holyoke College, South Hadley, Massachusetts. For more information about the conference visit CANE’s new website at http://caneweb.org/CANEwp
The February 2011 newsletter of the Classical Association of New England is available online at http://caneweb.org/pubsnref/canens11f.pdf and full of helpful information for Classics teachers.
The CANE conference will take place March 18-19 at Mount Holyoke College, South Hadley, Massachusetts. For more information about the conference visit CANE’s new website at http://caneweb.org/CANEwp
Polish Board Game: The Line: Shopping in Communist Times
A SEELANGS subscriber shares the following:
The following may be of interest to those who teach Polish and other Central European languages and cultures/recent histories:
http://tinyurl.com/4mec6mo
The Instytut Pamieci Narodowej issued a board game called The Line (Kolejka) about shopping under communism. Here's a list of links to articles about it in languages other than Polish:
http://tinyurl.com/4efebb3
Votruba, M. [SEELANGS] Life under communis as a game. SEELANGS listserv (SEELANGS@bama.ua.edu, 9 Feb 2011).
The following may be of interest to those who teach Polish and other Central European languages and cultures/recent histories:
http://tinyurl.com/4mec6mo
The Instytut Pamieci Narodowej issued a board game called The Line (Kolejka) about shopping under communism. Here's a list of links to articles about it in languages other than Polish:
http://tinyurl.com/4efebb3
Votruba, M. [SEELANGS] Life under communis as a game. SEELANGS listserv (SEELANGS@bama.ua.edu, 9 Feb 2011).
Shortage of Chinese Language Teachers in Oregon Prompts Virtual Classes with Educators in China
From http://www.oregonlive.com/hillsboro/index.ssf/2011/02/shortage_of_chinese_language_teachers_prompts_virtual_classes_with_educators_in_china.html
Shortage of Chinese language teachers in Oregon prompts virtual classes with educators in China
By Wendy Owen
February 6, 2011
About 6,000 miles away at 2 a.m., a teacher in China will turn on her computer and teach Mandarin to students in Oregon.
At least, that's the hope of educators at the Northwest Regional Education Service District in Hillsboro. By the end of February, the Education Service District (ESD) plans to offer the first virtual Mandarin Chinese language classes in Oregon taught by teachers in China.
Because of China's growing economic power, Chinese has replaced other foreign languages, such as German, in some Oregon school districts, but it's difficult to find Chinese teachers.
In Oregon, there are a total of 17 licensed Chinese teachers, said Vickie Chamberlain, executive director, Teacher Standards and Practices Commission.
The classes, offered through the Oregon Virtual Education Center, cost $600 per semester, per student. School districts would pay the fees, which go to myChinese360, the company providing the program. Classes will have a maximum of 10 students.
Read the full article at http://www.oregonlive.com/hillsboro/index.ssf/2011/02/shortage_of_chinese_language_teachers_prompts_virtual_classes_with_educators_in_china.html
Shortage of Chinese language teachers in Oregon prompts virtual classes with educators in China
By Wendy Owen
February 6, 2011
About 6,000 miles away at 2 a.m., a teacher in China will turn on her computer and teach Mandarin to students in Oregon.
At least, that's the hope of educators at the Northwest Regional Education Service District in Hillsboro. By the end of February, the Education Service District (ESD) plans to offer the first virtual Mandarin Chinese language classes in Oregon taught by teachers in China.
Because of China's growing economic power, Chinese has replaced other foreign languages, such as German, in some Oregon school districts, but it's difficult to find Chinese teachers.
In Oregon, there are a total of 17 licensed Chinese teachers, said Vickie Chamberlain, executive director, Teacher Standards and Practices Commission.
The classes, offered through the Oregon Virtual Education Center, cost $600 per semester, per student. School districts would pay the fees, which go to myChinese360, the company providing the program. Classes will have a maximum of 10 students.
Read the full article at http://www.oregonlive.com/hillsboro/index.ssf/2011/02/shortage_of_chinese_language_teachers_prompts_virtual_classes_with_educators_in_china.html
Heritage Language Spotlight: Chinese
From http://www.cal.org/heritage/chinese.html
Chinese is a featured language in the Center for Applied Linguistics’ Heritage Languages in America website. Access a short description of the language and links to other resources and Chinese programs in the United States at http://www.cal.org/heritage/chinese.html
Chinese is a featured language in the Center for Applied Linguistics’ Heritage Languages in America website. Access a short description of the language and links to other resources and Chinese programs in the United States at http://www.cal.org/heritage/chinese.html
Workshop: Immersion A-Z: Essential Basics for Language Immersion Programs
Consortium of Indigenous Language Organizations (CILO)
Language Immersion for Native Children Program (LINC)
is pleased to announce
Immersion A-Z: Essential Basics for Language Immersion Programs
June 29 through July 1, 2011
(immediately following the American Indian Language Development Institute (AILDI) 2011)
Three-day workshop for those planning and starting immersion programs
Venue: University of Arizona, College of Education Bldg., Tucson, AZ
This workshop provides an overview of diverse essential elements that are required for successful planning and implementation of immersion programs. The workshop provides hands-on experience on language immersion methods, the proven effective way of transmitting language knowledge from one generation to the next in a variety of contexts:
*At home (Family Language Program)
*In the community where an elder works with a learner (Master-Apprentice Program)
*At Day Care Centers where babies are cared for
*At Preschool/Head Start where very young toddlers interact with each other and with caregivers
*At schools where young children are formally educated to be active and contributing members of the community and of the world
Participants will learn how to design and implement immersion teaching, how to make long range plans for language programs, how to create language activities, how to produce fun and useful materials for language learning, and how to assess the effectiveness of the language immersion program.
Learn more at http://www.wiserearth.org/event/view/719ed39684ce0517efc1daa818d35f3b
Language Immersion for Native Children Program (LINC)
is pleased to announce
Immersion A-Z: Essential Basics for Language Immersion Programs
June 29 through July 1, 2011
(immediately following the American Indian Language Development Institute (AILDI) 2011)
Three-day workshop for those planning and starting immersion programs
Venue: University of Arizona, College of Education Bldg., Tucson, AZ
This workshop provides an overview of diverse essential elements that are required for successful planning and implementation of immersion programs. The workshop provides hands-on experience on language immersion methods, the proven effective way of transmitting language knowledge from one generation to the next in a variety of contexts:
*At home (Family Language Program)
*In the community where an elder works with a learner (Master-Apprentice Program)
*At Day Care Centers where babies are cared for
*At Preschool/Head Start where very young toddlers interact with each other and with caregivers
*At schools where young children are formally educated to be active and contributing members of the community and of the world
Participants will learn how to design and implement immersion teaching, how to make long range plans for language programs, how to create language activities, how to produce fun and useful materials for language learning, and how to assess the effectiveness of the language immersion program.
Learn more at http://www.wiserearth.org/event/view/719ed39684ce0517efc1daa818d35f3b
Fairfax County School Board Squashes Last-Minute Attempt To Eliminate Foreign Language
From http://burke.patch.com/articles/school-board-squashes-last-minute-attempt-to-eliminate-foreign-language-2
School Board Squashes Last-Minute Attempt To Eliminate Foreign Language
The amendment would have eliminated Foreign Language in Elementary Schools
By Naomi Nix
February 2, 2011
The Fairfax County School Board unanimously rejected a budget amendment Thursday night which would have eliminated foreign language in elementary schools for the next school year.
The amendment, proposed by school board member Martina Hone, would have shifted the $3.1 million dollars that currently funds Foreign Language in Elementary Schools(FLES) to the staffing reserve.
Currently 32 county elementary schools out of 139 offer FLES programs, which give half hour language instruction to students two to three times a week. The program, which includes seven languages, is separate from the school system’s partial immersion program that operates in 12 county schools.
Advocates for FLES argue that investment in foreign language skills at an early age is critical to meet the school board’s goal that all students graduate with the ability to speak two languages. School board members said that if it weren’t for budget cuts they would, in fact, support expanding FLES and a host of other programs that have been cut or stalled.
Read the full article at http://burke.patch.com/articles/school-board-squashes-last-minute-attempt-to-eliminate-foreign-language-2
School Board Squashes Last-Minute Attempt To Eliminate Foreign Language
The amendment would have eliminated Foreign Language in Elementary Schools
By Naomi Nix
February 2, 2011
The Fairfax County School Board unanimously rejected a budget amendment Thursday night which would have eliminated foreign language in elementary schools for the next school year.
The amendment, proposed by school board member Martina Hone, would have shifted the $3.1 million dollars that currently funds Foreign Language in Elementary Schools(FLES) to the staffing reserve.
Currently 32 county elementary schools out of 139 offer FLES programs, which give half hour language instruction to students two to three times a week. The program, which includes seven languages, is separate from the school system’s partial immersion program that operates in 12 county schools.
Advocates for FLES argue that investment in foreign language skills at an early age is critical to meet the school board’s goal that all students graduate with the ability to speak two languages. School board members said that if it weren’t for budget cuts they would, in fact, support expanding FLES and a host of other programs that have been cut or stalled.
Read the full article at http://burke.patch.com/articles/school-board-squashes-last-minute-attempt-to-eliminate-foreign-language-2
Arabic Summer Academy Job
The Arabic Summer Academy is seeking applications for a position as an Arabic language instructor. We are particularly interested in undergraduate and graduate students of Arabic and native speakers from the Boston area.
