April 24, 2011
Global Digital Media: Project Ideas
Here are some real-world global digital media projects that engage students on many different levels: http://tinyurl.com/3lm8du9
Challenge 20/20: Partner with Students in Other Countries To Solve Global Problems
From http://www.nais.org/global/index.cfm?ItemNumber=150365
The NAIS Challenge 20/20 program is an Internet-based international education program that partners schools from the United States with schools from other countries to work together on one of the 20 global problems described by J.F. Rischard in his book, High Noon: 20 Global Problems, 20 Years to Solve Them. Together, schools identify solutions to these global problems that can be implemented in their own schools and communities and at the local and national level.
All schools in the US and all schools in other countries can apply online via the same application form at http://www.nais.org/go/challenge2020 . Schools can submit an application anytime from March to August of each year and all partnerships and announcements will be made by September of each year.
Learn more at http://www.nais.org/resources/index.cfm?ItemNumber=147262&utm_source=Partnership+for+Global+Learning+General&utm_campaign=b9f18cbbf0-PGL_newsletter_0411&utm_medium=email
The NAIS Challenge 20/20 program is an Internet-based international education program that partners schools from the United States with schools from other countries to work together on one of the 20 global problems described by J.F. Rischard in his book, High Noon: 20 Global Problems, 20 Years to Solve Them. Together, schools identify solutions to these global problems that can be implemented in their own schools and communities and at the local and national level.
All schools in the US and all schools in other countries can apply online via the same application form at http://www.nais.org/go/challenge2020 . Schools can submit an application anytime from March to August of each year and all partnerships and announcements will be made by September of each year.
Learn more at http://www.nais.org/resources/index.cfm?ItemNumber=147262&utm_source=Partnership+for+Global+Learning+General&utm_campaign=b9f18cbbf0-PGL_newsletter_0411&utm_medium=email
National Association of Self-Instructional Language Programs
From http://www.nasilp.net
The National Association of Self-Instructional Language Programs (NASILP) is North America's only professional organization specifically established for the fostering of self-managed academic programs in the less-commonly taught languages (LCTLs).
Learn more about and join this organization at http://www.nasilp.net
The National Association of Self-Instructional Language Programs (NASILP) is North America's only professional organization specifically established for the fostering of self-managed academic programs in the less-commonly taught languages (LCTLs).
Learn more about and join this organization at http://www.nasilp.net
TESOL Advocacy Day 2011
TESOL Advocacy Day 2011 will be held June 6-7, 2011 in Washington, DC, and will focus on reauthorization of the Elementary and Secondary Education Act. Registration information and additional details are available online at http://www.tesol.org/AdvocacyDay2011 .
Teachers for Global Classrooms Program
From http://www.irex.org/project/teachers-global-classrooms-program-tgc?utm_source=Partnership+for+Global+Learning+General&utm_campaign=b9f18cbbf0-PGL_newsletter_0411&utm_medium=email
The Teachers for Global Classrooms (TGC) Program provides a professional development opportunity for middle and high school teachers from the United States to participate in a program aimed at globalizing US classrooms.
Activities include:
• An online course designed specifically for US teachers aiming to globalize their classrooms;
• Two Global Education Symposiums in Washington, DC (pre and post travel); and
• An international fellowship through a two week country visit upon successful completion of the online course.
Travel under this program will be to one of the following countries: Brazil, Ghana, India, Indonesia, Morocco, or Ukraine.
Eligible applicants must be:
• Full-time secondary-level (middle or high school), teaching professionals with five or more years of classroom experience in disciplines including English as a Second Language, English Language or Literature, Social Studies, Mathematics, or Science;
• US citizens.
Applications are due June 15, 2011.
Learn more and apply at http://www.irex.org/project/teachers-global-classrooms-program-tgc?utm_source=Partnership+for+Global+Learning+General&utm_campaign=b9f18cbbf0-PGL_newsletter_0411&utm_medium=email
The Teachers for Global Classrooms (TGC) Program provides a professional development opportunity for middle and high school teachers from the United States to participate in a program aimed at globalizing US classrooms.
Activities include:
• An online course designed specifically for US teachers aiming to globalize their classrooms;
• Two Global Education Symposiums in Washington, DC (pre and post travel); and
• An international fellowship through a two week country visit upon successful completion of the online course.
Travel under this program will be to one of the following countries: Brazil, Ghana, India, Indonesia, Morocco, or Ukraine.
Eligible applicants must be:
• Full-time secondary-level (middle or high school), teaching professionals with five or more years of classroom experience in disciplines including English as a Second Language, English Language or Literature, Social Studies, Mathematics, or Science;
• US citizens.
Applications are due June 15, 2011.
Learn more and apply at http://www.irex.org/project/teachers-global-classrooms-program-tgc?utm_source=Partnership+for+Global+Learning+General&utm_campaign=b9f18cbbf0-PGL_newsletter_0411&utm_medium=email
New Websites: Developing Oral Proficiency of Adults Learning English and CAL Solutions
The Center for Applied Linguistics announces its new professional development website. This free online resource is a self-paced professional development module designed for adult ESL teachers who want to know more about improving students’ English speaking and listening skills. You will find information about needs assessment, oral proficiency and standardized assessment, video clips of adult ESL students at different English proficiency levels, and almost 100 speaking and listening instructional activities to enrich your classroom practice.
Visit the website at http://www.cal.org/adultspeak
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The CAL Solutions website is the new home for all of CAL’s free resources including Adult ESL Resource Database, CAELA Briefs and Digests.
Visit http://www.cal.org/adultesl/resources/index.php to take a look at the new site.
Visit the website at http://www.cal.org/adultspeak
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The CAL Solutions website is the new home for all of CAL’s free resources including Adult ESL Resource Database, CAELA Briefs and Digests.
Visit http://www.cal.org/adultesl/resources/index.php to take a look at the new site.
Coming Next Summer: French Immersion – The Movie
Next summer, a new film titled French Immersion will be released. It is a contemporary comedy about five Anglo-Canadians - actually four Anglos and a New Yorker - who find themselves in a two-week total immersion French program in a remote town in Northern Quebec. The place is perfect for total immersion, since according to the most recent census the population is 97% Quebecois “pure laine,” unilingually French, and fervently nationalist. No one is quite sure who or what the remaining 3% is. The film is produced by Park Ex Pictures and directed by Kevin Tierney. For more information on this movie and view the trailer, visit website http://www.frenchimmersionthemovie.com
French Poems with Cartoon Illustrations
The author of this blog writes selected French poems out by hand and then draws cartoons to illustrate them. Access this creative way of presenting French poetry (a potential model for a project for your students) at http://bdpoemefromars.canalblog.com
Summer Online Courses about Caesar
For those of you who may want to brush up on Caesar, UMass Boston is offering two courses online this summer, beginning May 31 and ending August 25th as follows:
LATIN 302 (Undergraduate)/602 (Graduate) CAESAR Julius Caesar's Commentaries, descriptions of his actions during the Gallic), are unique. Among the greatest of Latin prose writings, they were produced by a writer who was also Rome's greatest general. Cicero said that the works merited "the highest praise", calling them "naked in their simplicity, straightforward yet graceful, stripped of all rhetorical adornment" in explaining Caesar's campaigns and in offering material for Roman historians. We will read extensive selections, including the passages taught in the AP Latin curriculum, with emphasis both on Caesar's style and on the historical value of his work.
CLASSICS 270 (Undergraduate)/697 SPECIAL TOPIC (Graduate): LIFE & WORKS OF JULIUS CAESAR
In Julius Caesar were combined many remarkable men: Rome's greatest general, he reformed the calendar which we still use today. His political and legal initiatives transformed Roman government, and his building projects changed the city of Rome and its empire. His Commentaries on the Gallic and Civil Wars were models of the "clean" or "Attic" style of writing which offer both lively narrative and ethnographic description. Readings will include selections from the works of Caesar and his contemporaries, modern scholarship and biography, and discussion of his coins, portrait statues, and building projects.
Also available online this summer:
At the Undergraduate Level:
Latin 101 (First Semester Latin)
Classics 161 Demystifying English Vocabulary (an etymology course)
Classics 375 Greek and Roman Tragedy
The faculty at UMass Boston is committed to serving teachers of the Classics. We understand that these courses begin before the academic year ends in many parts of the USA, and we are prepared to make accommodations to assignments and due dates for those who might need them.
To register, go to: http://uc.umb.edu/credit
If you have any questions, please contact Jacqui Carlon at
Jacqueline.carlon at umb dot edu.
Carlon, J. [Latinteach] Summer Online. Latinteach listserv (latinteach@nxport.com, 21 Apr 2011).
LATIN 302 (Undergraduate)/602 (Graduate) CAESAR Julius Caesar's Commentaries, descriptions of his actions during the Gallic), are unique. Among the greatest of Latin prose writings, they were produced by a writer who was also Rome's greatest general. Cicero said that the works merited "the highest praise", calling them "naked in their simplicity, straightforward yet graceful, stripped of all rhetorical adornment" in explaining Caesar's campaigns and in offering material for Roman historians. We will read extensive selections, including the passages taught in the AP Latin curriculum, with emphasis both on Caesar's style and on the historical value of his work.
CLASSICS 270 (Undergraduate)/697 SPECIAL TOPIC (Graduate): LIFE & WORKS OF JULIUS CAESAR
In Julius Caesar were combined many remarkable men: Rome's greatest general, he reformed the calendar which we still use today. His political and legal initiatives transformed Roman government, and his building projects changed the city of Rome and its empire. His Commentaries on the Gallic and Civil Wars were models of the "clean" or "Attic" style of writing which offer both lively narrative and ethnographic description. Readings will include selections from the works of Caesar and his contemporaries, modern scholarship and biography, and discussion of his coins, portrait statues, and building projects.
Also available online this summer:
At the Undergraduate Level:
Latin 101 (First Semester Latin)
Classics 161 Demystifying English Vocabulary (an etymology course)
Classics 375 Greek and Roman Tragedy
The faculty at UMass Boston is committed to serving teachers of the Classics. We understand that these courses begin before the academic year ends in many parts of the USA, and we are prepared to make accommodations to assignments and due dates for those who might need them.
To register, go to: http://uc.umb.edu/credit
If you have any questions, please contact Jacqui Carlon at
Jacqueline.carlon at umb dot edu.
Carlon, J. [Latinteach] Summer Online. Latinteach listserv (latinteach@nxport.com, 21 Apr 2011).
Journal: Teaching Classical Languages 2.1
The Classical Association of the Middle West and South is pleased to announce the most recent issue of Teaching Classical Languages (http://www.tcl.camws.org). In this issue are three articles. The first describes more than 20 field tested exercises to help beginning and intermediate students become more efficient readers of Latin. The second introduces teachers to form-focused instruction, a pedagogy that integrates grammar instruction within a communicative context. Finally, the issue concludes with an analysis of students' strengths and weaknesses on the 2010 College Greek Exam.
To access the latest issue and read the abstracts, go to http://www.tcl.camws.org and click on "current issue."
Teaching Classical Languages welcomes articles offering innovative practice and methods, advocating new theoretical approaches, or reporting on empirical research in teaching and learning Latin and Greek. Please submit articles and queries to:
John Gruber-Miller, editor
Teaching Classical Languages
Cornell College
Mount Vernon, IA 52314
jgruber-miller at cornellcollege dot edu
Gruber-Miller, J. [Latinteach] Teaching Classical Languages 2.1. Latinteach listserv (latinteach@nxport.com, 21 Apr 2011).
To access the latest issue and read the abstracts, go to http://www.tcl.camws.org and click on "current issue."
Teaching Classical Languages welcomes articles offering innovative practice and methods, advocating new theoretical approaches, or reporting on empirical research in teaching and learning Latin and Greek. Please submit articles and queries to:
John Gruber-Miller, editor
Teaching Classical Languages
Cornell College
Mount Vernon, IA 52314
jgruber-miller at cornellcollege dot edu
Gruber-Miller, J. [Latinteach] Teaching Classical Languages 2.1. Latinteach listserv (latinteach@nxport.com, 21 Apr 2011).
