A collection of activity ideas and language teaching resources is available at http://www.teachingideas.co.uk/foreignlanguages/contents.htm
March 31, 2011
Kids Games
From http://www.gameskidsplay.net
Are you looking for ideas for games to play with kids? Trying to remember a childhood game? Browse through the Kids Games website for descriptions of over 250 games at http://www.gameskidsplay.net . A smaller list of international games is available at http://www.gameskidsplay.net/games/foreign_indexes/index.htm
Are you looking for ideas for games to play with kids? Trying to remember a childhood game? Browse through the Kids Games website for descriptions of over 250 games at http://www.gameskidsplay.net . A smaller list of international games is available at http://www.gameskidsplay.net/games/foreign_indexes/index.htm
Lexilogos: Online Language Resources
From http://www.lexilogos.com/english/index.htm
Access an online set of language resources, organized by language. This website focuses most strongly on dictionaries, but it also includes other resources. Although it includes resources for many languages, it is especially strong on English, French, German, Italian, and Spanish.
Available at http://www.lexilogos.com/english/index.htm
Access an online set of language resources, organized by language. This website focuses most strongly on dictionaries, but it also includes other resources. Although it includes resources for many languages, it is especially strong on English, French, German, Italian, and Spanish.
Available at http://www.lexilogos.com/english/index.htm
Curriculum and Resources at the Gateway to 21st Century Skills
From http://www.thegateway.org/about/gemingeneral/about-gateway
The Gateway is a Consortium effort to provide educators with quick and easy access to thousands of educational resources found on various federal, state, university, non-profit and commercial Internet sites.
The Gateway contains a variety of educational resource types from activities and lesson plans to online projects to assessment items. Materials that are purposed for use in the classroom are appropriate for inclusion in The Gateway.
The Gateway uses a new, advanced retrieval engine named Seamark from Siderean Software to help you find resources that meet your needs.
Search through the 903 materials available for foreign languages at http://www.thegateway.org/portal_seamarksearch/makesearch?past=subject|http://purl.oclc.org/gem/instance/subject/GEM-S/foreign_languages|||foreign%20languages|*
The Gateway is a Consortium effort to provide educators with quick and easy access to thousands of educational resources found on various federal, state, university, non-profit and commercial Internet sites.
The Gateway contains a variety of educational resource types from activities and lesson plans to online projects to assessment items. Materials that are purposed for use in the classroom are appropriate for inclusion in The Gateway.
The Gateway uses a new, advanced retrieval engine named Seamark from Siderean Software to help you find resources that meet your needs.
Search through the 903 materials available for foreign languages at http://www.thegateway.org/portal_seamarksearch/makesearch?past=subject|http://purl.oclc.org/gem/instance/subject/GEM-S/foreign_languages|||foreign%20languages|*
Foreign Language Webquests at Zunal.com
From http://www.zunal.com
Access several hundred webquests for foreign language students, organized by age level, at http://www.zunal.com/index-matrix.php?Curriculum=104&Grade=105&page=1
Access several hundred webquests for foreign language students, organized by age level, at http://www.zunal.com/index-matrix.php?Curriculum=104&Grade=105&page=1
ESL Links
A collection of useful ESL links and resources is available at this metasite: http://guest.portaportal.com/rcsesl
ESL Resources at Literacy Connections
From http://www.literacyconnections.com
A metasite with detailed descriptions of bilingual Spanish, ESL, and literacy resources is available at http://www.literacyconnections.com/oldSecondLanguage.php
A metasite with detailed descriptions of bilingual Spanish, ESL, and literacy resources is available at http://www.literacyconnections.com/oldSecondLanguage.php
Online Resources for Spanish Language Learning
A variety of free materials for Spanish learners as well as organized links to other online resources is available at http://www.e-spanyol.hu/en
Online Resource Guide: Teaching Spanish to Spanish Speakers
From http://www.cal.org/resources/archive/rgos/sns.html
In response to the need for appropriate instruction for students with Hispanic language and cultural backgrounds, "Spanish for Spanish Speakers" courses are increasingly more common in K–12 and university education. Conferences and summer institutes for teachers are also more prevalent. A Special Interest Group on Spanish for Native Speakers has been formed within ACTFL (American Council on the Teaching of Foreign Languages). This group is concerned with the teaching and learning of Spanish by individuals who have a home background in the language. Curricula have also been developed especially for these students.
Publications, Web sites, conferences, listservs, and other information on this topic are presented in this resource guide, followed by a search of the ERIC database to guide further research.
Access the guide at http://www.cal.org/resources/archive/rgos/sns.html
In response to the need for appropriate instruction for students with Hispanic language and cultural backgrounds, "Spanish for Spanish Speakers" courses are increasingly more common in K–12 and university education. Conferences and summer institutes for teachers are also more prevalent. A Special Interest Group on Spanish for Native Speakers has been formed within ACTFL (American Council on the Teaching of Foreign Languages). This group is concerned with the teaching and learning of Spanish by individuals who have a home background in the language. Curricula have also been developed especially for these students.
Publications, Web sites, conferences, listservs, and other information on this topic are presented in this resource guide, followed by a search of the ERIC database to guide further research.
Access the guide at http://www.cal.org/resources/archive/rgos/sns.html
Centre de la Francophonie des Amériques
Find out about French opportunities and resources all over the Americas at this French-language website: http://www.francophoniedesameriques.com
Website: Les Africains de la Chanson Francophone
Uncover more than thirty African francophone singers, African musics, their cities and instruments. This website also offers a glossary, a bibliography, a discography and a list of website about African arts and music. Access the website at http://www.lehall.com/galerie/africains/index.html
French Stories and Fairytales
Here are some online sources for fairy tales and children’s stories in French:
Contes et histories à écouter: http://www.fictions.ch
Le petit coin des contes: http://denis.bregent.pagesperso-orange.fr/html/contes.htm
Les contes de fées: http://expositions.bnf.fr/contes/index.htm
Récitoire – contes et légendes: http://www.recitoire.org
Contes à lire:http://feeclochette.chez.com/contes.htm
Contes et histories à écouter: http://www.fictions.ch
Le petit coin des contes: http://denis.bregent.pagesperso-orange.fr/html/contes.htm
Les contes de fées: http://expositions.bnf.fr/contes/index.htm
Récitoire – contes et légendes: http://www.recitoire.org
Contes à lire:http://feeclochette.chez.com/contes.htm
Listserv for Classics Teachers in Illinois
From http://department.monm.edu/classics/icc
The Illinois Classical Conference maintains a listserv for teachers and professors of Latin, Greek, and Classics in Illinois to have a quick and easy means of communication: to become a more integrated network of educators, to share ideas and materials, and to discuss issues and pedagogy all on a more regular basis than once per year at the annual ICC meeting.
Subscribe to the list at http://groups.yahoo.com/group/IllinoisClassics
The Illinois Classical Conference maintains a listserv for teachers and professors of Latin, Greek, and Classics in Illinois to have a quick and easy means of communication: to become a more integrated network of educators, to share ideas and materials, and to discuss issues and pedagogy all on a more regular basis than once per year at the annual ICC meeting.
Subscribe to the list at http://groups.yahoo.com/group/IllinoisClassics
Why German?
While choosing a language to study is a very personal preference, here is some information about German, Germany, and other German speaking countries that shows the practicality and enjoyment of learning German: http://web.me.com/wdailey/TrumanGermanProgram/Why_German.html
Interactive Tour of a German House
Your students can take an interactive virtual tour of a German house at http://www.goethe.de/ins/jp/pro/goethe-haus
English-German Social Media Glossary
Despite the fact that most new web technology is named in English, the German language is adapting rapidly to describe the new world of social media.
Some of the new words are simply borrowed from English, some are recognizable – and some are just plain weird! Here’s your survival guide to talking social media with Germans.
See the glossary of terms at http://www.young-germany.de/nc/news-verwaltung/news-singleview/article/social-media-glossary-german-english.html
Some of the new words are simply borrowed from English, some are recognizable – and some are just plain weird! Here’s your survival guide to talking social media with Germans.
See the glossary of terms at http://www.young-germany.de/nc/news-verwaltung/news-singleview/article/social-media-glossary-german-english.html
Online Cyrillic Converters
Here are two online Cyrillic converters in case you have a document that failed to show as Cyrillic characters on your computer:
http://newyork.mashke.org/Conv
http://2cyr.com/decode
http://newyork.mashke.org/Conv
http://2cyr.com/decode
Kanji Alive: Versatile Kanji Dictionary
From http://lteacherstoolbox.blogspot.com/2010/12/useful-website-kanji.html
This website enables searching kanji from pronunciations, textbooks, meanings and etc. It also gives you vocabulary with the kanji.
Kanji Alive is available at http://kanjialive.uchicago.edu/web
This website enables searching kanji from pronunciations, textbooks, meanings and etc. It also gives you vocabulary with the kanji.
Kanji Alive is available at http://kanjialive.uchicago.edu/web
Online Conjugation Practice in Arabic
Here are some websites where students of Arabic can practice conjugations:
ACON verb conjugator: http://acon.baykal.be/index.php
ElixirFM: http://quest.ms.mff.cuni.cz/cgi-bin/elixir/index.fcgi
Conjugations of the ten Arabic measures: http://home.pacbell.net/walwahab/CHART.htm
Qutrub: http://qutrub.arabeyes.org
ACON verb conjugator: http://acon.baykal.be/index.php
ElixirFM: http://quest.ms.mff.cuni.cz/cgi-bin/elixir/index.fcgi
Conjugations of the ten Arabic measures: http://home.pacbell.net/walwahab/CHART.htm
Qutrub: http://qutrub.arabeyes.org
Rosetta Stone’s Endangered Language Program
http://www.rosettastone.com/global/endangered
Rosetta Stone® founded its Endangered Language Program in 2004 to help stem the tide against language loss. Through this unique program we collaborate with indigenous groups around the world to develop Rosetta Stone software specifically designed to help revitalize these at-risk languages.
Groups sponsoring an Endangered Language Program project translate, adapt, and customize their edition of the software in conjunction with Rosetta Stone experts to make it culturally and linguistically relevant to their community. Sponsors retain ownership of the language materials developed during the project, and they gain exclusive sales and distribution rights over their finished edition.
Rosetta Stone established a corporate grant program in 2007 to remove financial barriers that prevent some communities from undertaking an Endangered Language Program project.
Learn more at http://www.rosettastone.com/global/endangered
Rosetta Stone® founded its Endangered Language Program in 2004 to help stem the tide against language loss. Through this unique program we collaborate with indigenous groups around the world to develop Rosetta Stone software specifically designed to help revitalize these at-risk languages.
Groups sponsoring an Endangered Language Program project translate, adapt, and customize their edition of the software in conjunction with Rosetta Stone experts to make it culturally and linguistically relevant to their community. Sponsors retain ownership of the language materials developed during the project, and they gain exclusive sales and distribution rights over their finished edition.
Rosetta Stone established a corporate grant program in 2007 to remove financial barriers that prevent some communities from undertaking an Endangered Language Program project.
Learn more at http://www.rosettastone.com/global/endangered
Latin Positions in Illinois
From http://department.monm.edu/classics/icc
You can job postings for Latin in Illinois at the Illinois Classical Conference website at http://department.monm.edu/classics/icc/IllinoisLatinTeachingPositions.htm
You can job postings for Latin in Illinois at the Illinois Classical Conference website at http://department.monm.edu/classics/icc/IllinoisLatinTeachingPositions.htm
International Association for Language Learning Technology Conference
From http://www.iallt.org/event/iallt_s_biennial_conference_at_uc_irvine_june_21_25_2011
International Association for Language Learning Technology’s conference at UC Irvine from June 21-25, 2011
Conference theme: "California Dreamin': New Horizons in Language Learning Technology”
The International Association for Language Learning Technology is a professional organization devoted to the advancement, integration, evaluation, and management of instructional technology for the teaching and learning of language, literature and culture. This conference will be of particular interest to all language and culture instructors whether K-12 or post-secondary, to individuals affiliated with a media center or language lab, to developers of language technology, and to individuals interested in any facet of language learning technology. The biennial IALLT conference attracts participants world-wide and offers a rare, international perspective into the future of educational technology for language and cultural learning.
Learn more about the conference and register at http://iallt2011.wordpress.com
International Association for Language Learning Technology’s conference at UC Irvine from June 21-25, 2011
Conference theme: "California Dreamin': New Horizons in Language Learning Technology”
The International Association for Language Learning Technology is a professional organization devoted to the advancement, integration, evaluation, and management of instructional technology for the teaching and learning of language, literature and culture. This conference will be of particular interest to all language and culture instructors whether K-12 or post-secondary, to individuals affiliated with a media center or language lab, to developers of language technology, and to individuals interested in any facet of language learning technology. The biennial IALLT conference attracts participants world-wide and offers a rare, international perspective into the future of educational technology for language and cultural learning.
Learn more about the conference and register at http://iallt2011.wordpress.com
Congreso Mundial de Profesores de Español
El Instituto Cervantes, con motivo de su 20.º aniversario, convoca el Congreso Mundial de Profesores de Español, que se celebrará los días 21 y 22 de noviembre de 2011.
From http://comprofes.cervantes.es
Los objetivos de este congreso son los siguientes:
* destacar la labor de los profesores de lengua española;
* analizar los retos de los profesionales de la enseñanza de la lengua española; y
* divulgar los avances y promover la innovación e investigación en lingüística aplicada y en didáctica de la lengua.
El COMPROFES se celebrará en la modalidad virtual, lo que posibilitará una programación continua de 48 horas, con más de 50 horas de actividades adicionales interactivas que conectarán a participantes y ponentes de cualquier lugar del mundo.
Learn more about the conference at http://comprofes.cervantes.es
From http://comprofes.cervantes.es
Los objetivos de este congreso son los siguientes:
* destacar la labor de los profesores de lengua española;
* analizar los retos de los profesionales de la enseñanza de la lengua española; y
* divulgar los avances y promover la innovación e investigación en lingüística aplicada y en didáctica de la lengua.
El COMPROFES se celebrará en la modalidad virtual, lo que posibilitará una programación continua de 48 horas, con más de 50 horas de actividades adicionales interactivas que conectarán a participantes y ponentes de cualquier lugar del mundo.
Learn more about the conference at http://comprofes.cervantes.es
Association of Language Testers in Europe 4th International Conference
From http://www.alte.org/2011
The ALTE 4th International Conference will take place from 7-9 July 2011 in Kraków, Poland.
The theme of the conference is 'The Impact of Language Frameworks on Assessment, Learning and Teaching: policies, procedures and challenges' and plenary speakers include Professor Lyle Bachman and Professor Elana Shohamy.
ALTE Kraków 2011 will provide delegates with an opportunity to hear influential voices, discuss key issues and meet colleagues from around the world. For further information about the conference, including profiles of the plenary speakers and registration details, please visit the following link: http://www.alte.org/2011
The ALTE 4th International Conference will take place from 7-9 July 2011 in Kraków, Poland.
The theme of the conference is 'The Impact of Language Frameworks on Assessment, Learning and Teaching: policies, procedures and challenges' and plenary speakers include Professor Lyle Bachman and Professor Elana Shohamy.
ALTE Kraków 2011 will provide delegates with an opportunity to hear influential voices, discuss key issues and meet colleagues from around the world. For further information about the conference, including profiles of the plenary speakers and registration details, please visit the following link: http://www.alte.org/2011
Call for Papers: Intercultural Competence and Foreign/Second Language Immersive Environments
From http://cercll.arizona.edu/doku.php/development/conferences/icc/callforpapers
Intercultural Competence and Foreign/Second Language Immersive Environments
January 26-29, 2012
Tucson, AZ
For this conference the organizers are seeking papers that address issues of intercultural competence development and assessment in immersive environments, which include but are not limited to:
*overseas stays (e.g., study abroad, internship abroad, service learning abroad, etc.)
*virtual environments (e.g., Web. 2.0 technologies (e.g., blogs and wikis), telecollaborative partnerships, social virtualities (e.g., Second Life), massively multiplayer online games (e.g., World of Warcraft), and synthetic immersive environments (SIEs)
*immersion education (e.g., one way, two way, developmental bilingual education, heritage language instruction, indigenous immersion, Language Across the Curriculum (LAC), Culture and Language Across the Curriculum (CLAC), content-based language instruction)
The conference aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices and to foster meaningful professional dialogue on issues related to the development and assessment of Intercultural Competence in a foreign or second language.
