Last week we share several different people’s ideas for things to do with you students at the end of the school year. Here are a few more.
Read a blog post by Mary Beth Hertz with ideas for ending the year on a positive note (and scroll down to see others’ contributions as well) at http://www.edutopia.org/blog/positive-end-of-school-year-mary-beth-hertz
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An AATG listserv user shares the following insights and ideas:
1. We looked at the course offerings of all the universities they are planning to attend. We talk about how to choose well, if offered a choice and how in undergraduate school it is not called "German Four" but how much choice there is in upper levels. After this we dabble in a few literature pieces- a few pages of Thomas Mann, Elfriede Jelinek and Max Frisch- this really opens their eyes to the variety, different levels of difficulty and literary styles. I know some will gasp that we are not reading the entire work, but it is meant to open them up to what lies ahead.
2. I provided them with a list of themes and they chose two from the list- this class chose humor and film. So we have a week of student-chosen themes- We are watching Die Mitte by Stanislaw Much- a good film to continue our year-long theme of mobility in a changing Europe. For humor we will read a few pieces from an anthology and then write captions to some Far Side cartoons for fun.
3. Then for two weeks each student will be the teacher for 20 minutes. They have to teach us something A)- we do not already know, B) that is personal to their lives and C)- can be explained in 20 minutes- if there is a performance aspect- great: in the past students have taught us a certain type of sport or dance or some other hobby they have that is not something everyone does- interesting way to get to know each other more before departing from each other. One student taught us the history of album covers of rock bands from Germany in the 70's. One student taught us how to put a Sari on, etc. The point is for them to show us something about themselves away from meeting an external goal.
4. We will take, during the last week of school, many of the pieces they have written this year, choose a few and rework them to be posted on a blog- the idea is to reach out to the community beyond our school and for them to share their voices in the wider German-speaking world.
Gwin, C. Re: [AATG-L] End of the year ideas for seniors? AATG listserv (AATG@LISTSERV.IUPUI.EDU, 15 May 2011).
May 30, 2011
Report: Immigration, Language and Culture
The College Board has released the fifth report in their Teachers Are the Center of Education/Teacher Voices series: Immigration, Language and Culture. This report, created in collaboration with the National Writing Project and Phi Delta Kappa, provides an on-the-ground view of educating immigrant students and English language learners (ELL) through the lens of six classroom teachers. The report highlights the strengths these students bring to our classrooms and country, the challenges they — teachers and students — face, and provides clear recommendations on changes required to ensure that these students receive the education they need and deserve.
Download the report from http://advocacy.collegeboard.org/preparation-access/teacher-advocacy/publications/teacher-voices-immigration-language-and-culture
In support of this report, the College Board is also releasing videos that feature each of the six profiled teachers. Learn more about the teachers and their thoughts on the issues and practices of working with ELL and immigrant students at http://advocacy.collegeboard.org/teacher-voices-videos?ep_ch=PR&ep_mid=7661217&ep_rid=47314091
Learn more about the Teachers Are the Center of Education/Teacher Voices series, a project of the College Board Advocacy & Policy Center, at http://advocacy.collegeboard.org/preparation-access/teacher-advocacy?ep_ch=PR&ep_mid=7661217&ep_rid=47314091
Download the report from http://advocacy.collegeboard.org/preparation-access/teacher-advocacy/publications/teacher-voices-immigration-language-and-culture
In support of this report, the College Board is also releasing videos that feature each of the six profiled teachers. Learn more about the teachers and their thoughts on the issues and practices of working with ELL and immigrant students at http://advocacy.collegeboard.org/teacher-voices-videos?ep_ch=PR&ep_mid=7661217&ep_rid=47314091
Learn more about the Teachers Are the Center of Education/Teacher Voices series, a project of the College Board Advocacy & Policy Center, at http://advocacy.collegeboard.org/preparation-access/teacher-advocacy?ep_ch=PR&ep_mid=7661217&ep_rid=47314091
Article: Elementary ESL Students Get a Jump on College Search
From http://www.nola.com/west-bank/index.ssf/2011/05/post_144.html
When Terrytown Elementary teacher Tobie Lynn Tranchina was younger, her parents constantly instilled in her the importance of a college education.
Tranchina later realized the same expectation was not a reality for many of her fourth-grade English as a Second Language (ESL) students. So, she endeavored to find a way to show her students that college was an attainable option for them.
Tranchina began emailing dozens of schools in November and asking them to send admissions information for the students. She said she received an overwhelming response, with nearly a dozen colleges agreeing to participate.
Read the article for a fuller description of this teacher’s project at http://www.nola.com/west-bank/index.ssf/2011/05/post_144.html
When Terrytown Elementary teacher Tobie Lynn Tranchina was younger, her parents constantly instilled in her the importance of a college education.
Tranchina later realized the same expectation was not a reality for many of her fourth-grade English as a Second Language (ESL) students. So, she endeavored to find a way to show her students that college was an attainable option for them.
Tranchina began emailing dozens of schools in November and asking them to send admissions information for the students. She said she received an overwhelming response, with nearly a dozen colleges agreeing to participate.
Read the article for a fuller description of this teacher’s project at http://www.nola.com/west-bank/index.ssf/2011/05/post_144.html
Authentic Video Clips: Using YouTube to Teach French Language and Culture to Kids
From http://foreignlanguagefun.com
From the Foreign Language Fun blog:
“What did I do before YouTube? Seriously . . . how did I teach? Short, authentic video clips have become a standard part of my French lessons. They are an awesome way to allow my students to get a glimpse of authentic culture and hear native accents. I never thought that I would use video with my littlest pre-k language learners, but wow . . . is it ever effective to show an occasional 1-2 minute video clip. Bursts of video help my lessons to take on a real ‘Sesame Street’ kind of feel!
“It’s now common practice for me to search YouTube for my lesson content and theme. Here are a few examples of video clips that can enrich language and culture for kids. I hope this short list will inspire you with ideas for using video to support your lessons”
Read through the examples and get some ideas at http://foreignlanguagefun.com/2011/05/authentic-video-clips-using-youtube-to-teach-french-language-and-culture-to-kids
From the Foreign Language Fun blog:
“What did I do before YouTube? Seriously . . . how did I teach? Short, authentic video clips have become a standard part of my French lessons. They are an awesome way to allow my students to get a glimpse of authentic culture and hear native accents. I never thought that I would use video with my littlest pre-k language learners, but wow . . . is it ever effective to show an occasional 1-2 minute video clip. Bursts of video help my lessons to take on a real ‘Sesame Street’ kind of feel!
“It’s now common practice for me to search YouTube for my lesson content and theme. Here are a few examples of video clips that can enrich language and culture for kids. I hope this short list will inspire you with ideas for using video to support your lessons”
Read through the examples and get some ideas at http://foreignlanguagefun.com/2011/05/authentic-video-clips-using-youtube-to-teach-french-language-and-culture-to-kids
Akropolis World News: Current Events in Ancient Greek
Read about current events in Ancient Greek at http://www.akwn.net . New news is generally added about once a week.
Exhibition: German Expressionism: The Graphic Impulse
From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/05/18__Expressionist__PR.html
The New York Museum of Modern Art’s exhibition German Expressionism: The Graphic Impulse, which runs until July 11, 2011, highlights the catalytic role of printmaking and the explosive production of graphic art in the German Expressionist movement of the early 20th century. It features more than 250 works by nearly 30 artists, including Max Beckmann, Otto Dix, George Grosz, Erich Heckel, Ernst Ludwig Kirchner, Oskar Kokoschka, Emil Nolde, Max Pechstein, and Egon Schiele.
Learn more about the exhibition at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/05/18__Expressionist__PR.html and at http://www.moma.org/visit/calendar/exhibitions/1103
The New York Museum of Modern Art’s exhibition German Expressionism: The Graphic Impulse, which runs until July 11, 2011, highlights the catalytic role of printmaking and the explosive production of graphic art in the German Expressionist movement of the early 20th century. It features more than 250 works by nearly 30 artists, including Max Beckmann, Otto Dix, George Grosz, Erich Heckel, Ernst Ludwig Kirchner, Oskar Kokoschka, Emil Nolde, Max Pechstein, and Egon Schiele.
Learn more about the exhibition at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/05/18__Expressionist__PR.html and at http://www.moma.org/visit/calendar/exhibitions/1103
German Websites for Children
From http://german.about.com
Here are some cool, fun and educational online games and resources for children and for the young at heart: http://german.about.com/od/bilingualfamilies/a/German-Websites-For-Children.htm?nl=1
Here are some cool, fun and educational online games and resources for children and for the young at heart: http://german.about.com/od/bilingualfamilies/a/German-Websites-For-Children.htm?nl=1
German Songs for Specific Topics
Visit a German teacher’s wiki for a list of songs that are good for teaching particular topics, and add your own suggestions, at http://lhsgerman.wikispaces.com/German+Music+in+Class
Mosfilm Cinema: Popular Soviet and Russian Films for Free Viewing
View Soviet and Russian films for free in Mosfilm’s two new “showing rooms” or download movies for a small fee at http://www.cinema.mosfilm.ru/?gmt=420
Summer Institute for Teachers of Japanese Language in U.S.
The Japan Foundation, Los Angeles, in collaboration with DePaul University will conduct a four-day Summer Institute in Arlington Heights, Illinois, during summer 2011.
Goals and Objectives:
Workshop participants will review and improve their teaching practices by revisiting basic knowledge and concepts of Japanese language pedagogy. They will also gain firsthand knowledge of Japanese Studies, and build a network through discussion with other teachers.
Contents:
The following five areas will be covered every day:
Area 1- JF Standards:
Participants will become familiar with JF Standards in the context of pedagogy in the U.S., and Minna no Can-Do site, an instructional tool to set and/or align their own curriculum goals and to assist learners to self-assess.
Area 2- Content Based Instruction and Critical Thinking:
Participants will learn how to develop courses incorporating contents so that learners can develop critical thinking skills while learning Japanese language.
Area 3- Featured Topics in Japanese Studies:
Participants will gain basic knowledge of Japanese studies. Invited Japanese studies experts will lecture and discuss with participants on a different topic on each day.
Area 4- Assessment:
Participants will learn how to develop evaluations based on curriculum.
Extra Area during the Institute - Network and Advocacy:
Participants will gain knowledge of skills and resources to advocate Japanese language education and their own programs in both micro and macro settings. They will also develop a local network to support themselves.
The Institute will be conducted mainly in Japanese.
Duration:
August 1 - August 4, 2011 (4 days; approximately 8-9 hours/day)
Participants:
Up to 20 K-16 school teachers of Japanese language, both native and non-native speakers.
Application Eligibility:
Applicants must meet the following criteria*:
1. K-16 teachers of Japanese language, native or non-native speakers;
2. currently reside in the United States;
3. are to resume teaching after attending this program;
*Priority is given to those who teach in Mid-West states.
Expenses:
The Japan Foundation, Los Angeles will bear the following expenses for those who complete the course with satisfactory attendance.
(1) Tuition
(2) Some parts of the fees to purchase materials.
(3) Accommodations at a designated hotel for NON-LOCAL participants.
Deadline:
Applications must arrive at the Japan Foundation, Los Angeles no later than June 15, 2011, by post.
Download the full details from http://www.jflalc.org/jle/events/SumInstituteFlyer_11.doc
Goals and Objectives:
Workshop participants will review and improve their teaching practices by revisiting basic knowledge and concepts of Japanese language pedagogy. They will also gain firsthand knowledge of Japanese Studies, and build a network through discussion with other teachers.
Contents:
The following five areas will be covered every day:
Area 1- JF Standards:
Participants will become familiar with JF Standards in the context of pedagogy in the U.S., and Minna no Can-Do site, an instructional tool to set and/or align their own curriculum goals and to assist learners to self-assess.
Area 2- Content Based Instruction and Critical Thinking:
Participants will learn how to develop courses incorporating contents so that learners can develop critical thinking skills while learning Japanese language.
Area 3- Featured Topics in Japanese Studies:
Participants will gain basic knowledge of Japanese studies. Invited Japanese studies experts will lecture and discuss with participants on a different topic on each day.
Area 4- Assessment:
Participants will learn how to develop evaluations based on curriculum.
Extra Area during the Institute - Network and Advocacy:
Participants will gain knowledge of skills and resources to advocate Japanese language education and their own programs in both micro and macro settings. They will also develop a local network to support themselves.
The Institute will be conducted mainly in Japanese.
Duration:
August 1 - August 4, 2011 (4 days; approximately 8-9 hours/day)
Participants:
Up to 20 K-16 school teachers of Japanese language, both native and non-native speakers.
Application Eligibility:
Applicants must meet the following criteria*:
1. K-16 teachers of Japanese language, native or non-native speakers;
2. currently reside in the United States;
3. are to resume teaching after attending this program;
*Priority is given to those who teach in Mid-West states.
Expenses:
The Japan Foundation, Los Angeles will bear the following expenses for those who complete the course with satisfactory attendance.
(1) Tuition
(2) Some parts of the fees to purchase materials.
(3) Accommodations at a designated hotel for NON-LOCAL participants.
Deadline:
Applications must arrive at the Japan Foundation, Los Angeles no later than June 15, 2011, by post.
Download the full details from http://www.jflalc.org/jle/events/SumInstituteFlyer_11.doc
Training Program for Teachers of Chinese: SPEAC
From http://nealrc.osu.edu/story/speac-2011-announcement
SPEAC (Summer Programs East Asian Concentration)-Teacher Training is an intensive seven-week training program, designed to develop participants' Chinese language teaching skills through lectures, master class observation, and hands-on teaching. Guided by the performed culture approach, this program is closely integrated with the intensive Chinese language program of SPEAC. Participants of the Chinese teacher training (TC) program have abundant opportunities to practice their newly acquired teaching skills with actual learners. Professor Galal Walker of The Ohio State University, co-author of Chinese, Communicating in the Culture, directs and teaches in the program. Applicants should have a high level of competency in both the Mandarin Chinese and English languages. SPEAC is offered by the Department of East Asian Languages and Literatures (DEALL) in collaboration with the National East Asian Languages Resource Center (NEALRC) at The Ohio State University.