Kulturbuero: German Language, Arts, and Music
Kulturbuero.US creates a cultural bridge between Germany and the US promoting German language, arts and music, especially by facilitating concerts and events with modern German bands.
The new Kulturbuero.US new site is easy to navigate. They have social networks like FACEBOOK, YOUTUBE and TWITTER on the left and the general information about Kulturbuero.US on the right as a downloadable PDF file.
Learn more about the organization and upcoming events at http://www.kulturbuero.us
The new Kulturbuero.US new site is easy to navigate. They have social networks like FACEBOOK, YOUTUBE and TWITTER on the left and the general information about Kulturbuero.US on the right as a downloadable PDF file.
Learn more about the organization and upcoming events at http://www.kulturbuero.us
Virtual Tour of German-American Sites in Washington, DC
From http://www.goethe.de/ins/us/lp/ges/deu/ewy/enindex.htm?wt_sc=germanrootswashington
This virtual tour of German-American sites in Washington, DC began in 2000 in response to a call for Americans to embrace and enjoy our diversity as a people at the turn of the Millennium. It has grown beyond the borders of the original Seventh Street NW corridor, to include sites beyond the area where the Goethe-Institut Washington is located, the commercial district around Chinatown.
Access the latest version of the tour at http://www.goethe.de/ins/us/lp/ges/deu/ewy/enindex.htm?wt_sc=germanrootswashington
For more information on this plus virtual tours in Chicago and San Francisco, see our past InterCom article: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=7723
This virtual tour of German-American sites in Washington, DC began in 2000 in response to a call for Americans to embrace and enjoy our diversity as a people at the turn of the Millennium. It has grown beyond the borders of the original Seventh Street NW corridor, to include sites beyond the area where the Goethe-Institut Washington is located, the commercial district around Chinatown.
Access the latest version of the tour at http://www.goethe.de/ins/us/lp/ges/deu/ewy/enindex.htm?wt_sc=germanrootswashington
For more information on this plus virtual tours in Chicago and San Francisco, see our past InterCom article: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=7723
South East European Film Festival in Los Angeles
Great movies await you this spring when SEE FEST opens its doors for the 2011 edition of the festival on April 28. See what’s playing at http://www.seefilmla.org/drupal
Cherry Blossom Film Festival at the City College of New York
From http://www1.ccny.cuny.edu/library
Cherry Blossom Film Festival
Thu, Apr 28—Thu, May 5
Cohen Library Archives Reading Room
City College of New York
The Cherry Blossom Film Festival is sponsored by CCNY Libraries & the Japan Foundation, with funding by the Northeast Asia Council of the Association for Asian Studies, in conjunction with the Japan-U.S. Friendship Commission.
See the schedule of films at http://www1.ccny.cuny.edu/current/events/events-detail.cfm?customel_datapageid_22068=1331757
Cherry Blossom Film Festival
Thu, Apr 28—Thu, May 5
Cohen Library Archives Reading Room
City College of New York
The Cherry Blossom Film Festival is sponsored by CCNY Libraries & the Japan Foundation, with funding by the Northeast Asia Council of the Association for Asian Studies, in conjunction with the Japan-U.S. Friendship Commission.
See the schedule of films at http://www1.ccny.cuny.edu/current/events/events-detail.cfm?customel_datapageid_22068=1331757
Video and Lesson Plan: A Taste of Tongren
From http://www.peacecorps.gov/wws/multimedia/slideshows/chn_throndsen_mandarin.cfm
Practice your Mandarin language skills and join Peace Corps Volunteer and TEFL teacher Amy Throndsen on a culinary tour of Tongren City in China's Guizhou Province. Gain new insights into Chinese culture by experiencing markets, mealtimes, and specialty dishes of the region, and consider the ways people connect with each other through food.
Access the video, transcripts, and a lesson plan with extensions at http://www.peacecorps.gov/wws/multimedia/slideshows/chn_throndsen_mandarin.cfm
Practice your Mandarin language skills and join Peace Corps Volunteer and TEFL teacher Amy Throndsen on a culinary tour of Tongren City in China's Guizhou Province. Gain new insights into Chinese culture by experiencing markets, mealtimes, and specialty dishes of the region, and consider the ways people connect with each other through food.
Access the video, transcripts, and a lesson plan with extensions at http://www.peacecorps.gov/wws/multimedia/slideshows/chn_throndsen_mandarin.cfm
Book: Korean: A Comprehensive Grammar
From http://www.routledge.com/books/details/9780415603850
Korean: A Comprehensive Grammar
By Jaehoon Yeon and Lucien Brown
Published by Routledge
Description: Korean: A Comprehensive Grammar is a complete reference guide to Korean grammar.
It presents a thorough yet accessible overview of the language, concentrating on the real patterns of use in modern Korean. The book moves from the alphabet and pronunciation through morphology and word classes to a detailed analysis of sentence structures and semantic features such as aspect, tense, speech styles and negation.
Avoiding complex grammatical terminology, the Grammar provides practical information regarding how these grammatical patterns are used in real-world conversation. Through the provision of realistic and lively examples, the book presents readers with Korean grammatical patterns in context.
The depth and range of Korean: A Comprehensive Grammar makes it an essential reference source for the learner and user of Korean irrespective of level. For the beginner, the book offers clear explanations of essential basic grammar points while for the more advanced learner it provides detailed descriptions of less frequent grammatical patterns.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415603850
Korean: A Comprehensive Grammar
By Jaehoon Yeon and Lucien Brown
Published by Routledge
Description: Korean: A Comprehensive Grammar is a complete reference guide to Korean grammar.
It presents a thorough yet accessible overview of the language, concentrating on the real patterns of use in modern Korean. The book moves from the alphabet and pronunciation through morphology and word classes to a detailed analysis of sentence structures and semantic features such as aspect, tense, speech styles and negation.
Avoiding complex grammatical terminology, the Grammar provides practical information regarding how these grammatical patterns are used in real-world conversation. Through the provision of realistic and lively examples, the book presents readers with Korean grammatical patterns in context.
The depth and range of Korean: A Comprehensive Grammar makes it an essential reference source for the learner and user of Korean irrespective of level. For the beginner, the book offers clear explanations of essential basic grammar points while for the more advanced learner it provides detailed descriptions of less frequent grammatical patterns.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415603850
Asia Society Kids: Online Games and Activities for Youth
From http://kids.asiasociety.org
This kid-friendly website currently features Chinese and Hindi language lessons, English-language stories from Asia, an article about games from Asia, an online China map game, a Japanese quiz, and cultural lessons on India, Indonesia, and Iran. Explore the many and changing resources at http://kids.asiasociety.org
This kid-friendly website currently features Chinese and Hindi language lessons, English-language stories from Asia, an article about games from Asia, an online China map game, a Japanese quiz, and cultural lessons on India, Indonesia, and Iran. Explore the many and changing resources at http://kids.asiasociety.org
Oklahoma Native American Youth Language Fair
From http://nativetimes.com/index.php?option=com_content&view=article&id=5245:language-students-take-honors-at-fair&catid=50&Itemid=26
Language students take honors at fair
April 20, 2011
More than 600 students converged upon the Sam Noble Museum in Norman on April 4 and 5 for the ninth annual Oklahoma Native American Youth Language Fair. The competition drew participants in grades Pre-K through 12 from more than 70 schools and language programs across Oklahoma as well as from Alabama, Arizona, Louisiana, Mississippi and New Mexico. Students competed in spoken language, language with song, poster art, book, multimedia or language advocacy essay categories. During the course of the two-day event, 32 Native American languages were spoken.
Read the full article about the fair at http://nativetimes.com/index.php?option=com_content&view=article&id=5245:language-students-take-honors-at-fair&catid=50&Itemid=26
Language students take honors at fair
April 20, 2011
More than 600 students converged upon the Sam Noble Museum in Norman on April 4 and 5 for the ninth annual Oklahoma Native American Youth Language Fair. The competition drew participants in grades Pre-K through 12 from more than 70 schools and language programs across Oklahoma as well as from Alabama, Arizona, Louisiana, Mississippi and New Mexico. Students competed in spoken language, language with song, poster art, book, multimedia or language advocacy essay categories. During the course of the two-day event, 32 Native American languages were spoken.
Read the full article about the fair at http://nativetimes.com/index.php?option=com_content&view=article&id=5245:language-students-take-honors-at-fair&catid=50&Itemid=26
Article: Students’ Interest Increases in Foreign Languages, Mostly Spanish
From http://www.pe.com/localnews/stories/PE_News_Local_E_language17.217ab17.html
Inland students' interest increases in foreign languages, mostly Spanish
By DAYNA STRAEHLEY
April 17, 2011
Arlington High School students in Riverside say they're taking Spanish, or French, because knowing another language will be helpful in a global economy.
"I want to be a doctor, and many doctors have to learn Spanish," said 11th-grader Heather Wilson in a Spanish 3 Honors class. "Many jobs require you to be bilingual."
Ninth-grader Gerson Sandoval said he's taking French 1 because "most continents have French as a primary language or a secondary language." Some of his classmates said they already know Spanish and English and want to learn a third language.
Their motives were echoed across the Inland area, where educators say more students are taking foreign language classes, mostly Spanish, because more students think it is useful in Southern California.
Read the rest of this uplifting article at http://www.pe.com/localnews/stories/PE_News_Local_E_language17.217ab17.html
Inland students' interest increases in foreign languages, mostly Spanish
By DAYNA STRAEHLEY
April 17, 2011
Arlington High School students in Riverside say they're taking Spanish, or French, because knowing another language will be helpful in a global economy.
"I want to be a doctor, and many doctors have to learn Spanish," said 11th-grader Heather Wilson in a Spanish 3 Honors class. "Many jobs require you to be bilingual."
Ninth-grader Gerson Sandoval said he's taking French 1 because "most continents have French as a primary language or a secondary language." Some of his classmates said they already know Spanish and English and want to learn a third language.
Their motives were echoed across the Inland area, where educators say more students are taking foreign language classes, mostly Spanish, because more students think it is useful in Southern California.
Read the rest of this uplifting article at http://www.pe.com/localnews/stories/PE_News_Local_E_language17.217ab17.html
Job: Test Development Specialist at CAL
Test Development Specialist
Language Testing Division (LTD)
Salary: $38,754 - $54,813 FTE pay commensurate with education and experience
Hours Per Week: 35 hours per week (full time)
Number of Openings: 2
Description of Duties:
Assist with research and test development for a large-scale, computer-delivered Spanish academic language assessment for Grades K-2 Spanish language speakers and learners.
Primary Responsibilities:
* Assist in the development of test and item specifications
* Create test items for this grade cluster using test specifications as well as evaluate and revise items drafted by others
* Review grades K-2 text and graphics for content accuracy and grade-level appropriateness according to test specifications
* Coordinate item development tasks of external consultants to ensure timely delivery of test items
* Prepare and maintain a variety of files and records (research summary reports, bibliographies, etc.) in support of research efforts
* Write and review test materials and documents (charts, forms, schedules, etc.)
* Assist in the coordination of cognitive labs and the logistics of a large scale field test
* Write graphics descriptions, request graphics, and request graphics revisions
* Review, edit, proof, and prepare test forms and ancillary materials
* Perform key checks
* Other tasks as assigned
QUALIFICATIONS:
Minimum B.A /B.S. degree in Linguistics, Education, or related discipline. Master’s (in Elementary Education, Bilingual Education, Teaching, or Reading) preferred.
Experience
Successful candidate will have 3 or more years of experience working with Spanish speakers or learners in Grades K-2. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. A commitment to improving education, particularly for Spanish speakers, is essential. Ability to prioritize work, give attention to detail while meeting deadlines, and strong written and oral communication skills are essential.