Online proposal submission: Submissions will start being accepted on March, 21st, 2011.
Proposal deadline: 11:59 pm (Pacific Standard Time) on September 6th, 2011.
View the full call for papers at http://cercll.arizona.edu/doku.php/development/conferences/icc/callforpapers
Intercultural Competence and Foreign/Second Language Immersive Environments
January 26-29, 2012
Tucson, AZ
For this conference the organizers are seeking papers that address issues of intercultural competence development and assessment in immersive environments, which include but are not limited to:
*overseas stays (e.g., study abroad, internship abroad, service learning abroad, etc.)
*virtual environments (e.g., Web. 2.0 technologies (e.g., blogs and wikis), telecollaborative partnerships, social virtualities (e.g., Second Life), massively multiplayer online games (e.g., World of Warcraft), and synthetic immersive environments (SIEs)
*immersion education (e.g., one way, two way, developmental bilingual education, heritage language instruction, indigenous immersion, Language Across the Curriculum (LAC), Culture and Language Across the Curriculum (CLAC), content-based language instruction)
The conference aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices and to foster meaningful professional dialogue on issues related to the development and assessment of Intercultural Competence in a foreign or second language.
Online proposal submission: Submissions will start being accepted on March, 21st, 2011.
Proposal deadline: 11:59 pm (Pacific Standard Time) on September 6th, 2011.
View the full call for papers at http://cercll.arizona.edu/doku.php/development/conferences/icc/callforpapers
Call for Papers: Issues in Applied Linguistics – Arabic Applied Linguistics and Pedagogy
This is a call for papers for a special thematic issue of Issues in Applied Linguistics, the peer reviewed scholarly journal published by UCLA's Department of Applied Linguistics. The central theme of this special issue is:
"SPECIAL ISSUE IN ARABIC APPLIED LINGUISTICS AND PEDAGOGY"
Topics: Any topic discussing or describing linguistic phenomenon or the language landscape in Arabic countries are welcomed! In doing so, we hope to foreground the complexities of the Singapore multi‐lingual linguistic landscape in terms of its language policies, ideology and other cultural aspects. Methodologies may include Critical Discourse Analysis, Conversation Analysis, Functional Grammar, Discourse Linguistics, Pragmatics, Sociolinguistics, Language Teaching, Language Assessment, SLA, Discourse and Grammar, Language Pedagogy & Policies, Language and Culture, and Neurobiology of Language Acquisition etc. Book reviews on similar themes are also welcome.
Graduate students are also encouraged to submit. Manuscripts should be no longer than 30 pages double spaced, including tables.
Questions are sent to Afaf Nash, special issue editor, at anash at ucla dot edu.
DEADLINE: July 30, 2011
For further info, contact:
Bahiyyih L. Hardacre, Editor
UCLA Department of Applied Linguistics
P.O. Box 951531 3300 Rolfe Hall
Los Angeles, CA 90095‐1531
e‐mail: ial at humnet dot ucla dot edu
url: http://www.humnet.ucla.edu/ial
Arabic-L:PEDA:Issues in Arabic Applied Linguistics. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 7 Feb 2011).
"SPECIAL ISSUE IN ARABIC APPLIED LINGUISTICS AND PEDAGOGY"
Topics: Any topic discussing or describing linguistic phenomenon or the language landscape in Arabic countries are welcomed! In doing so, we hope to foreground the complexities of the Singapore multi‐lingual linguistic landscape in terms of its language policies, ideology and other cultural aspects. Methodologies may include Critical Discourse Analysis, Conversation Analysis, Functional Grammar, Discourse Linguistics, Pragmatics, Sociolinguistics, Language Teaching, Language Assessment, SLA, Discourse and Grammar, Language Pedagogy & Policies, Language and Culture, and Neurobiology of Language Acquisition etc. Book reviews on similar themes are also welcome.
Graduate students are also encouraged to submit. Manuscripts should be no longer than 30 pages double spaced, including tables.
Questions are sent to Afaf Nash, special issue editor, at anash at ucla dot edu.
DEADLINE: July 30, 2011
For further info, contact:
Bahiyyih L. Hardacre, Editor
UCLA Department of Applied Linguistics
P.O. Box 951531 3300 Rolfe Hall
Los Angeles, CA 90095‐1531
e‐mail: ial at humnet dot ucla dot edu
url: http://www.humnet.ucla.edu/ial
Arabic-L:PEDA:Issues in Arabic Applied Linguistics. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 7 Feb 2011).
Book: An Introduction to Italian Dialectology
LSRL 19: An Introduction to Italian Dialectology
by Gianrenzo P. Clivio, Marcel Danesi & Sara Maida-Nicol
Publisher: LINCOM
The object of this book is to describe and, in as much as possible, account for the linguistic fragmentation of modern Italy, keeping in mind both diatopic and diastratic variation, along with diachrony and synchrony. Numerous maps serve as concrete illustration.
Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_N-ISBN%25209783895866562/LSRL-19%3A-An-Introduction-to-Italian-Dialectology.html?shop_param=cid%3D235%26aid%3DN-ISBN%25209783895866562%26
by Gianrenzo P. Clivio, Marcel Danesi & Sara Maida-Nicol
Publisher: LINCOM
The object of this book is to describe and, in as much as possible, account for the linguistic fragmentation of modern Italy, keeping in mind both diatopic and diastratic variation, along with diachrony and synchrony. Numerous maps serve as concrete illustration.
Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_N-ISBN%25209783895866562/LSRL-19%3A-An-Introduction-to-Italian-Dialectology.html?shop_param=cid%3D235%26aid%3DN-ISBN%25209783895866562%26
Book: Linguistic Relativity in SLA
From http://www.multilingual-matters.com/display.asp?isb=9781847692771
Linguistic Relativity in SLA: Thinking for Speaking
Edited by ZhaoHong Han and Teresa Cadierno
Published by Multilingual Matters
Crosslinguistic influence is an established area of second language research, and as such, it has been subject to extensive scrutiny. Although the field has come a long way in understanding its general character, many issues still remain a conundrum, for example, why does transfer appear selective, and why does transfer never seem to go away for certain linguistic elements? Unlike most existing studies, which have focused on transfer at the surface form level, the present volume examines the relationship between thought and language, in particular thought as shaped by first language development and use, and its interaction with second language use. The chapters in this collection conceptually explore and empirically investigate the relevance of Slobin's Thinking-for-Speaking Hypothesis to adult second language acquisition, offering compelling and enlightening evidence of the fundamental nature of crosslinguistic influence in adult second language acquisition.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847692771
Linguistic Relativity in SLA: Thinking for Speaking
Edited by ZhaoHong Han and Teresa Cadierno
Published by Multilingual Matters
Crosslinguistic influence is an established area of second language research, and as such, it has been subject to extensive scrutiny. Although the field has come a long way in understanding its general character, many issues still remain a conundrum, for example, why does transfer appear selective, and why does transfer never seem to go away for certain linguistic elements? Unlike most existing studies, which have focused on transfer at the surface form level, the present volume examines the relationship between thought and language, in particular thought as shaped by first language development and use, and its interaction with second language use. The chapters in this collection conceptually explore and empirically investigate the relevance of Slobin's Thinking-for-Speaking Hypothesis to adult second language acquisition, offering compelling and enlightening evidence of the fundamental nature of crosslinguistic influence in adult second language acquisition.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847692771
March 21, 2011
Make a Graphic Novel Online
You and your students can create graphic novels online at Comic Master!, available at http://www.comicmaster.org.uk
CultureTalk on LangMedia
From http://langmedia.fivecolleges.edu/culturetalk.html
CultureTalk features video clips of interviews and discussions with people from many different countries and of many different ages and walks of life. Some interviews and discussions are in English; more are in the language(s) of the countries involved. Translations and/or transcripts are given for all non-English video clips. Topics include family, food, education, religious and cultural customs, work, art, sport, travel, and more.
Access CultureTalk at http://langmedia.fivecolleges.edu/culturetalk.html
CultureTalk features video clips of interviews and discussions with people from many different countries and of many different ages and walks of life. Some interviews and discussions are in English; more are in the language(s) of the countries involved. Translations and/or transcripts are given for all non-English video clips. Topics include family, food, education, religious and cultural customs, work, art, sport, travel, and more.
Access CultureTalk at http://langmedia.fivecolleges.edu/culturetalk.html
Wikimedia Commons: Images, Audio, and Video for Educational Use
From http://commons.wikimedia.org/wiki/Commons:Welcome
Wikimedia Commons is a media file repository making available public domain and freely-licensed educational media content (images, sound and video clips) to everyone, in their own language.
Launched on 7 September 2004, Wikimedia Commons hit the 1,000,000 uploaded media file milestone on 30 November 2006 and currently contains 7,579,255 files and 99,182 media collections.
Unlike traditional media repositories, Wikimedia Commons is free. Everyone is allowed to copy, use and modify any files here freely as long as they follow the terms specified by the author; this often means crediting the source and author(s) appropriately and releasing copies/improvements under the same freedom to others. The license conditions of each individual media file can be found on their description page.
Browse the resources on Wikimedia Commons at http://commons.wikimedia.org/wiki/Main_Page
Wikimedia Commons is a media file repository making available public domain and freely-licensed educational media content (images, sound and video clips) to everyone, in their own language.
Launched on 7 September 2004, Wikimedia Commons hit the 1,000,000 uploaded media file milestone on 30 November 2006 and currently contains 7,579,255 files and 99,182 media collections.
Unlike traditional media repositories, Wikimedia Commons is free. Everyone is allowed to copy, use and modify any files here freely as long as they follow the terms specified by the author; this often means crediting the source and author(s) appropriately and releasing copies/improvements under the same freedom to others. The license conditions of each individual media file can be found on their description page.
Browse the resources on Wikimedia Commons at http://commons.wikimedia.org/wiki/Main_Page
Books for Sale
Are you retiring and looking for a place to sell some of your books? Would you like to buy used books that you can use in your teaching? Teachers.net has an online classified section where teachers can sell books, available at http://teachers.net/classifieds/books
Awesome Stories: Stories and Primary Sources
From http://www.awesomestories.com/about-us
Here is a great resource for student research projects:
AwesomeStories is a gathering place of primary-source information. Its purpose - since the site was first launched in 1999 - is to help educators and individuals find original sources, located at national archives, libraries, universities, museums, historical societies and government-created web sites.
Sources held in archives, which document so much important first-hand information, are often not searchable by popular search engines. One needs to search within those institutional sites directly, using specific search phrases not readily discernible to non-scholars. The experience can be frustrating, resulting in researchers leaving key sites without finding needed information.
AwesomeStories is about primary sources. The stories exist as a way to place original materials in context and to hold those links together in an interesting, cohesive way (thereby encouraging people to look at them). It is a totally different kind of web site in that its purpose is to place primary sources at the forefront - not the opinions of a writer. Its objective is to take the site's users to places where those primary sources are located.
The author of each story is listed on the preface page of the story. A link to the author provides more detailed information.
This educational teaching/learning tool is also designed to support state and national standards. Each story on the site links to online primary-source materials which are positioned in context to enhance reading comprehension, understanding and enjoyment.
AwesomeStories is available at http://www.awesomestories.com
Here is a great resource for student research projects:
AwesomeStories is a gathering place of primary-source information. Its purpose - since the site was first launched in 1999 - is to help educators and individuals find original sources, located at national archives, libraries, universities, museums, historical societies and government-created web sites.
Sources held in archives, which document so much important first-hand information, are often not searchable by popular search engines. One needs to search within those institutional sites directly, using specific search phrases not readily discernible to non-scholars. The experience can be frustrating, resulting in researchers leaving key sites without finding needed information.
AwesomeStories is about primary sources. The stories exist as a way to place original materials in context and to hold those links together in an interesting, cohesive way (thereby encouraging people to look at them). It is a totally different kind of web site in that its purpose is to place primary sources at the forefront - not the opinions of a writer. Its objective is to take the site's users to places where those primary sources are located.
The author of each story is listed on the preface page of the story. A link to the author provides more detailed information.
This educational teaching/learning tool is also designed to support state and national standards. Each story on the site links to online primary-source materials which are positioned in context to enhance reading comprehension, understanding and enjoyment.
AwesomeStories is available at http://www.awesomestories.com
Virtual Library of ESL Lesson Plans
The Second Edition of the North Carolina ESL Curriculum Guide is available at http://www.nc-net.info/ESL/guide.php . Designed to allow flexibility for instructors, to cover adult civic living content, to leave textbook choice open, to anticipate limited classroom computer access, and to permit teachers to start at any point in the civic living content, the project
* anticipates the use of BEST or CASAS as assessment instruments,
* uses internet resources for the civic living content of the curriculum and gives some internet options for the classroom but does not require computer access for students or teacher in the classroom,
* permits instructors to use any good ESL text as a basis for guiding language instruction and exercises,
* provides a list of competencies to be achieved in each lesson,
* suggests activities for multiple language levels within each lesson
* allows instructors to modify and/or create materials to achieve the appropriate combination of language-specific and civics-specific activity,
* requires that instructors have internet access at home, at school, or at the local library, and
* requires access to a copier for classroom handouts.
Learn more about the curriculum guide and access the lessons at http://www.nc-net.info/ESL/guidelines.php
* anticipates the use of BEST or CASAS as assessment instruments,
* uses internet resources for the civic living content of the curriculum and gives some internet options for the classroom but does not require computer access for students or teacher in the classroom,
* permits instructors to use any good ESL text as a basis for guiding language instruction and exercises,
* provides a list of competencies to be achieved in each lesson,
* suggests activities for multiple language levels within each lesson
* allows instructors to modify and/or create materials to achieve the appropriate combination of language-specific and civics-specific activity,
* requires that instructors have internet access at home, at school, or at the local library, and
* requires access to a copier for classroom handouts.
Learn more about the curriculum guide and access the lessons at http://www.nc-net.info/ESL/guidelines.php
Graded Reading Selections for Adult English Learners
From http://resources.marshalladulteducation.org/reading_skills_home.htm
This project was designed to create leveled reading selections that are appropriate for and valued by adult learners. These materials, combined with the research-proven strategies of repeated reading and guided oral reading, aid in building learners' fluency and comprehension skills. The materials correspond to Casas 200 - 235. This project helps adults become better readers and more informed consumers, parents, employees, citizens and community members. The focus of these reading selections will be on topics such us: Civics, Employment, Housing, Health, School, Money, and Government.
Access the graded readings, support materials, and suggestions for using them at http://resources.marshalladulteducation.org/reading_skills_home.htm
This project was designed to create leveled reading selections that are appropriate for and valued by adult learners. These materials, combined with the research-proven strategies of repeated reading and guided oral reading, aid in building learners' fluency and comprehension skills. The materials correspond to Casas 200 - 235. This project helps adults become better readers and more informed consumers, parents, employees, citizens and community members. The focus of these reading selections will be on topics such us: Civics, Employment, Housing, Health, School, Money, and Government.
Access the graded readings, support materials, and suggestions for using them at http://resources.marshalladulteducation.org/reading_skills_home.htm
Spanish Songs for Children on YouTube: Spanish Together 1-2-3
For a collection of songs in Spanish for children accompanied with simple cartoons, try the Spanish Together 1-2-3 channel at YouTube: http://www.youtube.com/user/SpanishTogether
Find teaching ideas at the Fun for Spanish Teachers blog: http://funforspanishteachers.blogspot.com
Find teaching ideas at the Fun for Spanish Teachers blog: http://funforspanishteachers.blogspot.com
Utubersidad: Spanish Educational Videos on YouTube
Utubersidad is a Spanish-language website that serves as a repository for videos with educational value. Browse the videos at http://utubersidad.com
Online Resources for Learning Spanish
Access a collection of free resources for learning Spanish, including exercises, videos, activities, and printables at http://www.espanholnarede.com/viva/index.phpd
Virtual Tours of Paris
Here are three websites that offer virtual tours and webcams in Paris:
http://paris.arounder.com
http://www.paris-live.com/paris_webcam
http://www.photojpl.com/under-the-eiffel-tower-in-360-photo/-/VYgGh9fNbR
The official site of the Eiffel Tower is available in many languages at http://www.tour-eiffel.com
http://paris.arounder.com
http://www.paris-live.com/paris_webcam
http://www.photojpl.com/under-the-eiffel-tower-in-360-photo/-/VYgGh9fNbR
The official site of the Eiffel Tower is available in many languages at http://www.tour-eiffel.com
DILF, DELF and DALF: Diploma in French Language Studies
From http://french.about.com/od/francophonie/a/dilf-delf-dalf.htm
DILF, DELF, and DALF are a set of official French proficiency tests administered by the Centre international d'étude pédagogiques. In addition to allowing you to opt out of a French university's language entrance exam, having one of these French certificiations looks good on your CV.