Responsibilities include teaching first, second, or third year high school Arabic to students in an intensive non-residential summer enrichment program in Boston, June 20-July 31 including teacher workshops and planning meetings. Instructors will also lead daily co-curricular activities and chaperon field trips. Instruction will be in Arabic.
Requirements include high-level fluency in both Arabic and English, high school or college level experience teaching Arabic, and experience working with high school students in an academic setting.
Applicants should send a letter of application with vita by March 11, 2011.
Richard Cozzens, Director
Arabic Summer Academy
http://www.arabicsummeracademy.org
Telephone: (617) 398-7333
Email: director at arabicsummeracademy dot org
Arabic-L:PEDA:Arabic Summer Academy Job. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 7 Feb 2011).
Responsibilities include teaching first, second, or third year high school Arabic to students in an intensive non-residential summer enrichment program in Boston, June 20-July 31 including teacher workshops and planning meetings. Instructors will also lead daily co-curricular activities and chaperon field trips. Instruction will be in Arabic.
Requirements include high-level fluency in both Arabic and English, high school or college level experience teaching Arabic, and experience working with high school students in an academic setting.
Applicants should send a letter of application with vita by March 11, 2011.
Richard Cozzens, Director
Arabic Summer Academy
http://www.arabicsummeracademy.org
Telephone: (617) 398-7333
Email: director at arabicsummeracademy dot org
Arabic-L:PEDA:Arabic Summer Academy Job. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 7 Feb 2011).
Job Opportunities: Research Assistants at the Center for Applied Second Language Studies
From http://hr.uoregon.edu/jobs/unclassified.php?id=3301
The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing.
Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience.
Positions may be one term (ten weeks) or multiple terms, and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through February 29, 2012. Screening of applicants will take place as positions become available and continue until positions are filled.
Learn more about the position and how to apply at http://hr.uoregon.edu/jobs/unclassified.php?id=3301
The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing.
Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience.
Positions may be one term (ten weeks) or multiple terms, and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through February 29, 2012. Screening of applicants will take place as positions become available and continue until positions are filled.
Learn more about the position and how to apply at http://hr.uoregon.edu/jobs/unclassified.php?id=3301
Italian Instructor Position at Hamilton College
The Critical Languages Program at Hamilton College invites applications for the 2011-2012 academic year to teach two sections of First Year Italian and one section of Second Year Italian each semester. Classes meet three times a week with office hours to be arranged. Requirements include fluency in Italian and English and prior college level teaching experience. This is a one-year appointment with a possibility of renewal. Interested individuals should submit a curriculum vitae, letter of application and contact information for three professional references to critlang at hamilton dot edu or to Critical Languages Program, Italian Search Committee, Hamilton College, 198 College Hill Road, Clinton, NY 13323. Review of applications will begin March 1 and will continue until the position is filled.
Hamilton College (http://www.hamilton.edu) is a residential liberal arts college located in the Mohawk Valley of upstate New York; for applicants with dual-career considerations, Hamilton participates in the regional Higher Education Recruitment Consortium, which posts additional area employment opportunities at http://www.upstatenyherc.org. Dual career couples should be aware that Hamilton is located within easy commuting distance from Colgate University in Hamilton, NY and that Colgate is also planning to make faculty appointments in a number of departments. A list of Colgate’s openings can be found at http://offices.colgate.edu/hr/faculty.htm .
Hamilton College is an affirmative action, equal opportunity employer and is committed to diversity in all areas of the campus community. Hamilton provides domestic partner benefits. Candidates from underrepresented groups in higher education are especially encouraged to apply.
Barth, M. Italian Instructor Position @ Hamilton College. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Feb 2011).
Hamilton College (http://www.hamilton.edu) is a residential liberal arts college located in the Mohawk Valley of upstate New York; for applicants with dual-career considerations, Hamilton participates in the regional Higher Education Recruitment Consortium, which posts additional area employment opportunities at http://www.upstatenyherc.org. Dual career couples should be aware that Hamilton is located within easy commuting distance from Colgate University in Hamilton, NY and that Colgate is also planning to make faculty appointments in a number of departments. A list of Colgate’s openings can be found at http://offices.colgate.edu/hr/faculty.htm .
Hamilton College is an affirmative action, equal opportunity employer and is committed to diversity in all areas of the campus community. Hamilton provides domestic partner benefits. Candidates from underrepresented groups in higher education are especially encouraged to apply.
Barth, M. Italian Instructor Position @ Hamilton College. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Feb 2011).
Stanford Language Center seeks Lecturer in Portuguese
The Stanford Language Center invites applications for a full-time, three-year teaching appointment as Lecturer in Portuguese beginning September 2011. The position is renewable. Minimum qualifications: MA in linguistics, applied linguistics, and/or Latin American studies, Ph.D. preferable. Applicants should have experience teaching a broad range of Brazilian Portuguese language courses at the college level and possess native or near-native fluency in Portuguese with an excellent command of English. Preference is given to candidates familiar with standards-based instruction and ACTFL OPI and WPT principles, with a commitment to pursuing tester/rater certifications. The salary is competitive. Letter of application, current vita, names and contact information of three recommenders, and a brief description of teaching philosophy and approaches should be sent or faxed to: Portuguese Language Search Committee, Stanford Language Center, Stanford University, 450 Serra Mall, Building 30, Stanford, CA 94305-2015. Fax number 650-725-9377. Deadline for receipt of applications is March 1, 2011, review of materials to begin immediately. Stanford University is an equal opportunity, affirmative action employer. Applications from minority and women candidates are especially encouraged. No phone inquiries please.
Lyris Wiedemann, Ph.D.
Director of the Portuguese Language Program
Stanford Language Center, Division of Literatures, Cultures and Languages
Stanford, CA 94305-2014
[LCTL-T] Stanford Language Center seeks Lecturer in Portuguese. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 17 Feb 2011).
Lyris Wiedemann, Ph.D.
Director of the Portuguese Language Program
Stanford Language Center, Division of Literatures, Cultures and Languages
Stanford, CA 94305-2014
[LCTL-T] Stanford Language Center seeks Lecturer in Portuguese. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 17 Feb 2011).
Stipends for Teachers of Less Commonly Taught Languages to Attend CARLA Summer Institutes
To support the professional development of Less Commonly Taught Language (LCTL) teachers, the University of Minnesota's National Resource Centers offer a limited number of $600 stipends for LCTL teachers to help defray the cost of attending any of the CARLA summer institutes (see below). The University NRCs––the European Studies Consortium (ESC) and the Institute for Global Studies (IGS)––are funded by the U.S. Department of Education and generously sponsor this program as part of their mission to support LCTL teachers. Applications are due by April 8, 2011.
For more details about the stipend program see: http://www.carla.umn.edu/institutes/stipends.html
View the schedule of institutes this summer at http://www.carla.umn.edu/institutes/2011/schedule.html
For more details about the stipend program see: http://www.carla.umn.edu/institutes/stipends.html
View the schedule of institutes this summer at http://www.carla.umn.edu/institutes/2011/schedule.html
Grants for French Teachers to Train in France
From http://www.frenchculture.org/spip.php?rubrique516&tout=ok
Each year, the Cultural Services Department of the French Embassy offers a number of grants to qualified primary and secondary school teachers of French who would like to enhance their knowledge of French culture and improve their language and teaching skills.
The program includes:
- Tuition and training fees for 2 weeks
- A round-trip train ticket from Paris to the destination city
Program participants receive grants covering a portion of their accommodation and food expenses.
Roundtrip airfare is NOT included.
Application deadline: February 28, 2011.
Learn more about the program at http://www.frenchculture.org/spip.php?rubrique516&tout=ok
Each year, the Cultural Services Department of the French Embassy offers a number of grants to qualified primary and secondary school teachers of French who would like to enhance their knowledge of French culture and improve their language and teaching skills.
The program includes:
- Tuition and training fees for 2 weeks
- A round-trip train ticket from Paris to the destination city
Program participants receive grants covering a portion of their accommodation and food expenses.
Roundtrip airfare is NOT included.
Application deadline: February 28, 2011.
Learn more about the program at http://www.frenchculture.org/spip.php?rubrique516&tout=ok
Institutes: What's Different About Teaching Reading to Students Learning English?
In response to growing requests from K-8 educators for training materials on teaching reading to English language learners, CAL is offering three-day institutes in Washington DC.
Training of Trainers Institutes June 6-8, 2011
Direct Strategies Institutes June 22-24, 2011 and July 19-21, 2011
Training of Trainers Reunion Meeting July 11-12, 2011
Learn more at http://www.cal.org/solutions/profdev/workshops/index.html
Training of Trainers Institutes June 6-8, 2011
Direct Strategies Institutes June 22-24, 2011 and July 19-21, 2011
Training of Trainers Reunion Meeting July 11-12, 2011
Learn more at http://www.cal.org/solutions/profdev/workshops/index.html
7th Annual Indigenous and American Studies Storyteller’s Conference
From http://www.americanstudies.buffalo.edu/news_events
7th Annual Indigenous and American Studies Storyteller’s Conference
March 25-26, 2011
University at Buffalo
As an Indigenous intellectual John Mohawk was deeply rooted in Haudenosaunee traditions and culture. Over the years he published extensively on Native wisdom, traditional philosophy and legal systems, economic and sovereign rights, human relations with the natural world, and Indigenous rights, all the while reminding us of the importance of the traditional foods and the Three Sisters (corn, beans, squash) to sustain the people.