Language
The successful candidate will be highly proficient in speaking, reading, and writing in Spanish.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 11-06/07
Electronically:
jobs at cal dot org
Attn: Recruitment 11-06/07
CAL provides competitive salaries and an excellent benefit package. CAL is located in upper Northwest D.C., 2 blocks from the Tenleytown-A.U. Metro station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Language Testing Division (LTD)
Salary: $38,754 - $54,813 FTE pay commensurate with education and experience
Hours Per Week: 35 hours per week (full time)
Number of Openings: 2
Description of Duties:
Assist with research and test development for a large-scale, computer-delivered Spanish academic language assessment for Grades K-2 Spanish language speakers and learners.
Primary Responsibilities:
* Assist in the development of test and item specifications
* Create test items for this grade cluster using test specifications as well as evaluate and revise items drafted by others
* Review grades K-2 text and graphics for content accuracy and grade-level appropriateness according to test specifications
* Coordinate item development tasks of external consultants to ensure timely delivery of test items
* Prepare and maintain a variety of files and records (research summary reports, bibliographies, etc.) in support of research efforts
* Write and review test materials and documents (charts, forms, schedules, etc.)
* Assist in the coordination of cognitive labs and the logistics of a large scale field test
* Write graphics descriptions, request graphics, and request graphics revisions
* Review, edit, proof, and prepare test forms and ancillary materials
* Perform key checks
* Other tasks as assigned
QUALIFICATIONS:
Minimum B.A /B.S. degree in Linguistics, Education, or related discipline. Master’s (in Elementary Education, Bilingual Education, Teaching, or Reading) preferred.
Experience
Successful candidate will have 3 or more years of experience working with Spanish speakers or learners in Grades K-2. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. A commitment to improving education, particularly for Spanish speakers, is essential. Ability to prioritize work, give attention to detail while meeting deadlines, and strong written and oral communication skills are essential.
Language
The successful candidate will be highly proficient in speaking, reading, and writing in Spanish.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 11-06/07
Electronically:
jobs at cal dot org
Attn: Recruitment 11-06/07
CAL provides competitive salaries and an excellent benefit package. CAL is located in upper Northwest D.C., 2 blocks from the Tenleytown-A.U. Metro station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
School of Russian and Asian Studies Announces $10,000 Scholarship
The SRAS Home and Abroad Program offers $10,000 to students who want to build translation, writing, research, and language skills at home and abroad. The scholarship may be applied to any SRAS program held in Irkutsk or Vladivostok lasting a full academic year. A rigorous internship component will be included with the program.
More information: http://www.sras.org/home_and_abroad_scholarship
Applications Due: May 13, 2010
More information: http://www.sras.org/home_and_abroad_scholarship
Applications Due: May 13, 2010
Toyota International Teacher Program in Costa Rica
From http://www.iie.org/en/Programs/Toyota-International-Teacher-Program
The Toyota International Teacher Program is now accepting applications for the 2011 study tour to Costa Rica, which will take place from November 19 - December 3. Applications are now being accepted until the May 4 deadline.
Apply at http://www.iie.org/en/Programs/Toyota-International-Teacher-Program/Application
The Toyota International Teacher Program is now accepting applications for the 2011 study tour to Costa Rica, which will take place from November 19 - December 3. Applications are now being accepted until the May 4 deadline.
Apply at http://www.iie.org/en/Programs/Toyota-International-Teacher-Program/Application
CARLA Summer Institute: Developing Learners’ Sociocultural Competence
From http://linguistlist.org/issues/22/22-1746.html
Language and Culture in Sync:
Developing Learners’ Sociocultural Competence
July 25–29, 2011
During this institute, you will:
-Review and discuss sociocultural aspects of the learning, use, and teaching of a second language;
-Examine learners’ language use and potential causes of communication difficulty or breakdown;
-Become familiar with current instructional approaches in this area;
-Develop a pragmatics-focused lesson plan by incorporating research-based information; and
-Gain a deeper awareness of your own instructional practice in this area.
Early Bird registration closes at the end of May.
Learn more at http://linguistlist.org/issues/22/22-1746.html
Language and Culture in Sync:
Developing Learners’ Sociocultural Competence
July 25–29, 2011
During this institute, you will:
-Review and discuss sociocultural aspects of the learning, use, and teaching of a second language;
-Examine learners’ language use and potential causes of communication difficulty or breakdown;
-Become familiar with current instructional approaches in this area;
-Develop a pragmatics-focused lesson plan by incorporating research-based information; and
-Gain a deeper awareness of your own instructional practice in this area.
Early Bird registration closes at the end of May.
Learn more at http://linguistlist.org/issues/22/22-1746.html
AP Annual Conference
From http://apac.collegeboard.org/node/1
AP Annual Conference
San Francisco, California
July 20–24, 2011
The AP Annual Conference is the largest professional development gathering of the Advanced Placement Program® and Pre-AP® communities, AP Coordinators, school counselors and administrators from across the United States and throughout the world. This year's conference promises to engage, inspire and promote innovation in our schools.
Visit the conference website at http://apac.collegeboard.org/node/1
AP Annual Conference
San Francisco, California
July 20–24, 2011
The AP Annual Conference is the largest professional development gathering of the Advanced Placement Program® and Pre-AP® communities, AP Coordinators, school counselors and administrators from across the United States and throughout the world. This year's conference promises to engage, inspire and promote innovation in our schools.
Visit the conference website at http://apac.collegeboard.org/node/1
Workshop on the Sociolinguistics of Language Endangerment
From https://verbs.colorado.edu/LSA2011/workshops/WS13.html
Workshop on the Sociolinguistics of Language Endangerment
July 30-31, 2011
University of Colorado at Boulder
This workshop will discuss and analyze the major sociolinguistic factors in the process of language endangerment. This will take the form of presentations on particular communities from an insider and outsider perspective, as well as overview presentations on specific types of endangerment factors. The organizers will also attempt to provide some examples of successful language maintenance and revitalization strategies.
Learn more at https://verbs.colorado.edu/LSA2011/workshops/WS13.html
Workshop on the Sociolinguistics of Language Endangerment
July 30-31, 2011
University of Colorado at Boulder
This workshop will discuss and analyze the major sociolinguistic factors in the process of language endangerment. This will take the form of presentations on particular communities from an insider and outsider perspective, as well as overview presentations on specific types of endangerment factors. The organizers will also attempt to provide some examples of successful language maintenance and revitalization strategies.
Learn more at https://verbs.colorado.edu/LSA2011/workshops/WS13.html
Call for Proposals: 2011 NYS TESOL Annual Conference
The deadline is fast approaching for proposals for the 2011 NYS TESOL Annual Conference to be held on October 28-29 at the Marriott Hotel in Melville, NY.
The theme of this year's conference is Enhancing English Learning: Connecting Communities through Collaboration.
The deadline for proposal submission is Saturday, April 30, 2011.
To read the submission guidelines and to complete an electronic proposal form, visit the NYS TESOL website: http://www.nystesol.org/annualconf
If you have questions, please contact Joe Tillman at proposalchair at nystesol dot org
Tillman, J. [nystesol-l] Deadline Fast Approaching - Call for Proposals - 2011 NYS TESOL Annual Conference. NYSTESOL-L listserv (nystesol-l@nystesol.org, 22 Apr 2011).
The theme of this year's conference is Enhancing English Learning: Connecting Communities through Collaboration.
The deadline for proposal submission is Saturday, April 30, 2011.
To read the submission guidelines and to complete an electronic proposal form, visit the NYS TESOL website: http://www.nystesol.org/annualconf
If you have questions, please contact Joe Tillman at proposalchair at nystesol dot org
Tillman, J. [nystesol-l] Deadline Fast Approaching - Call for Proposals - 2011 NYS TESOL Annual Conference. NYSTESOL-L listserv (nystesol-l@nystesol.org, 22 Apr 2011).
Call for Proposals: 2012 Northeast Conference on the Teaching of Foreign Languages
The 2012 Northeast Conference on the Teaching of Foreign Languages will be in Baltimore on April 20-23, 2012. The call for workshop and session proposals is now open, and the theme is "Global Identities."
You can see the submission guidelines and submit a proposal at http://www.nectfl.net/proposal/proposal.cfm
The deadline for submissions is June 3, 2011
You can see the submission guidelines and submit a proposal at http://www.nectfl.net/proposal/proposal.cfm
The deadline for submissions is June 3, 2011
Call for Papers: Boston University Conference on Language Development
From http://www.bu.edu/bucld
THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT
NOVEMBER 4-6, 2011
Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspective will be fully considered. Eligible topics include: Bilingualism, Cognition and Language, Creoles and Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input and Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception and Production.
DEADLINE: All submissions must be received by 8:00 PM EDT, May 15, 2011.
View the full call for papers at http://www.bu.edu/bucld
THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT
NOVEMBER 4-6, 2011
Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspective will be fully considered. Eligible topics include: Bilingualism, Cognition and Language, Creoles and Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input and Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception and Production.
DEADLINE: All submissions must be received by 8:00 PM EDT, May 15, 2011.
View the full call for papers at http://www.bu.edu/bucld
Book: The Language and Intercultural Communication Reader
From http://www.routledge.com/books/details/9780415549134
The Language and Intercultural Communication Reader
Edited by Zhu Hua
Published by Routledge, Taylor & Francis Group
Description: Reflecting the international nature of the field, this reader covers a wide range of language and cultural contexts: Arabic, Chinese, English (British, American, Australian and South African), Greek, Hebrew, Japanese, Samoan and Spanish. Divided into six parts, it covers: Culture, language and thought; Cultural approaches to discourse and pragmatics; Communication patterns across cultures; Teaching and learning cultural variations of language use; Interculturality and Intercultural Communication in professional contexts. With twenty two readings by eminent authorities in the field as well as cutting-edge materials representing current developments, the book explores the breadth and depth of the subject as well as providing an essential overview for both students and researchers.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415549134
The Language and Intercultural Communication Reader
Edited by Zhu Hua
Published by Routledge, Taylor & Francis Group
Description: Reflecting the international nature of the field, this reader covers a wide range of language and cultural contexts: Arabic, Chinese, English (British, American, Australian and South African), Greek, Hebrew, Japanese, Samoan and Spanish. Divided into six parts, it covers: Culture, language and thought; Cultural approaches to discourse and pragmatics; Communication patterns across cultures; Teaching and learning cultural variations of language use; Interculturality and Intercultural Communication in professional contexts. With twenty two readings by eminent authorities in the field as well as cutting-edge materials representing current developments, the book explores the breadth and depth of the subject as well as providing an essential overview for both students and researchers.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415549134
Book: Towards an Understanding of Language Learner Self-Concept
From http://www.springer.com/education+%26+language/book/978-90-481-9568-8?changeHeader
Towards and Understanding of Language Learner Self-Concept
By Sarah Mercer
Publisher: Springer
Summary: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-90-481-9568-8?changeHeader
Towards and Understanding of Language Learner Self-Concept
By Sarah Mercer
Publisher: Springer
Summary: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual’s language learning.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-90-481-9568-8?changeHeader
Book: Diagnostic Oral Skills Assessment
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54757&concordeid=430470
Diagnostic Oral Skills Assessment: Developing Flexible Guidelines for Formative Speaking Tests in EFL Classrooms Worldwide
by Jo Ann Salisberg
Published by Peter Lang International Academic Publishers
Summary: Communicative language teaching is based on the notion that involving learners in interactive tasks where meaningful dialogue and functional language is transferred will promote learning. Curriculum development, which includes assessment, must integrate information, skills, objectives and training to meet the challenges facing the students now and in the future. Many teachers feel ill equipped to assess spoken language though they acknowledge the importance of assessing their students' communicative competence. This book describes comprehensive research undertaken to identify critical components of formative speaking tests, investigates whether diagnostic oral skills tests are available, and leads to the development of a framework for designing formative oral speaking tests which reflect previous teaching / learning in the classroom. Altogether 246 teachers, trainers, and language testing experts, and 110 students participated in the study.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54757&concordeid=430470
Diagnostic Oral Skills Assessment: Developing Flexible Guidelines for Formative Speaking Tests in EFL Classrooms Worldwide
by Jo Ann Salisberg
Published by Peter Lang International Academic Publishers
Summary: Communicative language teaching is based on the notion that involving learners in interactive tasks where meaningful dialogue and functional language is transferred will promote learning. Curriculum development, which includes assessment, must integrate information, skills, objectives and training to meet the challenges facing the students now and in the future. Many teachers feel ill equipped to assess spoken language though they acknowledge the importance of assessing their students' communicative competence. This book describes comprehensive research undertaken to identify critical components of formative speaking tests, investigates whether diagnostic oral skills tests are available, and leads to the development of a framework for designing formative oral speaking tests which reflect previous teaching / learning in the classroom. Altogether 246 teachers, trainers, and language testing experts, and 110 students participated in the study.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54757&concordeid=430470
April 17, 2011
Why Study Languages? Website Promotes Multilingualism
The Why Study Languages website is full of materials promoting language study: for children ages 7-college, for teachers, for parents, and for career advisors. The site is designed for people in the UK, but its resources can also be used to promote language study in the United States.