For more information about DILF, DELF, and DALF, go to http://french.about.com/od/francophonie/a/dilf-delf-dalf.htm
To see where the exams are offered in the United States go to http://www.ciep.fr/en/delfdalf/annuaire_centres.php
DILF, DELF, and DALF are a set of official French proficiency tests administered by the Centre international d'étude pédagogiques. In addition to allowing you to opt out of a French university's language entrance exam, having one of these French certificiations looks good on your CV.
For more information about DILF, DELF, and DALF, go to http://french.about.com/od/francophonie/a/dilf-delf-dalf.htm
To see where the exams are offered in the United States go to http://www.ciep.fr/en/delfdalf/annuaire_centres.php
CyberTexts: Interactive Editions of French, Spanish, and English Literary Works
Go to http://mgarci.aas.duke.edu/cybertexts to access a collection of literary works in French, Spanish, and English. Each work has been put into an interactive format.
Scholarships for Latin Students Entering College
A list of scholarships offered to incoming freshman who have studied Latin is available at http://teacherweb.com/MA/WestboroughHighSchool/McCormick-Lane/links3.aspx
Audio / Listening to German
For an annotated list of listening resources for German - audio online, as MP3, on CD or other media – go to http://german.about.com/od/audiolistening/Audio_Listening_to_German.htm
German Sports Glossary
An extensive German-language glossary of different sports is available at http://www.citysports.de/Saarbruecken/magazin/sport-lexikon_Saarbruecken.htm
Grimm’s Fairy Tales
From http://www.bayswaterps.vic.edu.au/lote/maerchen/project.htm
This is an ongoing project on the Fairytales of the Grimm Brothers. Read a fairytale and complete some of the activities from the ACTIVITIES PAGE or create your own activity. Both the fairytales and activities are available in German and English. The aim is to have students and teachers from around the world communicating using Grimms fairytales as the theme.
Browse this website at http://www.bayswaterps.vic.edu.au/lote/maerchen/project.htm
This is an ongoing project on the Fairytales of the Grimm Brothers. Read a fairytale and complete some of the activities from the ACTIVITIES PAGE or create your own activity. Both the fairytales and activities are available in German and English. The aim is to have students and teachers from around the world communicating using Grimms fairytales as the theme.
Browse this website at http://www.bayswaterps.vic.edu.au/lote/maerchen/project.htm
Polish Cultural Institute in New York
See what Polish-related events are going on in the New York area at the Polish Cultural Institute’s website: http://www.polishculture-nyc.org
A collection of useful links and resources is also available at http://www.polishculture-nyc.org/index.cfm?siteid=217&itemcategory=30549&priorId=0
A collection of useful links and resources is also available at http://www.polishculture-nyc.org/index.cfm?siteid=217&itemcategory=30549&priorId=0
New Online Resource: Nepali: A Beginner’s Primer, with Conversational Dialogues and Grammar
‘Nepali: A Beginner’s Primer, with Conversational Dialogues and Grammar’ is now online: http://lrc.cornell.edu/nepali
Hosted by Cornell University’s Language Resource Centre, and developed with a grant from the South Asia Language Resource Center at the University of Chicago, the course comprises 16 lessons with dialogues, associated audio and video content, an interactive bilingual glossary (with audio pronunciation clips) and additional supplementary materials.
The core content of this beginner’s course draws on the instructional material devised by Shambhu and Banu Oja at Cornell University, used for teaching over the last 25 years.
No registration is required to use the site. However, its creators are currently assessing the usage and efficacy of this online resource and are eager to find volunteers who may help. If you would be willing to respond to some questions about your usage, and offer constructive feedback, please send an email to Dick Feldman at rf10 at cornell dot edu. The materials are all offered for free online, so they do appreciate your efforts to help evaluate them.
Cronin, E. [Salrc_general] Now Online: Nepali: A Beginner's Primer, with Conversational Dialogues and Grammar. SALRC_general listserv (salrc_general@lists.uchicago.edu, 21 Mar 2011).
Hosted by Cornell University’s Language Resource Centre, and developed with a grant from the South Asia Language Resource Center at the University of Chicago, the course comprises 16 lessons with dialogues, associated audio and video content, an interactive bilingual glossary (with audio pronunciation clips) and additional supplementary materials.
The core content of this beginner’s course draws on the instructional material devised by Shambhu and Banu Oja at Cornell University, used for teaching over the last 25 years.
No registration is required to use the site. However, its creators are currently assessing the usage and efficacy of this online resource and are eager to find volunteers who may help. If you would be willing to respond to some questions about your usage, and offer constructive feedback, please send an email to Dick Feldman at rf10 at cornell dot edu. The materials are all offered for free online, so they do appreciate your efforts to help evaluate them.
Cronin, E. [Salrc_general] Now Online: Nepali: A Beginner's Primer, with Conversational Dialogues and Grammar. SALRC_general listserv (salrc_general@lists.uchicago.edu, 21 Mar 2011).
National Consortium for Teaching about Asia
The National Consortium for Teaching about Asia was launched in October 1998. A nationwide program, NCTA is a collaboration of the East Asian Studies programs of seven national institutions -- Columbia University, Five College Center for East Asian Studies at Smith College, Indiana University, the University of Colorado, the University of Pittsburgh, the University of Southern California, and the University of Washington.
Since its inception NCTA has established introductory seminars for teachers in Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.
You can find NCTA in your state at http://www.nctasia.org/states/index.html
See NCTA’s annotated collection of links to online resources at http://www.nctasia.org/online_resources/index.html
Learn more about NCTA at http://www.nctasia.org/index.html
Since its inception NCTA has established introductory seminars for teachers in Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.
You can find NCTA in your state at http://www.nctasia.org/states/index.html
See NCTA’s annotated collection of links to online resources at http://www.nctasia.org/online_resources/index.html
Learn more about NCTA at http://www.nctasia.org/index.html
Arabic Programs in the Middle East
A list of programs for learning Arabic in the Middle East is available at http://www.aataweb.org/middle_east_programs
German Jobs Listserv
From http://www.aatg.org/listserv/34-ger-jobs-listserv
Looking for a German position or are you retiring and need someone to take your place?
This email list identifies and provides information about teaching positions in German at all levels of instruction. The list is moderated, which means that job listings will be verified for their accuracy before being posted. Subscribers will receive postings with information on available positions.
Learn how to subscribe at http://www.aatg.org/listserv/34-ger-jobs-listserv
Looking for a German position or are you retiring and need someone to take your place?
This email list identifies and provides information about teaching positions in German at all levels of instruction. The list is moderated, which means that job listings will be verified for their accuracy before being posted. Subscribers will receive postings with information on available positions.
Learn how to subscribe at http://www.aatg.org/listserv/34-ger-jobs-listserv
STARTALK Teacher Programs at Concordia Language Villages
Concordia Language Villages will offer professional development courses to teachers of Arabic, Chinese, Portuguese and Russian this summer:
Second Language and Immersion Methodologies for:
STARTALK ARABIC TEACHERS Grades K- 16
Dates: July 17 - 30, 2011
STARTALK CHINESE TEACHERS Grades K- 16
Dates: July 31 - August 13, 2011
STARTALK PORTUGUESE TEACHERS Grades K- 16
Dates: July 17 - 30, 2011
STARTALK RUSSIAN TEACHERS Grades K- 16
Dates: June 23 - July 9, 2011
For complete information visit: http://www.concordialanguagevillages.org/newsite/Programs/Educators/Teacher_Resources1/Startalk_Teacher.php
Second Language and Immersion Methodologies for:
STARTALK ARABIC TEACHERS Grades K- 16
Dates: July 17 - 30, 2011
STARTALK CHINESE TEACHERS Grades K- 16
Dates: July 31 - August 13, 2011
STARTALK PORTUGUESE TEACHERS Grades K- 16
Dates: July 17 - 30, 2011
STARTALK RUSSIAN TEACHERS Grades K- 16
Dates: June 23 - July 9, 2011
For complete information visit: http://www.concordialanguagevillages.org/newsite/Programs/Educators/Teacher_Resources1/Startalk_Teacher.php
Illinois Resource Center Announces Its Annual Dual U Summer Institute
Educational Opportunities: IRC Announces its Annual Dual U Summer Institute (DUSI)
Date: June 12 – 17, 2011
Place: Sante Fe, New Mexico
The Illinois Resource Center (IRC) will offer a five-day institute in Santa Fe, New Mexico, from June 12 to June 17, 2011 (Sunday evening through Friday) for teachers and administrators developing and implementing dual language, two-way immersion programs. This professional development opportunity is intended for all dual language stakeholders: administrators, teachers, parents, and school board members.
This year, the format of the institute is new. All participants will select one of two strands:
1) Foundations of dual language education for teachers and administrators
2) Focused Topic on Biliteracy: Standards, lesson design, assessment, research
Guest Speakers: Both strands will meet and engage with our guest speakers,
* Dual Language Education of New Mexico (DLeNM): Specialists from DLeNM will share their expertise in the area of literacy assessment in dual language programs.
* Dr. Sue Hopewell, BUENO Center, University of Colorado at Boulder. Dr. Hopewell is an expert on biliteracy development and is a lead researcher for the Literacy Squared Research Project.
* Dr. Kim Potowski, University of Illinois at Chicago. Dr. Potowski is an expert in the area of Spanish for Native Speakers and she has done extensive research on the uniqueness of Spanish in the United States .
IRC staff who will be coordinating and teaching the two strands include Karen Beeman, John Hilliard and Cheryl Urow.
For further information please go to www.thecenterweb.org/irc, or contact Karen Beeman at kbeeman at cntrmail dot org, or Nora Sandoval at nsandoval at thecenterweb dot org or call(224) 366-8555.
Educational Opportunities: IRC Announces its Annual Dual U Summer Institute (DUSI). NCELA List (NCELA@HERMES.GWU.EDU, 18 Mar 2011)
Date: June 12 – 17, 2011
Place: Sante Fe, New Mexico
The Illinois Resource Center (IRC) will offer a five-day institute in Santa Fe, New Mexico, from June 12 to June 17, 2011 (Sunday evening through Friday) for teachers and administrators developing and implementing dual language, two-way immersion programs. This professional development opportunity is intended for all dual language stakeholders: administrators, teachers, parents, and school board members.
This year, the format of the institute is new. All participants will select one of two strands:
1) Foundations of dual language education for teachers and administrators
2) Focused Topic on Biliteracy: Standards, lesson design, assessment, research
Guest Speakers: Both strands will meet and engage with our guest speakers,
* Dual Language Education of New Mexico (DLeNM): Specialists from DLeNM will share their expertise in the area of literacy assessment in dual language programs.
* Dr. Sue Hopewell, BUENO Center, University of Colorado at Boulder. Dr. Hopewell is an expert on biliteracy development and is a lead researcher for the Literacy Squared Research Project.
* Dr. Kim Potowski, University of Illinois at Chicago. Dr. Potowski is an expert in the area of Spanish for Native Speakers and she has done extensive research on the uniqueness of Spanish in the United States .
IRC staff who will be coordinating and teaching the two strands include Karen Beeman, John Hilliard and Cheryl Urow.
For further information please go to www.thecenterweb.org/irc, or contact Karen Beeman at kbeeman at cntrmail dot org, or Nora Sandoval at nsandoval at thecenterweb dot org or call(224) 366-8555.
Educational Opportunities: IRC Announces its Annual Dual U Summer Institute (DUSI). NCELA List (NCELA@HERMES.GWU.EDU, 18 Mar 2011)
Language Testing and Research Colloquium
From http://www.lsa.umich.edu/eli/LTRC2011
LTRC 2011
Half a Century of Language Testing
University of Michigan English Language Institute
June 23-35 (Preconference workshops June 21 and 22)
The year 2011 marks the 50th anniversary of the publication of Robert Lado’s seminal book Language Testing (The Construction and Use of Foreign Language Tests), the first textbook in the field of language assessment. Language Testing was written while Lado served as director of the English Language Institute at the University of Michigan.
In honor of Lado's contribution to the field, LTRC 2011 will be devoted to significant developments in language testing in the last fifty years.
Visit the conference website at http://www.lsa.umich.edu/eli/LTRC2011
LTRC 2011
Half a Century of Language Testing
University of Michigan English Language Institute
June 23-35 (Preconference workshops June 21 and 22)
The year 2011 marks the 50th anniversary of the publication of Robert Lado’s seminal book Language Testing (The Construction and Use of Foreign Language Tests), the first textbook in the field of language assessment. Language Testing was written while Lado served as director of the English Language Institute at the University of Michigan.
In honor of Lado's contribution to the field, LTRC 2011 will be devoted to significant developments in language testing in the last fifty years.
Visit the conference website at http://www.lsa.umich.edu/eli/LTRC2011
National TPR Storytelling Conference
Registration is now open for the 11th annual National TPR Storytelling® Conference.
JULY 18 - JULY 22, 2011
St. Louis, Missouri
Visit the conference website at http://www.ntprs.org/ntprs.org/HOME.html
JULY 18 - JULY 22, 2011
St. Louis, Missouri
Visit the conference website at http://www.ntprs.org/ntprs.org/HOME.html
International Association for Language Learning Technology Biennial Conference
From http://www.iallt.org/event/iallt_s_biennial_conference_at_uc_irvine_june_21_25_2011
International Association for Language Learning Technology’s conference
UC Irvine
June 21-25, 2011
The theme for the 2011 conference, "California Dreamin': New Horizons in Language Learning Technology," reflects both a nostalgia for the early dreams of the language technology pioneers of the 60s and 70s and a look forward to the many possibilities which exist in the current world of global social networks and seamless, mobile technologies.
Visit the IALLT 2011 website at http://iallt2011.wordpress.com
International Association for Language Learning Technology’s conference
UC Irvine
June 21-25, 2011
The theme for the 2011 conference, "California Dreamin': New Horizons in Language Learning Technology," reflects both a nostalgia for the early dreams of the language technology pioneers of the 60s and 70s and a look forward to the many possibilities which exist in the current world of global social networks and seamless, mobile technologies.
Visit the IALLT 2011 website at http://iallt2011.wordpress.com
14th Annual NCOLCTL Conference
From http://www.ncolctl.org/conference
14th Annual NCOLCTL Conference
Building Language Capacity: Collaboration, Innovation, Globalization
April 7-10
Madison, Wisconsin
Register at http://www.ncolctl.org/conference
14th Annual NCOLCTL Conference
Building Language Capacity: Collaboration, Innovation, Globalization
April 7-10
Madison, Wisconsin
Register at http://www.ncolctl.org/conference
Call for Papers: Special Issue Of English for Specific Purposes
From http://linguistlist.org/issues/22/22-6.html
Special Issue Of English for Specific Purposes
Title: ESP Research in Asia
As in many other parts of the world, English is rapidly spreading across Asia. One scholar estimates that the number of English users and learners in China has reached a staggering 330 million in the 21st century. The status of English in Asian societies is also changing, with some businesses in Japan, for example, requiring all their meetings, telephone calls, and e-mail communication to be carried out solely in English.
These trends and changes raise serious questions about the impact of English as a 'lingua franca' in professional and academic communication in Asia and draw our research attention to the educational, economic, and social factors that propel the popularity of ESP. The aim of this special issue is to present original ESP research being carried out in Asia that addresses these and other ESP-related questions that fall within the scope of the journal.
The deadline for abstracts is June 30, 2011.