For full details go to http://nealrc.osu.edu/story/speac-2011-announcement
SPEAC (Summer Programs East Asian Concentration)-Teacher Training is an intensive seven-week training program, designed to develop participants' Chinese language teaching skills through lectures, master class observation, and hands-on teaching. Guided by the performed culture approach, this program is closely integrated with the intensive Chinese language program of SPEAC. Participants of the Chinese teacher training (TC) program have abundant opportunities to practice their newly acquired teaching skills with actual learners. Professor Galal Walker of The Ohio State University, co-author of Chinese, Communicating in the Culture, directs and teaches in the program. Applicants should have a high level of competency in both the Mandarin Chinese and English languages. SPEAC is offered by the Department of East Asian Languages and Literatures (DEALL) in collaboration with the National East Asian Languages Resource Center (NEALRC) at The Ohio State University.
For full details go to http://nealrc.osu.edu/story/speac-2011-announcement
2011 Chinese Bridge Delegation
From http://professionals.collegeboard.com/k-12/awards/chinese/bridge?ep_ch=PR&ep_mid=7671486&ep_rid=47529192
The College Board is pleased to announce the 2011 Chinese Bridge Delegation, a week-long program in China for educators to start or strengthen their institution's Chinese programs and partnerships. School and district leaders are invited to attend this unique education trip to China as guests of Hanban (Hanban/Confucius Institute Headquarters).
The activities and itinerary of this program are focused on partnership-building, school visits and educational workshops. Participants will gather valuable resources to help them build and expand their Chinese programs, and more.
Dates: November 3-11, 2011
Who is eligible?
District and school leaders from institutions developing new Chinese programs.
Educators from institutions already offering Chinese language and culture programs are encouraged to apply.
Multiple applicants from the same institution will be considered. Each applicant is required to submit an individual application.
Participants in previous Chinese Bridge Delegations are not eligible to participate.
Application deadline: June 3, 2011
Learn more at http://professionals.collegeboard.com/k-12/awards/chinese/bridge?ep_ch=PR&ep_mid=7671486&ep_rid=47529192
The College Board is pleased to announce the 2011 Chinese Bridge Delegation, a week-long program in China for educators to start or strengthen their institution's Chinese programs and partnerships. School and district leaders are invited to attend this unique education trip to China as guests of Hanban (Hanban/Confucius Institute Headquarters).
The activities and itinerary of this program are focused on partnership-building, school visits and educational workshops. Participants will gather valuable resources to help them build and expand their Chinese programs, and more.
Dates: November 3-11, 2011
Who is eligible?
District and school leaders from institutions developing new Chinese programs.
Educators from institutions already offering Chinese language and culture programs are encouraged to apply.
Multiple applicants from the same institution will be considered. Each applicant is required to submit an individual application.
Participants in previous Chinese Bridge Delegations are not eligible to participate.
Application deadline: June 3, 2011
Learn more at http://professionals.collegeboard.com/k-12/awards/chinese/bridge?ep_ch=PR&ep_mid=7671486&ep_rid=47529192
Book: An Introduction to Moroccan Arabic and Culture
From http://press.georgetown.edu/book/languages/introduction-moroccan-arabic-and-culture
An Introduction to Moroccan Arabic and Culture
by Abdellah Chekayri
Published by Georgetown University Press
Description: An Introduction to Moroccan Arabic and Culture and the accompanying multimedia DVD are designed to enable students to communicate effectively using Moroccan Arabic. Since Moroccan Arabic is rarely written or used in formal communication, the strength of the book lies in training learners in speaking and listening skills that can be used in everyday situations.
The book uses Romanized transcription alongside Arabic script for the first three chapters and thereafter only the Arabic script. It also includes a glossary and answer key. It requires approximately 120 contact hours, plus 180-240 additional hours of preparation outside class. A novice student should reach the intermediate-mid level of proficiency by the end of this course.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/introduction-moroccan-arabic-and-culture
An Introduction to Moroccan Arabic and Culture
by Abdellah Chekayri
Published by Georgetown University Press
Description: An Introduction to Moroccan Arabic and Culture and the accompanying multimedia DVD are designed to enable students to communicate effectively using Moroccan Arabic. Since Moroccan Arabic is rarely written or used in formal communication, the strength of the book lies in training learners in speaking and listening skills that can be used in everyday situations.
The book uses Romanized transcription alongside Arabic script for the first three chapters and thereafter only the Arabic script. It also includes a glossary and answer key. It requires approximately 120 contact hours, plus 180-240 additional hours of preparation outside class. A novice student should reach the intermediate-mid level of proficiency by the end of this course.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/introduction-moroccan-arabic-and-culture
Oneida Language Tools
From http://www.uwgb.edu/oneida/index.html
The Oneida Language Tools website offers some tools for studying and learning the Oneida language. Here you can:
-learn a little about the language, its speakers, and its traditions
-download a teaching grammar that includes sound files so you can hear how the language is spoken as well as how it is organized
-access a dictionary database to look up words or find out how root elements of the language are used
-view some sample texts
This website is available at http://www.uwgb.edu/oneida/index.html
The Oneida Language Tools website offers some tools for studying and learning the Oneida language. Here you can:
-learn a little about the language, its speakers, and its traditions
-download a teaching grammar that includes sound files so you can hear how the language is spoken as well as how it is organized
-access a dictionary database to look up words or find out how root elements of the language are used
-view some sample texts
This website is available at http://www.uwgb.edu/oneida/index.html
Choctaw Days at the Smithsonian
From http://www.choctawnation.com/news-room/events/choctaw-days-at-the-smithsonian
The Choctaw Nation of Oklahoma is the first tribe to be asked to host a festival at the Smithsonian in Washington D.C. On June 22-25, 2011, visitor will be able to experience Choctaw culture through booths featuring beadwork, pottery, language, flutes, weapons, and food. Storytellers Tim Tingle and Greg Rodgers, will also be available for the event.
Learn more about this event at http://www.choctawnation.com/news-room/events/choctaw-days-at-the-smithsonian
The Choctaw Nation of Oklahoma is the first tribe to be asked to host a festival at the Smithsonian in Washington D.C. On June 22-25, 2011, visitor will be able to experience Choctaw culture through booths featuring beadwork, pottery, language, flutes, weapons, and food. Storytellers Tim Tingle and Greg Rodgers, will also be available for the event.
Learn more about this event at http://www.choctawnation.com/news-room/events/choctaw-days-at-the-smithsonian
End of Regents’ Foreign Language HS Exams Puts Pressure on New York Districts
From http://gothamschools.org/2011/05/18/end-of-foreign-language-hs-exams-puts-pressure-on-districts
End of foreign language HS exams puts pressure on districts
by Philissa Cramer
May 18, 2011
In one of its lower-profile decisions this week, the Board of Regents voted to require districts to recreate exams that the state used to provide.
As part of a slate of cost-cutting measures meant to close an $8 million hole in the state’s testing program, the Regents voted to do away with all high school foreign language exams. Next month, Regents exams in Spanish, French, and Italian will be administered for the last time.
Because passing a foreign language exam is required for students aiming for a Regents diploma with advanced distinction, considered the gold standard of New York State diplomas, districts will have to create local assessments for students who wish to earn credit in those subjects.
New York City already has this experience. The city already offers homespun high school exams that can be used for advanced Regents credit in nearly 20 languages that are either taught in city schools or native languages for significant numbers of city students. The languages include Albanian, Chinese, Polish, and Urdu, among others.
Read the full article at http://gothamschools.org/2011/05/18/end-of-foreign-language-hs-exams-puts-pressure-on-districts
End of foreign language HS exams puts pressure on districts
by Philissa Cramer
May 18, 2011
In one of its lower-profile decisions this week, the Board of Regents voted to require districts to recreate exams that the state used to provide.
As part of a slate of cost-cutting measures meant to close an $8 million hole in the state’s testing program, the Regents voted to do away with all high school foreign language exams. Next month, Regents exams in Spanish, French, and Italian will be administered for the last time.
Because passing a foreign language exam is required for students aiming for a Regents diploma with advanced distinction, considered the gold standard of New York State diplomas, districts will have to create local assessments for students who wish to earn credit in those subjects.
New York City already has this experience. The city already offers homespun high school exams that can be used for advanced Regents credit in nearly 20 languages that are either taught in city schools or native languages for significant numbers of city students. The languages include Albanian, Chinese, Polish, and Urdu, among others.
Read the full article at http://gothamschools.org/2011/05/18/end-of-foreign-language-hs-exams-puts-pressure-on-districts
Some International and Foreign Language Education (IFLE) Grant Programs Cancelled for 2011
From http://www2.ed.gov/about/offices/list/ope/iegps/index.html
The Fiscal Year 2011 grant competitions for the following IFLE programs have been cancelled:
American Overseas Research Centers
Business and International Education
Fulbright-Hays Training Grants--Doctoral Dissertation Research Abroad
Fulbright-Hays Training Grants--Faculty Research Abroad
International Research and Studies
Undergraduate International Studies and Foreign Language Program
The Fiscal Year 2011 grant competitions for the following IFLE programs have been cancelled:
American Overseas Research Centers
Business and International Education
Fulbright-Hays Training Grants--Doctoral Dissertation Research Abroad
Fulbright-Hays Training Grants--Faculty Research Abroad
International Research and Studies
Undergraduate International Studies and Foreign Language Program
Good News in Massachusetts: Spanish Immersion Program Graduates First Class
From http://www.milforddailynews.com/news/x1152090453/Mendon-Uptons-Spanish-immersion-program-graduates-first-class
Mendon-Upton's Spanish immersion program graduates first class
By Julie Balise
May 22, 2011
Ashley Hill says she has an edge when looking for a new job: her ability to speak both English and Spanish fluently.
Hill's journey through learning Spanish actually began 13 years ago, when then-Spanish teacher Joan Scribner did a presentation for parents of the Class of 2011 as their children entered kindergarten. Scribner was co-founding the Spanish immersion program in Mendon-Upton after researching similar methods in Maryland and Holliston, where a French immersion program was already under way.
With the immersion program, students follow Massachusetts curriculum, but they learn in Spanish only from kindergarten through second grade. In third grade, 80 percent of class is taught in Spanish, then 60 percent in fourth grade.
Despite learning so much Spanish at a young age, the students still perform as well or better than other students on English standardized tests, said Vincent Rozen, principal of the Henry P. Clough Elementary School in Mendon.
Read more: http://www.milforddailynews.com/archive/x1152090453/Mendon-Uptons-Spanish-immersion-program-graduates-first-class#ixzz1NoYIAxWE
Mendon-Upton's Spanish immersion program graduates first class
By Julie Balise
May 22, 2011
Ashley Hill says she has an edge when looking for a new job: her ability to speak both English and Spanish fluently.
Hill's journey through learning Spanish actually began 13 years ago, when then-Spanish teacher Joan Scribner did a presentation for parents of the Class of 2011 as their children entered kindergarten. Scribner was co-founding the Spanish immersion program in Mendon-Upton after researching similar methods in Maryland and Holliston, where a French immersion program was already under way.
With the immersion program, students follow Massachusetts curriculum, but they learn in Spanish only from kindergarten through second grade. In third grade, 80 percent of class is taught in Spanish, then 60 percent in fourth grade.
Despite learning so much Spanish at a young age, the students still perform as well or better than other students on English standardized tests, said Vincent Rozen, principal of the Henry P. Clough Elementary School in Mendon.
Read more: http://www.milforddailynews.com/archive/x1152090453/Mendon-Uptons-Spanish-immersion-program-graduates-first-class#ixzz1NoYIAxWE
Holt, Lautenberg Introduce Bill to Support Innovative Approaches to Foreign Language Teaching
From http://holt.house.gov/index.php?option=com_content&task=view&id=841&Itemid=18
Thursday, 26 May 2011
U.S. Rep. Rush Holt (NJ-12) and Sen. Frank R. Lautenberg (D-NJ) today announced that they have introduced, in both the House and the Senate, the Foreign Language Education Partnership Program Act, which would support revolutionary classroom programs that provide carefully sequenced foreign language classes from kindergarten through high school.
According to the U.S. Department of Education, however, only 44 percent of American high school students are enrolled in foreign language classes, and only 31 percent of American elementary schools even offer foreign languages.
To address these problems, the bill would create a new K-12/higher education foreign language education partnership program. It would provide up to $50 million in annual funding for model programs of sequenced foreign language instruction from K-12, with the goal of graduating high school students with an advanced level of proficiency. Any foreign language is eligible, but the Secretary of Education may establish priorities on languages critical to national needs.
Read the full press release at http://holt.house.gov/index.php?option=com_content&task=view&id=841&Itemid=18
See the text of the bill at http://www.govtrack.us/congress/bill.xpd?bill=s112-1015
Thursday, 26 May 2011
U.S. Rep. Rush Holt (NJ-12) and Sen. Frank R. Lautenberg (D-NJ) today announced that they have introduced, in both the House and the Senate, the Foreign Language Education Partnership Program Act, which would support revolutionary classroom programs that provide carefully sequenced foreign language classes from kindergarten through high school.
According to the U.S. Department of Education, however, only 44 percent of American high school students are enrolled in foreign language classes, and only 31 percent of American elementary schools even offer foreign languages.
To address these problems, the bill would create a new K-12/higher education foreign language education partnership program. It would provide up to $50 million in annual funding for model programs of sequenced foreign language instruction from K-12, with the goal of graduating high school students with an advanced level of proficiency. Any foreign language is eligible, but the Secretary of Education may establish priorities on languages critical to national needs.
Read the full press release at http://holt.house.gov/index.php?option=com_content&task=view&id=841&Itemid=18
See the text of the bill at http://www.govtrack.us/congress/bill.xpd?bill=s112-1015
Athabaskan/Dene Languages Conference
The 2011 Athabaskan Languages Conference will be hosted by the Language Revitalization Program – Yukon First Nation Self Government Secretariat - Council for Yukon First Nations and held in Whitehorse, Yukon, June 27-29, 2011.
Visit the conference website at http://www.uaf.edu/alc
Visit the conference website at http://www.uaf.edu/alc
Call for Presentations: Global Language Convention
From http://casieonline.org/events/glc
The Center for the Advancement and Study of International Education (CASIE) is accepting submissions for the Global Language Conference to be held April 13-15, 2012 at Atlanta International School, Atlanta, GA, USA. The conference is entitled ʺLanguage and Culture: How they form and inform identity.” Conference attendees will be teachers of languages in K-12 schools and beyond in public, private, charter and international schools across the world.
Submit a proposal at http://casieonline.org/events/glc/submissions
The Center for the Advancement and Study of International Education (CASIE) is accepting submissions for the Global Language Conference to be held April 13-15, 2012 at Atlanta International School, Atlanta, GA, USA. The conference is entitled ʺLanguage and Culture: How they form and inform identity.” Conference attendees will be teachers of languages in K-12 schools and beyond in public, private, charter and international schools across the world.