Visit the website at http://www.whystudylanguages.ac.uk
Visit the website at http://www.whystudylanguages.ac.uk
New Issue of Heritage Language Journal Available Online
Volume 8, Number 1 of the Heritage Language Journal can be found on line at http://www.heritagelanguages.org. This issue, guest edited by Silvina Montrul (University of Illinois at Urbana-Champaign), focuses on Spanish linguistics.
The papers and their authors are as follows:
"Introduction: Spanish Heritage Speakers: Bridging Formal Linguistics, Psycholinguistics and Pedagogy"
Silvina Montrul, University of Illinois at Urbana-Champaign
"Psycholinguistic Approaches to Language Processing in Heritage Speakers"
Patrick A. Bolger and Gabriela C. Zapata, University of Alberta
"Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom"
Melissa A. Bowles, University of Illinois at Urbana-Champaign
"Transfer Effects at the Syntax-Semantics Interface: The Case of Double-que Questions in Heritage Spanish"
Alejandro Cuza and Joshua Frank, Purdue University
"Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology"
Silvina Montrul, University of Illinois at Urbana Champaign, and Silvia Perpiñán, and University of Western Ontario
"Commentary: Pedagogical Implications of Experimental SNS Research"
Maria Carreira, California State University, Long Beach, and Kim Potowski, University of Illinois at Chicago
The papers and their authors are as follows:
"Introduction: Spanish Heritage Speakers: Bridging Formal Linguistics, Psycholinguistics and Pedagogy"
Silvina Montrul, University of Illinois at Urbana-Champaign
"Psycholinguistic Approaches to Language Processing in Heritage Speakers"
Patrick A. Bolger and Gabriela C. Zapata, University of Alberta
"Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom"
Melissa A. Bowles, University of Illinois at Urbana-Champaign
"Transfer Effects at the Syntax-Semantics Interface: The Case of Double-que Questions in Heritage Spanish"
Alejandro Cuza and Joshua Frank, Purdue University
"Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology"
Silvina Montrul, University of Illinois at Urbana Champaign, and Silvia Perpiñán, and University of Western Ontario
"Commentary: Pedagogical Implications of Experimental SNS Research"
Maria Carreira, California State University, Long Beach, and Kim Potowski, University of Illinois at Chicago
April 2011 Issue of Reading in a Foreign Language Available Online
The April 2011 issue (Volume 23, Number 1) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl
In this issue, Takayuki Nakanishi and Atsuko Ueda begins with a study on the effects of extensive reading and the effect of shadowing after extensive reading. Marianne takes a qualitative perspective in examining what "just to read book" can mean by looking at the talk between a teacher and her students after reading The Cay, and Ying Guo and Alysia Roehrig follows with a look at the roles of general versus second language (L2) knowledge in L2 reading comprehension. Leah Gilner reports on a primer on the General Service List. Scott Crossleym David Allen, and Danielle McNamara examine text readability and intuitive simplification by conducting a comparison study of readability formulas, and finally Irene Kuzborska rounds off this issue by looking at links between teachers' beliefs, practices and research on reading.
This issue also includes two book reviews:
Zahir Mumin reviews Understanding Advanced Second-Language Reading by Elizabeth Bernhardt. And Jin Woo reviews Bringing Extensive Reading into the Classroom by Richard Day et al., (Eds.).
In the last section of this issue, Cindy Brantmeier, Stacy Davis and Megan Havard has a feature on Reading in other languages: A bibliography for the scholar-teacher.
Reading in a Foreign Language. RFL 23(1) is now online. 15 Apr 2011.
In this issue, Takayuki Nakanishi and Atsuko Ueda begins with a study on the effects of extensive reading and the effect of shadowing after extensive reading. Marianne takes a qualitative perspective in examining what "just to read book" can mean by looking at the talk between a teacher and her students after reading The Cay, and Ying Guo and Alysia Roehrig follows with a look at the roles of general versus second language (L2) knowledge in L2 reading comprehension. Leah Gilner reports on a primer on the General Service List. Scott Crossleym David Allen, and Danielle McNamara examine text readability and intuitive simplification by conducting a comparison study of readability formulas, and finally Irene Kuzborska rounds off this issue by looking at links between teachers' beliefs, practices and research on reading.
This issue also includes two book reviews:
Zahir Mumin reviews Understanding Advanced Second-Language Reading by Elizabeth Bernhardt. And Jin Woo reviews Bringing Extensive Reading into the Classroom by Richard Day et al., (Eds.).
In the last section of this issue, Cindy Brantmeier, Stacy Davis and Megan Havard has a feature on Reading in other languages: A bibliography for the scholar-teacher.
Reading in a Foreign Language. RFL 23(1) is now online. 15 Apr 2011.
2011 PEN World Voices Festival of International Literature in New York City
From http://www.goethe.de/ins/us/ney/kue/lit/pen/enindex.htm
The 2011 PEN World Voices Festival of International Literature gathers over 100 writers from 40 nations for a week packed with readings, performances and conversations. This year’s Festival, which takes place from April 25th through May 1st, includes a major voice from Germany, poet and translator Joachim Sartorius. Join him and writers from all over the world for seven days of events across the City, radiating from this year’s hub, the High Line.
Learn more about the festival at http://www.pen.org/page.php/prmID/1096
The 2011 PEN World Voices Festival of International Literature gathers over 100 writers from 40 nations for a week packed with readings, performances and conversations. This year’s Festival, which takes place from April 25th through May 1st, includes a major voice from Germany, poet and translator Joachim Sartorius. Join him and writers from all over the world for seven days of events across the City, radiating from this year’s hub, the High Line.
Learn more about the festival at http://www.pen.org/page.php/prmID/1096
Book: Understanding English Grammar
From http://www.cambridge.org/us/knowledge/isbn/item5659623/Understanding%20English%20Grammar/?site_locale=en_US
Understanding English Grammar: A Linguistic Introduction
by Thomas E. Payne
Published by Cambridge University Press
Description: Language is primarily a tool for communication, yet many textbooks still treat English grammar as simply a set of rules and facts to be memorised by rote. This new textbook is made for students who are frustrated with this approach and would like instead to understand grammar and how it works. Why are there two future tenses in English? What are auxiliaries and why are they so confusing? Why are English motion verbs hard to use? Why are determiners so important in English? These and many other frequently asked questions are answered in this handy guide. Student learning is supported with numerous exercises, chapter summaries and suggestions for further reading. An accompanying website offers further resources, including additional classroom exercises and a chance to interact with the author. It is the essential grammar toolkit for students of English language and linguistics and future teachers of English as a Second Language.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item5659623/Understanding%20English%20Grammar/?site_locale=en_US
Understanding English Grammar: A Linguistic Introduction
by Thomas E. Payne
Published by Cambridge University Press
Description: Language is primarily a tool for communication, yet many textbooks still treat English grammar as simply a set of rules and facts to be memorised by rote. This new textbook is made for students who are frustrated with this approach and would like instead to understand grammar and how it works. Why are there two future tenses in English? What are auxiliaries and why are they so confusing? Why are English motion verbs hard to use? Why are determiners so important in English? These and many other frequently asked questions are answered in this handy guide. Student learning is supported with numerous exercises, chapter summaries and suggestions for further reading. An accompanying website offers further resources, including additional classroom exercises and a chance to interact with the author. It is the essential grammar toolkit for students of English language and linguistics and future teachers of English as a Second Language.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item5659623/Understanding%20English%20Grammar/?site_locale=en_US
Research Resource for English Language Learners
Are you looking for resources that can help supplement your work with English Language Learners? Browse ASCD's ELL Research A Topic page to find articles, books, upcoming institutes and community offerings that can help you address unique challenges, such as closing the vocabulary gap or leading schools with ELLs.
The ELL page is available at http://www.ascd.org/research-a-topic/english-language-learners-resources.aspx
The ELL page is available at http://www.ascd.org/research-a-topic/english-language-learners-resources.aspx
Online Dictionary of Spanish Gestures
From http://coloquial.es/es
Access an online dictionary of Spanish gestures, with pictures of each gesture, by going to http://coloquial.es and clicking on Diccionario de Gestos Españoles.
Access an online dictionary of Spanish gestures, with pictures of each gesture, by going to http://coloquial.es and clicking on Diccionario de Gestos Españoles.
How-To Articles in Spanish
A collection of how-to articles on a wide range of topics, including education, finances, food, sports, technology, and the environment is available at http://categorias.practicopedia.com
International Organisation of La Francophonie
From http://www.francophonie.org
The International Organisation of La Francophonie was created in 1970. Its mission is to embody the active solidarity between its 70 member states and governments (56 members and 14 observers), which together represent over one-third of the United Nations’ member states and account for a population of over 870 million people, including 200 million French speakers.
www.francophonie.org is a portal site where you can
* discover the extent of the IOF’s vitality and wealth, its wide ranging cultures and French accents and its partner languages ;
* keep abreast with the IOF’s latest political activities to promote peace, democracy and Human Rights, under the leadership of its Secretary General Abdou Diouf, former President of Senegal ;
* learn about the cooperation measures taken to promote the French language, cultural diversity, sustainable development, education and training ;
* surf the Web more easily thanks to RSS feed formats and discover all the French-language resources on the Internet ;
* access a database comprising thousands of photos, videos and audio documents.
Visit the website at http://www.francophonie.org/English.html
The International Organisation of La Francophonie was created in 1970. Its mission is to embody the active solidarity between its 70 member states and governments (56 members and 14 observers), which together represent over one-third of the United Nations’ member states and account for a population of over 870 million people, including 200 million French speakers.
www.francophonie.org is a portal site where you can
* discover the extent of the IOF’s vitality and wealth, its wide ranging cultures and French accents and its partner languages ;
* keep abreast with the IOF’s latest political activities to promote peace, democracy and Human Rights, under the leadership of its Secretary General Abdou Diouf, former President of Senegal ;
* learn about the cooperation measures taken to promote the French language, cultural diversity, sustainable development, education and training ;
* surf the Web more easily thanks to RSS feed formats and discover all the French-language resources on the Internet ;
* access a database comprising thousands of photos, videos and audio documents.
Visit the website at http://www.francophonie.org/English.html
Frenchified: New Website for French Resources on the Web
Frenchified is a new website dedicated to making use of French resources on the World Wide Web for teaching and learning French. Here is its creator’s description: “Frenchified is a site for anyone trying to learn French or teach French who gets bored with textbooks and other boring things. They call it the WORLDwide Web for a reason - why not use it? Feel free to send us ideas for topics, cool French videos, articles, commercials, etc...anything to help Frenchify your world!”
Frenchified is available at http://www.frenchified.com
Frenchified is available at http://www.frenchified.com
Haitian Creole Information and Materials
From http://www.indiana.edu/~creole/haitiancreole.html
Resources available at the Indiana University Creole Institute’s website include the following:
# Ann Pale Kreyòl: An Introductory Course in Haitian Creole
# A Learner's Dictionary of Haitian Creole
# Haitian Creole-English Bilingual Dictionary
# History and Research Interests of the Creole Institute
# Materials available through the Institute
# Other select resources
Visit the website at http://www.indiana.edu/~creole/haitiancreole.html
Resources available at the Indiana University Creole Institute’s website include the following:
# Ann Pale Kreyòl: An Introductory Course in Haitian Creole
# A Learner's Dictionary of Haitian Creole
# Haitian Creole-English Bilingual Dictionary
# History and Research Interests of the Creole Institute
# Materials available through the Institute
# Other select resources
Visit the website at http://www.indiana.edu/~creole/haitiancreole.html
GABFLE: Learn French through Interviews with French Speakers
Sur GABFLE, il y a des interviews authentiques de personnes francophones, à écouter ou à lire, des exercices, des remarques de grammaire, de vocabulaire, de prononciation.