View the full call for papers at http://linguistlist.org/issues/22/22-6.html
Special Issue Of English for Specific Purposes
Title: ESP Research in Asia
As in many other parts of the world, English is rapidly spreading across Asia. One scholar estimates that the number of English users and learners in China has reached a staggering 330 million in the 21st century. The status of English in Asian societies is also changing, with some businesses in Japan, for example, requiring all their meetings, telephone calls, and e-mail communication to be carried out solely in English.
These trends and changes raise serious questions about the impact of English as a 'lingua franca' in professional and academic communication in Asia and draw our research attention to the educational, economic, and social factors that propel the popularity of ESP. The aim of this special issue is to present original ESP research being carried out in Asia that addresses these and other ESP-related questions that fall within the scope of the journal.
The deadline for abstracts is June 30, 2011.
View the full call for papers at http://linguistlist.org/issues/22/22-6.html
Book: An Introduction to Moroccan Arabic and Culture
From http://press.georgetown.edu/book/languages/introduction-moroccan-arabic-and-culture
An Introduction to Moroccan Arabic and Culture
by Abdellah Chekayri
Published by Georgetown University Press
Description: An Introduction to Moroccan Arabic and Culture and the accompanying multimedia DVD are designed to enable students to communicate effectively using Moroccan Arabic. Since Moroccan Arabic is rarely written or used in formal communication, the strength of the book lies in training learners in speaking and listening skills that can be used in everyday situations.
The book uses Romanized transcription alongside Arabic script for the first three chapters and thereafter only the Arabic script. It also includes a glossary and answer key. It requires approximately 120 contact hours, plus 180-240 additional hours of preparation outside class. A novice student should reach the intermediate-mid level of proficiency by the end of this course.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/introduction-moroccan-arabic-and-culture
An Introduction to Moroccan Arabic and Culture
by Abdellah Chekayri
Published by Georgetown University Press
Description: An Introduction to Moroccan Arabic and Culture and the accompanying multimedia DVD are designed to enable students to communicate effectively using Moroccan Arabic. Since Moroccan Arabic is rarely written or used in formal communication, the strength of the book lies in training learners in speaking and listening skills that can be used in everyday situations.
The book uses Romanized transcription alongside Arabic script for the first three chapters and thereafter only the Arabic script. It also includes a glossary and answer key. It requires approximately 120 contact hours, plus 180-240 additional hours of preparation outside class. A novice student should reach the intermediate-mid level of proficiency by the end of this course.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/introduction-moroccan-arabic-and-culture
Book: Corrective Feedback, Individual Differences and Second Language Learning
From http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-94-007-0547-0?chang
Corrective Feedback, Individual Differences and Second Language Learning
by Younghee Sheen
Published by Springer
Summary: This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy.
Younghee Sheen, an Assistant Professor of Applied Linguistics at the American University in Washington D.C., offers a new perspective by reviewing a wide body of research on both oral and written corrective feedback and its contribution to second language acquisition. She also reports the results of her own study, pointing to the need to examine how individual factors such as anxiety and language aptitude mediate learners’ ability to benefit from the oral and written feedback they receive.
This book is an important resource for students and scholars of applied linguistics and second language acquisition. It will also be of interest to language teachers and teacher educators wanting to deepen their understanding of error correction strategies in the classroom.
Visit the publisher’s website at http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-94-007-0547-0?chang
Corrective Feedback, Individual Differences and Second Language Learning
by Younghee Sheen
Published by Springer
Summary: This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy.
Younghee Sheen, an Assistant Professor of Applied Linguistics at the American University in Washington D.C., offers a new perspective by reviewing a wide body of research on both oral and written corrective feedback and its contribution to second language acquisition. She also reports the results of her own study, pointing to the need to examine how individual factors such as anxiety and language aptitude mediate learners’ ability to benefit from the oral and written feedback they receive.
This book is an important resource for students and scholars of applied linguistics and second language acquisition. It will also be of interest to language teachers and teacher educators wanting to deepen their understanding of error correction strategies in the classroom.
Visit the publisher’s website at http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-94-007-0547-0?chang
March 20, 2011
The Best Places To Find Research On Technology & Language Teaching/Learning
From http://larryferlazzo.edublogs.org
Access Mr. Ferlazzo’s list of the best places to find research on technology and language teaching/learning at http://larryferlazzo.edublogs.org/2011/02/23/the-best-places-to-find-research-on-technology-language-teachinglearning
Access Mr. Ferlazzo’s list of the best places to find research on technology and language teaching/learning at http://larryferlazzo.edublogs.org/2011/02/23/the-best-places-to-find-research-on-technology-language-teachinglearning
FLTEACH Website Has a New Address
The FLTEACH web site has to move to a new server. Everything will still be the same except that the new addresses will use "web" instead of "www". The new main page for FLTeach will be: http://web.cortland.edu/flteach
If you are using any materials at all from the FLTeach site: all FLTEACH ancillaries
Web resources: http://web.cortland.edu/flteach/flteach-res.html
FAQs: http://web.cortland.edu/flteach/flteach-FAQ.html
Lesson plans: http://web.cortland.edu/flteach/lessons
Annotated SLA bibliography: http://web.cortland.edu/flteach/bibliography
Jean's Taller Hispano: http://web.cortland.edu/flteach/usafa/taller.html
Tech module: http://web.cortland.edu/flteach/methods
Marie's French Civilization: http://web.cortland.edu/flteach/civ
Intro to statistics in Spanish: http://web.cortland.edu/flteach/STATS
Articles by Jean & Bob: http://web.cortland.edu/flteach/articles
Euro overview: http://web.cortland.edu/flteach/Flteach-euro.html
Bill Heller's participation rubrics:
http://web.cortland.edu/flteach/BillHeller-Participation-Rubric-AB.html
http://web.cortland.edu/flteach/BillHeller-Participation-Rubric-BC.html
Please point any links you might have to the new (web) locations.
Everything else about FLTEACH remains the same (LISTSERV server in Buffalo, FLNews server & bulletin board, RSS feed, Archives, email addresses, etc.).
Jean W. LeLoup and Robert Ponterio. [FLTEACH] FLTEACH web site moving to web.cortland.edu. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Mar 2011).
If you are using any materials at all from the FLTeach site: all FLTEACH ancillaries
Web resources: http://web.cortland.edu/flteach/flteach-res.html
FAQs: http://web.cortland.edu/flteach/flteach-FAQ.html
Lesson plans: http://web.cortland.edu/flteach/lessons
Annotated SLA bibliography: http://web.cortland.edu/flteach/bibliography
Jean's Taller Hispano: http://web.cortland.edu/flteach/usafa/taller.html
Tech module: http://web.cortland.edu/flteach/methods
Marie's French Civilization: http://web.cortland.edu/flteach/civ
Intro to statistics in Spanish: http://web.cortland.edu/flteach/STATS
Articles by Jean & Bob: http://web.cortland.edu/flteach/articles
Euro overview: http://web.cortland.edu/flteach/Flteach-euro.html
Bill Heller's participation rubrics:
http://web.cortland.edu/flteach/BillHeller-Participation-Rubric-AB.html
http://web.cortland.edu/flteach/BillHeller-Participation-Rubric-BC.html
Please point any links you might have to the new (web) locations.
Everything else about FLTEACH remains the same (LISTSERV server in Buffalo, FLNews server & bulletin board, RSS feed, Archives, email addresses, etc.).
Jean W. LeLoup and Robert Ponterio. [FLTEACH] FLTEACH web site moving to web.cortland.edu. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Mar 2011).
New Website: Resources for Practitioners Working With Adult English Language Learners
The Center for Applied Linguistics provides evidence-based resources and practical tools for working with the growing population of adult English language learners throughout the United States. Their new website provides information about the many adult ESL resources available from CAL. Visit to download free online resources and to learn about CAL's professional development and technical assistance services at http://www.cal.org/adultesl/index.php
Blog: Chansons pour Étudier le Français
Access a well-organized collection of French songs and suggested study activities to go with them at http://chansons-fr.com
Article: Germany Top for Foreign Students
From http://www.bbc.co.uk/news/business-12610268
Germany top for foreign students
By Sean Coughlan
March 8, 2011
Germany has been named as the most supportive country for overseas students, in an international league table.
Among the attractions for international students is the increasing availability in Germany of courses taught entirely in English, so much so that students can complete degrees without ever having to speak German.
In the international zones of these classes, students from Germany, the United States and China participate in seminars conducted by German professors speaking in English.
Read the full article at http://www.bbc.co.uk/news/business-12610268
Germany top for foreign students
By Sean Coughlan
March 8, 2011
Germany has been named as the most supportive country for overseas students, in an international league table.
Among the attractions for international students is the increasing availability in Germany of courses taught entirely in English, so much so that students can complete degrees without ever having to speak German.
In the international zones of these classes, students from Germany, the United States and China participate in seminars conducted by German professors speaking in English.
Read the full article at http://www.bbc.co.uk/news/business-12610268
German Grammar Checklist
From http://german.about.com
Your students can use this checklist to proofread and edit their writing. This checklist disregards the basic writing/grammar points that you would find in a general writing checklist such as beginning a sentence with a capital letter, indenting a paragraph etc. This checklist is specifically geared for those writing/grammar concepts that are essential to correct German writing.
The checklist is available at http://german.about.com/od/grammar/tp/German-Grammar-Checklist.htm?nl=1 ; scroll down for a printer-friendly version.
Your students can use this checklist to proofread and edit their writing. This checklist disregards the basic writing/grammar points that you would find in a general writing checklist such as beginning a sentence with a capital letter, indenting a paragraph etc. This checklist is specifically geared for those writing/grammar concepts that are essential to correct German writing.
The checklist is available at http://german.about.com/od/grammar/tp/German-Grammar-Checklist.htm?nl=1 ; scroll down for a printer-friendly version.
USC Workshop on Current Topics in Japanese Language Education 2011
From http://www.usc.edu/schools/college/ealc/japanese/Workshop-2011.html
University of Southern California Workshop on Current Topics in Japanese Language Education 2011
May 14th, 2011:
“Assessment- What, How and Why?”
May 15th, 2011:
The ACTFL Writing Proficiency Guidelines Familiarization Workshop
*The workshop will be conducted in Japanese
The establishment of the National Standards in the 1990s and the subsequent implementation of Japanese AP, along with the introduction of various technologies into classrooms, have resulted in considerable innovation in theories and methodologies in Japanese language education. Federal and local governments and more and more academic institutions are now requesting educators to clearly indicate how student proficiency has improved and in what respects. Keeping these developments in mind, this workshop offers a forum for exploring the meaning and practice of the assessment of students' skills from various different perspectives.
Learn more at http://www.usc.edu/schools/college/ealc/japanese/Workshop-2011.html
University of Southern California Workshop on Current Topics in Japanese Language Education 2011
May 14th, 2011:
“Assessment- What, How and Why?”
May 15th, 2011:
The ACTFL Writing Proficiency Guidelines Familiarization Workshop
*The workshop will be conducted in Japanese
The establishment of the National Standards in the 1990s and the subsequent implementation of Japanese AP, along with the introduction of various technologies into classrooms, have resulted in considerable innovation in theories and methodologies in Japanese language education. Federal and local governments and more and more academic institutions are now requesting educators to clearly indicate how student proficiency has improved and in what respects. Keeping these developments in mind, this workshop offers a forum for exploring the meaning and practice of the assessment of students' skills from various different perspectives.
Learn more at http://www.usc.edu/schools/college/ealc/japanese/Workshop-2011.html
Chinese Pedagogy Institute
From https://www.indiana.edu/~cclp/main
THE INDIANA UNIVERSITY CHINESE PEDAGOGY INSTITUTE
2½-week residential program for teachers of Chinese
June 12 - 29, 2011
The Chinese Pedagogy Institute (CPI) is a professional development opportunity for 20 current and prospective secondary teachers of Chinese. Trainees will stay for one week at Indiana University's Bradford Woods for intensive pedagogy training before moving to the IU campus for a week-long practicum.
Learn more at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=83:chinese-pedagogy-institute&catid=42:about-chinese-pedagogy-institute&Itemid=82
THE INDIANA UNIVERSITY CHINESE PEDAGOGY INSTITUTE
2½-week residential program for teachers of Chinese
June 12 - 29, 2011
The Chinese Pedagogy Institute (CPI) is a professional development opportunity for 20 current and prospective secondary teachers of Chinese. Trainees will stay for one week at Indiana University's Bradford Woods for intensive pedagogy training before moving to the IU campus for a week-long practicum.
Learn more at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=83:chinese-pedagogy-institute&catid=42:about-chinese-pedagogy-institute&Itemid=82
Arabic Complete: Learning Modules Available
Arabic Complete uses a visual approach to learning Arabic with color-coded text, up to 7,000 audio clips of high frequency phrases, videos, and podcasts.
Several free modules are available at http://arabiccomplete.com/?page_id=50 . These would be especially useful for beginning learners.
More resources are available with a paid subscription. Learn more at http://arabiccomplete.com
Several free modules are available at http://arabiccomplete.com/?page_id=50 . These would be especially useful for beginning learners.
More resources are available with a paid subscription. Learn more at http://arabiccomplete.com
Book: Word Atlas of Arabic Dialects
From http://www.brill.nl/default.aspx?partid=210&pid=33436
Title: Word Atlas of Arabic Dialects, Volume 1: Mankind, Nature, Fauna and Flora
Authors: Peter Behnstedt and Manfred Woidich
Publisher: Brill
Description: The Wortatlas der arabischen Dialekte / Word Atlas of Arabic Dialects (WAD) intends to provide an unprecedented survey of the lexical richness and diversity of the Arabic dialects as spoken from Uzbekistan to Mauretania and Nigeria, from Malta to Sudan, and including the Ki-Nubi Creole as spoken in Uganda and Kenya. The multilingual word atlas will consist of three volumes in total with some 500 onomasiological maps in full colour. Each map presents a topic or notion and its equivalents in Arabic as collected from the dialectological literature (dictionaries, grammars, text collections, ethnographic reports, etc.), from the editors’ own field work, from questionnaires filled out by native speakers or by experts for a certain dialect region, and also from the internet. Polyglot legends in German, English, French, Spanish, Italian accompany the maps to facilitate further access. Each map is followed by a commentary in German, providing more details about the sources and the individual forms, and discussing semantic and etymological issues. All quotations are in their original language. The maps mainly show lexical types, detailed and concrete forms are given in the commentaries. An introduction is provided in both German and English and an index of all lexemes in the atlas will be available. The first volume Band I: Mensch, Natur, Fauna und Flora / Volume 1: Mankind, Nature, Fauna and Flora contains subjects such as ‘family members’, ‘professions’, ‘human qualities’. The second volume will deal with material culture (‘house’, ‘utensils’, ‘food’, ‘clothing’, ‘vehicles’, etc.) and the third and final volume will focus on verbs, adjectives and function words.
Visit the publisher’s website at http://www.brill.nl/default.aspx?partid=210&pid=33436
Title: Word Atlas of Arabic Dialects, Volume 1: Mankind, Nature, Fauna and Flora
Authors: Peter Behnstedt and Manfred Woidich
Publisher: Brill
Description: The Wortatlas der arabischen Dialekte / Word Atlas of Arabic Dialects (WAD) intends to provide an unprecedented survey of the lexical richness and diversity of the Arabic dialects as spoken from Uzbekistan to Mauretania and Nigeria, from Malta to Sudan, and including the Ki-Nubi Creole as spoken in Uganda and Kenya. The multilingual word atlas will consist of three volumes in total with some 500 onomasiological maps in full colour. Each map presents a topic or notion and its equivalents in Arabic as collected from the dialectological literature (dictionaries, grammars, text collections, ethnographic reports, etc.), from the editors’ own field work, from questionnaires filled out by native speakers or by experts for a certain dialect region, and also from the internet. Polyglot legends in German, English, French, Spanish, Italian accompany the maps to facilitate further access. Each map is followed by a commentary in German, providing more details about the sources and the individual forms, and discussing semantic and etymological issues. All quotations are in their original language. The maps mainly show lexical types, detailed and concrete forms are given in the commentaries. An introduction is provided in both German and English and an index of all lexemes in the atlas will be available. The first volume Band I: Mensch, Natur, Fauna und Flora / Volume 1: Mankind, Nature, Fauna and Flora contains subjects such as ‘family members’, ‘professions’, ‘human qualities’. The second volume will deal with material culture (‘house’, ‘utensils’, ‘food’, ‘clothing’, ‘vehicles’, etc.) and the third and final volume will focus on verbs, adjectives and function words.