Submit a proposal at http://casieonline.org/events/glc/submissions
Call for Spring 2012 Papers : The Journal of the National Council of Less Commonly Taught Languages
From http://linguistlist.org/issues/22/22-2164.html
The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication.
The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at NCOLCTL's annual conference will be considered for publication, but additional manuscripts from members of the profession are also welcome.
Deadline: While submissions are welcome at any point, only manuscripts received by September 30, 2011 will be considered for the Spring 2012 issue of the journal.
View the full call for papers at http://linguistlist.org/issues/22/22-2164.html
The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication.
The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at NCOLCTL's annual conference will be considered for publication, but additional manuscripts from members of the profession are also welcome.
Deadline: While submissions are welcome at any point, only manuscripts received by September 30, 2011 will be considered for the Spring 2012 issue of the journal.
View the full call for papers at http://linguistlist.org/issues/22/22-2164.html
Book: Multilingual Aspects of Fluency Disorders
From http://www.multilingual-matters.com/display.asp?isb=9781847693587
Multilingual Aspects of Fluency Disorders
by Peter Howell and John Van Borsel
published by Multilingual Matters
Description: This book provides useful information about the infrequently discussed issue of bilingualism as it relates to the possible onset of stuttering. With the dramatically changing demographics in the United States, this collection of papers provides both the researcher and clinician with current views for understanding both basic and clinical implications for the various forms of bilingualism and fluency characteristics.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693587
Multilingual Aspects of Fluency Disorders
by Peter Howell and John Van Borsel
published by Multilingual Matters
Description: This book provides useful information about the infrequently discussed issue of bilingualism as it relates to the possible onset of stuttering. With the dramatically changing demographics in the United States, this collection of papers provides both the researcher and clinician with current views for understanding both basic and clinical implications for the various forms of bilingualism and fluency characteristics.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693587
Book: Handbook of Research in Second Language Teaching and Learning, Volume 2
From http://www.routledge.com/books/details/9780415998727
Handbook of Research in Second Language Teaching and Learning
Volume 2
Edited by Eli Hinkel
Published by Routledge
Description: This volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:
Social Contexts in Research on Second Language Teaching and Learning
Second Language Research Methods
Second Language Research and Applied Linguistics
Research in Second Language Processes and Development
Methods and Instruction in Second Language Teaching
Second Language Assessment
Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning
Language Planning and Policy
Visit the publisher’s website at http://www.routledge.com/books/details/9780415998727
Handbook of Research in Second Language Teaching and Learning
Volume 2
Edited by Eli Hinkel
Published by Routledge
Description: This volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:
Social Contexts in Research on Second Language Teaching and Learning
Second Language Research Methods
Second Language Research and Applied Linguistics
Research in Second Language Processes and Development
Methods and Instruction in Second Language Teaching
Second Language Assessment
Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning
Language Planning and Policy
Visit the publisher’s website at http://www.routledge.com/books/details/9780415998727
Book: The Cambridge Handbook of Endangered Languages
From http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521882156
The Cambridge Handbook of Endangered Languages
Edited by Peter K. Austin and Julia Sallabank
Published by Cambridge University Press
Summary: It is generally agreed that about 7,000 languages are spoken across the world today and at least half may no longer be spoken by the end of this century. This state-of-the-art Handbook examines the reasons behind this dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages. The volume is relevant not only to researchers in language endangerment, language shift and language death, but to anyone interested in the languages and cultures of the world. It is accessible both to specialists and non-specialists: researchers will find cutting-edge contributions from acknowledged experts in their fields, while students, activists and other interested readers will find a wealth of readable yet thorough and up-to-date information.
Visit the publisher’s website at http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521882156
The Cambridge Handbook of Endangered Languages
Edited by Peter K. Austin and Julia Sallabank
Published by Cambridge University Press
Summary: It is generally agreed that about 7,000 languages are spoken across the world today and at least half may no longer be spoken by the end of this century. This state-of-the-art Handbook examines the reasons behind this dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages. The volume is relevant not only to researchers in language endangerment, language shift and language death, but to anyone interested in the languages and cultures of the world. It is accessible both to specialists and non-specialists: researchers will find cutting-edge contributions from acknowledged experts in their fields, while students, activists and other interested readers will find a wealth of readable yet thorough and up-to-date information.
Visit the publisher’s website at http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521882156
May 22, 2011
Profiles and Teaching Resources at Kids Around the World
From http://www.katw.org/pages/about.cfm
Kids Around the World uses the Internet to introduce elementary school-age children in the United States to the lives of children of the same age in developing countries around the world. Kids Around the World achieves these goals through:
•audio clips of children answering questions that are of interest to children of the same age;
•transcribed interviews that are also translated into English;
•images of the “kids around the world” in their daily activities;
•links to background information about each of the countries; and
•lesson plans and booklists for teachers to use in integrating all these resources into their curriculum.
Kids Around the World is available at http://www.katw.org/index.cfm
Kids Around the World uses the Internet to introduce elementary school-age children in the United States to the lives of children of the same age in developing countries around the world. Kids Around the World achieves these goals through:
•audio clips of children answering questions that are of interest to children of the same age;
•transcribed interviews that are also translated into English;
•images of the “kids around the world” in their daily activities;
•links to background information about each of the countries; and
•lesson plans and booklists for teachers to use in integrating all these resources into their curriculum.
Kids Around the World is available at http://www.katw.org/index.cfm
Wiki: 21st Century Skills Resources for Language Teachers
A wiki dedicated to resources for 21st century skills, especially those useful for language teachers, is available at http://tonitheisen.wikispaces.com/21st+Century+Learning+Resources
End of the Year Activities, Part 1
How can you keep your students engaged when summer vacation is right around the corner, especially if they’ve already taken all of their tests? How can you review and integrate what you’ve done together all year? Here are some ideas that teachers have shared for things to do with your students at the end of the year.
---
An FLTEACH user shares this idea:
I am planning to do an interdisciplinary unit with the Music teacher covering Latin American music in both classes, on the Spanish side more of the vocabulary, lyrics, and culture. Either way it is a topic my students have expressed interest in and are pretty excited about. It is a way for me to finish the year on a good note and a fun unit without dropping the academic rigor.
Pottratz, B. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011).
---
Another FLTEACH user, Laura Catherine Green, suggests the following:
I'd like to share what I recently did with my 8th graders (Spanish I). In small groups, they taught a Spanish lesson to one of the younger grades in our Pre-school through 5th grade classes. My students loved it and I've received excellent feedback from the teachers in the younger grades. It was something new and exciting for them, plus it generated enthusiasm around getting to middle school and being able to study Spanish.
Green, L. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011).
---
Another idea which was very popular with my students was a cooking show. Either alone or with a partner, they researched an area in Austria or Switzerland. They were to choose one recipe that is typical to the area, and as they make the dish, present information on the region. They could talk about tourist attractions, festivals, the landscape -- whatever interesting information they found. You have to teach them some cooking terms, of course, and we watched a few cooking videos I found online. I also suggested they watch a few cooking shows on tv. These were lots of fun to watch. If they wanted to, they could bring in samples of the food for their classmates as they presented them. Each group was assigned a presentation date; we would normally not do more than 2 a day -- but that will depend on how much time you have and how big your class is.
Draheim, M. Re: [AATG-L] End of the year ideas for seniors? AATG listserv (AATG@LISTSERV.IUPUI.EDU, 17 May 2011).
---
Larry Ferlazzo offers several suggestions for leaving students feeling positive about their school year and maintaining teachers’ energy levels in a blog post at http://www.edutopia.org/blog/larry-ferlazzo-how-to-end-school-year-strong
You can also read an excerpt from one of Mr. Ferlazzo’s books, dealing with how to make the most out of the end of the school year, at http://blog.eyeoneducation.com/2011/05/16/end-of-the-school-year-what-can-you-do-to-keep-students-focused.aspx
---
A simple game to practice saying goodbye in different situations is described on the British Council’s website at http://www.teachingenglish.org.uk/try/activities/goodbye-game
---
Zachary Jones has put together a summer-themed Spanish exploration pack at http://zachary-jones.com/zambombazo/free-ebook-summer-themed-spanish-exploration-pack . Even if you don’t teach Spanish, you may want to try something similar with your students.
See next week’s InterCom for more end-of-the-year ideas.
---
An FLTEACH user shares this idea:
I am planning to do an interdisciplinary unit with the Music teacher covering Latin American music in both classes, on the Spanish side more of the vocabulary, lyrics, and culture. Either way it is a topic my students have expressed interest in and are pretty excited about. It is a way for me to finish the year on a good note and a fun unit without dropping the academic rigor.
Pottratz, B. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011).
---
Another FLTEACH user, Laura Catherine Green, suggests the following:
I'd like to share what I recently did with my 8th graders (Spanish I). In small groups, they taught a Spanish lesson to one of the younger grades in our Pre-school through 5th grade classes. My students loved it and I've received excellent feedback from the teachers in the younger grades. It was something new and exciting for them, plus it generated enthusiasm around getting to middle school and being able to study Spanish.
Green, L. Re: [FLTEACH] What to do in 2 more weeks? FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 16 May 2011).
---
Another idea which was very popular with my students was a cooking show. Either alone or with a partner, they researched an area in Austria or Switzerland. They were to choose one recipe that is typical to the area, and as they make the dish, present information on the region. They could talk about tourist attractions, festivals, the landscape -- whatever interesting information they found. You have to teach them some cooking terms, of course, and we watched a few cooking videos I found online. I also suggested they watch a few cooking shows on tv. These were lots of fun to watch. If they wanted to, they could bring in samples of the food for their classmates as they presented them. Each group was assigned a presentation date; we would normally not do more than 2 a day -- but that will depend on how much time you have and how big your class is.
Draheim, M. Re: [AATG-L] End of the year ideas for seniors? AATG listserv (AATG@LISTSERV.IUPUI.EDU, 17 May 2011).
---
Larry Ferlazzo offers several suggestions for leaving students feeling positive about their school year and maintaining teachers’ energy levels in a blog post at http://www.edutopia.org/blog/larry-ferlazzo-how-to-end-school-year-strong
You can also read an excerpt from one of Mr. Ferlazzo’s books, dealing with how to make the most out of the end of the school year, at http://blog.eyeoneducation.com/2011/05/16/end-of-the-school-year-what-can-you-do-to-keep-students-focused.aspx
---
A simple game to practice saying goodbye in different situations is described on the British Council’s website at http://www.teachingenglish.org.uk/try/activities/goodbye-game
---
Zachary Jones has put together a summer-themed Spanish exploration pack at http://zachary-jones.com/zambombazo/free-ebook-summer-themed-spanish-exploration-pack . Even if you don’t teach Spanish, you may want to try something similar with your students.
See next week’s InterCom for more end-of-the-year ideas.
New Website and Community: Language Immersion Today
The new Language Immersion Today website is intended as a resource for parents who are considering immersion programs for their children or whose children are in immersion programs. Explore its resources and become active in adding to or monitoring content at http://languageimmersiontoday.org
Tips for Making a Strong Home-School Connection by Being Culturally Responsive
Teachers and administrators may benefit from this short list of tips for establishing positive relationships with immigrant families, available at http://www.ascd.org/ascd-express/vol6/616-cox.aspx
Webcast: English Language Learners with Learning Disabilities
From http://www.readingrockets.org/webcasts/2007?utm_source=Twitter&utm_medium=Hootsuite&utm_campaign=RRSocialMedia
Featuring bilingual speech-language pathologist Dr. Elsa Cárdenas-Hagan, this webcast discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children's schools.
Watch the 50-minute webcast and access other resources at http://www.readingrockets.org/webcasts/2007?utm_source=Twitter&utm_medium=Hootsuite&utm_campaign=RRSocialMedia
Featuring bilingual speech-language pathologist Dr. Elsa Cárdenas-Hagan, this webcast discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children's schools.
Watch the 50-minute webcast and access other resources at http://www.readingrockets.org/webcasts/2007?utm_source=Twitter&utm_medium=Hootsuite&utm_campaign=RRSocialMedia
Workshop: NYSED Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education
New York State Education Department and the Brooklyn/Queens BETAC at Long Island University present
New! NYSED Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education (LEP/ELL SIFES).
Presenter: Ellie Paiewonsky
Date: Thursday, June 2, 2011
Time: 8:30 A.M—12:30 P.M.
Location: Long Island University, Brooklyn Campus
Audience: This workshop is intended for teachers, supervisors and educators of English language Learners K-12.
The Guidelines serve to shape the design and implementation of ESL and Bilingual Education programs for LEP/ELL/SIFEs aligned to CR Part 154. This document addresses key variables such as timely and accurate identification, reflective and evidence-based placement, design of programmatic options, and research on best instructional practices. It also includes references which have been used to conceptualize these guidelines. It endeavors to describe policies and practices which address the socio-academic, emotional, and cultural needs of SIFEs.
The presenter will address key features in the document and how they impact the education of SIFEs. Participants will learn about instructional/programmatic guidelines, strategies and activities to meet the needs of this population, which because of interrupted or no education in their native countries, are at the greatest risk of not achieving promotional and graduation benchmarks.
Ellie Paiewonsky has been the Director of the Nassau BOCES Bilingual/ESL Technical Assistance Center (BETAC) for 16 years. She is an expert in the field of bilingual/ESL education and has contributed to textbooks and published articles in professional journals on literacy development through content areas for diverse at-risk youth. Ms. Paiewonsky has co-authored Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education (LEP/ELL SIFES). Ms. Paiewonsky has presented workshops at local, State and national conferences such as TESOL and NABE on this topic.
To register, go to https://spreadsheets.google.com/spreadsheet/viewform?formkey=dEF2ZE9HNWtHZ0JIcXNEWnY2UDlWSXc6MQ
(If the link is not enabled, please copy and paste onto your browser.) You will receive a confirmation within a couple of days. This event is free of charge.
Dayana Quinones
Executive Administrative & Special Events Coordinator
Brooklyn/Queens BETAC at Long Island University- Brooklyn Campus
718-246-6460
http://www.liu.edu/Brooklyn/Academics/Schools/SOE/Centers/BETAC.aspx
Pores, M. [nystesol-l] NYSED Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education. NYSTESOL listserv (nystesol-l@nystesol.org, 18 May 2011).
New! NYSED Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education (LEP/ELL SIFES).
Presenter: Ellie Paiewonsky
Date: Thursday, June 2, 2011
Time: 8:30 A.M—12:30 P.M.