Explore these resources at http://gabfle.blogspot.com
Explore these resources at http://gabfle.blogspot.com
Website: UK-German Connection
The UK-German Connection website includes voyage kids (5-11 yrs), the-voyage (12-18+ yrs) and a Professionals & Parents section, for people working with young people. Resources include games, quizzes, stories, songs, language and culture connections, and more.
Visit the website at http://www.ukgermanconnection.org/?location_id=2005
Visit the website at http://www.ukgermanconnection.org/?location_id=2005
Deutsche Sommerschule am Atlantik
From http://www.uri.edu/artsci/ml/german/sommerschule.html
Deutsche Sommerschule am Atlantik
For Students, Teachers, and Business Professionals
June 26 - August 5, 2011
URI is home to one of a few summer immersion programs for German language and culture in the U.S. Each summer, about 50 students from all over the country come to URI for intensive German language study. The six-week program is fully accredited, offers instruction at five different levels, and offers a host of extra-curricular activities. Instructors and students live together in a learning community.
* Intensive German language instruction at all proficiency levels
* Fully accredited courses in German language and culture
* German-only environment with extensive extracurricular program
* Pleasant total-immersion atmosphere near Rhode Island's beach resorts
* A learning community
* Open to adults of all ages
The application deadline is June 1st.
Learn more at http://www.uri.edu/artsci/ml/german/sommerschule.html or download a brochure from http://www.uri.edu/artsci/ml/german/summersc/dssa_brochure.pdf
Deutsche Sommerschule am Atlantik
For Students, Teachers, and Business Professionals
June 26 - August 5, 2011
URI is home to one of a few summer immersion programs for German language and culture in the U.S. Each summer, about 50 students from all over the country come to URI for intensive German language study. The six-week program is fully accredited, offers instruction at five different levels, and offers a host of extra-curricular activities. Instructors and students live together in a learning community.
* Intensive German language instruction at all proficiency levels
* Fully accredited courses in German language and culture
* German-only environment with extensive extracurricular program
* Pleasant total-immersion atmosphere near Rhode Island's beach resorts
* A learning community
* Open to adults of all ages
The application deadline is June 1st.
Learn more at http://www.uri.edu/artsci/ml/german/sommerschule.html or download a brochure from http://www.uri.edu/artsci/ml/german/summersc/dssa_brochure.pdf
Games for German Class
An annotated collection of links to online games for learning German is available at http://german.about.com/library/gamesjava/bljava_qzmenu.htm?nl=1
Some descriptions of games that you can play in your classroom are available at http://german.about.com/od/teaching/a/German-Classroom-Games.htm and at http://german.about.com/b/2011/03/03/german-classroom-games.htm?nl=1
Some descriptions of games that you can play in your classroom are available at http://german.about.com/od/teaching/a/German-Classroom-Games.htm and at http://german.about.com/b/2011/03/03/german-classroom-games.htm?nl=1
Voting Open for Step into German Contest
The top 40 video submissions for the Step into German contest have been chosen. Now your students can view them and vote for their favorite at http://www.goethe.de/ins/us/saf/prj/sig/soc/cot/cli/enindex.htm
Announcing the Intermediate Urdu Language-Learning Website
The language-learning website, “Intermediate Urdu,” has been released at http://urdu.wustl.edu
Hosted by Washington University in St. Louis and developed with a grant from the South Asia Language Resource Center at the University of Chicago, Intermediate Urdu comprises sixteen interactive reading passages with corresponding audio and English summaries, dynamic online quizzes, and thirteen video interviews of Urdu scholars. All content is directed towards students at the intermediate level and preparing them for advanced level proficiency.
The site is the first to fully utilize Nastaliq as a web-based font so that Nastaliq is natively displayed in the site without requiring the user to download an appropriate font.
For the site’s font functionality to work properly across all operating systems, users are required to use the most recent version of the Firefox browser (4.-).
The site’s creators are eager for your feedback – please contact Dr. Mohammad Warsi (warsimj at gmail dot com) or Samuel Wright (wright.samuel at gmail dot com) with any comments.
Cronin, E. Announcing the Intermediate Urdu Language-Learning Website. 15 Apr 2011
Hosted by Washington University in St. Louis and developed with a grant from the South Asia Language Resource Center at the University of Chicago, Intermediate Urdu comprises sixteen interactive reading passages with corresponding audio and English summaries, dynamic online quizzes, and thirteen video interviews of Urdu scholars. All content is directed towards students at the intermediate level and preparing them for advanced level proficiency.
The site is the first to fully utilize Nastaliq as a web-based font so that Nastaliq is natively displayed in the site without requiring the user to download an appropriate font.
For the site’s font functionality to work properly across all operating systems, users are required to use the most recent version of the Firefox browser (4.-).
The site’s creators are eager for your feedback – please contact Dr. Mohammad Warsi (warsimj at gmail dot com) or Samuel Wright (wright.samuel at gmail dot com) with any comments.
Cronin, E. Announcing the Intermediate Urdu Language-Learning Website. 15 Apr 2011
Online Cheyenne Dictionary
Cheyenne Dictionary
by Louise Fisher, Wayne Leman, Leroy Pine Sr., and Marie Sanchez
Access the online version at http://www.cdkc.edu/cheyennedictionary/index.html
by Louise Fisher, Wayne Leman, Leroy Pine Sr., and Marie Sanchez
Access the online version at http://www.cdkc.edu/cheyennedictionary/index.html
Article: KBWG Brings Blackfoot Language Lessons to the Airwaves
From http://www.kfbb.com/news/local/KBWG-Brings-Blackfoot-Language-to-Airwaves-119887639.html
KBWG Brings Blackfoot Language Lessons to the Airwaves
By Stephanie Tyrpak
April 14, 2011
In a one room radio station, Darrell Kipp leads a one hour Blackfoot language broadcast that could one day play around the world.
"I was a little apprehensive at first, but the language is important to our tribe, and we want to do anything possible to revitalize it," said Kipp.
KBWG Radio has expanded since the station received its license back in 2004, adding new DJs and formats, and providing a language show was a plan from the beginning.
Read the full article at http://www.kfbb.com/news/local/KBWG-Brings-Blackfoot-Language-to-Airwaves-119887639.html
KBWG Brings Blackfoot Language Lessons to the Airwaves
By Stephanie Tyrpak
April 14, 2011
In a one room radio station, Darrell Kipp leads a one hour Blackfoot language broadcast that could one day play around the world.
"I was a little apprehensive at first, but the language is important to our tribe, and we want to do anything possible to revitalize it," said Kipp.
KBWG Radio has expanded since the station received its license back in 2004, adding new DJs and formats, and providing a language show was a plan from the beginning.
Read the full article at http://www.kfbb.com/news/local/KBWG-Brings-Blackfoot-Language-to-Airwaves-119887639.html
Job Posting Database for Maine
The Foreign Language Association of Maine maintains a listing of job postings at http://www.umaine.edu/Flame/jobs.htm
Job: Assistant Director - Second Language Acquisition, National Foreign Language Center
From http://linguistlist.org/issues/22/22-1685.html
Position Responsibilities:
- Work on funded projects as a senior Subject Matter Expert (SME) in SLA.
- Help manage NFLC FRAs by efficiently allocating resources to projects, anticipating future/upcoming SLA resource requirements, tracking levels of effort across projects, and approving all timesheets, leave forms, and other administrative requirements.
- Identify areas of research central to NFLC mission and contact external resources as necessary to support NFLC research goals.
- Attend conferences, workshops, seminars, etc to learn more about the use of technology in L2 learning and teaching.
- Support the NFLC's new business development team in the identification of potential sources of funding and in the writing of business & grant proposals.
Minimum Qualifications:
Education:
- Required Master's in SLA, Linguistics, TESOL, Educational Technology, or related field
Experience:
- Web-based/online foreign language (or EF/SL) materials development
- Foreign language (or EF/SL) teaching online and/or in a classroom setting
- 2+ years experience leading or managing a project or unit
Application Deadline: 15-May-2011
View the full posting at http://linguistlist.org/issues/22/22-1685.html
Position Responsibilities:
- Work on funded projects as a senior Subject Matter Expert (SME) in SLA.
- Help manage NFLC FRAs by efficiently allocating resources to projects, anticipating future/upcoming SLA resource requirements, tracking levels of effort across projects, and approving all timesheets, leave forms, and other administrative requirements.
- Identify areas of research central to NFLC mission and contact external resources as necessary to support NFLC research goals.
- Attend conferences, workshops, seminars, etc to learn more about the use of technology in L2 learning and teaching.
- Support the NFLC's new business development team in the identification of potential sources of funding and in the writing of business & grant proposals.
Minimum Qualifications:
Education:
- Required Master's in SLA, Linguistics, TESOL, Educational Technology, or related field
Experience:
- Web-based/online foreign language (or EF/SL) materials development
- Foreign language (or EF/SL) teaching online and/or in a classroom setting
- 2+ years experience leading or managing a project or unit
Application Deadline: 15-May-2011
View the full posting at http://linguistlist.org/issues/22/22-1685.html
Language Educator Development E-learning Modules
From http://www.waflt.org/asp/modules/about.htm
The Language Educator Development E-learning Modules reach out to Language instructors and preservice teachers as they continue their professional growth as world language educators. These modules assist with the integration of Standards for Learning World Languages, Curriculum Planning, and Performance-based Assessment. In addition, they help educators meet some of the requirements of National Board Certification and the new WI Professional Development Plan.
Each module is made up of multiple sections that are designed to take approximately 20 minutes to complete. Some sections may require additional time for reading. The module sections include: remember, learn, connect-reflect. Some modules may have multiple instances of a section and/or include an expansion activity.
Access is free for Wisconsin Association For Language Teachers members; others must pay. Learn more at http://www.waflt.org/asp/modules/about.htm
The Language Educator Development E-learning Modules reach out to Language instructors and preservice teachers as they continue their professional growth as world language educators. These modules assist with the integration of Standards for Learning World Languages, Curriculum Planning, and Performance-based Assessment. In addition, they help educators meet some of the requirements of National Board Certification and the new WI Professional Development Plan.
Each module is made up of multiple sections that are designed to take approximately 20 minutes to complete. Some sections may require additional time for reading. The module sections include: remember, learn, connect-reflect. Some modules may have multiple instances of a section and/or include an expansion activity.
Access is free for Wisconsin Association For Language Teachers members; others must pay. Learn more at http://www.waflt.org/asp/modules/about.htm
Mandarin Institute K-12 Chinese Teacher Preparation Program 2011
From http://www.mandarininstitute.org/STARTALK2011_Teacher
Mandarin Institute K-12 Chinese Teacher Preparation Program 2011
Program Dates: August 1 - August 5, 2011
Time: 9:00AM - 4:00PM
Location: Chinese American International School
150 Oak Street, San Francisco, CA 94102
The Mandarin Institute in conjunction with STARTALK will offer a Chinese Teacher Preparation Program to teachers from the U.S. and the Greater China area. It is an unparalleled opportunity for new K-12 Chinese language teachers and teachers who are new to teaching in US classrooms, to gain concrete classroom experience teaching American students. Whether you are teaching in foreign language or immersion settings, during this intensive training, teachers will learn the critical skills they need to be innovative and successful in the classroom and to facilitate high quality Chinese language programming in their schools. Priority registration is given to teachers who demonstrate financial need. For qualifying teachers, the tuition fee will be waived.