Visit the publisher’s website at http://www.brill.nl/default.aspx?partid=210&pid=33436
Learn the Inuit Language: Online Resources
From http://www.tusaalanga.ca/about
Pirurvik's Inuktitut as a Second Language programs offer an innovative approach to mastering the Inuit language. We focus on teaching Inuktitut as it is spoken in everyday situations. After the first class, participants are able to walk away and immediately apply what they have learned.
The Tusaalanga website contains many of the materials used in the training programs. The soundfiles it includes are a valuable tool to help learners master correct pronunciation.
Resources include a list of grammatical affixes, a glossary, 30 dialogues, 31 practice sets, and an e-mailed word of the day.
Visit Tusaalanga at http://www.tusaalanga.ca/splash
Pirurvik's Inuktitut as a Second Language programs offer an innovative approach to mastering the Inuit language. We focus on teaching Inuktitut as it is spoken in everyday situations. After the first class, participants are able to walk away and immediately apply what they have learned.
The Tusaalanga website contains many of the materials used in the training programs. The soundfiles it includes are a valuable tool to help learners master correct pronunciation.
Resources include a list of grammatical affixes, a glossary, 30 dialogues, 31 practice sets, and an e-mailed word of the day.
Visit Tusaalanga at http://www.tusaalanga.ca/splash
Article: Itinerant Life Weighs on Farmworkers’ Children
From http://www.nytimes.com/2011/03/13/us/13salinas.html?pagewanted=1&_r=2&partner=rss&emc=rss
Itinerant Life Weighs on Farmworkers’ Children
By PATRICIA LEIGH BROWN
March 12, 2011
In the clattering energy of Room 21 at Sherwood Elementary here, Oscar Ramos, 37, glimpses life beneath the field dust. His students are the sons and daughters of the seasonal farmworkers who toil in the vast fields of the Salinas Valley, cutting spinach and broccoli and packing romaine lettuce from a wet conveyor belt: nearly 13 heads a minute, 768 heads an hour, 10 hours a day.
Despite the resilience of their young charges, educators at Sherwood face a catalog of need: 97 percent of students are near the poverty line, compared with 56 percent statewide. Seventy-seven percent have limited English, versus 32 percent throughout California. Only 6 percent of parents here attended college — the state average is 55 percent — and many are illiterate in their native language.
Even as Latino enrollments grow, the number of new teachers earning bilingual credentials has fallen in the last decade to 1,147 per year from 1,829, according to the California Teacher Commission. The shortage of bilingual teachers is hurting Latino academic achievement, said Bruce Fuller, a professor of education and public policy at the University of California, Berkeley. Teachers like Mr. Ramos, “who have both language skills and the framework to respond to these kids’ cultural assets,” Professor Fuller said, are all too rare.
Read the full article at http://www.nytimes.com/2011/03/13/us/13salinas.html?pagewanted=1&_r=2&partner=rss&emc=rss
Itinerant Life Weighs on Farmworkers’ Children
By PATRICIA LEIGH BROWN
March 12, 2011
In the clattering energy of Room 21 at Sherwood Elementary here, Oscar Ramos, 37, glimpses life beneath the field dust. His students are the sons and daughters of the seasonal farmworkers who toil in the vast fields of the Salinas Valley, cutting spinach and broccoli and packing romaine lettuce from a wet conveyor belt: nearly 13 heads a minute, 768 heads an hour, 10 hours a day.
Despite the resilience of their young charges, educators at Sherwood face a catalog of need: 97 percent of students are near the poverty line, compared with 56 percent statewide. Seventy-seven percent have limited English, versus 32 percent throughout California. Only 6 percent of parents here attended college — the state average is 55 percent — and many are illiterate in their native language.
Even as Latino enrollments grow, the number of new teachers earning bilingual credentials has fallen in the last decade to 1,147 per year from 1,829, according to the California Teacher Commission. The shortage of bilingual teachers is hurting Latino academic achievement, said Bruce Fuller, a professor of education and public policy at the University of California, Berkeley. Teachers like Mr. Ramos, “who have both language skills and the framework to respond to these kids’ cultural assets,” Professor Fuller said, are all too rare.
Read the full article at http://www.nytimes.com/2011/03/13/us/13salinas.html?pagewanted=1&_r=2&partner=rss&emc=rss
Lecturer in Arabic at the University of Georgia
Lecturer in Arabic at the University of Georgia
The University of Georgia, Department of Religion seeks a non-tenure-track, full-time Lecturer in Arabic, beginning August 2011. Possibilities of annual renewal and promotion to rank of Senior Lecturer after seven years. Required: Ph.D. in Arabic or related field; ability to teach spoken, written, college-level Modern Standard Arabic/Fus'ha; proficiency in explaining in English the rules of Arabic grammar; high proficiency in Fus'ha, one dialect of Arabic, and English. Preferred experiences: college teaching of Arabic; creating media oriented course material; curriculum development in Arabic. Duties: teach eight courses per academic year at elementary, intermediate, advanced levels. Send letter of application, vitae, three reference letters, and evidence of teaching skills by email to Arabic Lecturer Search Committee at religion at uga dot edu. To assure full consideration, application must be received by April 7, 2011. The Franklin College of Arts & Sciences, its many units, and the University of Georgia are committed to increasing the diversity of its faculty and students, and sustaining a work and learning environment that is inclusive. The University of Georgia is an Equal Opportunity/Affirmative Action Institution.
http://wiredcampus.chronicle.com/jobs/0000671404-01
Godlas, A. Arabic-L:PEDA:University of Georgia Job. ARABIC-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 14 Mar 2011).
The University of Georgia, Department of Religion seeks a non-tenure-track, full-time Lecturer in Arabic, beginning August 2011. Possibilities of annual renewal and promotion to rank of Senior Lecturer after seven years. Required: Ph.D. in Arabic or related field; ability to teach spoken, written, college-level Modern Standard Arabic/Fus'ha; proficiency in explaining in English the rules of Arabic grammar; high proficiency in Fus'ha, one dialect of Arabic, and English. Preferred experiences: college teaching of Arabic; creating media oriented course material; curriculum development in Arabic. Duties: teach eight courses per academic year at elementary, intermediate, advanced levels. Send letter of application, vitae, three reference letters, and evidence of teaching skills by email to Arabic Lecturer Search Committee at religion at uga dot edu. To assure full consideration, application must be received by April 7, 2011. The Franklin College of Arts & Sciences, its many units, and the University of Georgia are committed to increasing the diversity of its faculty and students, and sustaining a work and learning environment that is inclusive. The University of Georgia is an Equal Opportunity/Affirmative Action Institution.
http://wiredcampus.chronicle.com/jobs/0000671404-01
Godlas, A. Arabic-L:PEDA:University of Georgia Job. ARABIC-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 14 Mar 2011).
Job: Senior Acquisitions Editor at Georgetown University Press
From http://www12.georgetown.edu/hr/employment_services/joblist/job_description.cfm?CategoryID=7&RequestNo=20110173
Join Georgetown Languages, the dynamic and growing Georgetown University Press program, to acquire foreign language learning materials, linguistics texts, and reference materials. We seek a creative and experienced editor who has acquired in this field and who knows SLA pedagogy.
Responsibilities include: •Acquire high-quality and pedagogically current foreign language learning textbook and multimedia learning materials for the higher education market. •Shepherd potential projects through review process and financial analysis. •Collaborate with textbook authors to determine and develop appropriate content and functionality for digital accompaniments. •Work with authors, editors, and vendors to develop multimedia materials. •Propose and help execute the best digital delivery for each multimedia product. •Represent the press at academic meetings. Languages and linguistics are central to the Georgetown University Press mission and publishing future. Georgetown University Press has a friendly, collegial culture and was recently named by Book Business magazine the third best publishing company to work for in America.
Requirements: •Minimum of eight years experience in foreign language book and multimedia publishing, especially textbook publishing, with broad understanding of entire publishing process. •Minimum five years experience in acquiring books. •Understanding of current trends of foreign language learning pedagogy, as well as of the complexities of writing and producing foreign language materials. •Experience developing foreign language learning multimedia. •Demonstrated ability to work effectively with authors and editors. •Demonstrated knowledge of multimedia programs and comfort learning new programs. •Knowledge/study of at least one foreign language; conversant in at least one language preferred. •Master’s degree; preference given to education beyond master’s level. •Willingness to travel 10-15% of time.
View the full posting and apply at http://www12.georgetown.edu/hr/employment_services/joblist/job_description.cfm?CategoryID=7&RequestNo=20110173
Join Georgetown Languages, the dynamic and growing Georgetown University Press program, to acquire foreign language learning materials, linguistics texts, and reference materials. We seek a creative and experienced editor who has acquired in this field and who knows SLA pedagogy.
Responsibilities include: •Acquire high-quality and pedagogically current foreign language learning textbook and multimedia learning materials for the higher education market. •Shepherd potential projects through review process and financial analysis. •Collaborate with textbook authors to determine and develop appropriate content and functionality for digital accompaniments. •Work with authors, editors, and vendors to develop multimedia materials. •Propose and help execute the best digital delivery for each multimedia product. •Represent the press at academic meetings. Languages and linguistics are central to the Georgetown University Press mission and publishing future. Georgetown University Press has a friendly, collegial culture and was recently named by Book Business magazine the third best publishing company to work for in America.
Requirements: •Minimum of eight years experience in foreign language book and multimedia publishing, especially textbook publishing, with broad understanding of entire publishing process. •Minimum five years experience in acquiring books. •Understanding of current trends of foreign language learning pedagogy, as well as of the complexities of writing and producing foreign language materials. •Experience developing foreign language learning multimedia. •Demonstrated ability to work effectively with authors and editors. •Demonstrated knowledge of multimedia programs and comfort learning new programs. •Knowledge/study of at least one foreign language; conversant in at least one language preferred. •Master’s degree; preference given to education beyond master’s level. •Willingness to travel 10-15% of time.
View the full posting and apply at http://www12.georgetown.edu/hr/employment_services/joblist/job_description.cfm?CategoryID=7&RequestNo=20110173
Norwegian Openings at St. Olaf
The Norwegian Department at St. Olaf College announces two adjunct positions at St. Olaf for the 2011-2012 academic year and a tenure-track position beginning in 2012.
1) 33%-50% position (visiting instructor or visiting Assistant Professor, teaching 2 or 3 courses of beginning and intermediate Norwegian in the fall semester. Possibility of ongoing part-time or full-time teaching.
2) Full-time one-year position (visiting instructor or visiting Assistant Professor). Teaching duties include six courses of beginning and intermediate Norwegian, three courses per semester. Possibility of ongoing part-time or full-time teaching.
St. Olaf has approximately 200 students in Norwegian classes, with multiple sections of first and second-year language courses. Instructors work collaboratively to plan daily instruction and tests.
Requirements: Minimum of a Masters Degree in Scandinavian Studies or related field, with native or near-native fluency in Norwegian and language teaching experience. Rank and salary depending on qualifications. Review of applications will begin immediately. The positions will be open until filled.
Please submit a cover letter, current CV, brief audio recording of yourself speaking unrehearsed bokmål (CD or mp3), and the names and email addresses of two or three professional references who can speak to your abilities in classroom teaching.
We will initiate our tenure-track search in the spring. Watch for the announcement at SASS.
Please spread the word to others who might be interested in one of these opportunities.
For further details contact:
Margaret Hayford O’Leary, department chair
oleary at stolaf dog edu
507-786-3569
St. Olaf College
1520 St. Olaf Ave.
Northfield, MN 55057
O’Leary, M. [NORDIC-T] Norwegian Openings at St. Olaf. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 18 Mar 2011).
1) 33%-50% position (visiting instructor or visiting Assistant Professor, teaching 2 or 3 courses of beginning and intermediate Norwegian in the fall semester. Possibility of ongoing part-time or full-time teaching.
2) Full-time one-year position (visiting instructor or visiting Assistant Professor). Teaching duties include six courses of beginning and intermediate Norwegian, three courses per semester. Possibility of ongoing part-time or full-time teaching.
St. Olaf has approximately 200 students in Norwegian classes, with multiple sections of first and second-year language courses. Instructors work collaboratively to plan daily instruction and tests.
Requirements: Minimum of a Masters Degree in Scandinavian Studies or related field, with native or near-native fluency in Norwegian and language teaching experience. Rank and salary depending on qualifications. Review of applications will begin immediately. The positions will be open until filled.
Please submit a cover letter, current CV, brief audio recording of yourself speaking unrehearsed bokmål (CD or mp3), and the names and email addresses of two or three professional references who can speak to your abilities in classroom teaching.
We will initiate our tenure-track search in the spring. Watch for the announcement at SASS.
Please spread the word to others who might be interested in one of these opportunities.
For further details contact:
Margaret Hayford O’Leary, department chair
oleary at stolaf dog edu
507-786-3569
St. Olaf College
1520 St. Olaf Ave.
Northfield, MN 55057
O’Leary, M. [NORDIC-T] Norwegian Openings at St. Olaf. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 18 Mar 2011).
2011 Japanese Language Education Grants
From http://www.jpf.go.jp/jfla/grant_index.html
2011 Japanese Language Education Grants
1. Grant Program for Contests Designed for Japanese-Language Learners
(Application Deadlines: 3/15/2011, 9/1/2011)
2. Japanese-Language Teaching Materials Purchase Grant
(Application Deadlines: 4/1/2011, 9/1/2011)
3. Salary Assistance Program for Japanese-Language Courses
(Application Deadline: 5/2/2011)
4. Japanese-Language Education Research Grant
(Application Deadline: 5/31/2011)
5. Japanese-Language Education Grant
(Application Deadline: 2 months before the project start date)
Find out how to apply for these grants at http://www.jpf.go.jp/jfla/grant_index.html
2011 Japanese Language Education Grants
1. Grant Program for Contests Designed for Japanese-Language Learners
(Application Deadlines: 3/15/2011, 9/1/2011)
2. Japanese-Language Teaching Materials Purchase Grant
(Application Deadlines: 4/1/2011, 9/1/2011)
3. Salary Assistance Program for Japanese-Language Courses
(Application Deadline: 5/2/2011)
4. Japanese-Language Education Research Grant
(Application Deadline: 5/31/2011)
5. Japanese-Language Education Grant
(Application Deadline: 2 months before the project start date)
Find out how to apply for these grants at http://www.jpf.go.jp/jfla/grant_index.html
Summer Programs for Teachers
From http://www.actfl.org/i4a/pages/index.cfm?pageid=4562
These programs are made possible through the STARTALK initiative sponsored by the National Foreign Language Center:
Discover Russian - July 5-15, 2011 in Fairfax, VA, and July 18-29, 2011 in Glastonbury, CT
Discover Chinese - July 5-15, 2011 and July 18-29, 2011 in Glastonbury, CT
Learn more about these and also programs for students at http://www.actfl.org/i4a/pages/index.cfm?pageid=4562
These programs are made possible through the STARTALK initiative sponsored by the National Foreign Language Center:
Discover Russian - July 5-15, 2011 in Fairfax, VA, and July 18-29, 2011 in Glastonbury, CT
Discover Chinese - July 5-15, 2011 and July 18-29, 2011 in Glastonbury, CT
Learn more about these and also programs for students at http://www.actfl.org/i4a/pages/index.cfm?pageid=4562
Summer 2011 Heritage Teacher Workshop
From http://www.nhlrc.ucla.edu
Do you have students in your K-16 language classroom or community school who are home speakers of the language you are teaching, i.e. heritage learners? Consider applying for a one-week workshop in July that targets this population. You’ll have a chance to collaborate with teachers from Los Angeles and across the country as you learn to design your own curriculum for classes with heritage students as well as those with both heritage and second language learners. The workshop will also address topics such as selecting appropriate materials and assessment tools for heritage learners. Workshop faculty are experts in both heritage language teaching and bridging the gap between theory and practice, making for a dynamic learning environment.
The application site for the STARTALK/NHLRC Heritage Teacher workshop is now open. The workshop will be hosted at UCLA from July 17-22, 2011. Applications due May 1, 2011.