Location: Long Island University, Brooklyn Campus
Audience: This workshop is intended for teachers, supervisors and educators of English language Learners K-12.
The Guidelines serve to shape the design and implementation of ESL and Bilingual Education programs for LEP/ELL/SIFEs aligned to CR Part 154. This document addresses key variables such as timely and accurate identification, reflective and evidence-based placement, design of programmatic options, and research on best instructional practices. It also includes references which have been used to conceptualize these guidelines. It endeavors to describe policies and practices which address the socio-academic, emotional, and cultural needs of SIFEs.
The presenter will address key features in the document and how they impact the education of SIFEs. Participants will learn about instructional/programmatic guidelines, strategies and activities to meet the needs of this population, which because of interrupted or no education in their native countries, are at the greatest risk of not achieving promotional and graduation benchmarks.
Ellie Paiewonsky has been the Director of the Nassau BOCES Bilingual/ESL Technical Assistance Center (BETAC) for 16 years. She is an expert in the field of bilingual/ESL education and has contributed to textbooks and published articles in professional journals on literacy development through content areas for diverse at-risk youth. Ms. Paiewonsky has co-authored Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education (LEP/ELL SIFES). Ms. Paiewonsky has presented workshops at local, State and national conferences such as TESOL and NABE on this topic.
To register, go to https://spreadsheets.google.com/spreadsheet/viewform?formkey=dEF2ZE9HNWtHZ0JIcXNEWnY2UDlWSXc6MQ
(If the link is not enabled, please copy and paste onto your browser.) You will receive a confirmation within a couple of days. This event is free of charge.
Dayana Quinones
Executive Administrative & Special Events Coordinator
Brooklyn/Queens BETAC at Long Island University- Brooklyn Campus
718-246-6460
http://www.liu.edu/Brooklyn/Academics/Schools/SOE/Centers/BETAC.aspx
Pores, M. [nystesol-l] NYSED Guidelines for Educating Limited English Proficient Students with Interrupted Formal Education. NYSTESOL listserv (nystesol-l@nystesol.org, 18 May 2011).
Stories and Dialogues with Audio and Cloze Exercises at Fluency Prof
From http://www.fluencyprof.com/index.html
Fluency Prof is a new website by two teachers. It includes legends and dialogues with audio available at normal speed or slowed down and accompanied by cloze activities, available at http://www.fluencyprof.com/free-spanish-audio.html
Fluency Prof is a new website by two teachers. It includes legends and dialogues with audio available at normal speed or slowed down and accompanied by cloze activities, available at http://www.fluencyprof.com/free-spanish-audio.html
Book: 3,000 Locuciones Verbales y Combinaciones Frecuentes
From http://press.georgetown.edu/book/languages/3000-locuciones-verbales-y-combinaciones-frecuentes
3,000 locuciones verbales y combinaciones frecuentes
by Adela Robles-Sáez
published by Georgetown University Press
Description: This extensive Spanish language reference explains the logic behind more than 3,000 frequently used verb phrases and combinations that make Spanish speech sound native. Each entry includes a definition of the phrase including its register, synonyms, antonyms, complementary expressions, grammatical patterns, and examples of how the combinations are used in easy and difficult structures. Most entries also point out other factors to be taken into account, such as whether an expression is to be used in isolation, after explaining a cause, or if it shouldn't be used at the beginning of a sentence. The book presents generative patterns for combinations based on conceptual metaphors and grammar structures, details families of expressions as separate charts, and contains an index by complement.
Featuring a wide range of varieties of Spanish, this volume includes both peninsular and New World Spanish and draws on both written and spoken corpora. Based on sound research in cognitive linguistics and written entirely in Spanish, this valuable reference will be useful to advanced students of Spanish, teachers of Spanish, translators, and writers.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/3000-locuciones-verbales-y-combinaciones-frecuentes
3,000 locuciones verbales y combinaciones frecuentes
by Adela Robles-Sáez
published by Georgetown University Press
Description: This extensive Spanish language reference explains the logic behind more than 3,000 frequently used verb phrases and combinations that make Spanish speech sound native. Each entry includes a definition of the phrase including its register, synonyms, antonyms, complementary expressions, grammatical patterns, and examples of how the combinations are used in easy and difficult structures. Most entries also point out other factors to be taken into account, such as whether an expression is to be used in isolation, after explaining a cause, or if it shouldn't be used at the beginning of a sentence. The book presents generative patterns for combinations based on conceptual metaphors and grammar structures, details families of expressions as separate charts, and contains an index by complement.
Featuring a wide range of varieties of Spanish, this volume includes both peninsular and New World Spanish and draws on both written and spoken corpora. Based on sound research in cognitive linguistics and written entirely in Spanish, this valuable reference will be useful to advanced students of Spanish, teachers of Spanish, translators, and writers.
Visit the publisher’s website at http://press.georgetown.edu/book/languages/3000-locuciones-verbales-y-combinaciones-frecuentes
Book: Technology-Infused French
From http://www.iste.org/store/product.aspx?ID=1691
Technology-Infused French: Foreign Language Instruction for the Digital Age
Edited by Carl Falsgraf
Published by the International Society for Technology in Education
Summary: Technology-Infused French begins by showing you how to use technology to present French language instruction in a meaningful, realistic context. Section 1 discusses effectively integrating technology and provides ideas for aligning with foreign language and technology standards in your French classroom. Section 2 follows with resource units for four different classroom projects that address standards, make connections to other curriculum areas, highlight technology use, and include teaching plans. Let this book show you how to help your students become proficient—able to communicate in real-life settings and situations, not just in the classroom.
Visit the publisher’s website at http://www.iste.org/store/product.aspx?ID=1691
Technology-Infused French: Foreign Language Instruction for the Digital Age
Edited by Carl Falsgraf
Published by the International Society for Technology in Education
Summary: Technology-Infused French begins by showing you how to use technology to present French language instruction in a meaningful, realistic context. Section 1 discusses effectively integrating technology and provides ideas for aligning with foreign language and technology standards in your French classroom. Section 2 follows with resource units for four different classroom projects that address standards, make connections to other curriculum areas, highlight technology use, and include teaching plans. Let this book show you how to help your students become proficient—able to communicate in real-life settings and situations, not just in the classroom.
Visit the publisher’s website at http://www.iste.org/store/product.aspx?ID=1691
Online Activities to Learn French
Access a collection of online games and other activities for learning and practicing French at http://www.estudiodefrances.com
Free Resources from Bolchazy-Carducci Publishers
From http://www.bolchazy.com
Many classical language teachers may be paying for curriculum, materials, and training from Bolchazy-Carducci Publishers. Even if you aren’t, their website has an extensive array of useful free resources.
A Homeschoolers’ Resource Page is available at http://www.bolchazy.com/hmsch.htm
Advocate for your program with information from the Latin Advantage section at http://www.bolchazy.com/latinadv.htm
Access slide shows relevant to the classical world on the Gallery page at http://www.bolchazy.com/galleries.html
Subscribe to E-Litterae, a monthly email newsletter containing teaching tips, website specials, and other information about the Classics community, at http://www.bolchazy.com/newsflash/elitterae.htm
Many classical language teachers may be paying for curriculum, materials, and training from Bolchazy-Carducci Publishers. Even if you aren’t, their website has an extensive array of useful free resources.
A Homeschoolers’ Resource Page is available at http://www.bolchazy.com/hmsch.htm
Advocate for your program with information from the Latin Advantage section at http://www.bolchazy.com/latinadv.htm
Access slide shows relevant to the classical world on the Gallery page at http://www.bolchazy.com/galleries.html
Subscribe to E-Litterae, a monthly email newsletter containing teaching tips, website specials, and other information about the Classics community, at http://www.bolchazy.com/newsflash/elitterae.htm
Schools with Latin Teachers in Illinois
The Illinois Classical Conference maintains a database of Latin programs in the state. Access it at http://icc.classics.illinois.edu/IllinoisSchoolsWithLatin2011.html . If you have information to contribute, see how at the ICC homepage: http://icc.classics.illinois.edu
Heritage Resource: German-American Hall of Fame
From http://www.gamhof.org
The German-American Hall of Fame was established by prominent Americans of German ancestry to recognize and celebrate the impact of German immigrants to the United States and their progeny, by highlighting some of the most remarkable German-Americans trough a “Hall of Fame.”
Go to the German-America Hall of Fame website at http://www.gamhof.org/index.html and click on mouse over Information Center to access a list of famous German-Americans, German words that are used in American English, and more.
The German-American Hall of Fame was established by prominent Americans of German ancestry to recognize and celebrate the impact of German immigrants to the United States and their progeny, by highlighting some of the most remarkable German-Americans trough a “Hall of Fame.”
Go to the German-America Hall of Fame website at http://www.gamhof.org/index.html and click on mouse over Information Center to access a list of famous German-Americans, German words that are used in American English, and more.
Russian Language Proficiency Test for Children
From http://linguistlist.org/issues/22/22-2094.html
The Russian language proficiency test for multilingual children is a linguistically and psycholinguistically-grounded test for L1-Russian bilingual children of pre-school and elementary school age. It allows the evaluation of language proficiency in Russian for scientific, therapeutic, and pedagogical purposes.
Webpage : http://www.zas.gwz-berlin.de/zaspil54.html?&L=1#c5537
The Russian language proficiency test for multilingual children is a linguistically and psycholinguistically-grounded test for L1-Russian bilingual children of pre-school and elementary school age. It allows the evaluation of language proficiency in Russian for scientific, therapeutic, and pedagogical purposes.
Webpage : http://www.zas.gwz-berlin.de/zaspil54.html?&L=1#c5537
REEI Professional Development Grant for K-12 Russian Teachers in Summer 2011
REEI Professional Development Grant for K-12 Russian Teachers in Summer 2011
Offered by the Indiana University Russian and East European Institute (REEI), this grant will enable a non-native speaker or heritage speaker of Russian who currently teaches Russian in a US-based K-12 school to enhance his/her facility in Russian and to consult with leading instructors of Russian language on questions of Russian language pedagogy through participation in a four-week program of intensive Russian language study at the Indiana University Summer Workshop in Slavic, East European, and Central Asian Languages (SWSEEL) from June 17 through July 15, 2011. The $3500 grant will cover 5-credits tuition and all mandatory fees, with the remainder (approximately $1750) available for living and travel expenses. As a condition of the grant, the recipient must attend four weeks of Russian classes at SWSEEL, participate in the two-day SWSEEL methodology workshop on June 24-25, and produce at least one lesson plan for high school Russian classes to be published on the REEI website.
SWSEEL provides intensive instruction in Russian language at all levels in a multi-aspectual program that integrates work on the four skills of speaking, listening, reading, and writing while also focusing on the development of grammar and vocabulary. Students at most levels undertake a comprehensive language development course as well as individual courses in phonetics, conversation, and listening comprehension. At the topmost levels, students take a comprehensive language course and an additional course in contemporary Russian media. Class work in Russian is supplemented with a broad array of extra-curricular activities that provide additional cultural and linguistic enrichment.
To apply, please send to Mark Trotter at martrott at Indiana dot edu a statement of approximately 250 words that includes a description of the Russian program in which you teach and provides detail on your training and goals as a teacher of Russian language. Preference will be given to applications from teachers who have never received support from Indiana University for study of Russian at SWSEEL.
For more information on SWSEEL, go to: http://www.indiana.edu/~swseel/index.shtml
Mark Trotter
Assistant Director/Outreach Coordinator
Russian and East European Institute
Indiana University
Ballantine Hall 565
1020 E. Kirkwood Avenue
Bloomington, IN 47405-6615
(812) 856-5247
martrott at indiana dot edu
Liverman, E. [SEELANGS] REEI Professional Development Grant for K-12 Russian Teachers in Summer 2011, June 17 through July 15. SEELANGS listserv (SEELANGS@bama.ua.edu, 18 May 2011).
Offered by the Indiana University Russian and East European Institute (REEI), this grant will enable a non-native speaker or heritage speaker of Russian who currently teaches Russian in a US-based K-12 school to enhance his/her facility in Russian and to consult with leading instructors of Russian language on questions of Russian language pedagogy through participation in a four-week program of intensive Russian language study at the Indiana University Summer Workshop in Slavic, East European, and Central Asian Languages (SWSEEL) from June 17 through July 15, 2011. The $3500 grant will cover 5-credits tuition and all mandatory fees, with the remainder (approximately $1750) available for living and travel expenses. As a condition of the grant, the recipient must attend four weeks of Russian classes at SWSEEL, participate in the two-day SWSEEL methodology workshop on June 24-25, and produce at least one lesson plan for high school Russian classes to be published on the REEI website.
SWSEEL provides intensive instruction in Russian language at all levels in a multi-aspectual program that integrates work on the four skills of speaking, listening, reading, and writing while also focusing on the development of grammar and vocabulary. Students at most levels undertake a comprehensive language development course as well as individual courses in phonetics, conversation, and listening comprehension. At the topmost levels, students take a comprehensive language course and an additional course in contemporary Russian media. Class work in Russian is supplemented with a broad array of extra-curricular activities that provide additional cultural and linguistic enrichment.
To apply, please send to Mark Trotter at martrott at Indiana dot edu a statement of approximately 250 words that includes a description of the Russian program in which you teach and provides detail on your training and goals as a teacher of Russian language. Preference will be given to applications from teachers who have never received support from Indiana University for study of Russian at SWSEEL.
For more information on SWSEEL, go to: http://www.indiana.edu/~swseel/index.shtml
Mark Trotter
Assistant Director/Outreach Coordinator
Russian and East European Institute
Indiana University
Ballantine Hall 565
1020 E. Kirkwood Avenue
Bloomington, IN 47405-6615
(812) 856-5247
martrott at indiana dot edu
Liverman, E. [SEELANGS] REEI Professional Development Grant for K-12 Russian Teachers in Summer 2011, June 17 through July 15. SEELANGS listserv (SEELANGS@bama.ua.edu, 18 May 2011).
Genographic Legacy Fund Awards in Indigenous Education, Culture, and Language
The Genographic Legacy Fund awards grants on an annual basis for community-driven projects directly preserving or revitalizing indigenous or traditional culture around the world. Funded projects have included documenting a traditional language, oral history, or ceremony; creating culturally specific educational materials and programs; establishing a local museum or archive; inter-generational knowledge sharing; and preserving significant sites and artifacts. To be eligible for funding, projects must be community-driven and deliver a positive, tangible, and timely benefit that is sustainable after GLF funds have been expended. Projects must also show a strong level of local community involvement in their planning, governance, and implementation. Awards will typically not exceed US$25,000.