Keeping the legacy of John Mohawk and his work in mind, the 7th Annual Indigenous and American Studies Storyteller’s Conference will focus on the theme of Indigenous knowledge and research in the wider American and international context.
For more information about the conference go to http://www.americanstudies.buffalo.edu/news_events and scroll down
7th Annual Indigenous and American Studies Storyteller’s Conference
March 25-26, 2011
University at Buffalo
As an Indigenous intellectual John Mohawk was deeply rooted in Haudenosaunee traditions and culture. Over the years he published extensively on Native wisdom, traditional philosophy and legal systems, economic and sovereign rights, human relations with the natural world, and Indigenous rights, all the while reminding us of the importance of the traditional foods and the Three Sisters (corn, beans, squash) to sustain the people.
Keeping the legacy of John Mohawk and his work in mind, the 7th Annual Indigenous and American Studies Storyteller’s Conference will focus on the theme of Indigenous knowledge and research in the wider American and international context.
For more information about the conference go to http://www.americanstudies.buffalo.edu/news_events and scroll down
Generative Approaches to Second Language Acquisition Conference
From http://depts.washington.edu/gasla11
11th Biennial Generative Approaches to Second Language Acquisition Conference
March 25-27, 2011
University of Washington
Linguistics Department
Visit the conference website at http://depts.washington.edu/gasla11/index.php
11th Biennial Generative Approaches to Second Language Acquisition Conference
March 25-27, 2011
University of Washington
Linguistics Department
Visit the conference website at http://depts.washington.edu/gasla11/index.php
Colorado Congress of Foreign Language Teacher Spring Conference This Week
From http://www.ccflt.org
49th Annual CCFLT Spring Conference
Crossing Borders to Proficiency
Key Note Speaker: Chantal Thompson, BYU
Embassy Suites, Loveland, CO
February 24-26, 2011
Learn more and register at http://www.ccflt.org
49th Annual CCFLT Spring Conference
Crossing Borders to Proficiency
Key Note Speaker: Chantal Thompson, BYU
Embassy Suites, Loveland, CO
February 24-26, 2011
Learn more and register at http://www.ccflt.org
Mid-Atlantic Association for Language Learning Technology 2011 Unconference
From http://maallt2011.grouply.com
MAALLT's 2011 spring meeting is an experiment in holding an 'unconference', i.e., a participant-driven meeting. There are several different unconference formats, and we'll use several of them, making our choices based on the ideas that you--the participants submit.
The key points of an unconference can be summarized in two points:
• If the agenda is pre-set, it isn't an unconference.
Other than the opening reception and the food breaks, the only planned event is a hands-on workshop in the Spatial Analysis Lab, where participants will learn about GIS in the classroom and student research.
• You tell us what you want to say. You tell use what you want to hear. We provide the space and technology you need.
See examples of the various format options and sample topics under the Participate tab. Post your own ideas and contributions in the Forum. We'll use the Blog to report on what happens, but you can also use it to post your own thoughts and links to items for discussion.
At the reception Friday evening, March 4, a draft schedule will be available for additions and suggestions. On Sunday, we'll wrap up and plan for future MAALLT events.
Learn more about this March 4-6 event at http://maallt2011.grouply.com
MAALLT's 2011 spring meeting is an experiment in holding an 'unconference', i.e., a participant-driven meeting. There are several different unconference formats, and we'll use several of them, making our choices based on the ideas that you--the participants submit.
The key points of an unconference can be summarized in two points:
• If the agenda is pre-set, it isn't an unconference.
Other than the opening reception and the food breaks, the only planned event is a hands-on workshop in the Spatial Analysis Lab, where participants will learn about GIS in the classroom and student research.
• You tell us what you want to say. You tell use what you want to hear. We provide the space and technology you need.
See examples of the various format options and sample topics under the Participate tab. Post your own ideas and contributions in the Forum. We'll use the Blog to report on what happens, but you can also use it to post your own thoughts and links to items for discussion.
At the reception Friday evening, March 4, a draft schedule will be available for additions and suggestions. On Sunday, we'll wrap up and plan for future MAALLT events.
Learn more about this March 4-6 event at http://maallt2011.grouply.com
February 18, 2011
Call for Papers: Pronunciation in Second Language Learning and Teaching
From http://linguistlist.org/issues/22/22-726.html
Pronunciation in Second Language Learning and Teaching
September 16-17, 2011
Iowa State University
The Confluence of Social Factors and Pronunciation: Accent, Identity, Irritation and Discrimination
This conference will provide a forum for discussions of how social factors influence and are influenced by pronunciation. Possible paper topics may include descriptive and experimental studies, discussions of instructional approaches that emphasize social factors, and case studies of the interaction of social and linguistic factors in the development of oral skills.
In addition to papers related to how social factors impact the learning of pronunciation, how accent affects social acceptance and the results of acceptance (or lack thereof), how irritation is related to intelligibility, and how interlocutors' reactions can be improved, this third annual conference invites proposals for papers or poster presentations on any aspect of pronunciation research, teaching and learning. Papers will be given in English, but papers addressing the teaching and learning of pronunciation for any language are encouraged.
Presenters will be invited to submit their papers for a peer-reviewed, on-line proceedings of the conference.
The deadline for submitting abstracts will be April 1, 2011 with notifications made by May 1. For further information about the conference, contact John M. Levis (jlevis at iastate dot edu) or go to http://pslltconference.com
Pronunciation in Second Language Learning and Teaching
September 16-17, 2011
Iowa State University
The Confluence of Social Factors and Pronunciation: Accent, Identity, Irritation and Discrimination
This conference will provide a forum for discussions of how social factors influence and are influenced by pronunciation. Possible paper topics may include descriptive and experimental studies, discussions of instructional approaches that emphasize social factors, and case studies of the interaction of social and linguistic factors in the development of oral skills.
In addition to papers related to how social factors impact the learning of pronunciation, how accent affects social acceptance and the results of acceptance (or lack thereof), how irritation is related to intelligibility, and how interlocutors' reactions can be improved, this third annual conference invites proposals for papers or poster presentations on any aspect of pronunciation research, teaching and learning. Papers will be given in English, but papers addressing the teaching and learning of pronunciation for any language are encouraged.
Presenters will be invited to submit their papers for a peer-reviewed, on-line proceedings of the conference.
The deadline for submitting abstracts will be April 1, 2011 with notifications made by May 1. For further information about the conference, contact John M. Levis (jlevis at iastate dot edu) or go to http://pslltconference.com
Call for Papers: 127th MLA Annual Convention
From http://www.mla.org/convention
127th MLA Annual Convention
Seattle, 5–8 January 2012
In recent years faculty members from a wider range of institutions, as well as people outside the academy, have been an increasingly active force in the MLA. The Program Committee seeks to continue this expansion and therefore invites you to consider submitting a proposal for the 2012 MLA Annual Convention in Seattle.
The organizers encourage you to post a call for papers on the MLA Web site (http://www.mla.org/cfp_main) from now until the 1 March deadline and to submit a special-session proposal at http://www.mla.org/ssp_main next month. Please note that special-session proposals must be submitted by 1 April.
Learn more about the conference and submitting session proposals and papers at http://www.mla.org/convention
127th MLA Annual Convention
Seattle, 5–8 January 2012
In recent years faculty members from a wider range of institutions, as well as people outside the academy, have been an increasingly active force in the MLA. The Program Committee seeks to continue this expansion and therefore invites you to consider submitting a proposal for the 2012 MLA Annual Convention in Seattle.
The organizers encourage you to post a call for papers on the MLA Web site (http://www.mla.org/cfp_main) from now until the 1 March deadline and to submit a special-session proposal at http://www.mla.org/ssp_main next month. Please note that special-session proposals must be submitted by 1 April.
Learn more about the conference and submitting session proposals and papers at http://www.mla.org/convention
Call for Papers: SOCALLT 2011 Conference
From http://www.socallt.org/Conferences/2011
SOCALLT 2011 Conference
Language Teaching and Learning in an Open World
Joint conference with TexFLEC
April 15 - 16, 2011 at
the University of Texas, Austin
SOCALLT welcomes submission of presentation proposals for its 2011 annual conference. The deadline for submissions is Monday, February 28, 2010, 4:00 p.m. CST.
View the full call for papers at http://www.socallt.org/Conferences/2011/cfpindex.php
SOCALLT 2011 Conference
Language Teaching and Learning in an Open World
Joint conference with TexFLEC
April 15 - 16, 2011 at
the University of Texas, Austin
SOCALLT welcomes submission of presentation proposals for its 2011 annual conference. The deadline for submissions is Monday, February 28, 2010, 4:00 p.m. CST.