Learn more and apply at http://www.nhlrc.ucla.edu/news/article.asp?parentid=119794
Do you have students in your K-16 language classroom or community school who are home speakers of the language you are teaching, i.e. heritage learners? Consider applying for a one-week workshop in July that targets this population. You’ll have a chance to collaborate with teachers from Los Angeles and across the country as you learn to design your own curriculum for classes with heritage students as well as those with both heritage and second language learners. The workshop will also address topics such as selecting appropriate materials and assessment tools for heritage learners. Workshop faculty are experts in both heritage language teaching and bridging the gap between theory and practice, making for a dynamic learning environment.
The application site for the STARTALK/NHLRC Heritage Teacher workshop is now open. The workshop will be hosted at UCLA from July 17-22, 2011. Applications due May 1, 2011.
Learn more and apply at http://www.nhlrc.ucla.edu/news/article.asp?parentid=119794
Russian Teacher Program: Preparing Russian Teachers for the 21st Century
From http://depts.washington.edu/Startalk
Russian Teacher Program
Preparing Russian Teachers for the 21st Century
July 11-22, 2011 at the University of Washington Language Learning Center in Denny Hall.
The STARTALK Teacher Program, Preparing Russian Teachers for the 21st Century, aims to enroll ten or more teachers who are working toward obtaining a P-12 World Language Endorsement in Russian for teaching Russian language in Washington K-12 public schools. The program is designed to teach them the content knowledge needed to pass the Washington Educator Skills Test - Endorsement (WEST-E) for World Languages and the pedagogical experience that would prepare them for the Performance-Based Pedagogical Assessment (PPA) for those teachers for whom it is required for state endorsement, and to provide scholarship assistance to complete the required assessments (WEST-E and ACTFL OPI and WPT). Priority will be given to teachers who already hold a teaching certificate, but want to earn a P-12 Endorsement in Designated World Language Russian. This Teacher Program will prepare native (or near native) speakers of Russian to teach in a standards and content-based program, focused on developing communicative proficiency and accuracy in heritage speakers of Russian.
Learn more at http://depts.washington.edu/startalk/russianteacher.php
Russian Teacher Program
Preparing Russian Teachers for the 21st Century
July 11-22, 2011 at the University of Washington Language Learning Center in Denny Hall.
The STARTALK Teacher Program, Preparing Russian Teachers for the 21st Century, aims to enroll ten or more teachers who are working toward obtaining a P-12 World Language Endorsement in Russian for teaching Russian language in Washington K-12 public schools. The program is designed to teach them the content knowledge needed to pass the Washington Educator Skills Test - Endorsement (WEST-E) for World Languages and the pedagogical experience that would prepare them for the Performance-Based Pedagogical Assessment (PPA) for those teachers for whom it is required for state endorsement, and to provide scholarship assistance to complete the required assessments (WEST-E and ACTFL OPI and WPT). Priority will be given to teachers who already hold a teaching certificate, but want to earn a P-12 Endorsement in Designated World Language Russian. This Teacher Program will prepare native (or near native) speakers of Russian to teach in a standards and content-based program, focused on developing communicative proficiency and accuracy in heritage speakers of Russian.
Learn more at http://depts.washington.edu/startalk/russianteacher.php
STARTALK Summer Workshop for Middle School Chinese Language Teachers
From http://www.colorado.edu/cas/tea/programs/startalk_program.html
The University of Colorado Program for Teaching East Asia, in collaboration with faculty of CU's Anderson and Technology Center and the Department of Asian Languages and Civilizations, will offer a blended STARTALK summer workshop for Chinese language teachers teaching in middle school settings around the United States. The online portions of the course will be held in early July and August; the residential program will be held at the University of Colorado campus from July 24 - July 30, 2011.
Learn more at http://www.colorado.edu/cas/tea/programs/startalk_program.html
The University of Colorado Program for Teaching East Asia, in collaboration with faculty of CU's Anderson and Technology Center and the Department of Asian Languages and Civilizations, will offer a blended STARTALK summer workshop for Chinese language teachers teaching in middle school settings around the United States. The online portions of the course will be held in early July and August; the residential program will be held at the University of Colorado campus from July 24 - July 30, 2011.
Learn more at http://www.colorado.edu/cas/tea/programs/startalk_program.html
Southern Californian Language Immersion Symposium
From http://www.allelmarino.org/symposium.html
SOUTHERN CALIFORNIAN LANGUAGE IMMERSION SYMPOSIUM:
Looking Back, Leading the Way
Friday, May 13, 2011
1:30PM-9:00PM
Veteran’s Park Complex 4117 Overland Blvd. Culver City, CA
The afternoon symposium will feature panel discussions with language immersion experts and special guests. The panels are for parents, teachers, administrators and policy makers.
Participants will be able to mingle with the experts at a cocktail hour.
After a short dinner break, the keynote will follow at 7:30pm.
Learn more at http://www.allelmarino.org/symposium.html
SOUTHERN CALIFORNIAN LANGUAGE IMMERSION SYMPOSIUM:
Looking Back, Leading the Way
Friday, May 13, 2011
1:30PM-9:00PM
Veteran’s Park Complex 4117 Overland Blvd. Culver City, CA
The afternoon symposium will feature panel discussions with language immersion experts and special guests. The panels are for parents, teachers, administrators and policy makers.
Participants will be able to mingle with the experts at a cocktail hour.
After a short dinner break, the keynote will follow at 7:30pm.
Learn more at http://www.allelmarino.org/symposium.html
Summer Intensive Teacher Training Program for Arabic, Dari, Persian and Turkish
From http://www.scps.nyu.edu/areas-of-study/foreign-languages/continuing-education/startalk.html
Summer Intensive Teacher Training Program 2011
June 13 – 24 at New York University
The NYU STARTALK program offers two intensive teacher training workshops—one in Hindu and Urdu, the other in Arabic, Dari, Persian and Turkish.
These are intensive, ten-day residential workshops designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Arabic, Dari, Hindi, Persian, Turkish or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The programs include a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held on New York University's campus in New York City’s Greenwich Village neighborhood.
Applications are accepted on a rolling basis until April 5, 2011, or for as long as space is available.
Learn more about this opportunity at http://www.scps.nyu.edu/areas-of-study/foreign-languages/continuing-education/startalk.html
Summer Intensive Teacher Training Program 2011
June 13 – 24 at New York University
The NYU STARTALK program offers two intensive teacher training workshops—one in Hindu and Urdu, the other in Arabic, Dari, Persian and Turkish.
These are intensive, ten-day residential workshops designed to enhance the knowledge and skills of current and prospective school, community, and college teachers of Arabic, Dari, Hindi, Persian, Turkish or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The programs include a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held on New York University's campus in New York City’s Greenwich Village neighborhood.
Applications are accepted on a rolling basis until April 5, 2011, or for as long as space is available.
Learn more about this opportunity at http://www.scps.nyu.edu/areas-of-study/foreign-languages/continuing-education/startalk.html
14th Annual Workshop on American Indigenous Languages
From http://orgs.sa.ucsb.edu/nailsg
14th Annual Workshop on American Indigenous Languages
April 15th and 16th, 2011
University of California, Santa Barbara
The keynote speaker for WAIL 2011 will be Nora England from University of Texas at Austin. Early registration ends on April 11th.
Learn more and register at http://orgs.sa.ucsb.edu/nailsg
14th Annual Workshop on American Indigenous Languages
April 15th and 16th, 2011
University of California, Santa Barbara
The keynote speaker for WAIL 2011 will be Nora England from University of Texas at Austin. Early registration ends on April 11th.
Learn more and register at http://orgs.sa.ucsb.edu/nailsg
Conference: What Future for the Less Commonly Taught Languages?
The Language Resource Center of Columbia University together with the Columbia Global Centers and the Consortium for Language Teaching and Learning is organizing a one day conference on the theme of "What Future for the Less Commonly Taught Languages?" This conference is the first in a planned series of conferences exploring topics germane to the teaching and learning of less commonly taught languages the Center will host in the coming years.
The conference aims to bring together language teachers, educators, administrators and other stakeholders to discuss, and share research, theory, and best practices on the current state and future of the LCTL as well as initiate a meaningful professional dialogue on this topic amongst those who are interested in sustaining the teaching and learning of LCTL at US institutions.
Date: Saturday, April 30, 2011
Location: Dag Hammarskjolds Lounge, 15th Floor, School of International and Public Affairs, Columbia University
PLENARY SPEAKER: Scott McGinnis, Academic Advisor and Associate Professor, Defense Language Institute, Washington Office.
Speakers will include among others (full list to follow shortly):
Dan Davidson - Professor of Russian and Second Language Acquisition at Bryn Mawr College
Maria Carreira - Professor of Spanish at California State University, Long Beach
Nancy Ruther - Associate Director, The MacMillan Center, Yale University
Alan Timberlake - Professor of Russian and Chair, Slavic Department, Columbia University
Some of the topics that will be addressed by the speakers will include:
- How do we conjugate the national priority in LCTL with the overall neglect for LCTL at many of our institutions?
- How do we address the systemic lack of funding for LCTL within our academic institutions?
- What structures should we put in place in order to better develop and sustain LCTL?
- What role do heritage learners and bilingual speakers play in reinforcing LCTL programs?
- How can technology help us overcome some of the barriers that prohibit us from achieving critical mass in some LCTL?
- Is the rise of some LCTL (Chinese, Arabic, etc) accomplished at the detriment of other LCTL in terms of institutional support?
- Is the emergence of lingua franca among the LCTL synonymous with diminishing support for other LCTL in the same geographic area?
- How can we better coordinate our efforts to promote the teaching and learning of LCTL regionally as well as nationally?
All are welcome to attend. No registration required but please RSVP.
A full program will follow shortly with an RSVP link.
For more information, contact Stephane Charitos at sc758 at columbia dot edu
#9591 Conference - April 30, 2011 "What Future for the Less Commonly Taught Languages?" LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 26 Feb 2011).
The conference aims to bring together language teachers, educators, administrators and other stakeholders to discuss, and share research, theory, and best practices on the current state and future of the LCTL as well as initiate a meaningful professional dialogue on this topic amongst those who are interested in sustaining the teaching and learning of LCTL at US institutions.
Date: Saturday, April 30, 2011
Location: Dag Hammarskjolds Lounge, 15th Floor, School of International and Public Affairs, Columbia University
PLENARY SPEAKER: Scott McGinnis, Academic Advisor and Associate Professor, Defense Language Institute, Washington Office.
Speakers will include among others (full list to follow shortly):
Dan Davidson - Professor of Russian and Second Language Acquisition at Bryn Mawr College
Maria Carreira - Professor of Spanish at California State University, Long Beach
Nancy Ruther - Associate Director, The MacMillan Center, Yale University
Alan Timberlake - Professor of Russian and Chair, Slavic Department, Columbia University
Some of the topics that will be addressed by the speakers will include:
- How do we conjugate the national priority in LCTL with the overall neglect for LCTL at many of our institutions?
- How do we address the systemic lack of funding for LCTL within our academic institutions?
- What structures should we put in place in order to better develop and sustain LCTL?
- What role do heritage learners and bilingual speakers play in reinforcing LCTL programs?
- How can technology help us overcome some of the barriers that prohibit us from achieving critical mass in some LCTL?
- Is the rise of some LCTL (Chinese, Arabic, etc) accomplished at the detriment of other LCTL in terms of institutional support?
- Is the emergence of lingua franca among the LCTL synonymous with diminishing support for other LCTL in the same geographic area?
- How can we better coordinate our efforts to promote the teaching and learning of LCTL regionally as well as nationally?
All are welcome to attend. No registration required but please RSVP.
A full program will follow shortly with an RSVP link.
For more information, contact Stephane Charitos at sc758 at columbia dot edu
#9591 Conference - April 30, 2011 "What Future for the Less Commonly Taught Languages?" LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 26 Feb 2011).
Partnership for Global Learning Annual Conference
From http://sites.asiasociety.org/pgl2011/conference/register
Partnership for Global Learning Annual Conference
July 7-9, 2011
Washington, D.C.
The Asia Society Partnership for Global Learning annual conference connects educators, business leaders, and policymakers to share best practices, build partnerships, and advance policies to ensure that all students are prepared for work and citizenship in the global 21st century.
Learn more and register at http://sites.asiasociety.org/pgl2011/conference
Early bird discount ends April 15th.
Partnership for Global Learning Annual Conference
July 7-9, 2011
Washington, D.C.
The Asia Society Partnership for Global Learning annual conference connects educators, business leaders, and policymakers to share best practices, build partnerships, and advance policies to ensure that all students are prepared for work and citizenship in the global 21st century.
Learn more and register at http://sites.asiasociety.org/pgl2011/conference
Early bird discount ends April 15th.
LANGUAGE SYMPOSIUM 2011 "Foreign Languages as a Global Skill" at Northwestern University
The Council on Language Instruction and the MultiMedia Learning Center at Northwestern University, together with the Sandi Port Errant Language and Culture Learning Center at the University of Illinois-Chicago and the Center for the Study of Languages at the University of Chicago invite you to attend
LANGUAGE SYMPOSIUM 2011
"Foreign Languages as a Global Skill"
at Northwestern University
APRIL 15 & 16, 2011
Featuring Keynote Address Speaker Nelleke van Deusen Scholl
Director, Center for Language Study, Yale University
“The Interconnection between Language Education and Internationalization: Current Trends and New Directions.”
The PRE-REGISTRATION deadline is Friday, April 1, 2011.
The PRE-REGISTRATION form is now AVAILABLE at http://www.cli.northwestern.edu/activities/symposia/2011
Horn, E. FW: 2011 Language Symposium at Northwestern University. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 18 Mar 2011).
LANGUAGE SYMPOSIUM 2011
"Foreign Languages as a Global Skill"
at Northwestern University
APRIL 15 & 16, 2011
Featuring Keynote Address Speaker Nelleke van Deusen Scholl
Director, Center for Language Study, Yale University
“The Interconnection between Language Education and Internationalization: Current Trends and New Directions.”
The PRE-REGISTRATION deadline is Friday, April 1, 2011.
The PRE-REGISTRATION form is now AVAILABLE at http://www.cli.northwestern.edu/activities/symposia/2011
Horn, E. FW: 2011 Language Symposium at Northwestern University. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 18 Mar 2011).
Call for Papers: International Congress of Belarusian Studies
From http://istorija.vdu.lt/web/icbs/English.html
Consortium of Belarusian and Lithuanian organizations under the auspices of the Vytautas Magnus University (Lithuania) and the Institute "Political Sphere" (Belarus) is working at the moment on the preparation of the First International Congress of Belarusian Studies (Social Sciences), which will take place in Kaunas (Lithuania) on September 23-25, 2011.
The work will be organized in the following panels:
1. Belarus and the system of regional cooperation;
2. “Belarusian model”, 1991-2011: summary of two decades of development;
3. Soviet past in the regional perspective: (de-)(neo-)(post-)Sovietization;
4. Grand Duchy of Lithuania: the fact and the idea;
5. A nation in Central and Eastern Europe: community and identity;
6. Belarusian society and culture: strategies in the globalized world.
Suggested topics for public discussions:
1. Belarus and the Eastern Partnership initiative;
2. Elections in Belarus, 2008-2010: consequences and perspectives;
3. Belarus-Lithuania relations: state, perspectives and obstacles.
The deadline for applications is July 15, 2011.
View the full call for papers at http://istorija.vdu.lt/web/icbs/English_call.html
Consortium of Belarusian and Lithuanian organizations under the auspices of the Vytautas Magnus University (Lithuania) and the Institute "Political Sphere" (Belarus) is working at the moment on the preparation of the First International Congress of Belarusian Studies (Social Sciences), which will take place in Kaunas (Lithuania) on September 23-25, 2011.
The work will be organized in the following panels:
1. Belarus and the system of regional cooperation;
2. “Belarusian model”, 1991-2011: summary of two decades of development;
3. Soviet past in the regional perspective: (de-)(neo-)(post-)Sovietization;
4. Grand Duchy of Lithuania: the fact and the idea;
5. A nation in Central and Eastern Europe: community and identity;
6. Belarusian society and culture: strategies in the globalized world.
Suggested topics for public discussions:
1. Belarus and the Eastern Partnership initiative;
2. Elections in Belarus, 2008-2010: consequences and perspectives;
3. Belarus-Lithuania relations: state, perspectives and obstacles.
The deadline for applications is July 15, 2011.