DEADLINE: June 15, 2011
https://www3.nationalgeographic.com/genographic/legacy_fund.html#information_for_applicants
https://genographic.nationalgeographic.com/staticfiles/genographic/StaticFiles/AboutGenographic/LegacyFundGrants/Genographic-Project-GLF-Charter.pdf
Troike, R. [ILAT] Genographic Legacy Fund awards in Indigenous Education, Culture, and Language. ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 8 Apr 2011).
DEADLINE: June 15, 2011
https://www3.nationalgeographic.com/genographic/legacy_fund.html#information_for_applicants
https://genographic.nationalgeographic.com/staticfiles/genographic/StaticFiles/AboutGenographic/LegacyFundGrants/Genographic-Project-GLF-Charter.pdf
Troike, R. [ILAT] Genographic Legacy Fund awards in Indigenous Education, Culture, and Language. ILAT listserv (ILAT@LISTSERV.ARIZONA.EDU, 8 Apr 2011).
Indigenous Language Revival around the World
Indigenous languages outside of the United States have been in the news lately. Here are some articles dealing with their documentation and revitalization:
Communities in the Philippines strive to save dying languages http://www.asianjournal.com/dateline-philippines/across-the-islands/10345-communities-strive-to-save-dying-languages-.html
Colombia: Saving dying languages http://www.globalpost.com/dispatch/news/regions/americas/colombia/110505/indigenous-languages-dying
Picture dictionaries keep language alive in Australia http://www.ntnews.com.au/article/2011/05/17/233431_lifestyle.html
Linguist urges preservation of Taiwan’s Austronesian languages http://taiwantoday.tw/ct.asp?xitem=153923&ctnode=454&mp=9
Communities in the Philippines strive to save dying languages http://www.asianjournal.com/dateline-philippines/across-the-islands/10345-communities-strive-to-save-dying-languages-.html
Colombia: Saving dying languages http://www.globalpost.com/dispatch/news/regions/americas/colombia/110505/indigenous-languages-dying
Picture dictionaries keep language alive in Australia http://www.ntnews.com.au/article/2011/05/17/233431_lifestyle.html
Linguist urges preservation of Taiwan’s Austronesian languages http://taiwantoday.tw/ct.asp?xitem=153923&ctnode=454&mp=9
House Bill Calls for Eliminating 43 Education Programs, Including FLAP
From http://blogs.edweek.org/edweek/campaign-k-12/2011/05/house_calls_for_eliminating_mo.html
House Bill Calls for Eliminating 43 Education Programs
By Alyson Klein
May 13, 2011
Forty-three education programs would be scrapped under a bill introduced today by Rep. Duncan Hunter, R-Calif., the chairman of the House Education and the Workforce subcommittee that oversees K-12 policy.
The programs on the chopping block in the bill include the Foreign Language Assistance Program.
Read more at http://blogs.edweek.org/edweek/campaign-k-12/2011/05/house_calls_for_eliminating_mo.html
House Bill Calls for Eliminating 43 Education Programs
By Alyson Klein
May 13, 2011
Forty-three education programs would be scrapped under a bill introduced today by Rep. Duncan Hunter, R-Calif., the chairman of the House Education and the Workforce subcommittee that oversees K-12 policy.
The programs on the chopping block in the bill include the Foreign Language Assistance Program.
Read more at http://blogs.edweek.org/edweek/campaign-k-12/2011/05/house_calls_for_eliminating_mo.html
Professional Development Resource List for Global Learning
From http://asiasociety.org/education-learning/policy-initiatives/state-initiatives/professional-development-resource-list
Download the Asia Society’s global learning resource guide featuring a wide range of service organizations dedicated to helping K-12 teaching and learning about the world.
This list focuses on resources for teachers available nationally, including online courses. This is a snapshot of the field, and is not meant to be exhaustive.
This list is developed by the States Network on International Education in the Schools and the Asia Society Partnership for Global Learning.
The list is available from http://asiasociety.org/files/list-pdresources.pdf
Download the Asia Society’s global learning resource guide featuring a wide range of service organizations dedicated to helping K-12 teaching and learning about the world.
This list focuses on resources for teachers available nationally, including online courses. This is a snapshot of the field, and is not meant to be exhaustive.
This list is developed by the States Network on International Education in the Schools and the Asia Society Partnership for Global Learning.
The list is available from http://asiasociety.org/files/list-pdresources.pdf
Catullus and Horace Online Graduate Class This Summer
The Department of Classical Studies at UNC Greensboro will be offering a graduate course online this summer:
Latin 601: Lyric Poetry
Taught by Hugh Parker, Ph.D.
July 11-July 29
1 – 3:30 pm EDT, M-F
This three-week course will be taught in real time (synchronously). The program that we will be using to communicate is called Elluminate. It’s a web-based program, and there is nothing that students need to buy or download. All you will need to have is a computer and a headset with a microphone (the course is strictly audio, so you can wear whatever your want to class).
The focus of LAT 601 will be Catullus and Horace. We’ll read selections from the first 60 or so poems of Catullus and from Horace’s Odes; we’ll spend about a week and half on each author. This course is being offered to the students in our M.Ed. in Latin program and is an ideal course for Latin teachers. You don’t need to be enrolled in the M.Ed. program to take the course.
The only requirements are a bachelor’s degree (sorry, university regulations will not allow us to admit undergraduates to this class) and permission of the instructor, which is easily obtained.
This class is meant to be an introduction to the poetry of Catullus and Horace; no previous experience with lyric poetry, Catullus, or Horace is necessary. We will certainly be discussing the poems that we read as works of literature, but the primary purpose of the course will be to improve everyone’s Latin, and so in addition to talking about the literary qualities of the poetry, we’ll be discussing and reviewing grammar as needed.
As far as books for the course go, any text of Horace’s Odes will be fine. A good one for a class of this sort is Daniel Garrison, Horace: Epodes and Odes, University of Oklahoma Press (ISBN: 0806130571). For Catullus, there is so much disagreement on the text of Catullus, it's best that we all used the same book, Kenneth Quinn, Catullus. The Poems, Bristol Classical Press (ISBN: 1853994979).
If you have any questions about the class, please contact Dr. Parker at hcparker at uncg dot edu or (336) 334-5703. He will be happy to help in any way he can.
Hugh Parker is an Associate Professor and Head of the Department of Classical Studies, and the University of North Carolina at Greensboro, where he teaches Latin, Greek, and classical civilization courses. His chief interests in Classics are Latin poetry, Silver Latin literature, and medieval Latin. When not worrying about Latin, his chief interests are European and American literature, playing the banjo in a spectacularly inexpert way, and cocker spaniels.
David Wharton
Director of Graduate Studies,
Department of Classical Studies
Director, Linguistics Program
The University of North Carolina at Greensboro
Greensboro, NC
http://www.uncg.edu/cla
Wharton, D. [Latinteach] Catullus and Horace online this summer. Latinteach listserv (latinteach@nxport.com, 11 Apr 2011).
Latin 601: Lyric Poetry
Taught by Hugh Parker, Ph.D.
July 11-July 29
1 – 3:30 pm EDT, M-F
This three-week course will be taught in real time (synchronously). The program that we will be using to communicate is called Elluminate. It’s a web-based program, and there is nothing that students need to buy or download. All you will need to have is a computer and a headset with a microphone (the course is strictly audio, so you can wear whatever your want to class).
The focus of LAT 601 will be Catullus and Horace. We’ll read selections from the first 60 or so poems of Catullus and from Horace’s Odes; we’ll spend about a week and half on each author. This course is being offered to the students in our M.Ed. in Latin program and is an ideal course for Latin teachers. You don’t need to be enrolled in the M.Ed. program to take the course.
The only requirements are a bachelor’s degree (sorry, university regulations will not allow us to admit undergraduates to this class) and permission of the instructor, which is easily obtained.
This class is meant to be an introduction to the poetry of Catullus and Horace; no previous experience with lyric poetry, Catullus, or Horace is necessary. We will certainly be discussing the poems that we read as works of literature, but the primary purpose of the course will be to improve everyone’s Latin, and so in addition to talking about the literary qualities of the poetry, we’ll be discussing and reviewing grammar as needed.
As far as books for the course go, any text of Horace’s Odes will be fine. A good one for a class of this sort is Daniel Garrison, Horace: Epodes and Odes, University of Oklahoma Press (ISBN: 0806130571). For Catullus, there is so much disagreement on the text of Catullus, it's best that we all used the same book, Kenneth Quinn, Catullus. The Poems, Bristol Classical Press (ISBN: 1853994979).
If you have any questions about the class, please contact Dr. Parker at hcparker at uncg dot edu or (336) 334-5703. He will be happy to help in any way he can.
Hugh Parker is an Associate Professor and Head of the Department of Classical Studies, and the University of North Carolina at Greensboro, where he teaches Latin, Greek, and classical civilization courses. His chief interests in Classics are Latin poetry, Silver Latin literature, and medieval Latin. When not worrying about Latin, his chief interests are European and American literature, playing the banjo in a spectacularly inexpert way, and cocker spaniels.
David Wharton
Director of Graduate Studies,
Department of Classical Studies
Director, Linguistics Program
The University of North Carolina at Greensboro
Greensboro, NC
http://www.uncg.edu/cla
Wharton, D. [Latinteach] Catullus and Horace online this summer. Latinteach listserv (latinteach@nxport.com, 11 Apr 2011).
Educational Opportunities: CAL Summer 2011 Institutes on Reading for ELLs
In response to continued interest in teaching reading to students learning to read in English, The Center for Applied Linguistics (CAL) is offering the following summer 2011 institutes:
--Three-Day Training of Trainers (TOT) Institutes will take place in Washington, D.C. on
June 6-8 (space is limited)
July 11-13
--Three-Day Direct Strategies Institutes will take place in D.C. on:
June 22-24
July 19-21
Option to earn graduate credit is also available.
For more information and to register, please go to the CAL Website at http://www.cal.org/solutions/profdev/workshops
For questions, or to investigate CAL coming to you to deliver these institutes, please contact Lisa Tabaku at ltabaku at cal dot org or at (202) 355-1510 or Betty Ansin Smallwood, bsmallwood at cal dot org at 202-355-1540.
Educational Opportunities: CAL Summer 2011 Institutes on reading for ELLs. NCELA List listserv (NCELA@HERMES.GWU.EDU, 17 May 2011).
--Three-Day Training of Trainers (TOT) Institutes will take place in Washington, D.C. on
June 6-8 (space is limited)
July 11-13
--Three-Day Direct Strategies Institutes will take place in D.C. on:
June 22-24
July 19-21
Option to earn graduate credit is also available.
For more information and to register, please go to the CAL Website at http://www.cal.org/solutions/profdev/workshops
For questions, or to investigate CAL coming to you to deliver these institutes, please contact Lisa Tabaku at ltabaku at cal dot org or at (202) 355-1510 or Betty Ansin Smallwood, bsmallwood at cal dot org at 202-355-1540.
Educational Opportunities: CAL Summer 2011 Institutes on reading for ELLs. NCELA List listserv (NCELA@HERMES.GWU.EDU, 17 May 2011).
Yiddish Teachers Seminar
From http://yugntruf.org/yiddish-vokh/teachers-seminar/?lang=en
Participate in pedagogical workshops and lectures at Yugntruf’s Yiddish-vokh at the Pearlstone Retreat Center, in Reisterstown, MD, at the Third Annual Yiddish Teachers Seminar, August 23 – 29, 2011.
Scholarships will be awarded to 8 – 10 Yiddish teachers working at universities, Jewish schools, Yiddish clubs, and in adult education classes — covering most costs for the entire week, including room and board, food, all texts, and materials.
Application Deadline: June 15, 2011
Learn more at http://yugntruf.org/yiddish-vokh/teachers-seminar/?lang=en
Participate in pedagogical workshops and lectures at Yugntruf’s Yiddish-vokh at the Pearlstone Retreat Center, in Reisterstown, MD, at the Third Annual Yiddish Teachers Seminar, August 23 – 29, 2011.
Scholarships will be awarded to 8 – 10 Yiddish teachers working at universities, Jewish schools, Yiddish clubs, and in adult education classes — covering most costs for the entire week, including room and board, food, all texts, and materials.
Application Deadline: June 15, 2011
Learn more at http://yugntruf.org/yiddish-vokh/teachers-seminar/?lang=en
CERCLL 2011 Summer Workshops
From http://cercll.arizona.edu/doku.php
Since its inception, the Center for Educational Resources in Culture, Language, and Literacy (CERCLL) has offered summer workshops in which research and theory are linked with practical applications for the language classroom. In these workshops, University of Arizona faculty and faculty from other institutions share what they have learned through their research and teaching with participants. Each workshop includes discussion, hands-on activities, and opportunities for networking with colleagues.
Here is this summer’s line-up:
May 31st - June 1st: Playing Stories and Reading Games: Developing L2 Literacies through Digital Gaming
June 2nd - 3rd: For a Pedagogy of Multiliteracies: Reconciling Communicative and Text-centered Instruction in the Elementary and Intermediate Foreign Language Classroom
June 6th - 7th: Textualization and Recontextualization: Teaching for Literacy and Semiotic Awareness in the Foreign Language Curriculum
June 8th: (AM): Applying the Performance and Visual Arts in the Second Language Classroom
(PM): Communicative Language Teaching through Process Drama
June 9th - 10th: The What and How to Teaching Culture in the FL Classroom: Introducing the Basics of Intercultural Communication
Learn more about these workshops at http://cercll.arizona.edu/doku.php/development/workshops
Since its inception, the Center for Educational Resources in Culture, Language, and Literacy (CERCLL) has offered summer workshops in which research and theory are linked with practical applications for the language classroom. In these workshops, University of Arizona faculty and faculty from other institutions share what they have learned through their research and teaching with participants. Each workshop includes discussion, hands-on activities, and opportunities for networking with colleagues.
Here is this summer’s line-up:
May 31st - June 1st: Playing Stories and Reading Games: Developing L2 Literacies through Digital Gaming
June 2nd - 3rd: For a Pedagogy of Multiliteracies: Reconciling Communicative and Text-centered Instruction in the Elementary and Intermediate Foreign Language Classroom
June 6th - 7th: Textualization and Recontextualization: Teaching for Literacy and Semiotic Awareness in the Foreign Language Curriculum
June 8th: (AM): Applying the Performance and Visual Arts in the Second Language Classroom
(PM): Communicative Language Teaching through Process Drama
June 9th - 10th: The What and How to Teaching Culture in the FL Classroom: Introducing the Basics of Intercultural Communication
Learn more about these workshops at http://cercll.arizona.edu/doku.php/development/workshops
2011 Alaskans for Language Acquisition Conference
From http://www.afla-ak.org
2011 AFLA Conference
Fall in Love with Language
September 16-18, 2011 - Talkeetna Alaskan Lodge
This year's theme: Literacy
Best practices to help our students become proficient readers and writers
Early registration deadline is May 31.