View the full call for papers at http://www.socallt.org/Conferences/2011/cfpindex.php
Book: Educational Linguistics in Practice
From http://www.multilingual-matters.com/display.asp?isb=9781847693525
Educational Linguistics in Practice: Applying the Local Globally and the Global Locally
Edited by Francis M. Hult and Kendall A. King
Published by Multilingual Matters
Description: This volume provides a state-of-the-art snapshot of language and education research and demonstrates ways in which local and global processes are intertwined with language learning, use, and policies. Reflecting but also expanding on Nancy Hornberger's ground-breaking contributions to educational linguistics, this book brings together leading international scholars. Chapters present new research and cutting-edge syntheses addressing current theoretical and methodological issues in researching equity, access, and multilingual education. Organized around three central themes --- bilingual education and bilingualism, the continua of biliteracy, and policy and planning for linguistic diversity in education --- the volume reflects the holistic and dynamic perspective on language (in) education that is the hallmark of educational linguistics as a field.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693525
Educational Linguistics in Practice: Applying the Local Globally and the Global Locally
Edited by Francis M. Hult and Kendall A. King
Published by Multilingual Matters
Description: This volume provides a state-of-the-art snapshot of language and education research and demonstrates ways in which local and global processes are intertwined with language learning, use, and policies. Reflecting but also expanding on Nancy Hornberger's ground-breaking contributions to educational linguistics, this book brings together leading international scholars. Chapters present new research and cutting-edge syntheses addressing current theoretical and methodological issues in researching equity, access, and multilingual education. Organized around three central themes --- bilingual education and bilingualism, the continua of biliteracy, and policy and planning for linguistic diversity in education --- the volume reflects the holistic and dynamic perspective on language (in) education that is the hallmark of educational linguistics as a field.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693525
White Paper on Heritage Languages
From http://www.nhlrc.ucla.edu
White Paper: Prolegomena to Heritage Linguistics
by Elabbas Benmamoun, Silvina Montrul, and Maria Polinsky
Abstract: Linguistic theory and experimental studies of language development rest heavily on the notion of the adult, perhaps linguistically stable, native speaker. Native speaker competence and performance are typically the result of normal first language acquisition in a predominantly monolingual environment, with optimal and continuous exposure to the language. The question we pose in this article is what happens when access to input and opportunities to use that native language are less than optimal during language development. We present and discuss the case of heritage speakers, i.e., bilingual speakers of an ethnic or immigrant minority language whose first language does not typically reach native-like attainment in adulthood. By examining the linguistic knowledge of these individuals, we question long-held ideas about the stability of language before the so-called critical period for language development, and the nature of the linguistic system as it develops under reduced input conditions. We present an overview of heritage speakers’ linguistic system and discuss several competing factors that shape this system in adulthood. We also call attention to the tremendous potential this population offers for linguistic research, the language teaching profession, and for society in general.
Download the paper from http://www.nhlrc.ucla.edu/pdf/HL-whitepaper.pdf
White Paper: Prolegomena to Heritage Linguistics
by Elabbas Benmamoun, Silvina Montrul, and Maria Polinsky
Abstract: Linguistic theory and experimental studies of language development rest heavily on the notion of the adult, perhaps linguistically stable, native speaker. Native speaker competence and performance are typically the result of normal first language acquisition in a predominantly monolingual environment, with optimal and continuous exposure to the language. The question we pose in this article is what happens when access to input and opportunities to use that native language are less than optimal during language development. We present and discuss the case of heritage speakers, i.e., bilingual speakers of an ethnic or immigrant minority language whose first language does not typically reach native-like attainment in adulthood. By examining the linguistic knowledge of these individuals, we question long-held ideas about the stability of language before the so-called critical period for language development, and the nature of the linguistic system as it develops under reduced input conditions. We present an overview of heritage speakers’ linguistic system and discuss several competing factors that shape this system in adulthood. We also call attention to the tremendous potential this population offers for linguistic research, the language teaching profession, and for society in general.
Download the paper from http://www.nhlrc.ucla.edu/pdf/HL-whitepaper.pdf
February 12, 2011
Council on Standards for International Educational Travel Online School Community
From http://www.csiet.org
The Council on Standards for International Educational Travel (CSIET) is a not-for-profit organization committed to quality international educational travel and exchange for youth at the high school level.
CSIET is excited to announce the launch of an innovative outreach initiative to engage more directly with schools across the United States. The new CSIET Online School Community will provide U.S. schools with a free CSIET School Membership, which includes being pre-registered for the next CSIET Advisory List published in May 2011.
By joining the Online Community, schools will remain up to date on U.S. government visa regulations, international education events and scholarship/grant opportunities. Additionally, schools will receive the following membership benefits:
* Periodic e-mail updates and alerts;
* Monthly E-Newsletters;
* Registration discounts for the CSIET National School Conference;
* Publication discounts on bulk purchases of CSIET publications; and
* Access to the "Members-Only" section of CSIET's website
Learn more about this opportunity at http://www.csiet.org/join
Learn more about CSIET at http://www.csiet.org/about/who-we-are.html
The Council on Standards for International Educational Travel (CSIET) is a not-for-profit organization committed to quality international educational travel and exchange for youth at the high school level.
CSIET is excited to announce the launch of an innovative outreach initiative to engage more directly with schools across the United States. The new CSIET Online School Community will provide U.S. schools with a free CSIET School Membership, which includes being pre-registered for the next CSIET Advisory List published in May 2011.
By joining the Online Community, schools will remain up to date on U.S. government visa regulations, international education events and scholarship/grant opportunities. Additionally, schools will receive the following membership benefits:
* Periodic e-mail updates and alerts;
* Monthly E-Newsletters;
* Registration discounts for the CSIET National School Conference;
* Publication discounts on bulk purchases of CSIET publications; and
* Access to the "Members-Only" section of CSIET's website
Learn more about this opportunity at http://www.csiet.org/join
Learn more about CSIET at http://www.csiet.org/about/who-we-are.html
New MLA Web-Based ToolsNew MLA Web-Based Tools
The Modern Language Association (MLA) announces two searchable tools presenting enrollments in languages other than English taught in institutions of higher education in the United States.
The first is the user-friendly Language Enrollment Database, 1958–2009, which makes available language enrollment data over time. This data is a compilation of enrollment numbers from all the MLA language enrollment surveys, starting with the first one in 1958. None of this data was previously available in electronic format.
The second is an enhanced MLA Language Map that shows where languages are taught in the context of where they are spoken. Enrollment figures are available for each language mapped, as are the locations and size of language programs.
The Language Enrollment Database is available at http://www.mla.org/flsurvey_search
The MLA Language Map is available at http://arcgis.mla.org/mla/default.aspx
The first is the user-friendly Language Enrollment Database, 1958–2009, which makes available language enrollment data over time. This data is a compilation of enrollment numbers from all the MLA language enrollment surveys, starting with the first one in 1958. None of this data was previously available in electronic format.
The second is an enhanced MLA Language Map that shows where languages are taught in the context of where they are spoken. Enrollment figures are available for each language mapped, as are the locations and size of language programs.
The Language Enrollment Database is available at http://www.mla.org/flsurvey_search
The MLA Language Map is available at http://arcgis.mla.org/mla/default.aspx
Quick and Easy Speaking Activity: Inventions
From http://www.teachingenglish.org.uk/try
This is a fun speaking activity in the form of a game. It can be used with most levels and most age groups. Students practise presenting their opinions and reaching agreement on what year some different things were invented. There is an initial group work activity and extension speaking and writing activities.
Read a description of the activity at http://www.teachingenglish.org.uk/try/activities/inventions
This is a fun speaking activity in the form of a game. It can be used with most levels and most age groups. Students practise presenting their opinions and reaching agreement on what year some different things were invented. There is an initial group work activity and extension speaking and writing activities.
Read a description of the activity at http://www.teachingenglish.org.uk/try/activities/inventions
Language Testing Rules Criticized As Unfair for ELL’s
From http://www.tennessean.com/article/20110207/NEWS04/102070339/2275/RSS05
Language testing rules criticized as unrealistic
Studies show newcomer students need more time
by Heidi Hall
February 6, 2011
Research shows it takes the brightest, most motivated students three years to learn English well enough that they can test in it. But federal law allows newcomers only a one-year pass on testing.
Some lawmakers want to see the rules regarding students designated English Language Learners changed because they are particularly tough, and some say unrealistic, for schools and districts with high numbers of immigrant students. In Metro Nashville, 22 percent of students have a first language other than English, and the district missed testing benchmarks three of the past four years largely because of their standardized test scores.
Read the full article at http://www.tennessean.com/article/20110207/NEWS04/102070339/2275/RSS05
Language testing rules criticized as unrealistic
Studies show newcomer students need more time
by Heidi Hall
February 6, 2011
Research shows it takes the brightest, most motivated students three years to learn English well enough that they can test in it. But federal law allows newcomers only a one-year pass on testing.
Some lawmakers want to see the rules regarding students designated English Language Learners changed because they are particularly tough, and some say unrealistic, for schools and districts with high numbers of immigrant students. In Metro Nashville, 22 percent of students have a first language other than English, and the district missed testing benchmarks three of the past four years largely because of their standardized test scores.
Read the full article at http://www.tennessean.com/article/20110207/NEWS04/102070339/2275/RSS05
Practica Español: Web Portal Extensive Contextualized Materials
Practica Español is a web portal jointly created by the news agency EFE, the Fundación de la Lengua Española (FLE) and the Instituto Cervantes. If you love Zachary Jones’s Zambombazo, you will also find this website phenomenally useful.