View the full call for papers at http://istorija.vdu.lt/web/icbs/English_call.html
Call for Papers: Central States Conference 2012
The Central States Conference on the Teaching of Foreign Languages will take place in 2012 in Milwaukee, March 8-10.
Session and Workshop proposals are due April 15, 2011.
Submit a proposal at https://www.web-reg.com/csc-prop
Session and Workshop proposals are due April 15, 2011.
Submit a proposal at https://www.web-reg.com/csc-prop
Call for Papers: East Coast Organization of Language Testers
From http://www.cal.org/ecolt/papers.html
Call for Papers
With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its tenth annual conference on October 28-29, 2011 in Washington, D.C.
Plenary Speaker Carol Chapelle, Iowa State University
Receipt Deadline: Wednesday, June 15, 2011
The organizers invite proposals from colleagues in academia and education, government, and for-profit and not-for-profit organizations. ECOLT encourages students, researchers, and teachers to present papers or posters on projects on validity: opportunities and challenges.
View the full call for papers at http://www.cal.org/ecolt/papers.html
Call for Papers
With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its tenth annual conference on October 28-29, 2011 in Washington, D.C.
Plenary Speaker Carol Chapelle, Iowa State University
Receipt Deadline: Wednesday, June 15, 2011
The organizers invite proposals from colleagues in academia and education, government, and for-profit and not-for-profit organizations. ECOLT encourages students, researchers, and teachers to present papers or posters on projects on validity: opportunities and challenges.
View the full call for papers at http://www.cal.org/ecolt/papers.html
Book: Language Teaching: Linguistic Theory in Practice
From http://www.euppublishing.com/book/9780748636358
Language Teaching: Linguistic Theory in Practice
Author: Melinda Whong
Publisher: Edinburgh University Press
Description: By presenting a range of linguistic perspectives from formal to functional to cognitive, this book highlights the relevance of second language acquisition research to the language classroom. Following a brief historical survey of the ways in which language has been viewed, Whong clearly discusses the basic tenets of Chomskyan linguistics, before exploring ten generalisations about second language development in terms of their implications for language teaching. Emphasising the formal generative approach, the book explores well-known language teaching methods, looking at the extent to which linguistic theory is relevant to the different approaches. This is the first textbook to provide an explicit discussion of language teaching from the point of view of formal linguistics.
Visit the publisher’s website at http://www.euppublishing.com/book/9780748636358
Language Teaching: Linguistic Theory in Practice
Author: Melinda Whong
Publisher: Edinburgh University Press
Description: By presenting a range of linguistic perspectives from formal to functional to cognitive, this book highlights the relevance of second language acquisition research to the language classroom. Following a brief historical survey of the ways in which language has been viewed, Whong clearly discusses the basic tenets of Chomskyan linguistics, before exploring ten generalisations about second language development in terms of their implications for language teaching. Emphasising the formal generative approach, the book explores well-known language teaching methods, looking at the extent to which linguistic theory is relevant to the different approaches. This is the first textbook to provide an explicit discussion of language teaching from the point of view of formal linguistics.
Visit the publisher’s website at http://www.euppublishing.com/book/9780748636358
Book: We Are Our Language: An Ethnography of Language Revitalization in a Northern Athabaskan Community
From http://www.uapress.arizona.edu/BOOKS/bid2252.htm
We Are Our Language: An Ethnography of Language Revitalization in a Northern Athabaskan Community
by Barbra A. Meek
Published by the University of Arizona Press
Description: In presenting the case of Kaska, an endangered language in an Athabascan community in the Yukon, Barbra Meek asserts that language revitalization requires more than just linguistic rehabilitation; it demands a social transformation. The process must mend rips and tears in the social fabric of the language community that result from an enduring colonial history focused on termination. These “disjunctures” include government policies conflicting with community goals, widely varying teaching methods and generational viewpoints, and even clashing ideologies within the language community.
This book provides a detailed investigation of language revitalization based on more than two years of active participation in local language renewal efforts. Each chapter focuses on a different dimension, such as spelling and expertise, conversation and social status, family practices, and bureaucratic involvement in local language choices. Each situation illustrates the balance between the desire for linguistic continuity and the reality of disruption.
We Are Our Language reveals the subtle ways in which different conceptions and practices—historical, material, and interactional—can variably affect the state of an indigenous language, and it offers a critical step toward redefining success and achieving revitalization.
Visit the publisher’s website at http://www.uapress.arizona.edu/BOOKS/bid2252.htm
We Are Our Language: An Ethnography of Language Revitalization in a Northern Athabaskan Community
by Barbra A. Meek
Published by the University of Arizona Press
Description: In presenting the case of Kaska, an endangered language in an Athabascan community in the Yukon, Barbra Meek asserts that language revitalization requires more than just linguistic rehabilitation; it demands a social transformation. The process must mend rips and tears in the social fabric of the language community that result from an enduring colonial history focused on termination. These “disjunctures” include government policies conflicting with community goals, widely varying teaching methods and generational viewpoints, and even clashing ideologies within the language community.
This book provides a detailed investigation of language revitalization based on more than two years of active participation in local language renewal efforts. Each chapter focuses on a different dimension, such as spelling and expertise, conversation and social status, family practices, and bureaucratic involvement in local language choices. Each situation illustrates the balance between the desire for linguistic continuity and the reality of disruption.
We Are Our Language reveals the subtle ways in which different conceptions and practices—historical, material, and interactional—can variably affect the state of an indigenous language, and it offers a critical step toward redefining success and achieving revitalization.
Visit the publisher’s website at http://www.uapress.arizona.edu/BOOKS/bid2252.htm
March 12, 2011
"Skype in the Classroom" Launches to Connect Teachers & Students Worldwide
From http://www.readwriteweb.com/archives/skype_in_the_classroom_launches_to_connect_teacher.php
"Skype in the Classroom" Launches to Connect Teachers & Students Worldwide
By Audrey Watters
February 27, 2011
Teachers use Skype to open their students to a world beyond the classroom walls. They use it to bring experts, authors, and guest instructors into the classroom, those who would never otherwise be able to visit the school. Students can take virtual field trips, if you will, via Skype as they're connected to places through video chat. A Skype communication session can involve foreign language learning or a cultural exchange. It can connect classrooms across the city, state, country or around the world.
This usage by teachers has caught Skype's attention, says spokesperson Jacqueline Botterill, and the company has just launched the beta version of Skype in the Classroom, an effort to support their efforts.
The first step, Skype says, is building a directory of educators who use the VOIP service and want to connect their classrooms with others. Currently, many teachers turn to Facebook, Twitter, and their own personal and professional social networks in order to find other teachers to connect with, and it looks like Skype wants to make sure it's providing its own matching services and helping provide the resources and skill-building so that teachers feel comfortable with video conferencing.
Read the full article at http://www.readwriteweb.com/archives/skype_in_the_classroom_launches_to_connect_teacher.php
Check out the beta version of Skype in the Classroom at http://education.skype.com
"Skype in the Classroom" Launches to Connect Teachers & Students Worldwide
By Audrey Watters
February 27, 2011
Teachers use Skype to open their students to a world beyond the classroom walls. They use it to bring experts, authors, and guest instructors into the classroom, those who would never otherwise be able to visit the school. Students can take virtual field trips, if you will, via Skype as they're connected to places through video chat. A Skype communication session can involve foreign language learning or a cultural exchange. It can connect classrooms across the city, state, country or around the world.
This usage by teachers has caught Skype's attention, says spokesperson Jacqueline Botterill, and the company has just launched the beta version of Skype in the Classroom, an effort to support their efforts.
The first step, Skype says, is building a directory of educators who use the VOIP service and want to connect their classrooms with others. Currently, many teachers turn to Facebook, Twitter, and their own personal and professional social networks in order to find other teachers to connect with, and it looks like Skype wants to make sure it's providing its own matching services and helping provide the resources and skill-building so that teachers feel comfortable with video conferencing.
Read the full article at http://www.readwriteweb.com/archives/skype_in_the_classroom_launches_to_connect_teacher.php
Check out the beta version of Skype in the Classroom at http://education.skype.com
The Best Resources For Learning The Advantages To Being Bilingual
From http://larryferlazzo.edublogs.org
From time to time we see articles documenting another advantage to being bilingual. Mr. Ferlazzo has compiled many of them in one place: http://larryferlazzo.edublogs.org/2011/02/16/the-best-resources-for-learning-the-advantages-to-being-bilingual
From time to time we see articles documenting another advantage to being bilingual. Mr. Ferlazzo has compiled many of them in one place: http://larryferlazzo.edublogs.org/2011/02/16/the-best-resources-for-learning-the-advantages-to-being-bilingual
March 2011 Issue of Language Magazine
From http://languagemagazine.com/?p=1764
IN THIS ISSUE:
Making Content King
Alma Krilic suggests reorganizing language programs according to their content area instead of students’ proficiency level
How Long is Too Long?
Diego Uribe presents a study of attaining academic English proficiency
Jogging the Brain
Aned Muñiz has found that incorporating sports into her language class is a winning formula
English to Go
M. Catherine OliverSmith describes how expert execution of a simple idea has resulted in an international educational phenomenon
Playa and More
México and Costa Rica are deservedly two of America’s favorite tourist destinations and they also offer a wealth of Spanish immersion opportunities
Last Writes
Richard Lederer on speaking Strine
Access the current issue at http://languagemagazine.com/?p=1764
IN THIS ISSUE:
Making Content King
Alma Krilic suggests reorganizing language programs according to their content area instead of students’ proficiency level
How Long is Too Long?
Diego Uribe presents a study of attaining academic English proficiency
Jogging the Brain
Aned Muñiz has found that incorporating sports into her language class is a winning formula
English to Go
M. Catherine OliverSmith describes how expert execution of a simple idea has resulted in an international educational phenomenon
Playa and More
México and Costa Rica are deservedly two of America’s favorite tourist destinations and they also offer a wealth of Spanish immersion opportunities
Last Writes
Richard Lederer on speaking Strine
Access the current issue at http://languagemagazine.com/?p=1764
Calling High School Students: UCLA Has Summer Courses for Heritage Speakers of Amharic, Arabic, Armenian, Chinese, Hindi, Persian, and Russian
From http://www.nhlrc.ucla.edu
Calling High School Students: UCLA Has Summer Courses in Your Home Language
The Summer High School Language Program is geared toward students who speak one of the offered languages at home and want to improve their writing and reading skills. For the first time in summer 2011, UCLA will offer Amharic, a language of Ethiopia, to high school students who have been exposed to it at home. Other languages covered in the summer heritage program are Arabic, Armenian, Chinese, Hindi, Persian and Russian.
Learn more at http://www.nhlrc.ucla.edu/news/article.asp?parentid=118643
Calling High School Students: UCLA Has Summer Courses in Your Home Language
The Summer High School Language Program is geared toward students who speak one of the offered languages at home and want to improve their writing and reading skills. For the first time in summer 2011, UCLA will offer Amharic, a language of Ethiopia, to high school students who have been exposed to it at home. Other languages covered in the summer heritage program are Arabic, Armenian, Chinese, Hindi, Persian and Russian.
Learn more at http://www.nhlrc.ucla.edu/news/article.asp?parentid=118643
Dictionary.com Launches Spanish Language Channel
From http://mashable.com/2011/02/22/dictionary-spanish
Dictionary.com announced Tuesday that it is launching a Spanish language channel.
The channel will exist as a tab within the main English site, but will have similar functionality to its English counterpart — including full-text translation, synonyms in both Spanish and English, a Word of the Day feature, audio pronunciation and spelling suggestions.
Read the full article about the new channel at http://mashable.com/2011/02/22/dictionary-spanish
The channel itself is available at http://spanish.dictionary.com
Dictionary.com announced Tuesday that it is launching a Spanish language channel.
The channel will exist as a tab within the main English site, but will have similar functionality to its English counterpart — including full-text translation, synonyms in both Spanish and English, a Word of the Day feature, audio pronunciation and spelling suggestions.
Read the full article about the new channel at http://mashable.com/2011/02/22/dictionary-spanish
The channel itself is available at http://spanish.dictionary.com
Haiti Kreyol.com Website
Celebrate and explore Haitian culture and art, access a Kreyol-English dictionary, and access Haiti.FM, and arts and culture network, at http://www.kreyol.com
Forum: Young Ambassadors of Francophonie in the Americas
From http://www.francophoniedesameriques.com/forum2011
La 3e édition du Forum des jeunes ambassadeurs de la francophonie des Amériques aura lieu à Montréal du 17 au 27 juin 2011, sous la présidence d'honneur de l'artiste franco-ontarien Damien Robitaille.
Le Forum est un événement rassembleur et mobilisateur pour près de 50 jeunes adultes de 18 à 35 ans, provenant des quatre coins des Amériques, qui sont actifs dans la promotion du fait francophone et de la langue française dans leur communauté.
Learn more about this opportunity at http://www.francophoniedesameriques.com/forum2011
La 3e édition du Forum des jeunes ambassadeurs de la francophonie des Amériques aura lieu à Montréal du 17 au 27 juin 2011, sous la présidence d'honneur de l'artiste franco-ontarien Damien Robitaille.
Le Forum est un événement rassembleur et mobilisateur pour près de 50 jeunes adultes de 18 à 35 ans, provenant des quatre coins des Amériques, qui sont actifs dans la promotion du fait francophone et de la langue française dans leur communauté.
Learn more about this opportunity at http://www.francophoniedesameriques.com/forum2011
March 2011 Issue of the School of Russian and Asian Studies Newsletter
From http://www.sras.org/march_2011
In this month's newsletter:
- Feature: New Programs Abroad!
- Top movies, videos, and songs in Russia
- Part 2 of a mini-lesson on Russian bath houses
Access this content and more at http://www.sras.org/march_2011
In this month's newsletter:
- Feature: New Programs Abroad!
- Top movies, videos, and songs in Russia
- Part 2 of a mini-lesson on Russian bath houses
Access this content and more at http://www.sras.org/march_2011
Thailand Educator Exchange Program
From http://www.americancouncils.org/program/47/TTPEP
The Thailand Educator Exchange Program is a short-term, mutual exchange opportunity for U.S. and Thailand principals, administrators and teachers that is fully funded by the Bureau of Educational Affairs (ECA), U.S. Department of State. The program provides a professional development opportunity for U.S. and Thailand educators to work together on issues of mutual interest to their communities, schools and students.
Deadline: March 28, 2011
Learn more about the program at http://www.americancouncils.org/program/47/TTPEP
The Thailand Educator Exchange Program is a short-term, mutual exchange opportunity for U.S. and Thailand principals, administrators and teachers that is fully funded by the Bureau of Educational Affairs (ECA), U.S. Department of State. The program provides a professional development opportunity for U.S. and Thailand educators to work together on issues of mutual interest to their communities, schools and students.
Deadline: March 28, 2011
Learn more about the program at http://www.americancouncils.org/program/47/TTPEP
Japan Foundation - Fiscal Year 2011-2012 Grant Announcement
The Japan Foundation, Los Angeles (JFLA) is now accepting applications for the following programs. Please check the website for the details. http://www.jpf.go.jp/jfla/grant_index.html
The original application form must ARRIVE at the JFLA by the respective deadlines (no postmark). Before applying, please be sure to inform the JFLA of your intention to apply for the grant.
If you have questions, please contact the JFLA directly (Email: language at jflalc dot org Tel: 1-213-621-2267).
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
1. Grant Program for Contests Designed for Japanese-Language Learners
(Deadlines: 3/15/2011, 9/1/2011)
2. Japanese-Language Teaching Materials Purchase Grant
(Deadlines: 4/1/2011, 9/1/2011)
3. Salary Assistance Program for Japanese-Language Courses
(Deadline: 5/2/2011)
4. Japanese-Language Education Research Grant
(Deadline: 5/31/2011)
5. Japanese-Langauge Education Grant
(Deadline: 2 months before the project start date)
Nakai, M. (USA Only) The Japan Foundation - Fiscal Year 2011-2012 Grant Announcement. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 8 Mar 2011).
The original application form must ARRIVE at the JFLA by the respective deadlines (no postmark). Before applying, please be sure to inform the JFLA of your intention to apply for the grant.