Application Deadline: June 3, 2011
For more information go to http://www.mandarininstitute.org/STARTALK2011_Teacher
Mandarin Institute K-12 Chinese Teacher Preparation Program 2011
Program Dates: August 1 - August 5, 2011
Time: 9:00AM - 4:00PM
Location: Chinese American International School
150 Oak Street, San Francisco, CA 94102
The Mandarin Institute in conjunction with STARTALK will offer a Chinese Teacher Preparation Program to teachers from the U.S. and the Greater China area. It is an unparalleled opportunity for new K-12 Chinese language teachers and teachers who are new to teaching in US classrooms, to gain concrete classroom experience teaching American students. Whether you are teaching in foreign language or immersion settings, during this intensive training, teachers will learn the critical skills they need to be innovative and successful in the classroom and to facilitate high quality Chinese language programming in their schools. Priority registration is given to teachers who demonstrate financial need. For qualifying teachers, the tuition fee will be waived.
Application Deadline: June 3, 2011
For more information go to http://www.mandarininstitute.org/STARTALK2011_Teacher
CLEAR Summer 2011 Workshops
From http://clear.msu.edu/clear/professionaldev/summerworkshops.php
The Center for Language Education and Research is offering four summer workshops in 2011:
Rich Internet Applications for Language Learning: Introductory Techniques
July 18-20
Adding Variety to Reading and Vocabulary Lessons
July 21-23
Project-Based Learning in the Language Classroom
July 25-27
Using Video to Promote Language Development in the Classroom
July 28-30
Learn more about these workshops and apply at http://clear.msu.edu/clear/professionaldev/summerworkshops.php
The Center for Language Education and Research is offering four summer workshops in 2011:
Rich Internet Applications for Language Learning: Introductory Techniques
July 18-20
Adding Variety to Reading and Vocabulary Lessons
July 21-23
Project-Based Learning in the Language Classroom
July 25-27
Using Video to Promote Language Development in the Classroom
July 28-30
Learn more about these workshops and apply at http://clear.msu.edu/clear/professionaldev/summerworkshops.php
LARC/CALPER 2nd Webinar on Assessment
LARC/CALPER 2nd Webinar on Assessment
"Performance Assessment"
Meg Malone, Center for Applied Linguistics and National Capital Language Resource Center
May 5, 2011
3:30 - 4:40pm Eastern / 12:30 - 1:40 Pacific
This webinar is free for educators. Go to the Webinar Information Page at LARC to register: http://larc.sdsu.edu/events/webinars
"Performance Assessment"
Meg Malone, Center for Applied Linguistics and National Capital Language Resource Center
May 5, 2011
3:30 - 4:40pm Eastern / 12:30 - 1:40 Pacific
This webinar is free for educators. Go to the Webinar Information Page at LARC to register: http://larc.sdsu.edu/events/webinars
Conference: Enhancing Practice with Early English Language Learners
Conference: Enhancing Practice with Early English Language Learners
Date: Friday, April 29, 2011
Location: Princeton, NJ
This conference will target specific educational issues regarding Early English Language Learners. The day will work to bridge research and practice by highlighting research-based methods. An overview of the research on ELL’s will specifically address topics of Demography, Social and Emotional Development and Instructional Models. Additional panels will discuss practical solutions regarding child and classroom assessment and professional development. Furthermore, this conference will provide examples of creative school models that have been applied to work with young ELL’s.
This conference is organized by the Education Research Section (ERS), and co-sponsored by the National Institute for Early Education Research (NIEER), The Future of Children journal (FOC), and The Woodrow Wilson School (WWS). It is designed in conjunction with the latest issue of The Future of Children journal, Immigrant Children, which is due to be released in Spring 2011. This conference is designed for school administrators and decision-makers working with English Language Learners in pre-k to 3rd grade.
For more information, visit the conference website at http://www.futureofchildren.princeton.edu/ell/index.asp
Date: Friday, April 29, 2011
Location: Princeton, NJ
This conference will target specific educational issues regarding Early English Language Learners. The day will work to bridge research and practice by highlighting research-based methods. An overview of the research on ELL’s will specifically address topics of Demography, Social and Emotional Development and Instructional Models. Additional panels will discuss practical solutions regarding child and classroom assessment and professional development. Furthermore, this conference will provide examples of creative school models that have been applied to work with young ELL’s.
This conference is organized by the Education Research Section (ERS), and co-sponsored by the National Institute for Early Education Research (NIEER), The Future of Children journal (FOC), and The Woodrow Wilson School (WWS). It is designed in conjunction with the latest issue of The Future of Children journal, Immigrant Children, which is due to be released in Spring 2011. This conference is designed for school administrators and decision-makers working with English Language Learners in pre-k to 3rd grade.
For more information, visit the conference website at http://www.futureofchildren.princeton.edu/ell/index.asp
Book: Language Acquisition across Linguistic and Cognitive Systems
From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2052
Language Acquisition across Linguistic and Cognitive Systems
Edited by Michèle Kail and Maya Hickmann
Published by the John Benjamins Publishing Company
Summary: How and why do all children learn language? Why do some have difficulties while others are early language learners? What are the consequences of early bilingualism? Is it possible to reach native-like competence in a foreign language? Although we still cannot fully answer these questions, research during the last two decades has begun to solve some pieces of the puzzle. This book proposes an interdisciplinary collection of writings from some of the best specialists across several fields in cognitive science, offering a wide sample of recent advances in the study of first language acquisition, bilingualism, second language acquisition, and disorders of oral language. It is addressed to all researchers and students interested in language acquisition, as well as to teachers, clinicians and parents, who will find therein many new findings and varied methodological approaches, as well as challenging questions that are still debated and in need of further research.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2052
Language Acquisition across Linguistic and Cognitive Systems
Edited by Michèle Kail and Maya Hickmann
Published by the John Benjamins Publishing Company
Summary: How and why do all children learn language? Why do some have difficulties while others are early language learners? What are the consequences of early bilingualism? Is it possible to reach native-like competence in a foreign language? Although we still cannot fully answer these questions, research during the last two decades has begun to solve some pieces of the puzzle. This book proposes an interdisciplinary collection of writings from some of the best specialists across several fields in cognitive science, offering a wide sample of recent advances in the study of first language acquisition, bilingualism, second language acquisition, and disorders of oral language. It is addressed to all researchers and students interested in language acquisition, as well as to teachers, clinicians and parents, who will find therein many new findings and varied methodological approaches, as well as challenging questions that are still debated and in need of further research.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2052
Book: Language Education Today: Between Theory and Practice
From http://www.c-s-p.org/Flyers/Language-Education-Today--Between-Theory-and-Practice1-4438-1641-8.htm
Language Education Today: Between Theory and Practice
Editor: Georgeta Raţă
Publisher: Cambridge Scholars Publishing
Description: Language Education Today: Between Theory and Practice is a collection of essays that appeal to teachers of modern languages (almost exclusively English) regardless of the level of instruction. The essays deal with three main aspects of the opposition Linguistic Identity vs. Multilingualism: language education (mother tongue – Turkish, Kurdish, and Serbian; contact linguistics – the impact of Slavic and of German on modern Romanian; the opposition L1 vs. L2 – Arabic, Farsi, Urdu and Serbian vs. English; and contrastive studies – German and Macedonian); English language teaching and learning (English as a Foreign or Second Language taught to Serbian and Ruthenian students; English for Specific Purposes – Business English, Information Technology English, the English of hotel terminology, and the English of business media taught to Romanian students; English language teaching and assessing methods to Thai, Italian, Malaysian, and Croatian students; and the profile of the language teacher in the universities of the F.Y.R. of Macedonia and of Romania); and linguistic issues (with focus on some English word histories and on some English modal verbs, on French spelling and on some French verbs of animal communication, and on the Latin Plesiosauria Nomenclature).
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Language-Education-Today--Between-Theory-and-Practice1-4438-1641-8.htm
Language Education Today: Between Theory and Practice
Editor: Georgeta Raţă
Publisher: Cambridge Scholars Publishing
Description: Language Education Today: Between Theory and Practice is a collection of essays that appeal to teachers of modern languages (almost exclusively English) regardless of the level of instruction. The essays deal with three main aspects of the opposition Linguistic Identity vs. Multilingualism: language education (mother tongue – Turkish, Kurdish, and Serbian; contact linguistics – the impact of Slavic and of German on modern Romanian; the opposition L1 vs. L2 – Arabic, Farsi, Urdu and Serbian vs. English; and contrastive studies – German and Macedonian); English language teaching and learning (English as a Foreign or Second Language taught to Serbian and Ruthenian students; English for Specific Purposes – Business English, Information Technology English, the English of hotel terminology, and the English of business media taught to Romanian students; English language teaching and assessing methods to Thai, Italian, Malaysian, and Croatian students; and the profile of the language teacher in the universities of the F.Y.R. of Macedonia and of Romania); and linguistic issues (with focus on some English word histories and on some English modal verbs, on French spelling and on some French verbs of animal communication, and on the Latin Plesiosauria Nomenclature).
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Language-Education-Today--Between-Theory-and-Practice1-4438-1641-8.htm
Book: Second Language Competence: The Acquisition of Complex Syntax in Spanish
From http://www.c-s-p.org/Flyers/Second-Language-Competence--The-Acquisition-of-Complex-Syntax-in-Spanish1-4438-2701-0.htm
Second Language Competence: The Acquisition of Complex Syntax in Spanish
Author: Rocío Pérez Tattam
Publisher: Cambridge Scholars Publishing
Description: This volume looks at the development of linguistic competence and convergence in second language acquisition by analysing the acquisition of complex syntax by non-native learners of Spanish. It looks at the knowledge that is transferred from the native language and the changes that occur as learners become more proficient. It focuses on a particular class of grammatical constructions that are central to understanding the transition from simple to complex syntax in language development: Control, Raising and Exceptional Case Marking structures. Theoretical syntax has dealt extensively with the properties of these constructions. As well as a comprehensive review of seminal and current theories, this volume presents an empirical study informed by these theories that ultimately seeks to bridge the gap between linguistic theory and its applications.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Second-Language-Competence--The-Acquisition-of-Complex-Syntax-in-Spanish1-4438-2701-0.htm
Second Language Competence: The Acquisition of Complex Syntax in Spanish
Author: Rocío Pérez Tattam
Publisher: Cambridge Scholars Publishing
Description: This volume looks at the development of linguistic competence and convergence in second language acquisition by analysing the acquisition of complex syntax by non-native learners of Spanish. It looks at the knowledge that is transferred from the native language and the changes that occur as learners become more proficient. It focuses on a particular class of grammatical constructions that are central to understanding the transition from simple to complex syntax in language development: Control, Raising and Exceptional Case Marking structures. Theoretical syntax has dealt extensively with the properties of these constructions. As well as a comprehensive review of seminal and current theories, this volume presents an empirical study informed by these theories that ultimately seeks to bridge the gap between linguistic theory and its applications.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Second-Language-Competence--The-Acquisition-of-Complex-Syntax-in-Spanish1-4438-2701-0.htm
April 7, 2011
Online Community: Moodle for Language Teaching
A supportive online community dedicated to using Moodle for language teaching (but full of ideas for teachers who aren’t using Moodle also) is available at http://moodle.org/course/view.php?id=31
Online Language Resources
From http://www.uni.edu/becker
Jim Becker’s Language Resources website has been around for years. It is constantly expanding and now has resources for Spanish, French, Chinese, Japanese, Russian, Italian, Hebrew, Arabic, Hindi, Bengali, Portuguese, German, ESL, and Latin. Browse through at http://www.uni.edu/becker
Jim Becker’s Language Resources website has been around for years. It is constantly expanding and now has resources for Spanish, French, Chinese, Japanese, Russian, Italian, Hebrew, Arabic, Hindi, Bengali, Portuguese, German, ESL, and Latin. Browse through at http://www.uni.edu/becker
LingoTube: Language Video Website
LingoTube is a website where people can share videos for language learning. It’s available at http://www.lingotube.com
Europeana: Web Portal on European Cultural Resources
From http://www.europeana.eu/portal/aboutus.html
Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections. It promotes discovery and networking opportunities in a multilingual space where users can engage, share in and be inspired by the rich diversity of Europe's cultural and scientific heritage.