The web portal is available at http://www.practicaespanol.com
Read Spanish-language reviews of this resource at http://muycomputer.com/Actualidad/Noticias/Portal-web-Practica-Espanol/_wE9ERk2XxDBlLBNukWWUU__tu4qdif1dBZeSLQYhsO8WcR5u_g47yLZdG39ZHCyb and at http://www.fayerwayer.com/2010/10/practica-el-espanol-un-portal-para-la-difusion-del-idioma
The web portal is available at http://www.practicaespanol.com
Read Spanish-language reviews of this resource at http://muycomputer.com/Actualidad/Noticias/Portal-web-Practica-Espanol/_wE9ERk2XxDBlLBNukWWUU__tu4qdif1dBZeSLQYhsO8WcR5u_g47yLZdG39ZHCyb and at http://www.fayerwayer.com/2010/10/practica-el-espanol-un-portal-para-la-difusion-del-idioma
Spanish Words Related to Egypt
Access a short Spanish-English glossary of words relating to Egypt at http://spanish.about.com/od/wordlists/a/egypt.htm?nl=1
Site de Français Langue Etrangère
Listening comprehension (including a cloze exercise based on the song “Je veux” by Zaz), reading comprehension, essays on French culture (read about Valentines Day at http://lewebpedagogique.com/ressources-fle/civilisation/fetes-traditionnelles/la-saint-valentin ), and more are available at this website: http://lewebpedagogique.com/ressources-fle
German Information Center USA 6th Annual Essay Contest
The purpose of the essay contest is to familiarize students with today’s Germany. In addition, the contest offers students and their teachers an opportunity to discuss traditional and modern German culture, language and society.
There will be three grade groupings for the contest: Grades 3-5, Grades 6-8, and Grades 9-12. Winners will receive prizes and certificates; their essays will appear on the www.germany.info website, as well as the German Information Center USA’s newsletters.
All entries must be submitted electronically by April 15, 2011.
Detailed contest information such as rules, deadlines and the essay questions can be found at http://www.germany.info/Vertretung/usa/en/newsletter/Germany__In__Class/Germany__in__Class__11__01.html#link0
There will be three grade groupings for the contest: Grades 3-5, Grades 6-8, and Grades 9-12. Winners will receive prizes and certificates; their essays will appear on the www.germany.info website, as well as the German Information Center USA’s newsletters.
All entries must be submitted electronically by April 15, 2011.
Detailed contest information such as rules, deadlines and the essay questions can be found at http://www.germany.info/Vertretung/usa/en/newsletter/Germany__In__Class/Germany__in__Class__11__01.html#link0
Survey: Summer Programs for Russian, Slavic, and East European Languages
From the SEELANGS listserv:
For the past several years, CCPCR, the Committee on College and Pre-College Russian, has assisted college and university students by listing summer programs to be offered stateside in Russian, other Slavic, and East European languages. We are again soliciting such information for summer 2011. You can view last summer's list of programs at the following link to the CCPCR website:
http://www1.american.edu/research/CCPCR/Summer%20programs.htm
If your college or university plans to offer such coursework this summer, please share the information! To do so, just send the details to our e-mail address at ccpcr at american dot edu. The information we provide on this site can be viewed by visiting the summer program website page (select the link above). The listing includes dates, levels, contact info and link to any home page that gives further information about the summer program.
You might also be interested in the results of the nationwide census of college/university Russian, other Slavic, and East European language programs for Fall 2010. This is available on the CCPCR website at http://www1.american.edu/research/CCPCR/COLLEGEENROLL.htm. Thus far, 79 programs have contributed their data. If your program is missing, we can still enter your information!
We look forward to updating and sharing your information for 2011!
John Schillinger
Chair, CCPCR
Emeritus Prof. of Russian
American University
Schillinger, J. [SEELANGS] Stateside Summer Programs, Fall Russian, other Slavic & EE census results. SEELANGS listserv (SEELANGS@bama.ua.edu, 9 Feb 2011).
For the past several years, CCPCR, the Committee on College and Pre-College Russian, has assisted college and university students by listing summer programs to be offered stateside in Russian, other Slavic, and East European languages. We are again soliciting such information for summer 2011. You can view last summer's list of programs at the following link to the CCPCR website:
http://www1.american.edu/research/CCPCR/Summer%20programs.htm
If your college or university plans to offer such coursework this summer, please share the information! To do so, just send the details to our e-mail address at ccpcr at american dot edu. The information we provide on this site can be viewed by visiting the summer program website page (select the link above). The listing includes dates, levels, contact info and link to any home page that gives further information about the summer program.
You might also be interested in the results of the nationwide census of college/university Russian, other Slavic, and East European language programs for Fall 2010. This is available on the CCPCR website at http://www1.american.edu/research/CCPCR/COLLEGEENROLL.htm. Thus far, 79 programs have contributed their data. If your program is missing, we can still enter your information!
We look forward to updating and sharing your information for 2011!
John Schillinger
Chair, CCPCR
Emeritus Prof. of Russian
American University
Schillinger, J. [SEELANGS] Stateside Summer Programs, Fall Russian, other Slavic & EE census results. SEELANGS listserv (SEELANGS@bama.ua.edu, 9 Feb 2011).
February 2011 Issue of SRAS Newsletter
The February 2011 issue of the School of Russian and Asian Studies newsletter is available online at http://sras.org/february_2011
Learn about a revamped program to study in Russia’s Far East, read interviews about impressive accomplishments in Russian, and access the newsletter’s regular features (including a new MiniLesson (Banya!), popular music and movies in Russia).
Learn about a revamped program to study in Russia’s Far East, read interviews about impressive accomplishments in Russian, and access the newsletter’s regular features (including a new MiniLesson (Banya!), popular music and movies in Russia).
Valentine's Day in JapanValentine's Day in Japan
From http://japanese.about.com
Read a short article about Valentines Day (and also “White Day” on March 14th) in Japan at http://japanese.about.com/od/japanesecultur1/a/Valentines-Day-In-Japan.htm
Read a short article about Valentines Day (and also “White Day” on March 14th) in Japan at http://japanese.about.com/od/japanesecultur1/a/Valentines-Day-In-Japan.htm
Texas School District Backs Away from Arabic Studies Program
From http://www.star-telegram.com/2011/02/08/2834067/mansfield-school-district-backs.html
Mansfield school district backs away from Arabic program
By Amanda Rogers
February 8, 2011
The Mansfield school district has backed off plans for an Arabic studies program after almost 200 parents showed up with questions at a meeting at Cross Timbers Intermediate School on Monday night.
"Nothing will be taught in the classroom until the curriculum is rolled out," district spokesman Richie Escovedo said.
The Arabic studies program, funded by a five-year, $1.3 million Foreign Language Assistance Program federal grant, was to begin this semester at Cross Timbers, then spread to Davis Elementary and Howard Middle schools in the fall and to Summit High School by fall 2012.
Arabic culture was to be integrated into the curriculum in elementary and intermediate schools, then offered as a language credit in middle and high schools. Davis, Cross Timbers and Howard are feeder schools to Summit.
Parents at Monday's meeting ranged from supportive to upset, said Willie Wimbrey, assistant principal at Cross Timbers.
Read more: http://www.star-telegram.com/2011/02/08/2834067/mansfield-school-district-backs.html#ixzz1DfDsM5ry
Mansfield school district backs away from Arabic program
By Amanda Rogers
February 8, 2011
The Mansfield school district has backed off plans for an Arabic studies program after almost 200 parents showed up with questions at a meeting at Cross Timbers Intermediate School on Monday night.
"Nothing will be taught in the classroom until the curriculum is rolled out," district spokesman Richie Escovedo said.
The Arabic studies program, funded by a five-year, $1.3 million Foreign Language Assistance Program federal grant, was to begin this semester at Cross Timbers, then spread to Davis Elementary and Howard Middle schools in the fall and to Summit High School by fall 2012.
Arabic culture was to be integrated into the curriculum in elementary and intermediate schools, then offered as a language credit in middle and high schools. Davis, Cross Timbers and Howard are feeder schools to Summit.
Parents at Monday's meeting ranged from supportive to upset, said Willie Wimbrey, assistant principal at Cross Timbers.
Read more: http://www.star-telegram.com/2011/02/08/2834067/mansfield-school-district-backs.html#ixzz1DfDsM5ry
Job: Director of the Language Studies Resource Center, Iowa State University
The Department of World Languages and Cultures is accepting applications for a continuous full-time Program Coordinator III who will serve as the Director of the Language Studies Resource Center (LSRC).
The Director of the LSRC ensures the alignment of the long- and short-term priorities and goals for the LSRC with the university and department; develops and implements policies for LSRC operations; is involved in research-based initiatives to integrate technology and resources into the WLC curriculum; provides expertise and leadership in the infusion of new technologies into the curriculum; and provides technological and linguistic expertise in the development of instructional materials and resources for online and blended learning. The Director also assists faculty in the integration of technology in their courses through LSRC-lead faculty development initiatives; direct consultation; or collaborations to secure funding.
Required Qualifications: Bachelor's degree and 5 years experience OR Master's degree and 3 years experience. Experience must be at a comparable level and directly related to this position.
Preferred Qualifications: PhD in Educational/Instructional Technology, Foreign Language, Foreign Language Education, Second-language Acquisition, Applied Linguistics, Instructional Design, or related field. Supervisory experience. Experience with instructional design methods.