Go to the conference website at http://www.afla-ak.org/conference
2011 AFLA Conference
Fall in Love with Language
September 16-18, 2011 - Talkeetna Alaskan Lodge
This year's theme: Literacy
Best practices to help our students become proficient readers and writers
Early registration deadline is May 31.
Go to the conference website at http://www.afla-ak.org/conference
Call for Papers: International Journal of Bilingual Education & Bilingualism
From http://linguistlist.org/issues/22/22-2090.html
The guest editor of a Special Issue of the International Journal of Bilingual Education and Bilingualism invites you to submit proposals on the following topic: CLIL across contexts in Europe.
This Special Issue on CLIL seeks:
- To promote theoretical and applied research into CLIL.
- To disseminate effective practice of content-based instruction.
- To provide a truly international exchange on how CLIL is being implemented in different contexts in Europe.
Call Deadline: 01-Oct-2011
View the full call for papers at http://linguistlist.org/issues/22/22-2090.html
The guest editor of a Special Issue of the International Journal of Bilingual Education and Bilingualism invites you to submit proposals on the following topic: CLIL across contexts in Europe.
This Special Issue on CLIL seeks:
- To promote theoretical and applied research into CLIL.
- To disseminate effective practice of content-based instruction.
- To provide a truly international exchange on how CLIL is being implemented in different contexts in Europe.
Call Deadline: 01-Oct-2011
View the full call for papers at http://linguistlist.org/issues/22/22-2090.html
Call for Papers: 10th Biennial Language Is Life Gathering
From http://aicls.org
Join the Advocates for Indigenous California Language Survival for their 20th year at the 10th biennial Language is Life gathering at the beautiful Marin Headlands on Sept 16-18, 2011. Come share and learn about language revitalization and revival. At the last Language is Life there were over 200 California Indians that came together to share their experiences and hopes of language revitalization, get ideas from each other, and attend a wide array of workshops and lectures on language teaching and learning methods, family language and cultural practices, funding, recording and computer technology, language research, and other relevant topics.
Fill out the online Call for Presentations form at http://aicls.org/pages/LILC/11/LILC11call.html
Register to attend at http://aicls.org/pages/LILC/11/LILC11app.html
Join the Advocates for Indigenous California Language Survival for their 20th year at the 10th biennial Language is Life gathering at the beautiful Marin Headlands on Sept 16-18, 2011. Come share and learn about language revitalization and revival. At the last Language is Life there were over 200 California Indians that came together to share their experiences and hopes of language revitalization, get ideas from each other, and attend a wide array of workshops and lectures on language teaching and learning methods, family language and cultural practices, funding, recording and computer technology, language research, and other relevant topics.
Fill out the online Call for Presentations form at http://aicls.org/pages/LILC/11/LILC11call.html
Register to attend at http://aicls.org/pages/LILC/11/LILC11app.html
From http://www.ncela.gwu.edu/content/30_innov
The National Clearinghouse for English Language Acquisition has begun a new series, Innovations for English Learners. In this series, NCELA will highlight innovative practices from the field which show promise for advancing the education of English learners. The purpose of this series is for the community of EL educators to have a platform to exchange ideas and connect with other educators who have met similar challenges. NCELA welcomes submissions from schools, districts, universities or colleges, community or parent organizations, and students. Submissions will be reviewed by a panel of NCELA staff.
Go to http://www.ncela.gwu.edu/content/30_innov to learn how to submit an idea and to see ideas that have already been posted.
The National Clearinghouse for English Language Acquisition has begun a new series, Innovations for English Learners. In this series, NCELA will highlight innovative practices from the field which show promise for advancing the education of English learners. The purpose of this series is for the community of EL educators to have a platform to exchange ideas and connect with other educators who have met similar challenges. NCELA welcomes submissions from schools, districts, universities or colleges, community or parent organizations, and students. Submissions will be reviewed by a panel of NCELA staff.
Go to http://www.ncela.gwu.edu/content/30_innov to learn how to submit an idea and to see ideas that have already been posted.
Book: Bilingual Youth
From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2042
Bilingual Youth: Spanish in English-speaking societies
Edited by Kim Potowski and Jason Rothman
Published by the John Benjamins Publishing Company
Description: The present volume represents a variety of portraits of what happens when families attempt to raise children in Spanish while living in English-speaking societies. Aided by the foregrounding chapter by Suzanne Romaine about language and identity and the afterword by Carol Klee that ties together many issues brought up throughout the collection, the reader gains a more complete understanding of the variables that contribute to Spanish bilingualism in English-speaking societies, and by extension a more complete understanding of the dynamic nature of bilingualism in general. This volume, the first of its kind, brings together an impressive array of sociolinguistic environments while keeping the two languages constant.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2042
Bilingual Youth: Spanish in English-speaking societies
Edited by Kim Potowski and Jason Rothman
Published by the John Benjamins Publishing Company
Description: The present volume represents a variety of portraits of what happens when families attempt to raise children in Spanish while living in English-speaking societies. Aided by the foregrounding chapter by Suzanne Romaine about language and identity and the afterword by Carol Klee that ties together many issues brought up throughout the collection, the reader gains a more complete understanding of the variables that contribute to Spanish bilingualism in English-speaking societies, and by extension a more complete understanding of the dynamic nature of bilingualism in general. This volume, the first of its kind, brings together an impressive array of sociolinguistic environments while keeping the two languages constant.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=SiBil%2042
Book: Intercultural Communication: A Critical Introduction
From http://www.euppublishing.com/book/9780748632848
Intercultural Communication: A Critical Introduction
Author: Ingrid Piller
Publisher: Edinburgh University Press
Description: Combining discourse analytic and sociolinguistic perspectives, this introduction provides students with a comprehensive, up-to-date and critical overview of the field of intercultural communication.
Ingrid Piller explains communication in context using two main approaches. The first treats cultural identity, difference and similarity as discursive constructions. The second, informed by bilingualism studies, highlights the use and prestige of different languages and language varieties as well as the varying access that speakers have to them.
Linguistics students will find this book a useful tool for studying language and globalization as well as applied linguistics.
Visit the publisher’s website at http://www.euppublishing.com/book/9780748632848
Intercultural Communication: A Critical Introduction
Author: Ingrid Piller
Publisher: Edinburgh University Press
Description: Combining discourse analytic and sociolinguistic perspectives, this introduction provides students with a comprehensive, up-to-date and critical overview of the field of intercultural communication.
Ingrid Piller explains communication in context using two main approaches. The first treats cultural identity, difference and similarity as discursive constructions. The second, informed by bilingualism studies, highlights the use and prestige of different languages and language varieties as well as the varying access that speakers have to them.
Linguistics students will find this book a useful tool for studying language and globalization as well as applied linguistics.
Visit the publisher’s website at http://www.euppublishing.com/book/9780748632848
May 15, 2011
Publications for Educators from the Metropolitan Museum of Art
From http://www.metmuseum.org/explore/classroom.asp
Designed for use in the classroom, these online features and printable files (PDFs) help educators introduce to their students the richness and diversity of works in various collections of the Metropolitan Museum. Publications include a variety of illustrations and descriptions of selected works of art, historical and cultural background, classroom applications in the form of lesson plans and activities, and other useful material.
Materials include the following:
-China: Dawn of a Golden Age, 200–750 AD: A Resource for Teachers and Students
-The Art of Africa: A Resource for Educators
-The Art of Renaissance Europe
-The Art of South and Southeast Asia
-The Arts of Korea: A Resource for Educators
-Greek Art from Prehistoric to Classical
-Islamic Art and Geometric Design: Activities for Learning
-Nature Within Walls: The Chinese Garden Court at The Metropolitan Museum of Art
-Roman Art: A Resource for Educators
Access these resources and more at http://www.metmuseum.org/explore/classroom.asp
Designed for use in the classroom, these online features and printable files (PDFs) help educators introduce to their students the richness and diversity of works in various collections of the Metropolitan Museum. Publications include a variety of illustrations and descriptions of selected works of art, historical and cultural background, classroom applications in the form of lesson plans and activities, and other useful material.
Materials include the following:
-China: Dawn of a Golden Age, 200–750 AD: A Resource for Teachers and Students
-The Art of Africa: A Resource for Educators
-The Art of Renaissance Europe
-The Art of South and Southeast Asia
-The Arts of Korea: A Resource for Educators
-Greek Art from Prehistoric to Classical
-Islamic Art and Geometric Design: Activities for Learning
-Nature Within Walls: The Chinese Garden Court at The Metropolitan Museum of Art
-Roman Art: A Resource for Educators
Access these resources and more at http://www.metmuseum.org/explore/classroom.asp
Connect All Schools Consortium Aims To Connect Every US School to the World
From http://www.connectallschools.org/about/overview
A number of organizations linking US schools with others around the world are coming together in a new "Connect All Schools" consortium to meet a very specific goal: to connect every school in the US with the world by 2016.
Bringing the world into the classroom and building global competency can include the introduction of global issues curriculum, new World Languages, online collaboration, youth and teacher exchanges, professional development on international education, video-conferences, etc. This interactive website has been built to enable schools to indicate how they are connected to the world and for new teachers, school administrators and parents to work with consortium partners on building new links.
Visit the consortium’s website at http://www.connectallschools.org/home
A number of organizations linking US schools with others around the world are coming together in a new "Connect All Schools" consortium to meet a very specific goal: to connect every school in the US with the world by 2016.
Bringing the world into the classroom and building global competency can include the introduction of global issues curriculum, new World Languages, online collaboration, youth and teacher exchanges, professional development on international education, video-conferences, etc. This interactive website has been built to enable schools to indicate how they are connected to the world and for new teachers, school administrators and parents to work with consortium partners on building new links.
Visit the consortium’s website at http://www.connectallschools.org/home
eduTecher: Find Useful Web Tools
From http://www.edutecher.net/about.php
eduTecher was founded in late 2007 as a way to keep track of the growing number of web tools that could be used in the classroom setting. The website’s mission is to help educators and schools around the world effectively integrate technology and web tools into the classroom. eduTecher currently provides links to thousands of web tools and provides concise information on how these tools may be useful in the classroom setting.
Besides the wealth of links to Web Tools, users can also find self-produced webisodes of eduTecherTV with walkthroughs and demonstrations on how to use specific Web Tools for educational purposes. Users can create a free account and get access to wealth of features that make exploring and sharing sites on eduTecher fast and simple.
Currently a search for tools relevant to foreign language teaching yields 89 results, some general and some specific to language teaching.
eduTecher is available at http://www.edutecher.net/index.php
eduTecher was founded in late 2007 as a way to keep track of the growing number of web tools that could be used in the classroom setting. The website’s mission is to help educators and schools around the world effectively integrate technology and web tools into the classroom. eduTecher currently provides links to thousands of web tools and provides concise information on how these tools may be useful in the classroom setting.
Besides the wealth of links to Web Tools, users can also find self-produced webisodes of eduTecherTV with walkthroughs and demonstrations on how to use specific Web Tools for educational purposes. Users can create a free account and get access to wealth of features that make exploring and sharing sites on eduTecher fast and simple.
Currently a search for tools relevant to foreign language teaching yields 89 results, some general and some specific to language teaching.
eduTecher is available at http://www.edutecher.net/index.php
Podcast: Integrating Technology in the Study of Languages
From http://www.iste.org/store/podcasts.aspx
Carl Falsgraf, editor of Technology-Infused French (http://www.iste.org/store/product.aspx?ID=1691 ) and CASLS’ director, discusses the benefits of integrating technology in the study of French and other foreign languages and how it creates proficiency among students. Falsgraf provides insight on resources and techniques to create a technology-infused curriculum that will expand the world of language beyond the classroom.
Listen to the podcast at http://iste.libsyn.com/iste-books-author-interview-episode-26-carl-falsgraf
Carl Falsgraf, editor of Technology-Infused French (http://www.iste.org/store/product.aspx?ID=1691 ) and CASLS’ director, discusses the benefits of integrating technology in the study of French and other foreign languages and how it creates proficiency among students. Falsgraf provides insight on resources and techniques to create a technology-infused curriculum that will expand the world of language beyond the classroom.
Listen to the podcast at http://iste.libsyn.com/iste-books-author-interview-episode-26-carl-falsgraf
Use Digital Recording to Enhance Speaking Skills
From http://www.mafla.org
Tiesa’s Teaching Tip for May (on the Massachusetts Foreign Language Association’s website) is Use Digital Recording to Enhance Speaking Skills. Learn how to use Audacity and get some fresh ideas if you already are using it at http://www.mafla.org/index.php?customernumber=527257639889237&pr=Teaching_Tip
Tiesa’s Teaching Tip for May (on the Massachusetts Foreign Language Association’s website) is Use Digital Recording to Enhance Speaking Skills. Learn how to use Audacity and get some fresh ideas if you already are using it at http://www.mafla.org/index.php?customernumber=527257639889237&pr=Teaching_Tip
May 2011 NCLRC Newsletter
From http://www.nclrc.org/newsletter.html
The May 2011 issue of the National Capital Language Resource Center is available. In this issue:
NCLRC’s Feature contributor Dr. Maria F. Still describes a process of collegial observations, demonstrating how they can be the impetus for improving the learning and teaching process already in place, and as a vehicle for validation of a job well done.
Critical Languages contributor Mary Ann Layman-Hager spotlights several LARC projects that underscore the premise that one learns a great deal about a language through listening and viewing.
The Heritage Languages column this month highlights the work being done by the Alliance for the Advancement of Heritage Languages.
Testing Tips author John Ross urges collaboration between and among peer teachers for designing curriculum.
YANA, aka Sheila W. Cockey, outlines how observation is the first step toward experiential, participatory learning by employing all five of the senses.
Christine F. Melone, editor, announces that The Culture Club contains new material now ready for your perusal.
In Tech for Teachers, John Ross has ideas for connecting with native speakers through videoconferencing. On our Special Column US Secretary of Education Arne Duncan writes an open letter to America's teachers.