Ideas and inspiration can be found within the more than 15 million items on Europeana. These objects include:
* Images - paintings, drawings, maps, photos and pictures of museum objects
* Texts - books, newspapers, letters, diaries and archival papers
* Sounds - music and spoken word from cylinders, tapes, discs and radio broadcasts
* Videos - films, newsreels and TV broadcasts
Whether you find a celebrated work or a lesser known object, Europeana always connects you to the original source of the material so you can be sure of its authenticity.
Visit this site at http://www.europeana.eu/portal
Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections. It promotes discovery and networking opportunities in a multilingual space where users can engage, share in and be inspired by the rich diversity of Europe's cultural and scientific heritage.
Ideas and inspiration can be found within the more than 15 million items on Europeana. These objects include:
* Images - paintings, drawings, maps, photos and pictures of museum objects
* Texts - books, newspapers, letters, diaries and archival papers
* Sounds - music and spoken word from cylinders, tapes, discs and radio broadcasts
* Videos - films, newsreels and TV broadcasts
Whether you find a celebrated work or a lesser known object, Europeana always connects you to the original source of the material so you can be sure of its authenticity.
Visit this site at http://www.europeana.eu/portal
Madison Academic Language Working Group
From http://www.academiclanguage.wceruw.org/index.aspx
The Madison Academic Language Working Group is the product of a September 2010 summit on the teaching of academic language for English learners (ELs). Working group members approach language and learning differently but at the summit they discovered a common commitment to elaborating the core components of the academic language construct along with strategies for studying, teaching, and learning academic languages.
Visit the working group’s website and browse through their online forum at http://www.academiclanguage.wceruw.org/index.aspx
The Madison Academic Language Working Group is the product of a September 2010 summit on the teaching of academic language for English learners (ELs). Working group members approach language and learning differently but at the summit they discovered a common commitment to elaborating the core components of the academic language construct along with strategies for studying, teaching, and learning academic languages.
Visit the working group’s website and browse through their online forum at http://www.academiclanguage.wceruw.org/index.aspx
Updated Bibliography of Materials for Spanish for Spanish Speakers
From http://www.cal.org/sns/resources/bibliographies.html
This list of Spanish textbooks and materials used in instruction of Spanish Native and Heritage Speakers was originally gathered for the LangNet Annotated Bibliography Project at the Center for Applied Linguistics in the summer of 2001 by Cathy Stafford and Paula Winke, with funding from the National Foreign Language Center. In 2010, this bibliography was updated with both newer materials and newer editions by Anne Musica and Jacqueline López, with input from Lillian Gorman.
Each entry includes the following:
•Textbook and material name (in bold)
• ISBN
•Year of publication
•Publisher (when available)
•Type of material (workbook, textbook, CD)
•Level the materials are use in
•Skills taught
•Types of students the materials are designed for (native Spanish speakers, native and non-native speakers, intended for non-native speakers, but can be adapted for use with native speakers
•Brief annotation
•Link to a publisher or book on Amazon
Download this document from http://www.cal.org/sns/pdfs/sns-annotated-bibliography-Jan2011-version.pdf
This list of Spanish textbooks and materials used in instruction of Spanish Native and Heritage Speakers was originally gathered for the LangNet Annotated Bibliography Project at the Center for Applied Linguistics in the summer of 2001 by Cathy Stafford and Paula Winke, with funding from the National Foreign Language Center. In 2010, this bibliography was updated with both newer materials and newer editions by Anne Musica and Jacqueline López, with input from Lillian Gorman.
Each entry includes the following:
•Textbook and material name (in bold)
• ISBN
•Year of publication
•Publisher (when available)
•Type of material (workbook, textbook, CD)
•Level the materials are use in
•Skills taught
•Types of students the materials are designed for (native Spanish speakers, native and non-native speakers, intended for non-native speakers, but can be adapted for use with native speakers
•Brief annotation
•Link to a publisher or book on Amazon
Download this document from http://www.cal.org/sns/pdfs/sns-annotated-bibliography-Jan2011-version.pdf
El Gancho: Online Children’s Magazine in Spanish
El Gancho is an online magazine aimed at young people. This Spanish-language magazine should be accessible for a wide range of language abilities and is available at http://www.elgancho.es
Lolcats en Español
From Zachary Jones’s Zambombazo website:
“Todos los miáucoles publicamos un lolcat en español, o mejor dicho, en una versión española de lolspeak, con un texto escrito intencionalmente con una ortografía y sintaxis fuera del español estándar, con verbos extrañamente conjugados y también con abreviaturas SMS en español.”
See the collection so far at http://zachary-jones.com/zambombazo/tag/lolcats
“Todos los miáucoles publicamos un lolcat en español, o mejor dicho, en una versión española de lolspeak, con un texto escrito intencionalmente con una ortografía y sintaxis fuera del español estándar, con verbos extrañamente conjugados y también con abreviaturas SMS en español.”
See the collection so far at http://zachary-jones.com/zambombazo/tag/lolcats
Music Videos in Spanish Website
This site contains several music videos in Spanish. For each video there is an English-language article about the band or artist. The lyrics are printed below the video and a Spanish-English dictionary application is embedded.
The site is available at https://sites.google.com/site/musicalspanish/home
The site is available at https://sites.google.com/site/musicalspanish/home
24 Heures dans la Vie d’un Enfant
24 Heures dans la Vie d’un Enfant
Learn about children’s typical days all around the world at this French-language website: http://24h-vie-enfant.partage.org/journee.php
Learn about children’s typical days all around the world at this French-language website: http://24h-vie-enfant.partage.org/journee.php
Project Idea: Create a Travel Brochure, Poster, or Bumper Sticker
From http://french.about.com
Creating a travel brochure, poster, or bumper sticker related to a French-speaking country or region is an interesting project for French classes or for independent studiers looking to spice up their self-instruction. This project is a short- to medium-term activity for any level of French student.
Read the project description at http://french.about.com/od/teachingresources/a/travelbrochure.htm?nl=1
Creating a travel brochure, poster, or bumper sticker related to a French-speaking country or region is an interesting project for French classes or for independent studiers looking to spice up their self-instruction. This project is a short- to medium-term activity for any level of French student.
Read the project description at http://french.about.com/od/teachingresources/a/travelbrochure.htm?nl=1
French Resources Wiki
From http://french-resources.wikispaces.com
The French Resources wiki is made by a French teacher to share resources with French students and other French teachers. Resources include games, worksheets, listening exercises, poetry, and more. Explore these resources at http://french-resources.wikispaces.com
The French Resources wiki is made by a French teacher to share resources with French students and other French teachers. Resources include games, worksheets, listening exercises, poetry, and more. Explore these resources at http://french-resources.wikispaces.com
Classics Texts at Dickinson College
From http://wiki.dickinson.edu/index.php/Classics
Access the following classical texts at Dickinson College’s wiki:
Dickinson Classical Commentaries:
* Julius Caesar, The Gallic War
* Sulpicius Severus, Vita Sancti Martini Episcopi et Confessoris
Translations:
* A Dialogue about Going to School from Colloquia Monacensia
* Novatianus, De spectaculis
* Ausonius, Mosella
Other projects:
* Catullus, Poems
* Prudentius, Psychomachia
* Horace, Satires
* Juvenal, Satires
Available at http://wiki.dickinson.edu/index.php/Classics
Access the following classical texts at Dickinson College’s wiki:
Dickinson Classical Commentaries:
* Julius Caesar, The Gallic War
* Sulpicius Severus, Vita Sancti Martini Episcopi et Confessoris
Translations:
* A Dialogue about Going to School from Colloquia Monacensia
* Novatianus, De spectaculis
* Ausonius, Mosella
Other projects:
* Catullus, Poems
* Prudentius, Psychomachia
* Horace, Satires
* Juvenal, Satires
Available at http://wiki.dickinson.edu/index.php/Classics
Youth Classics Institute for Students in Grades 2-7
From http://ascaniusyci.org/latinsummer/umass.htm
LatinSummer is a two-week program at the University of Massachusetts at Amherst that provides students a unique chance to learn about Latin and the classical world. Students will explore Latin, mythology, Roman culture, and more. No prior knowledge of Latin or Classics is required.
All students currently enrolled in grades 2-7 may participate.
This year’s program will be July 12-22.
Registration must be completed by May 16.
Learn more at http://ascaniusyci.org/latinsummer/umass.htm
LatinSummer is a two-week program at the University of Massachusetts at Amherst that provides students a unique chance to learn about Latin and the classical world. Students will explore Latin, mythology, Roman culture, and more. No prior knowledge of Latin or Classics is required.
All students currently enrolled in grades 2-7 may participate.
This year’s program will be July 12-22.
Registration must be completed by May 16.
Learn more at http://ascaniusyci.org/latinsummer/umass.htm
AATG of Northern California
From http://norcal.aatg.org
German teachers: Did you know that there’s a northern California chapter of the American Association of Teachers of German? Did you know that they have a website full of useful news and resources?
Find out about upcoming events at http://norcal.aatg.org/calendar.html
See who else is teaching German in your area at http://norcal.aatg.org/programs.html
Browse through useful resources for teachers at http://norcal.aatg.org/resources.html
Visit, learn more, and consider becoming a member at http://norcal.aatg.org/index.html
German teachers: Did you know that there’s a northern California chapter of the American Association of Teachers of German? Did you know that they have a website full of useful news and resources?
Find out about upcoming events at http://norcal.aatg.org/calendar.html
See who else is teaching German in your area at http://norcal.aatg.org/programs.html
Browse through useful resources for teachers at http://norcal.aatg.org/resources.html
Visit, learn more, and consider becoming a member at http://norcal.aatg.org/index.html
Planet Germany: American Living in Germany Blogs about Culture
Planet Germany is the blog of Cathy Dobson, and American who’s been living in Germany for over 15 years. Read her observations of German culture at http://planetgermany.wordpress.com
Metasite: Japanese Learning Resources Website
From http://public.gettysburg.edu/~tsengiku/JPNlinks/home.html
This site was created by students studying independently and in the classroom so that those who want to study more on their own, either exclusively or as a supplement to their classroom studies, can have a convenient list of websites to choose from.
The link collections are split into three stages: Stage 1, for those just beginning their studies; Stage 2, for those who have been studying for several years (or around JLPT N3*); and Stage 3, for upper intermediate to advanced students (or around JLPT N2 and N1). Sites that are useful for students at more than one stage of their learning are listed in each respective stage so that users can conveniently choose one stage at a time for links relative to their levels.
Each website has a description with it, and any websites that we have particularly chosen as helpful have additional student comments.
Finally, tools, dictionaries, programs/iPod Touch and iPhone apps, and games are found under the Tools and Dictionaries/Newspapers pages. Some may be more appropriate for certain levels, but for the most part, all are usable by any student, and recommendations for specific programs, games, etc. are found at the description at the top of each stage's page.
Visit this website at http://public.gettysburg.edu/~tsengiku/JPNlinks/home.html
This site was created by students studying independently and in the classroom so that those who want to study more on their own, either exclusively or as a supplement to their classroom studies, can have a convenient list of websites to choose from.
The link collections are split into three stages: Stage 1, for those just beginning their studies; Stage 2, for those who have been studying for several years (or around JLPT N3*); and Stage 3, for upper intermediate to advanced students (or around JLPT N2 and N1). Sites that are useful for students at more than one stage of their learning are listed in each respective stage so that users can conveniently choose one stage at a time for links relative to their levels.
Each website has a description with it, and any websites that we have particularly chosen as helpful have additional student comments.
Finally, tools, dictionaries, programs/iPod Touch and iPhone apps, and games are found under the Tools and Dictionaries/Newspapers pages. Some may be more appropriate for certain levels, but for the most part, all are usable by any student, and recommendations for specific programs, games, etc. are found at the description at the top of each stage's page.