For more details on this position, please visit http://www.iastatejobs.com/applicants/Central?quickFind=79573
Rodriguez, J. Job Announcement: Iowa State University. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 9 Feb 2011).
The Director of the LSRC ensures the alignment of the long- and short-term priorities and goals for the LSRC with the university and department; develops and implements policies for LSRC operations; is involved in research-based initiatives to integrate technology and resources into the WLC curriculum; provides expertise and leadership in the infusion of new technologies into the curriculum; and provides technological and linguistic expertise in the development of instructional materials and resources for online and blended learning. The Director also assists faculty in the integration of technology in their courses through LSRC-lead faculty development initiatives; direct consultation; or collaborations to secure funding.
Required Qualifications: Bachelor's degree and 5 years experience OR Master's degree and 3 years experience. Experience must be at a comparable level and directly related to this position.
Preferred Qualifications: PhD in Educational/Instructional Technology, Foreign Language, Foreign Language Education, Second-language Acquisition, Applied Linguistics, Instructional Design, or related field. Supervisory experience. Experience with instructional design methods.
For more details on this position, please visit http://www.iastatejobs.com/applicants/Central?quickFind=79573
Rodriguez, J. Job Announcement: Iowa State University. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 9 Feb 2011).
ILTA Grant Funding for Workshops and Meetings
ILTA GRANT FUNDING FOR WORKSHOPS AND MEETINGS - Call for Proposals
ILTA aims to promote high standards of professionalism in language testing and assessment practice. One way of carrying out this mission is to encourage workshops and meetings where language testing experts educate and train teachers, test developers, and others, including policy makers, principals, and even test takers in key skills and knowledge in language testing/assessment.
ILTA offers individual grants of up to US$ 3,000 for carrying out an approved workshop/meeting designed to help diffuse knowledge among a wider group in different parts of the world. The aim of a workshop/meeting should be to promote understanding, familiarity, and knowledge of language testing issues and practice among various groups of test users. It is expected that the award will be used as 'seed' money to organise such a workshop/meeting and, ideally, to establish a permanent local organisation that that will conduct further practical activities in language testing in the future, especially in places in need of language testing expertise.
More than one award of US$ 3,000 may be made available in any one year, subject to sufficient funds being available. The procedures require that an award must be used within 15 months of awards (i.e. proposals approved in 2011 must be carried out by the June 30, 2012)
CRITERIA FOR SUBMISSION:
Those eligible to apply are individual language testers, teachers and others representing various types of institutions such as universities, research institutes, schools and testing organisations. Applicants must be ILTA members or, in the case of joint applications, at least one applicant must be an ILTA member. (In cases of extreme financial hardship the membership costs for ILTA may be included as part of the proposal, but a justification is needed in such a case.)
APPLICATION PROCESS:
Those interested can apply by sending a 3- to 5-page proposal which should include the following:
1. brief background regarding the state of language testing in the specific context (country, region, school system)
2. rationale for the meeting including specific reasons and needs for holding the meeting
3. description of target participant groups and their prior training/knowledge in language teaching and in language testing/assessment
4. plan for the meeting including specific themes to be covered
5. tentative list of speakers/workshop leaders plus information about their expertise
6. background of the organiser(s) in the area of language testing (the CV of at least one main organiser should be included to support this point)
7. duration and location of the workshop/meeting
8. intended audience for the workshop/meeting
9. amount of money needed and a specific description of how it will be used (including budget breakdown)
10. intended results of the workshop/meeting, specifically the short- and long-range impact the event is expected to have
11. a specific explanation of how the workshop/meeting will contribute to the mission and to the establishment of a permanent, local organisation
12. full contact details of the organiser(s)
The application must include a written statement of a commitment to provide ILTA within 3 months of the workshop/meeting, with an evaluative report of the event. This will be posted on the ILTA website and may be distributed to ILTA members.
APPLICATION DEADLINE:
Applications should be sent by e-mail to the ILTA President John Read at ja.read at auckland dot ac dot nz by March 31 2011. No late applications will be accepted.
SELECTION PROCESS:
Each application for grant funding will be evaluated by a special committee of ILTA Executive Board members, which is chaired by the ILTA President and includes one or more of the current ILTA Members at Large. The committee may also call upon other relevant experts to input to the selection process. In light of this, the committee will determine the likely evaluation/wait time needed before a decision can be made and will notify the applicant(s) accordingly.
CRITERIA FOR SELECTION:
Selection will be based upon the fit between the application and the criteria which are outlined above. Priority will be given to contexts where language testing is not well-established so that the workshop/meeting can contribute significantly to increasing awareness, knowledge and effective practice in language testing/assessment.
Malone, M. [LTEST-L] ILTA Grant Funding for Workshops and Meetings. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 9 Feb 2011).
ILTA aims to promote high standards of professionalism in language testing and assessment practice. One way of carrying out this mission is to encourage workshops and meetings where language testing experts educate and train teachers, test developers, and others, including policy makers, principals, and even test takers in key skills and knowledge in language testing/assessment.
ILTA offers individual grants of up to US$ 3,000 for carrying out an approved workshop/meeting designed to help diffuse knowledge among a wider group in different parts of the world. The aim of a workshop/meeting should be to promote understanding, familiarity, and knowledge of language testing issues and practice among various groups of test users. It is expected that the award will be used as 'seed' money to organise such a workshop/meeting and, ideally, to establish a permanent local organisation that that will conduct further practical activities in language testing in the future, especially in places in need of language testing expertise.
More than one award of US$ 3,000 may be made available in any one year, subject to sufficient funds being available. The procedures require that an award must be used within 15 months of awards (i.e. proposals approved in 2011 must be carried out by the June 30, 2012)
CRITERIA FOR SUBMISSION:
Those eligible to apply are individual language testers, teachers and others representing various types of institutions such as universities, research institutes, schools and testing organisations. Applicants must be ILTA members or, in the case of joint applications, at least one applicant must be an ILTA member. (In cases of extreme financial hardship the membership costs for ILTA may be included as part of the proposal, but a justification is needed in such a case.)
APPLICATION PROCESS:
Those interested can apply by sending a 3- to 5-page proposal which should include the following:
1. brief background regarding the state of language testing in the specific context (country, region, school system)
2. rationale for the meeting including specific reasons and needs for holding the meeting
3. description of target participant groups and their prior training/knowledge in language teaching and in language testing/assessment
4. plan for the meeting including specific themes to be covered
5. tentative list of speakers/workshop leaders plus information about their expertise
6. background of the organiser(s) in the area of language testing (the CV of at least one main organiser should be included to support this point)
7. duration and location of the workshop/meeting
8. intended audience for the workshop/meeting
9. amount of money needed and a specific description of how it will be used (including budget breakdown)
10. intended results of the workshop/meeting, specifically the short- and long-range impact the event is expected to have
11. a specific explanation of how the workshop/meeting will contribute to the mission and to the establishment of a permanent, local organisation
12. full contact details of the organiser(s)
The application must include a written statement of a commitment to provide ILTA within 3 months of the workshop/meeting, with an evaluative report of the event. This will be posted on the ILTA website and may be distributed to ILTA members.
APPLICATION DEADLINE:
Applications should be sent by e-mail to the ILTA President John Read at ja.read at auckland dot ac dot nz by March 31 2011. No late applications will be accepted.
SELECTION PROCESS:
Each application for grant funding will be evaluated by a special committee of ILTA Executive Board members, which is chaired by the ILTA President and includes one or more of the current ILTA Members at Large. The committee may also call upon other relevant experts to input to the selection process. In light of this, the committee will determine the likely evaluation/wait time needed before a decision can be made and will notify the applicant(s) accordingly.
CRITERIA FOR SELECTION:
Selection will be based upon the fit between the application and the criteria which are outlined above. Priority will be given to contexts where language testing is not well-established so that the workshop/meeting can contribute significantly to increasing awareness, knowledge and effective practice in language testing/assessment.
Malone, M. [LTEST-L] ILTA Grant Funding for Workshops and Meetings. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 9 Feb 2011).
5th Summer Heritage Language Research Institute
The deadline for applications for the 5th Summer Heritage Language Research Institute, “(Re)Learning the Heritage Language: Integrating Linguistics and Pedagogy,” is March 1. The Institute will take place from June 26-July 1 at UCLA; further details can be viewed at: http://nhlrc.ucla.edu/2011summer
Applications are invited from linguists, language instructors, post-doctoral fellows, and doctoral students currently involved in heritage teaching and research. Limited funding will be available for graduate students and post-doctoral fellows. The Institute is sponsored by the UCLA National Heritage Language Resource Center and aims to support the center's principal mission of developing the research base for heritage language education. This year’s institute focuses on current linguistic research and the implications for heritage language instruction.
The application page can be found at: http://apply.international.ucla.edu/public/viewform.aspx?appID=282
Applications are invited from linguists, language instructors, post-doctoral fellows, and doctoral students currently involved in heritage teaching and research. Limited funding will be available for graduate students and post-doctoral fellows. The Institute is sponsored by the UCLA National Heritage Language Resource Center and aims to support the center's principal mission of developing the research base for heritage language education. This year’s institute focuses on current linguistic research and the implications for heritage language instruction.