Read the newsletter at http://www.nclrc.org/newsletter.html
The May 2011 issue of the National Capital Language Resource Center is available. In this issue:
NCLRC’s Feature contributor Dr. Maria F. Still describes a process of collegial observations, demonstrating how they can be the impetus for improving the learning and teaching process already in place, and as a vehicle for validation of a job well done.
Critical Languages contributor Mary Ann Layman-Hager spotlights several LARC projects that underscore the premise that one learns a great deal about a language through listening and viewing.
The Heritage Languages column this month highlights the work being done by the Alliance for the Advancement of Heritage Languages.
Testing Tips author John Ross urges collaboration between and among peer teachers for designing curriculum.
YANA, aka Sheila W. Cockey, outlines how observation is the first step toward experiential, participatory learning by employing all five of the senses.
Christine F. Melone, editor, announces that The Culture Club contains new material now ready for your perusal.
In Tech for Teachers, John Ross has ideas for connecting with native speakers through videoconferencing. On our Special Column US Secretary of Education Arne Duncan writes an open letter to America's teachers.
Read the newsletter at http://www.nclrc.org/newsletter.html
ESLflow: Resources for English Language Teachers
ESLflow is a website housing a collection of lessons and resources (links and downloads) for English language teachers. Read reviews of this site at http://www.merlot.org/merlot/viewCompositeReview.htm?id=163233 and http://instructional1.calstatela.edu/lkamhis/tesl565_sp02/chen_sap/webpage1.htm
ESLflow is available at http://www.eslflow.com/index.html
ESLflow is available at http://www.eslflow.com/index.html
Travel Scholarships Available for Spanish Teachers
From http://www.ictfl.org
If you teach Spanish and haven't yet made summer plans, consider applying for one of two Illinois Council on the Teaching of Foreign Languages Summer Travel Scholarships to Cuernavaca, Mexico. One of the benefits of ICTFL membership is access to awards and scholarships. This year ICTFL is offering two free tuitions for language study at two different language schools in beautiful Cuernavaca, called the "City of Eternal Spring." Nestled in a valley between Mexico City and the silver mining town of Taxco - you'll be near pyramids and other cultural sites. Cuernavaca is home to the Palacio de Cortez where Diego Rivera painted his murals of Mexican history.
Learn more at http://www.ictfl.org/content/2011/05/travel-scholarships-available-spanish-teachers
If you teach Spanish and haven't yet made summer plans, consider applying for one of two Illinois Council on the Teaching of Foreign Languages Summer Travel Scholarships to Cuernavaca, Mexico. One of the benefits of ICTFL membership is access to awards and scholarships. This year ICTFL is offering two free tuitions for language study at two different language schools in beautiful Cuernavaca, called the "City of Eternal Spring." Nestled in a valley between Mexico City and the silver mining town of Taxco - you'll be near pyramids and other cultural sites. Cuernavaca is home to the Palacio de Cortez where Diego Rivera painted his murals of Mexican history.
Learn more at http://www.ictfl.org/content/2011/05/travel-scholarships-available-spanish-teachers
Twiccionario: Explore Spanish Grammar Using Twitter as a Corpus
Twiccionario is a new activity type at Zachary Jones’s Zambombazo website that uses Twitter as a corpus to explore the use of different grammatical structures. Learn more about it by investigating the use of the subjunctive with expressions of emotion at http://zachary-jones.com/zambombazo/twiccionario-subjuntivo-con-expresiones-de-emocion
Immersion Weekend for French Teachers
Week-end d’immersion pour profs de français
Venez nous rejoindre à Mohican !
Où : Mohican State Park, dans une cabane ou au Lodge
Dates : 23-25 septembre 2011
Prix pour loger à la cabane :
- $25/personne/nuit avec un/une camarade de chambre
- $10/personne/nuit sur le canapé-lit dans le salon
Repas :
Vendredi soir : soupe estivale faite par Kathy et Teri - nos bien aimées
Samedi matin/midi : petit déjeuner et déjeuner offerts par AATF-Ohio
Samedi soir : à la fortune du pot (amener un plat et une bouteille - le vin français est de rigueur - Pascale ne peut pas supporter le vin américain !)
Dimanche matin : petit déjeuner offert par AATF-Ohio
Activités : Randonnée pédestre - feu de camp - yoga - jeux de pique-nique - films français (s’il fait mauvais)
Pour réserver : Remplissez le formulaire ci-dessous, et envoyez-le Ã
Kathy Lewton MADAMELEWTON at earthlink dot net
Secrétaire - Trésorière d’AATF-Ohio
3030 Medina Line Road
Norton, Ohio 44203
Date limite : 16 septembre 2011
*Il n’y aura pas de remboursements après le 16 septembre 2011*
Nom : _________________________________________________________
Collège/Lycée/Université : _________________________________________
Dates désirées : ________________________________________________
Choix de logement (encerclez votre choix) :
- $25/personne avec camarade de chambre
- $10/personne sur le canapé-lit dans le salon
Emch, R. [OFLA] 23-25 septembre 2011 week-end d’immersion pour profs de français. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 13 May 2011).
Venez nous rejoindre à Mohican !
Où : Mohican State Park, dans une cabane ou au Lodge
Dates : 23-25 septembre 2011
Prix pour loger à la cabane :
- $25/personne/nuit avec un/une camarade de chambre
- $10/personne/nuit sur le canapé-lit dans le salon
Repas :
Vendredi soir : soupe estivale faite par Kathy et Teri - nos bien aimées
Samedi matin/midi : petit déjeuner et déjeuner offerts par AATF-Ohio
Samedi soir : à la fortune du pot (amener un plat et une bouteille - le vin français est de rigueur - Pascale ne peut pas supporter le vin américain !)
Dimanche matin : petit déjeuner offert par AATF-Ohio
Activités : Randonnée pédestre - feu de camp - yoga - jeux de pique-nique - films français (s’il fait mauvais)
Pour réserver : Remplissez le formulaire ci-dessous, et envoyez-le Ã
Kathy Lewton MADAMELEWTON at earthlink dot net
Secrétaire - Trésorière d’AATF-Ohio
3030 Medina Line Road
Norton, Ohio 44203
Date limite : 16 septembre 2011
*Il n’y aura pas de remboursements après le 16 septembre 2011*
Nom : _________________________________________________________
Collège/Lycée/Université : _________________________________________
Dates désirées : ________________________________________________
Choix de logement (encerclez votre choix) :
- $25/personne avec camarade de chambre
- $10/personne sur le canapé-lit dans le salon
Emch, R. [OFLA] 23-25 septembre 2011 week-end d’immersion pour profs de français. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 13 May 2011).
I Like German: Online Games
Your students can practice food, fashion, music, and zoo vocabulary and learn about German geography and navigating Berlins with online games at http://www.goethe.de/ins/it/tri/pro/werbespiele_en/index.html
Resources for Speakers of Welsh, Irish, and Ulster Scots
A variety of websites and resources for speakers of Celtic languages is available at http://www.bbc.co.uk/schools/websites/4_11/site/languages_native_speakers.shtml
Special Issue of KinoKultura: Croatian Cinema
KinoKultura is delighted to announce the launch of its special issue on Croatian cinema:
Special Issue 11: Croatian Cinema (May 2011) has been guest edited by Aida Vidan and Gordana P. Crnkovi
Access this special issue at http://www.kinokultura.com/specials/11/croatian.shtml
Special Issue 11: Croatian Cinema (May 2011) has been guest edited by Aida Vidan and Gordana P. Crnkovi
Access this special issue at http://www.kinokultura.com/specials/11/croatian.shtml
Fairytale Map of Russia
A project aimed at collection of interesting sites, cultural events and extraordinary museums devoted to fairytale characters representing the country's diverse folklore traditions, the Fairytale Map of Russia is available online at http://en.rian.ru/infographics/20110409/163282984.html
Volume 66 of "Performing Arts Network Japan" Posted
Volume 66 of "Performing Arts Network Japan," a web magazine presented by the Japan Foundation to provide information on the Japanese performing arts scene, is now released.
[Artist Interview]
* Playing with physical contact, contact Gonzo
[Presenter Interview]
* Pioneering artist residencies and free-structured programs, Roots of the NPN strategy
[Play of the Month]
Superstar by Ichiro Maruomaru
[Arts Organization of the Month]
CID (International Dance Council)
http://www.performingarts.jp/indexj.html
[Artist Interview]
* Playing with physical contact, contact Gonzo
[Presenter Interview]
* Pioneering artist residencies and free-structured programs, Roots of the NPN strategy
[Play of the Month]
Superstar by Ichiro Maruomaru
[Arts Organization of the Month]
CID (International Dance Council)
http://www.performingarts.jp/indexj.html
Signs2Go: Learn British Sign Language
Signs2Go was designed so that people from different European nations could learn British Sign Language. All information on the website is in sign language: British Sign Language (BSL) and the sign languages of the participating countries: Sign Language of the Netherlands (NGT), Norwegian Sign Language (NTS), German Sign Language (DGS), and Italian Sign Language (LIS).
Learn more about the project at http://www.yeswesign.eu/index.php?option=com_content&view=article&id=56&Itemid=61, and start learning BSL at http://www.signs2go.eu
Learn more about the project at http://www.yeswesign.eu/index.php?option=com_content&view=article&id=56&Itemid=61, and start learning BSL at http://www.signs2go.eu
Archived Articles About the International Education Programs
The articles at this website by the Office of Postsecondary Education provide a background and historical context for many of the international education programs administered by International and Foreign Language Education: http://www2.ed.gov/about/offices/list/ope/iegps/hist-context.html
Article: Dual-language Immersion Programs Growing in Popularity
From http://articles.latimes.com/2011/may/08/local/la-me-bilingual-20110508
Dual-language immersion programs growing in popularity
Dual-language immersion programs are the new face of bilingual education — without the stigma. They offer the chance to learn a second language not just to immigrant children, but to native-born American students as well.
By Teresa Watanabe
May 8, 2011
Growing in popularity, dual-language immersion programs are the new face of bilingual education —without the stigma. Though bilingual education was often perceived — and resented by some —as public handouts only for immigrant families, dual programs offer the chance to learn a second language to native-born American children as well.
"Bilingual education has basically become a dirty word, but dual-language programs seem to have this cachet that people are glomming onto," said Julie Sugarman of the Center for Applied Linguistics, a Washington, D.C.-based research organization. "They are successful for English-language learners. And white, middle-class parents want these programs to give their children an edge in the increasingly globalized world."
Read the full article at http://articles.latimes.com/2011/may/08/local/la-me-bilingual-20110508
Dual-language immersion programs growing in popularity
Dual-language immersion programs are the new face of bilingual education — without the stigma. They offer the chance to learn a second language not just to immigrant children, but to native-born American students as well.
By Teresa Watanabe
May 8, 2011
Growing in popularity, dual-language immersion programs are the new face of bilingual education —without the stigma. Though bilingual education was often perceived — and resented by some —as public handouts only for immigrant families, dual programs offer the chance to learn a second language to native-born American children as well.
"Bilingual education has basically become a dirty word, but dual-language programs seem to have this cachet that people are glomming onto," said Julie Sugarman of the Center for Applied Linguistics, a Washington, D.C.-based research organization. "They are successful for English-language learners. And white, middle-class parents want these programs to give their children an edge in the increasingly globalized world."
Read the full article at http://articles.latimes.com/2011/may/08/local/la-me-bilingual-20110508
NFLC Language Consultant Opportunities
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English. We are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. We focus on less commonly taught languages. We are currently looking for several individuals to help us launch projects in the following languages:
* Somali
* Yemeni
Minimum Requirements:
* Native, or near-native, proficiency in the target language
* English proficiency
* Knowledge of target culture (current)
* Teaching experience (target language)
* Ability to work with computers
Desired Qualifications:
* Knowledge of ILR scale of language proficiency
* Text analysis experience
* Materials or curriculum development experience
Specifically, we need educated native speakers of these languages (or individuals with equivalent proficiency levels) to create online activities in their native languages using software we provide.
The work is part-time, contractual, and the work can be done from your home computer. All candidates must have permission to work in the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org and send your current resume or CV with your language in the subject line. Thank you!
Regards,
Recruiting Team
National Foreign Language Center
University of Maryland
301-405-9828
recruitment at nflc dot org
http://www.nflc.org
[LTEST-L] NFLC Language Consultant Opportunities. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 13 May 2011).
* Somali
* Yemeni
Minimum Requirements:
* Native, or near-native, proficiency in the target language
* English proficiency
* Knowledge of target culture (current)
* Teaching experience (target language)
* Ability to work with computers
Desired Qualifications:
* Knowledge of ILR scale of language proficiency
* Text analysis experience
* Materials or curriculum development experience
Specifically, we need educated native speakers of these languages (or individuals with equivalent proficiency levels) to create online activities in their native languages using software we provide.
The work is part-time, contractual, and the work can be done from your home computer. All candidates must have permission to work in the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org and send your current resume or CV with your language in the subject line. Thank you!
Regards,
Recruiting Team
National Foreign Language Center
University of Maryland
301-405-9828
recruitment at nflc dot org
http://www.nflc.org
[LTEST-L] NFLC Language Consultant Opportunities. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 13 May 2011).
Tenure-Track Position in Norwegian
From http://www.stolaf.edu/offices/doc/jobs/NorwegianTT1213.html
The St. Olaf College Norwegian department seeks an energetic and committed teacher and scholar to teach courses in Norwegian language and literature. Appointment will be at the rank of assistant professor, beginning September 2012. This is a tenure-track position.
The normal teaching load is six courses per year. Regular teaching responsibilities include Norwegian language courses at all levels and Norwegian literature (in Norwegian or in English translation). There are also opportunities to teach courses in related areas (e.g. Norwegian or Scandinavian film, theater, or music) and in interdisciplinary programs.
Applicants are expected to have completed, or be near completion of, a Ph.D. in Scandinavian Languages and Literature. Native or near-native competence in Norwegian (BokmÃ¥l), demonstrated strong teaching skills and scholarly promise are required. Familiarity with current language pedagogy and use of technology in the classroom is expected. Preference for candidates who are interested in teaching in interdisciplinary programs (e.g. Women’s Studies, the Great Conversation, Ethics across the Curriculum) and with competence in areas in addition to literature (e.g. film, theater, music).
For a full job description and application instructions, go to http://www.stolaf.edu/offices/doc/jobs/NorwegianTT1213.html
The St. Olaf College Norwegian department seeks an energetic and committed teacher and scholar to teach courses in Norwegian language and literature. Appointment will be at the rank of assistant professor, beginning September 2012. This is a tenure-track position.