Visit this website at http://public.gettysburg.edu/~tsengiku/JPNlinks/home.html
A Hundred and One Rules in Arabic
From http://langmedia.fivecolleges.edu
A reference grammar for novice and intermediate Arabic students created by Professor Mohammed Jiyad of Mount Holyoke College is available at http://langmedia.fivecolleges.edu/jiyad/index.html
A reference grammar for novice and intermediate Arabic students created by Professor Mohammed Jiyad of Mount Holyoke College is available at http://langmedia.fivecolleges.edu/jiyad/index.html
Kiswahili Story Database
http://www.africaknowledgeproject.org/index.php/ksd/index
Kiswahili Story Database [KSD] is a new initiative of Africa Resource Center that is curated by Dr. Brillian Besi Muhonja, professor of Africana Studies, Foreign Languages, Literatures and Cultures, and Women's Studies at James Madison University, and David B. Otiende, Deputy Director of Academic Affairs at The Cooperative College of Kenya in Nairobi, Kenya. The database of all Kiswahili stories is a growing collection of African folktales.
Access the database at http://www.africaknowledgeproject.org/index.php/ksd/index
Kiswahili Story Database [KSD] is a new initiative of Africa Resource Center that is curated by Dr. Brillian Besi Muhonja, professor of Africana Studies, Foreign Languages, Literatures and Cultures, and Women's Studies at James Madison University, and David B. Otiende, Deputy Director of Academic Affairs at The Cooperative College of Kenya in Nairobi, Kenya. The database of all Kiswahili stories is a growing collection of African folktales.
Access the database at http://www.africaknowledgeproject.org/index.php/ksd/index
American Indian Film Gallery Website
From http://www.jfredmacdonald.com/aifg/index.htm
This Gallery of vintage motion pictures offers rich perspectives on the American Indian experience. It is presented here free of charge for viewing and downloading for educational purposes.
Search through the archive, which covers North and South America, at http://www.jfredmacdonald.com/aifg/index.htm
This Gallery of vintage motion pictures offers rich perspectives on the American Indian experience. It is presented here free of charge for viewing and downloading for educational purposes.
Search through the archive, which covers North and South America, at http://www.jfredmacdonald.com/aifg/index.htm
Preschool and Elementary Sign Language Resources
http://makinglearningfun.com/themepages/SignLanguageResources.htm
Access the following activity ideas and resources at the Make Learning Fun website:
Large Alphabet Letters with Sign Language
Sign Language Alphabet Cards
Sign Language Class Book
Sign Language Beginning Sound Book
Leaves-Sign Language Reader
Sign Language Letter Cards or Booklet for Chicka Chicka Boom Boom
I Have Five Sense-Sign Language Reader
Brown Bear, Brown Bear-Sign Language Reader
Sign Language Doctor Kit
Dinosaur- Sign Language Reader
Halloween-Sign Language Reader
Pumpkin Shape Sign Language Reader
Sign Language Cards with a Fire Theme
Apple Pie Sign Language Reader
Cowboy Sign Language Reader
Mouse's First Day of School Sign Language Reader
Seals on the Bus Sign Language Reader
Online Sign Language Dictionary
Available at http://makinglearningfun.com/themepages/SignLanguageResources.htm
Access the following activity ideas and resources at the Make Learning Fun website:
Large Alphabet Letters with Sign Language
Sign Language Alphabet Cards
Sign Language Class Book
Sign Language Beginning Sound Book
Leaves-Sign Language Reader
Sign Language Letter Cards or Booklet for Chicka Chicka Boom Boom
I Have Five Sense-Sign Language Reader
Brown Bear, Brown Bear-Sign Language Reader
Sign Language Doctor Kit
Dinosaur- Sign Language Reader
Halloween-Sign Language Reader
Pumpkin Shape Sign Language Reader
Sign Language Cards with a Fire Theme
Apple Pie Sign Language Reader
Cowboy Sign Language Reader
Mouse's First Day of School Sign Language Reader
Seals on the Bus Sign Language Reader
Online Sign Language Dictionary
Available at http://makinglearningfun.com/themepages/SignLanguageResources.htm
Job Listings at the American Classical League
Are you looking for a job? Search through current job postings in the Classics at http://www.aclclassics.org/jobs
ACTFL Oral Proficiency Interview Workshop and Refresher
From http://www.actfl.org/i4a/pages/index.cfm?pageid=3354
OPI Assessment Workshop
July 7-10, 2011
Middlebury College, Middlebury, VT
Chinese, English, French, German, Hebrew, Russian, Spanish
The OPI Tester Refresher & Norming Workshop
November 18, 2011
Colorado Convention Center
Learn more and register at http://www.actfl.org/i4a/pages/index.cfm?pageid=3354
OPI Assessment Workshop
July 7-10, 2011
Middlebury College, Middlebury, VT
Chinese, English, French, German, Hebrew, Russian, Spanish
The OPI Tester Refresher & Norming Workshop
November 18, 2011
Colorado Convention Center
Learn more and register at http://www.actfl.org/i4a/pages/index.cfm?pageid=3354
Rusticatio 2011: Latin Immersion
From http://www.latin.org/rusticatio
Rusticatio 2011, July 9-16
Rusticatio is a week-long, full-immersion Latin workshop offering high-energy conversation exercises and readings from Latin literature. SALVI has been running its popular Rusticationes since 1999, first in California and now in Charles Town, West Virginia.
Applications for the 2011 Rusticatio are now being accepted.
Learn more about how to apply and scholarship opportunities at http://www.latin.org/rusticatio
Rusticatio 2011, July 9-16
Rusticatio is a week-long, full-immersion Latin workshop offering high-energy conversation exercises and readings from Latin literature. SALVI has been running its popular Rusticationes since 1999, first in California and now in Charles Town, West Virginia.
Applications for the 2011 Rusticatio are now being accepted.
Learn more about how to apply and scholarship opportunities at http://www.latin.org/rusticatio
AP Institutes & Workshops
Are you an AP teacher? Find a professional development opportunity near you or in your subject area by searching at http://apcentral.collegeboard.com/apc/Pageflows/InstitutesAndWorkshops/InstitutesAndWorkshopsController.jpf?ep_ch=PR&ep_mid=6831072&ep_rid=30991978
DiversityLearningK12: Professional Development Opportunities
From http://www.diversitylearningk12.com/index.html
English language learners (ELLs) are the fastest-growing population in American schools. Their numbers, estimated at 5.5 million today, are projected to grow to one in four K-12 students by 2025. In many districts, ELLs pose the greatest educational challenges. Yet expertise to address their unique needs is often in short supply.
DiversityLearningK12 empowers educators to respond effectively and proactively by offering professional services uniquely tailored to their students, schools, and communities.
Their areas of specialization include:
* Second-language acquisition
* Bilingual teaching methods
* ELL program design
* Sheltered instruction
* Literacy and biliteracy
* Assessment
* Constructivist pedagogy
* Multicultural education
* Language proficiency and disability
* Parent involvement
* Media outreach
* Education policy
DiversityLearningK12 will customize workshops to the needs of districts, schools, universities, or other institutions. They offer both individual sessions and Professional Development Mini-Conferences.
Learn more at http://www.diversitylearningk12.com/index.html
English language learners (ELLs) are the fastest-growing population in American schools. Their numbers, estimated at 5.5 million today, are projected to grow to one in four K-12 students by 2025. In many districts, ELLs pose the greatest educational challenges. Yet expertise to address their unique needs is often in short supply.
DiversityLearningK12 empowers educators to respond effectively and proactively by offering professional services uniquely tailored to their students, schools, and communities.
Their areas of specialization include:
* Second-language acquisition
* Bilingual teaching methods
* ELL program design
* Sheltered instruction
* Literacy and biliteracy
* Assessment
* Constructivist pedagogy
* Multicultural education
* Language proficiency and disability
* Parent involvement
* Media outreach
* Education policy
DiversityLearningK12 will customize workshops to the needs of districts, schools, universities, or other institutions. They offer both individual sessions and Professional Development Mini-Conferences.
Learn more at http://www.diversitylearningk12.com/index.html
TPRS Summer Conference in Cancun
From http://tprstorytelling.com/index.php?option=com_content&view=article&id=37&Itemid=300030
TPRS Summer Conference in Cancun, Mexico
June 27-July 1, 2011
Club Med-Cancun
This ALL-inclusive conference features sessions and Spanish classes presented by some of the most experienced, gifted and well-respected TPRS® presenters/teachers in the country!: Jason Fritze, Susan Gross, Kristy Placido, Laurie Clarcq, & Carol Gaab.
Learn more at http://tprstorytelling.com/index.php?option=com_content&view=article&id=37:summer-conference-cancun-mexico&catid=3&Itemid=300030
TPRS Summer Conference in Cancun, Mexico
June 27-July 1, 2011
Club Med-Cancun
This ALL-inclusive conference features sessions and Spanish classes presented by some of the most experienced, gifted and well-respected TPRS® presenters/teachers in the country!: Jason Fritze, Susan Gross, Kristy Placido, Laurie Clarcq, & Carol Gaab.
Learn more at http://tprstorytelling.com/index.php?option=com_content&view=article&id=37:summer-conference-cancun-mexico&catid=3&Itemid=300030
Book: English Language Education Across Greater China
From http://www.multilingual-matters.com/display.asp?isb=9781847693495
English Language Education Across Greater China
Edited by Anwei Feng
Published by Multilingual Matters
Summary: This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between Mainland China, Singapore, Taiwan, Hong Kong, and Macau, while Part 2 explores in depth the phenomena inside Mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693495
English Language Education Across Greater China
Edited by Anwei Feng
Published by Multilingual Matters
Summary: This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between Mainland China, Singapore, Taiwan, Hong Kong, and Macau, while Part 2 explores in depth the phenomena inside Mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693495
Book: 500 Common Chinese Idioms
From http://www.routledge.com/books/details/9780415776820
500 Common Chinese Idioms: An Annotated Frequency Dictionary
By Liwei Jiao, Cornelius Kubler, Weiguo Zhang
Publisher: Routledge
Description: 500 Common Chinese Idioms is the ideal tool for all intermediate to advanced learners of Chinese. Based on large corpora of authentic language data, it presents the 500 most commonly used Chinese idioms or chengyu, along with a variety of synonyms, antonyms and the most common structures, enabling the reader to make educated guesses about the meanings of hundreds of unfamiliar idioms.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415776820
500 Common Chinese Idioms: An Annotated Frequency Dictionary
By Liwei Jiao, Cornelius Kubler, Weiguo Zhang
Publisher: Routledge
Description: 500 Common Chinese Idioms is the ideal tool for all intermediate to advanced learners of Chinese. Based on large corpora of authentic language data, it presents the 500 most commonly used Chinese idioms or chengyu, along with a variety of synonyms, antonyms and the most common structures, enabling the reader to make educated guesses about the meanings of hundreds of unfamiliar idioms.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415776820
Book: Research in Second Language Processing and Parsing
From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2053
Research in Second Language Processing and Parsing
Edited by Bill VanPatten and Jill Jegerski
Published by the John Benjamins Publishing Company
Description: This volume is the first dedicated to the growing field of theory and research on second language processing and parsing. The fourteen papers in this volume offer cutting-edge research using a number of different languages (e.g., Arabic, Spanish, Japanese, French, German, English) and structures (e.g., relative clauses, wh-gaps, gender, number) to examine various issues in second language processing: first language influence, whether or not non-natives can achieve native-like processing, the roles of context and prosody, the effects of working memory, and others. The researchers include both established scholars and newer voices, all offering important insights into the factors that affect processing and parsing in a second language.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2053
Research in Second Language Processing and Parsing
Edited by Bill VanPatten and Jill Jegerski
Published by the John Benjamins Publishing Company
Description: This volume is the first dedicated to the growing field of theory and research on second language processing and parsing. The fourteen papers in this volume offer cutting-edge research using a number of different languages (e.g., Arabic, Spanish, Japanese, French, German, English) and structures (e.g., relative clauses, wh-gaps, gender, number) to examine various issues in second language processing: first language influence, whether or not non-natives can achieve native-like processing, the roles of context and prosody, the effects of working memory, and others. The researchers include both established scholars and newer voices, all offering important insights into the factors that affect processing and parsing in a second language.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2053
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