The application page can be found at: http://apply.international.ucla.edu/public/viewform.aspx?appID=282
Summer Seminars Abroad for Spanish Teachers
From http://people.cohums.ohio-state.edu/morgan3/ssast.html
The Center for Latin American Studies and the Department of Spanish and Portuguese at The Ohio State University announce this year's intensive Summer Seminars Abroad, a 16-day workshop in Spanish linguistics in Córdoba, Argentina. The purpose of the program is to provide selected students with an opportunity to analyze and practice the Spanish language in a natural linguistic and cultural context, and to receive university credit for that experience.
The program, scheduled for July 26-August 11, 2011, is intended primarily for Spanish teachers. Application is open, however, to graduate students from Spanish and other disciplines who have a demonstrated ability in the use of the Spanish language and a need for this type of course. Both native and non-native speakers of Spanish are invited to apply.
Learn more at http://people.cohums.ohio-state.edu/morgan3/ssast.html
The Center for Latin American Studies and the Department of Spanish and Portuguese at The Ohio State University announce this year's intensive Summer Seminars Abroad, a 16-day workshop in Spanish linguistics in Córdoba, Argentina. The purpose of the program is to provide selected students with an opportunity to analyze and practice the Spanish language in a natural linguistic and cultural context, and to receive university credit for that experience.
The program, scheduled for July 26-August 11, 2011, is intended primarily for Spanish teachers. Application is open, however, to graduate students from Spanish and other disciplines who have a demonstrated ability in the use of the Spanish language and a need for this type of course. Both native and non-native speakers of Spanish are invited to apply.
Learn more at http://people.cohums.ohio-state.edu/morgan3/ssast.html
Intensive Summer Program in Moscow 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.acrussiaabroad.org/program.php?prog=srltp
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
Suite 1200
Washington, DC 20036
http://www.acrussiaabroad.org
outbound at americancouncils dot org
Ericson, B. [LCTL-T] Intensive Summer Program in Moscow for Russian Teachers. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 10 Feb 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.acrussiaabroad.org/program.php?prog=srltp
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
Suite 1200
Washington, DC 20036
http://www.acrussiaabroad.org
outbound at americancouncils dot org
Ericson, B. [LCTL-T] Intensive Summer Program in Moscow for Russian Teachers. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 10 Feb 2011).
Foreign Language Educators of New Jersey Spring Conference
From http://flenj.org
FLENJ Spring Conference
March 18-19, 2011
Somerset DoubleTree Hotel
“Teaching and Learning in a Connected World”
Keynote Speaker Cindy Kendall
Three Sessions of Workshops
Student Podcast Contest
Professional Awards
Student Awards
Sit Down Luncheon
Register at http://flenj.org/Publications/?issue=151
FLENJ Spring Conference
March 18-19, 2011
Somerset DoubleTree Hotel
“Teaching and Learning in a Connected World”
Keynote Speaker Cindy Kendall
Three Sessions of Workshops
Student Podcast Contest
Professional Awards
Student Awards
Sit Down Luncheon
Register at http://flenj.org/Publications/?issue=151
CIBER Business Language Conference
From https://www.regonline.com/builder/site/Default.aspx?EventID=905304
2011 CIBER Business Language Conference (CBLC)
Wednesday, March 23, 2011 - Saturday, March 26, 2011
Doubletree Guest Suites
Charleston, South Carolina 29401
The theme of the 2011 CIBER Business Language Conference, BRINGING LANGUAGES AND BUSINESS TOGETHER: NEW DIRECTIONS FOR A CRITICAL NEED, calls for an exchange of ideas and perspectives on how foreign language educators can best assess and meet the current and future linguistic and cross-cultural needs of leaders in global business and the professions. This year’s topics seek to link and match the needs indicated by U.S. business and the professions with the skills of language administrators, instructors, and researchers. The session topics will encourage participation from individuals and programs that supply training or instruction for the following:
* All levels of learning: K-12, college and university, and in-service;
* A wide spectrum of languages, including commonly taught languages as well as those languages for which the current needs are critically lacking or are in a developmental stage;
* Small, medium, or large businesses, both multi-lingual domestic endeavors and globally based firms;
* Commercial sectors for goods, services, and professions including financial, tourism, high tech, banking, transportation, engineering, law, and security;
* Needs assessment of linguistic and cross-cultural skills required for successful communication in a particular business task or job.
Register at https://www.regonline.com/builder/site/Default.aspx?EventID=905304
2011 CIBER Business Language Conference (CBLC)
Wednesday, March 23, 2011 - Saturday, March 26, 2011
Doubletree Guest Suites
Charleston, South Carolina 29401
The theme of the 2011 CIBER Business Language Conference, BRINGING LANGUAGES AND BUSINESS TOGETHER: NEW DIRECTIONS FOR A CRITICAL NEED, calls for an exchange of ideas and perspectives on how foreign language educators can best assess and meet the current and future linguistic and cross-cultural needs of leaders in global business and the professions. This year’s topics seek to link and match the needs indicated by U.S. business and the professions with the skills of language administrators, instructors, and researchers. The session topics will encourage participation from individuals and programs that supply training or instruction for the following:
* All levels of learning: K-12, college and university, and in-service;
* A wide spectrum of languages, including commonly taught languages as well as those languages for which the current needs are critically lacking or are in a developmental stage;
* Small, medium, or large businesses, both multi-lingual domestic endeavors and globally based firms;
* Commercial sectors for goods, services, and professions including financial, tourism, high tech, banking, transportation, engineering, law, and security;
* Needs assessment of linguistic and cross-cultural skills required for successful communication in a particular business task or job.
Register at https://www.regonline.com/builder/site/Default.aspx?EventID=905304
New England Regional Association for Language Learning Technology 2011 Spring Conference
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
Learn more and register 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
Learn more and register at http://www.nerallt.org
Language Endangerment: Documentation, Pedagogy, and Revitalization
From http://www.crassh.cam.ac.uk/events/1332
Language Endangerment: Documentation, Pedagogy, and Revitalization
Friday, 25 March 2011
Location: CRASSH, 17 Mill Lane, Cambridge, UK
The 1st Cambridge International Conference on Language Endangerment will focus on language documentation, pedagogy, and revitalization. It will bring together academics, students, and members of indigenous communities from around the world to discuss current theories, methodologies, and practices of language documentation, pedagogy, and revitalization.
Visit the conference website at http://www.crassh.cam.ac.uk/events/1332
Language Endangerment: Documentation, Pedagogy, and Revitalization
Friday, 25 March 2011
Location: CRASSH, 17 Mill Lane, Cambridge, UK
The 1st Cambridge International Conference on Language Endangerment will focus on language documentation, pedagogy, and revitalization. It will bring together academics, students, and members of indigenous communities from around the world to discuss current theories, methodologies, and practices of language documentation, pedagogy, and revitalization.
Visit the conference website at http://www.crassh.cam.ac.uk/events/1332
Call for Papers: NYS TESOL’s Idiom
From NYS TESOL:
Dear ESL colleagues,
You can be a part of an upcoming issue of Idiom so please submit an article for consideration.
You do not have to be a NYS TESOL member to submit an article--I know many on our listserv members are from out of state and other countries. However, if you would like to join this professional organization go to http://www.nystesol.org/membership.html.
The upcoming Idiom themes and submission guidelines are listed below:
· The theme of the spring 2011 issue of Idiom is “Test Prep.” The deadline is March 1, 2011.
This is really an open theme--from teaching students how to take a test, to outstanding lessons that prepare students for every day skills in English (which students are actually tested on), to prep for testing on even teacher exams. Of course we will be preparing for the end-of-the term testing but you can address this topic in many ways. How do you prepare your students?
· The theme of the summer 2011 issue of Idiom is “Internet Resources.” The deadline is May 15, 2011.
Any theme relating to the Internet has always produced a very popular issue. Get those ideas together--Web sites, blog sites, Wikis, etc. and send them to me. Your TESOL colleagues will appreciate the ideas.
· The theme of the fall 2011 issue of Idiom is “Conversations.” The deadline is August 15, 2011.
Listening, speaking, reading, writing--this theme encompasses all skill areas and all age levels.
I am now accepting articles for any of these issues/themes.
Submission Guidelines
The editors welcome articles as well as reactions to articles. All copy (typed, double- spaced, 200-1200 words) should follow APA guidelines and should be submitted via e-mail (MS Word). Please include your name and address (including telephone number and e-mail address, if available), as well as a brief biographical statement. (Anonymous contributions cannot be published.)
Idiom's editorial goals are to be accurate, to maintain the writer's message, content, and style, and to fit the work in the space allotted. Idiom reserves the right to edit all manuscripts for clarity and brevity; the editors will consult with contributors regarding major substantive revisions. Articles from Idiom may be reprinted with proper acknowledgment of the source.
Please don't hesitate to contact me if you have any questions.
Regards,
Julie Dziewisz, Editor, NYS TESOL Idiom
Idiom at nystesol dot org
NYS TESOL Web site http://www.nystesol.org
Dear ESL colleagues,
You can be a part of an upcoming issue of Idiom so please submit an article for consideration.
You do not have to be a NYS TESOL member to submit an article--I know many on our listserv members are from out of state and other countries. However, if you would like to join this professional organization go to http://www.nystesol.org/membership.html.
The upcoming Idiom themes and submission guidelines are listed below:
· The theme of the spring 2011 issue of Idiom is “Test Prep.” The deadline is March 1, 2011.