If you have questions, please contact the JFLA directly (Email: language at jflalc dot org Tel: 1-213-621-2267).
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
1. Grant Program for Contests Designed for Japanese-Language Learners
(Deadlines: 3/15/2011, 9/1/2011)
2. Japanese-Language Teaching Materials Purchase Grant
(Deadlines: 4/1/2011, 9/1/2011)
3. Salary Assistance Program for Japanese-Language Courses
(Deadline: 5/2/2011)
4. Japanese-Language Education Research Grant
(Deadline: 5/31/2011)
5. Japanese-Langauge Education Grant
(Deadline: 2 months before the project start date)
Nakai, M. (USA Only) The Japan Foundation - Fiscal Year 2011-2012 Grant Announcement. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 8 Mar 2011).
Sign Language Could Be Offered as Foreign Language in Virginia
From http://www2.newsadvance.com/news/2011/mar/02/tdmain01-sign-language-could-be-offered-as-foreign-ar-876734
Sign language could be offered as foreign language
By WESLEY P. HESTER
March 2, 2011
Last winter, Del. Dickie Bell, R-Staunton, received a letter from a Loudoun Valley High School class seeking help.
Dawn Hitchens' American Sign Language students were looking for someone to sponsor legislation on their behalf that would recognize ASL as a foreign language in Virginia's high schools and universities. Bell jumped at the chance.
One year later, House Bill 1435, drafted in part by the students, is on its way to Gov. Bob McDonnell.
If signed by McDonnell, the legislation, which passed the House and the Senate by overwhelming majorities, would see Virginia join 35 other states in which sign language counts toward the fulfillment of foreign-language requirements at public high schools and state colleges and universities.
Read the full article at http://www2.newsadvance.com/news/2011/mar/02/tdmain01-sign-language-could-be-offered-as-foreign-ar-876734
Sign language could be offered as foreign language
By WESLEY P. HESTER
March 2, 2011
Last winter, Del. Dickie Bell, R-Staunton, received a letter from a Loudoun Valley High School class seeking help.
Dawn Hitchens' American Sign Language students were looking for someone to sponsor legislation on their behalf that would recognize ASL as a foreign language in Virginia's high schools and universities. Bell jumped at the chance.
One year later, House Bill 1435, drafted in part by the students, is on its way to Gov. Bob McDonnell.
If signed by McDonnell, the legislation, which passed the House and the Senate by overwhelming majorities, would see Virginia join 35 other states in which sign language counts toward the fulfillment of foreign-language requirements at public high schools and state colleges and universities.
Read the full article at http://www2.newsadvance.com/news/2011/mar/02/tdmain01-sign-language-could-be-offered-as-foreign-ar-876734
Article: Global Learning Scales Up
From http://www.districtadministration.com/viewarticle.aspx?articleid=2716&p=1#0
Global Learning Scales Up
Districts build on the success of private, internationally oriented schools and foreign language programs.
By Ron Schachter
March 2011
Becoming more global is a familiar refrain for many a school administrator or curriculum developer wrestling with delivering 21st century skills. Over the past decade, districts have expanded their foreign language programs, added Mandarin Chinese to the mix, and in some cases launched language immersion classes in their elementary schools. Others have opened entire schools designed around international education.
Not only do these schools promote proficiency in one or more foreign languages, but they also embed international perspectives in all content areas, from social studies to the arts, and they make extensive use of online learning to interact with students and teachers in other countries.
But while initiatives like these were often regarded as experimental or, at best, unique just a few years ago, a growing number of school districts are taking global learning to the next level by replicating schools with a global bent.
Read the full article at http://www.districtadministration.com/viewarticle.aspx?articleid=2716&p=1#0
Global Learning Scales Up
Districts build on the success of private, internationally oriented schools and foreign language programs.
By Ron Schachter
March 2011
Becoming more global is a familiar refrain for many a school administrator or curriculum developer wrestling with delivering 21st century skills. Over the past decade, districts have expanded their foreign language programs, added Mandarin Chinese to the mix, and in some cases launched language immersion classes in their elementary schools. Others have opened entire schools designed around international education.
Not only do these schools promote proficiency in one or more foreign languages, but they also embed international perspectives in all content areas, from social studies to the arts, and they make extensive use of online learning to interact with students and teachers in other countries.
But while initiatives like these were often regarded as experimental or, at best, unique just a few years ago, a growing number of school districts are taking global learning to the next level by replicating schools with a global bent.
Read the full article at http://www.districtadministration.com/viewarticle.aspx?articleid=2716&p=1#0
Article: Spanish Is a Job Market Advantage in the U.S.
From http://vidayfamilia.univision.com/es-el-momento/noticias/article/2011-02-28/el-espanol-una-ventaja-laboral
Are you trying to convince heritage Spanish speakers or advanced Spanish learners that bilingualism is worth the effort? Here is a helpful article:
El español: Una ventaja laboral para los latinos
February 28, 2011
El bilingüismo es una ventaja para los hispanos que les permite acceder a mejores trabajos en Estados Unidos, dijo el representante puertorriqueño ante el Congreso estadounidense, Pedro Pierluisi.
"Un empleado en los Estados Unidos que es bilingüe en inglés y en español puede realizar su trabajo fácilmente con empresas localizadas en Centro y Suramérica, al tiempo que el que solo habla inglés está limitado a trabajar con empresarios que se expresen en ese idioma", señaló Pierluisi.
Read the full Spanish-language article at http://vidayfamilia.univision.com/es-el-momento/noticias/article/2011-02-28/el-espanol-una-ventaja-laboral
Are you trying to convince heritage Spanish speakers or advanced Spanish learners that bilingualism is worth the effort? Here is a helpful article:
El español: Una ventaja laboral para los latinos
February 28, 2011
El bilingüismo es una ventaja para los hispanos que les permite acceder a mejores trabajos en Estados Unidos, dijo el representante puertorriqueño ante el Congreso estadounidense, Pedro Pierluisi.
"Un empleado en los Estados Unidos que es bilingüe en inglés y en español puede realizar su trabajo fácilmente con empresas localizadas en Centro y Suramérica, al tiempo que el que solo habla inglés está limitado a trabajar con empresarios que se expresen en ese idioma", señaló Pierluisi.
Read the full Spanish-language article at http://vidayfamilia.univision.com/es-el-momento/noticias/article/2011-02-28/el-espanol-una-ventaja-laboral
Sweetwater School District in California Offers Biliteracy Seal on Diplomas
From http://www.signonsandiego.com/news/2011/mar/04/sweetwaters-biliteracy-effort-growing
Sweetwater's biliteracy effort is growing
By Ashly McGlone
March 4, 2011
A novel biliteracy program at the Sweetwater Union High School District is becoming more popular and is attracting the attention of a statewide education group that would like to see the effort expand elsewhere in California.
The Sweetwater district is the only one in the county and just one of 33 in the state to offer qualifying students the seal of biliteracy on their diploma.
Read the full article at http://www.signonsandiego.com/news/2011/mar/04/sweetwaters-biliteracy-effort-growing
Sweetwater's biliteracy effort is growing
By Ashly McGlone
March 4, 2011
A novel biliteracy program at the Sweetwater Union High School District is becoming more popular and is attracting the attention of a statewide education group that would like to see the effort expand elsewhere in California.
The Sweetwater district is the only one in the county and just one of 33 in the state to offer qualifying students the seal of biliteracy on their diploma.
Read the full article at http://www.signonsandiego.com/news/2011/mar/04/sweetwaters-biliteracy-effort-growing
Civil Rights Deal Signals Federal Push for Translation Services in Schools
From http://www.edweek.org/ew/articles/2011/03/03/23language.h30.html?tkn=TNXF1Oa1D6Le3XJDmOoC6rsvpS4IObHSH8Ua&cmp=clp-sb-actfl
Civil Rights Deal Signals Federal Push for Translation Services
Expanded services for parents part of Phila. accord
By Mary Ann Zehr
March 3, 2011
The Philadelphia school district has been beefing up language-translation services for parents to carry out a settlement agreement with the U.S. Department of Justice, in what is seen as a signal that the federal government is planning to press harder on schools to make school-to-home communications more accessible to all parents with limited English skills.
The Philadelphia settlement requires the district to inform LEP parents at South Philadelphia High School by the start of the school year or no later than 10 days after their child is identified as an English-language learner that the district provides translation/interpretation services to parents free of charge. It requires the district to continue to provide interpretation services to students or their parents whenever an ELL faces the prospect of a suspension, expulsion, or disciplinary transfer. Any documents about an alleged or actual harassment incident or disciplinary action taken against an ELL student at South Philadelphia High School must be translated for parents. The Asian students who were victims in the widely publicized attacks at the school last year were English-language learners.
Read the full article at http://www.edweek.org/ew/articles/2011/03/03/23language.h30.html?tkn=TNXF1Oa1D6Le3XJDmOoC6rsvpS4IObHSH8Ua&cmp=clp-sb-actfl
Civil Rights Deal Signals Federal Push for Translation Services
Expanded services for parents part of Phila. accord
By Mary Ann Zehr
March 3, 2011
The Philadelphia school district has been beefing up language-translation services for parents to carry out a settlement agreement with the U.S. Department of Justice, in what is seen as a signal that the federal government is planning to press harder on schools to make school-to-home communications more accessible to all parents with limited English skills.
The Philadelphia settlement requires the district to inform LEP parents at South Philadelphia High School by the start of the school year or no later than 10 days after their child is identified as an English-language learner that the district provides translation/interpretation services to parents free of charge. It requires the district to continue to provide interpretation services to students or their parents whenever an ELL faces the prospect of a suspension, expulsion, or disciplinary transfer. Any documents about an alleged or actual harassment incident or disciplinary action taken against an ELL student at South Philadelphia High School must be translated for parents. The Asian students who were victims in the widely publicized attacks at the school last year were English-language learners.
Read the full article at http://www.edweek.org/ew/articles/2011/03/03/23language.h30.html?tkn=TNXF1Oa1D6Le3XJDmOoC6rsvpS4IObHSH8Ua&cmp=clp-sb-actfl
Foreign Language Assistance Program Funding in Jeopardy
From http://asiasociety.org/education-learning/world-languages/-american-schools/language-funding-jeopardy
In an effort to prevent government shut down, the U.S. House of Representatives recently passed a proposal, HR 1, which contains $100 billion in cuts from the President’s FY 2011 budget request. To reach that number the House cut billions through eliminations, reductions, and rescissions, including the elimination of the Foreign Language Assistance Program (FLAP) within the Department of Education.
FLAP is the only source of federal education funding for K-12 foreign language innovation and best practices. The $26.9 million in funding are being used to develop programs in critical languages to help support our economic and national security interests and prepare our graduates to compete in the 21st century. The US Department of Education awards, on average, between 25-35 FLAP grants each year to local education agencies and state education agencies.
Learn more at http://asiasociety.org/education-learning/world-languages/-american-schools/language-funding-jeopardy
In an effort to prevent government shut down, the U.S. House of Representatives recently passed a proposal, HR 1, which contains $100 billion in cuts from the President’s FY 2011 budget request. To reach that number the House cut billions through eliminations, reductions, and rescissions, including the elimination of the Foreign Language Assistance Program (FLAP) within the Department of Education.
FLAP is the only source of federal education funding for K-12 foreign language innovation and best practices. The $26.9 million in funding are being used to develop programs in critical languages to help support our economic and national security interests and prepare our graduates to compete in the 21st century. The US Department of Education awards, on average, between 25-35 FLAP grants each year to local education agencies and state education agencies.
Learn more at http://asiasociety.org/education-learning/world-languages/-american-schools/language-funding-jeopardy
Tenure Track Arabic Position at Wayne State University
From http://linguistlist.org/issues/22/22-1040.html
The Department of Classical and Modern Languages, Literatures, and Cultures at Wayne State University seeks applicants for a tenure-track position in Arabic beginning August 2011.
Requirements:
1) Ph.D in appropriate field within Arabic and/or Linguistics by date of appointment
2) University-level teaching experience in Arabic language
3) Evidence of an active publication agenda and continued scholarly promise
4) Native or near-native fluency in Arabic and English
See the full job posting at http://linguistlist.org/issues/22/22-1040.html
The Department of Classical and Modern Languages, Literatures, and Cultures at Wayne State University seeks applicants for a tenure-track position in Arabic beginning August 2011.
Requirements:
1) Ph.D in appropriate field within Arabic and/or Linguistics by date of appointment
2) University-level teaching experience in Arabic language
3) Evidence of an active publication agenda and continued scholarly promise
4) Native or near-native fluency in Arabic and English
See the full job posting at http://linguistlist.org/issues/22/22-1040.html
Job: Foreign Language Instructional Technologist at Reed College
From http://web.reed.edu/cis/about/jobs/flit.html
Description
The Foreign Language Instructional Technologist maintains close collaboration with foreign language faculty, students, and the Instructional Technology Manager to facilitate selection, creation, and effective use of current and new technologies in support of teaching and learning. She/he consults with faculty to understand their needs and to assess the outcomes of using specific technologies for language learning. She/he works closely with other CIS staff to customize and test instructional tools and plays a major role in providing documentation and training for these tools.
View a full job description at http://web.reed.edu/cis/about/jobs/flit.html
Description
The Foreign Language Instructional Technologist maintains close collaboration with foreign language faculty, students, and the Instructional Technology Manager to facilitate selection, creation, and effective use of current and new technologies in support of teaching and learning. She/he consults with faculty to understand their needs and to assess the outcomes of using specific technologies for language learning. She/he works closely with other CIS staff to customize and test instructional tools and plays a major role in providing documentation and training for these tools.
View a full job description at http://web.reed.edu/cis/about/jobs/flit.html
Federal Service Foreign Language Academy: Russian, Chinese, and Arabic
From http://www.northgeorgia.edu/summeracademy
In the academy, high school students will learn the fundamentals of Arabic, Chinese, or Russian, while earning Georgia high school course credit. There are also job available for teachers who want to teach in the academy this summer.
Here is a description of the program for high school students:
For twenty-one consecutive days, you will be immersed in the language and culture in an academic environment hosted by North Georgia College & State University in partnership with the Georgia Department of Education. You will live and dine on campus as you complete the program which entails general academic study to help you prepare for a possible internationally-oriented career in federal government, and a physical fitness component designed to promote a healthy and active lifestyle.
Here is a description of the job duties for teachers:
-Session Dates: Two cohort sessions of three week duration or 21 consecutive days. First Cohort: June 12-July 1; Second Cohort: July 10-July 29
-Class Ratio: 16 students to one teacher; Two counselors (cadet mentors proficient in target language) will be assigned to each cohort language group
-Teacher Compensation: Free room and board provided (if desired); $1,000 per week ($6,000 total); Six days of instruction per week; Six hours a day; Additional activities and study time will be planned for evenings.
-Two Field Trips Per Session: 1) Teacher directed and language specific (First Saturday); 2) A consolidated adventure trip for all students (Second Saturday)
Learn more about the program, which is open to students from outside of Georgia as well, at http://www.northgeorgia.edu/summeracademy
In the academy, high school students will learn the fundamentals of Arabic, Chinese, or Russian, while earning Georgia high school course credit. There are also job available for teachers who want to teach in the academy this summer.
Here is a description of the program for high school students:
For twenty-one consecutive days, you will be immersed in the language and culture in an academic environment hosted by North Georgia College & State University in partnership with the Georgia Department of Education. You will live and dine on campus as you complete the program which entails general academic study to help you prepare for a possible internationally-oriented career in federal government, and a physical fitness component designed to promote a healthy and active lifestyle.
Here is a description of the job duties for teachers:
-Session Dates: Two cohort sessions of three week duration or 21 consecutive days. First Cohort: June 12-July 1; Second Cohort: July 10-July 29
-Class Ratio: 16 students to one teacher; Two counselors (cadet mentors proficient in target language) will be assigned to each cohort language group
-Teacher Compensation: Free room and board provided (if desired); $1,000 per week ($6,000 total); Six days of instruction per week; Six hours a day; Additional activities and study time will be planned for evenings.
-Two Field Trips Per Session: 1) Teacher directed and language specific (First Saturday); 2) A consolidated adventure trip for all students (Second Saturday)
Learn more about the program, which is open to students from outside of Georgia as well, at http://www.northgeorgia.edu/summeracademy
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