This is really an open theme--from teaching students how to take a test, to outstanding lessons that prepare students for every day skills in English (which students are actually tested on), to prep for testing on even teacher exams. Of course we will be preparing for the end-of-the term testing but you can address this topic in many ways. How do you prepare your students?
· The theme of the summer 2011 issue of Idiom is “Internet Resources.” The deadline is May 15, 2011.
Any theme relating to the Internet has always produced a very popular issue. Get those ideas together--Web sites, blog sites, Wikis, etc. and send them to me. Your TESOL colleagues will appreciate the ideas.
· The theme of the fall 2011 issue of Idiom is “Conversations.” The deadline is August 15, 2011.
Listening, speaking, reading, writing--this theme encompasses all skill areas and all age levels.
I am now accepting articles for any of these issues/themes.
Submission Guidelines
The editors welcome articles as well as reactions to articles. All copy (typed, double- spaced, 200-1200 words) should follow APA guidelines and should be submitted via e-mail (MS Word). Please include your name and address (including telephone number and e-mail address, if available), as well as a brief biographical statement. (Anonymous contributions cannot be published.)
Idiom's editorial goals are to be accurate, to maintain the writer's message, content, and style, and to fit the work in the space allotted. Idiom reserves the right to edit all manuscripts for clarity and brevity; the editors will consult with contributors regarding major substantive revisions. Articles from Idiom may be reprinted with proper acknowledgment of the source.
Please don't hesitate to contact me if you have any questions.
Regards,
Julie Dziewisz, Editor, NYS TESOL Idiom
Idiom at nystesol dot org
NYS TESOL Web site http://www.nystesol.org
Call for Papers: EUROCALL
From http://www.eurocall2011.eu
EUROCALL Nottingham 2011
Nottingham, England
31st August to 3rd September 2011
EUROCALL is a professional organization which aims to promote innovative research, development and practice in the area of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL) in education and training. EUROCALL conferences bring together educators, researchers, PhD students, administrators, designers of software and language learning systems, government representatives, equipment and software suppliers and other professionals involved in CALL and TELL.
The theme of the Nottingham conference is “The Call Triangle: student, teacher and institution” and will seek to explore student expectations of the role of technology in their learning, how the teaching profession embraces new developments and the part played by the learning institution in providing a rich learning environment for both students and staff.
Proposals for Papers, Symposia, Courseware Exhibition or Posters should be submitted online via the web-based submission process by 14 February 2011.
View the full call for proposals at http://www.eurocall2011.eu/eurocall/papers/callforpapers.aspx
EUROCALL Nottingham 2011
Nottingham, England
31st August to 3rd September 2011
EUROCALL is a professional organization which aims to promote innovative research, development and practice in the area of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL) in education and training. EUROCALL conferences bring together educators, researchers, PhD students, administrators, designers of software and language learning systems, government representatives, equipment and software suppliers and other professionals involved in CALL and TELL.
The theme of the Nottingham conference is “The Call Triangle: student, teacher and institution” and will seek to explore student expectations of the role of technology in their learning, how the teaching profession embraces new developments and the part played by the learning institution in providing a rich learning environment for both students and staff.
Proposals for Papers, Symposia, Courseware Exhibition or Posters should be submitted online via the web-based submission process by 14 February 2011.
View the full call for proposals at http://www.eurocall2011.eu/eurocall/papers/callforpapers.aspx
Call for Papers: Conference On Indigenous Languages Of Latin America
From http://linguistlist.org/issues/22/22-554.html
The fifth Conference On Indigenous Languages Of Latin America will be held October 6-8, 2011, at the University of Texas at Austin. Conference on any aspect of indigenous languages of Latin America. Spanish is the preferred language.
Call Deadline: 02-May-2011
View the full call for papers at http://linguistlist.org/issues/22/22-554.html
The fifth Conference On Indigenous Languages Of Latin America will be held October 6-8, 2011, at the University of Texas at Austin. Conference on any aspect of indigenous languages of Latin America. Spanish is the preferred language.
Call Deadline: 02-May-2011
View the full call for papers at http://linguistlist.org/issues/22/22-554.html
February 2011 Issue of Language Learning & Technology
Volume 15 Number 1 of Language Learning & Technology is now available at http://llt.msu.edu. This is a special issue on Multilateral Online Exchanges by guest editors Tim Lewis, Thierry Chanier, and Bonnie Youngs.
FEATURE ARTICLES
-Negotiation of Meaning and Corrective Feedback in Japanese/English eTandem
Jack Bower & Satomi Kawaguchi
-Computer-Mediated Corrective Feedback and Language Accuracy in Telecollaborative Exchanges
Margarita Vinagre & Beatriz Munoz
-Tandem Language Learning through a Cross-Cultural Keypal Project
Kaori Kabata & Yasuyo Edasawa
-Learner Interpretations of Shared Space in Multilateral English Blogging
Yu-Feng (Diana) Yang
-LITERALIA: Towards Developing Intercultural Maturity Online
Ursula Stickler & Martina Emke
COLUMNS
-Emerging Technologies
YouTube for Foreign Languages: You Have to See This Video
by Joseph M. Terantino
-Special Issue Commentary
Multilateral Online Exchanges for Language and Culture Learning
by Tim Lewis, Thierry Chanier, & Bonnie Youngs
Access the February issue at http://llt.msu.edu/issues/february2011/index.html
FEATURE ARTICLES
-Negotiation of Meaning and Corrective Feedback in Japanese/English eTandem
Jack Bower & Satomi Kawaguchi
-Computer-Mediated Corrective Feedback and Language Accuracy in Telecollaborative Exchanges
Margarita Vinagre & Beatriz Munoz
-Tandem Language Learning through a Cross-Cultural Keypal Project
Kaori Kabata & Yasuyo Edasawa
-Learner Interpretations of Shared Space in Multilateral English Blogging
Yu-Feng (Diana) Yang
-LITERALIA: Towards Developing Intercultural Maturity Online
Ursula Stickler & Martina Emke
COLUMNS
-Emerging Technologies
YouTube for Foreign Languages: You Have to See This Video
by Joseph M. Terantino
-Special Issue Commentary
Multilateral Online Exchanges for Language and Culture Learning
by Tim Lewis, Thierry Chanier, & Bonnie Youngs
Access the February issue at http://llt.msu.edu/issues/february2011/index.html
New Journal: International Journal of Computer-Assisted Language Learning and Teaching
The first issue of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) which is published by IGI Global, USA has been released and is free to read online. You can go to the website (http://www.igi-global.com/ijcallt) and click 'Free Sample Copy' to read articles in this inaugural issue. Please share the new release with your colleagues.
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research that addresses the impact of information communication technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, design, and implementation of computer-assisted language learning programs. In addition to original research papers, this journal welcomes CALL-related book reviews and case studies. The first issue includes 4 papers:
1. Moving forward: Anecdotes and evidence guiding the next generation of CALL (Joy Egbert, et al, Washington State University, USA)
2. The History of CALL: The Intertwining Paths of Technology and Second/Foreign Language Teaching (Mary Ellen Butler-Pascoe, Alliant International University, USA)
3. Online approaches to learning vocabulary: Teacher-centred or learner-centred? (Glenn Stockwell, Waseda University, Japan)
4. How Wiki-based Writing Influences College Studentsdeg.$AF Collaborative and Individual Composing Products, Processes, and Learnersdeg.$AF Perceptions (Hsien-Chin Liou and Shiu-Lin Lee, National Tsing Hua University, Taiwan)
Currently, IJCALLT is calling for papers for its 4th issue and the deadline will be 1 March 2011. Submissions for the 4th issue or a late issue are all welcome. All submissions and inquiries should be directed to the attention of:
Dr. Bin Zou (Editor-in-Chief)
International Journal of Computer-Assisted Language Learning and Teaching
E-mail: bin.zou at xjtlu dot edu dot cn
Zou, B. #9569 Release of the first issue of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT). LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 8 Feb 2011).
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research that addresses the impact of information communication technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, design, and implementation of computer-assisted language learning programs. In addition to original research papers, this journal welcomes CALL-related book reviews and case studies. The first issue includes 4 papers:
1. Moving forward: Anecdotes and evidence guiding the next generation of CALL (Joy Egbert, et al, Washington State University, USA)
2. The History of CALL: The Intertwining Paths of Technology and Second/Foreign Language Teaching (Mary Ellen Butler-Pascoe, Alliant International University, USA)
3. Online approaches to learning vocabulary: Teacher-centred or learner-centred? (Glenn Stockwell, Waseda University, Japan)
4. How Wiki-based Writing Influences College Studentsdeg.$AF Collaborative and Individual Composing Products, Processes, and Learnersdeg.$AF Perceptions (Hsien-Chin Liou and Shiu-Lin Lee, National Tsing Hua University, Taiwan)
Currently, IJCALLT is calling for papers for its 4th issue and the deadline will be 1 March 2011. Submissions for the 4th issue or a late issue are all welcome. All submissions and inquiries should be directed to the attention of:
Dr. Bin Zou (Editor-in-Chief)
International Journal of Computer-Assisted Language Learning and Teaching
E-mail: bin.zou at xjtlu dot edu dot cn
Zou, B. #9569 Release of the first issue of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT). LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 8 Feb 2011).
Subscribe to:
Posts (Atom)
Posts