The normal teaching load is six courses per year. Regular teaching responsibilities include Norwegian language courses at all levels and Norwegian literature (in Norwegian or in English translation). There are also opportunities to teach courses in related areas (e.g. Norwegian or Scandinavian film, theater, or music) and in interdisciplinary programs.
Applicants are expected to have completed, or be near completion of, a Ph.D. in Scandinavian Languages and Literature. Native or near-native competence in Norwegian (BokmÃ¥l), demonstrated strong teaching skills and scholarly promise are required. Familiarity with current language pedagogy and use of technology in the classroom is expected. Preference for candidates who are interested in teaching in interdisciplinary programs (e.g. Women’s Studies, the Great Conversation, Ethics across the Curriculum) and with competence in areas in addition to literature (e.g. film, theater, music).
For a full job description and application instructions, go to http://www.stolaf.edu/offices/doc/jobs/NorwegianTT1213.html
Instructional Technology Position, Connecticut College
CONNECTICUT COLLEGE, a highly selective private liberal arts college, located in the historic seaport of New London, seeks a highly accomplished Instructional Designer/Developer to work directly with faculty to assess course needs and to incorporate appropriate academic technologies within the curriculum, particularly in foreign language departments and international studies. Oversee all aspects of the newly renovated Language and Culture Center. Provide technical support and instruction to faculty and students using academic technologies. Serve as backup course management system administrator. Develop and implement projects with faculty and staff that further the integration of technology into the curriculum.
The ideal candidate will research new academic resources, evaluate for acquisition, recommend, and introduce new technologies to the campus including multiregional hardware and software, develop, install and support hardware and software configurations for using language and culture-related resources in other facilities on campus, work with other members of the Instructional Technology Team and other staff within Information Services on projects, concentrating on the design and enhancement of the curriculum, provide expertise for digital and analog formats for text, audio, and video incorporation into the curriculum and actively participate in the profession including research publication and conference presentations.
A Master’s degree in instructional technology or in a related field required, preferably with experience in supporting technology use in foreign languages and culture programs, familiarity with current technologies in both Mac and PC to support teaching, ability to develop web-based materials, high level technical skills in working with digital audio and video media, ability to develop and deliver training programs, ability to build and sustain key relationships with students, faculty, peers at other institutions and outside vendors, well-organized, able to work under pressure and as a member of a team and ability to interact well with a variety of people from all aspects of the college and community.
Thorough applicant credentialing, including criminal records check, will be conducted on the selected applicant. Application deadline: May 27, 2011. Please send cover letter, resume and contact information for three professional references electronically to humanresources at conncoll dot edu (include your full name and “Instructional Designer/Developer” in the subject line of your e-mail).
Connecticut College is committed to creating a vibrant community enriched by diverse perspectives, talents and experiences. We encourage applications from candidates who share this commitment and will contribute to the diversity of our college community, especially members of historically under-represented groups. AA/EOE
Penniman, C. #9656 Instructional Technology position, Connecticut College. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 13 May 2011).
The ideal candidate will research new academic resources, evaluate for acquisition, recommend, and introduce new technologies to the campus including multiregional hardware and software, develop, install and support hardware and software configurations for using language and culture-related resources in other facilities on campus, work with other members of the Instructional Technology Team and other staff within Information Services on projects, concentrating on the design and enhancement of the curriculum, provide expertise for digital and analog formats for text, audio, and video incorporation into the curriculum and actively participate in the profession including research publication and conference presentations.
A Master’s degree in instructional technology or in a related field required, preferably with experience in supporting technology use in foreign languages and culture programs, familiarity with current technologies in both Mac and PC to support teaching, ability to develop web-based materials, high level technical skills in working with digital audio and video media, ability to develop and deliver training programs, ability to build and sustain key relationships with students, faculty, peers at other institutions and outside vendors, well-organized, able to work under pressure and as a member of a team and ability to interact well with a variety of people from all aspects of the college and community.
Thorough applicant credentialing, including criminal records check, will be conducted on the selected applicant. Application deadline: May 27, 2011. Please send cover letter, resume and contact information for three professional references electronically to humanresources at conncoll dot edu (include your full name and “Instructional Designer/Developer” in the subject line of your e-mail).
Connecticut College is committed to creating a vibrant community enriched by diverse perspectives, talents and experiences. We encourage applications from candidates who share this commitment and will contribute to the diversity of our college community, especially members of historically under-represented groups. AA/EOE
Penniman, C. #9656 Instructional Technology position, Connecticut College. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 13 May 2011).
IELTS Research Grants − Call for Proposals
Individuals and organizations with relevant experience are invited to apply for funding to undertake applied research projects in relation to English language testing, specifically International English Language Testing System (IELTS) related, to be carried out in 2012. Funding of up to AUD$36,000 per research project is awarded to a selected number of proposals each year.
IELTS-related research makes an important contribution to the monitoring and test development process for IELTS; it also helps IELTS stakeholders (e.g. English language professionals and teachers) to develop a greater understanding of the test.
This year we encourage applications to undertake research studies which fit within these broad areas:
• Test development and validation issues
• Issues relating to contexts of test use
• Issues of test impact
Apply online at http://www.idp.com/ielts/grants2011. Applications must be submitted by 30 June 2011.
Osborne, J. [LTEST-L] IELTS Research Grants - APPLY NOW! LTEST_L listserv (LTEST-L@LISTS.PSU.EDU, 5 May 2011).
IELTS-related research makes an important contribution to the monitoring and test development process for IELTS; it also helps IELTS stakeholders (e.g. English language professionals and teachers) to develop a greater understanding of the test.
This year we encourage applications to undertake research studies which fit within these broad areas:
• Test development and validation issues
• Issues relating to contexts of test use
• Issues of test impact
Apply online at http://www.idp.com/ielts/grants2011. Applications must be submitted by 30 June 2011.
Osborne, J. [LTEST-L] IELTS Research Grants - APPLY NOW! LTEST_L listserv (LTEST-L@LISTS.PSU.EDU, 5 May 2011).
Professional Development Opportunities in Hudson, Ohio
There are several professional development opportunities on June 22-23 in Hudson, Ohio:
Comprehensible Input Teacher Training
Coaching and Collaboration Workshop
Creating a Cultural-Based Story
Assess for Success: Creating Performance Assessments
Learn more about these and other upcoming opportunities at http://ofla.memberlodge.org/Default.aspx?pageId=418057
Comprehensible Input Teacher Training
Coaching and Collaboration Workshop
Creating a Cultural-Based Story
Assess for Success: Creating Performance Assessments
Learn more about these and other upcoming opportunities at http://ofla.memberlodge.org/Default.aspx?pageId=418057
Symposium on Second language Writing 2011
From http://sslw.asu.edu/2011
Symposium on Second language Writing 2011
Writing for Scholarly Publication: Beyond "Publish or Perish"
The 2011 Symposium will be held June 9-11, 2011, in Taipei, Taiwan. Taiwan has long been a major site of second language writing research, and in recent years, it has emerged as one of the growth areas where increasing numbers of researchers and teachers from various disciplinary backgrounds--computer assisted language learning, English for Specific Purposes, literacy studies, rhetoric and composition, and TESOL, among others--are drawn to the topic of second language writing. It is also a context in which the pressure to publish in certain international journals is strongly felt by researchers across the disciplines.
This year's Symposium will seek to move the field beyond the "publish or perish" mentality by bringing together internationally known researchers, teachers, and journal and book editors in writing- and language-related fields the world over to question, resist, challenge, negotiate and overcome institutional expectations for international scholarly publication. In so doing, the organizers hope to generate a better understanding of issues in international scholarly publication that can not only help improve the productivity of researchers from various parts of the world but also to generate new knowledge that can help shape the evaluation system in ways that facilitates the production of truly valuable knowledge.
View the schedule of presenters at the conference website at http://sslw.asu.edu/2011
Symposium on Second language Writing 2011
Writing for Scholarly Publication: Beyond "Publish or Perish"
The 2011 Symposium will be held June 9-11, 2011, in Taipei, Taiwan. Taiwan has long been a major site of second language writing research, and in recent years, it has emerged as one of the growth areas where increasing numbers of researchers and teachers from various disciplinary backgrounds--computer assisted language learning, English for Specific Purposes, literacy studies, rhetoric and composition, and TESOL, among others--are drawn to the topic of second language writing. It is also a context in which the pressure to publish in certain international journals is strongly felt by researchers across the disciplines.
This year's Symposium will seek to move the field beyond the "publish or perish" mentality by bringing together internationally known researchers, teachers, and journal and book editors in writing- and language-related fields the world over to question, resist, challenge, negotiate and overcome institutional expectations for international scholarly publication. In so doing, the organizers hope to generate a better understanding of issues in international scholarly publication that can not only help improve the productivity of researchers from various parts of the world but also to generate new knowledge that can help shape the evaluation system in ways that facilitates the production of truly valuable knowledge.
View the schedule of presenters at the conference website at http://sslw.asu.edu/2011
International Symposium on Bilingualism 8
From http://linguistlist.org/issues/22/22-2045.html
The International Symposium on Bilingualism (ISB) is widely regarded as the leading international forum for the discussion and dissemination of research results on bilingualism/ multilingualism.
The International Symposium on Bilingualism ISB8 will take place in Oslo, Norway, on June 15 – 18, 2011.
Registration for ISB8 is open. The program has been posted on the conference website: http://www.hf.uio.no/isb8
The International Symposium on Bilingualism (ISB) is widely regarded as the leading international forum for the discussion and dissemination of research results on bilingualism/ multilingualism.
The International Symposium on Bilingualism ISB8 will take place in Oslo, Norway, on June 15 – 18, 2011.
Registration for ISB8 is open. The program has been posted on the conference website: http://www.hf.uio.no/isb8
11th Annual Conference of the Japan Second Language Association
The conference, J-SLA 2011, will be held as scheduled (June 11~12, 2011) at Bunkyo University, Saitama. Kanto areas, including Saitama, have also suffered damage due to the earthquake, but transportation and facilities are more or less running normally now. Please visit the website to check for further updates at http://www.j-sla.org/e/jsla2011-callforpapers.html
Call for Papers: International Symposium on Teaching English at Tertiary Level
From http://linguistlist.org/issues/22/22-2069.html
International Symposium on Teaching English at Tertiary Level
Date: 13-Oct-2011 - 14-Oct-2011
Location: Hong Kong, Hong Kong
The 7th International Symposium on Teaching English at Tertiary Level aims to provide a platform for academics to discuss and review various issues related to teaching English at tertiary level with a featured focus on language assessment and alignment of assessment with curriculum. It is jointly organized by The Hong Kong Polytechnic University and Tsinghua University, and co-organized by Zhejiang University.
Call Deadline: 20-Jun-2011
View the call for papers at http://www.engl.polyu.edu.hk/events/7thISTETL/call4paper.html
International Symposium on Teaching English at Tertiary Level
Date: 13-Oct-2011 - 14-Oct-2011
Location: Hong Kong, Hong Kong
The 7th International Symposium on Teaching English at Tertiary Level aims to provide a platform for academics to discuss and review various issues related to teaching English at tertiary level with a featured focus on language assessment and alignment of assessment with curriculum. It is jointly organized by The Hong Kong Polytechnic University and Tsinghua University, and co-organized by Zhejiang University.
Call Deadline: 20-Jun-2011
View the call for papers at http://www.engl.polyu.edu.hk/events/7thISTETL/call4paper.html
Call for Papers: International Journal of Research in ELT
From http://linguistlist.org/issues/22/22-1955.html
International Journal of Research in ELT (IJRELT) is an international peer-reviewed journal in the broad field of English Language Teaching (ELT) and is the official journal of the Educational Research Association (ERA) Turkey. The journal is published twice yearly and online for easy access to knowledge by its readers. The journal can be viewed at http://ijrelt.eab.org.tr .
Call Deadline: 31-Dec-2011
View the full call for papers at http://linguistlist.org/issues/22/22-1955.html
International Journal of Research in ELT (IJRELT) is an international peer-reviewed journal in the broad field of English Language Teaching (ELT) and is the official journal of the Educational Research Association (ERA) Turkey. The journal is published twice yearly and online for easy access to knowledge by its readers. The journal can be viewed at http://ijrelt.eab.org.tr .
Call Deadline: 31-Dec-2011
View the full call for papers at http://linguistlist.org/issues/22/22-1955.html
Book: A Dynamic Approach to Second Language Development
From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2029
A Dynamic Approach to Second Language Development: Methods and techniques
Edited by Marjolijn H. Verspoor, Kees de Bot and Wander Lowie
Published by the John Benjamins Publishing Company
Description: Dynamic systems theory, a general theory of change and development, offers a new way to study first and second language development and requires a new set of tools for analysis of empirical data. After a brief introduction to the theory, this book, co-authored by several leading scholars in the field, concentrates on tools and techniques recently developed to analyze language data from a dynamic perspective. The chapters deal with the general thoughts and reasoning behind coding data, analyzing variability, discovering interacting variables and modeling. The accompanying How to sections give step-by-step instructions to using macros to speed up the coding, creating a dedicated lexical profile, making min-max graphs, testing for significance in single case studies by running simulations, and modeling. Example files and data sets are available on the accompanying website. Although the focus is on second language development, the tools are applicable to a wide range of phenomena in applied linguistics.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2029
A Dynamic Approach to Second Language Development: Methods and techniques
Edited by Marjolijn H. Verspoor, Kees de Bot and Wander Lowie
Published by the John Benjamins Publishing Company
Description: Dynamic systems theory, a general theory of change and development, offers a new way to study first and second language development and requires a new set of tools for analysis of empirical data. After a brief introduction to the theory, this book, co-authored by several leading scholars in the field, concentrates on tools and techniques recently developed to analyze language data from a dynamic perspective. The chapters deal with the general thoughts and reasoning behind coding data, analyzing variability, discovering interacting variables and modeling. The accompanying How to sections give step-by-step instructions to using macros to speed up the coding, creating a dedicated lexical profile, making min-max graphs, testing for significance in single case studies by running simulations, and modeling. Example files and data sets are available on the accompanying website. Although the focus is on second language development, the tools are applicable to a wide range of phenomena in applied linguistics.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2029
Book: Learning to Read and Write in the Multilingual Family
From http://www.multilingual-matters.com/display.asp?k=9781847693693
Learning to Read and Write in the Multilingual Family
by Xiao-lei Wang
Published by Multilingual Matters
Description:
Drawing on interdisciplinary research, as well as the experiences of parents of multilingual children, this book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential skills at each developmental stage and proposes effective strategies that facilitate multiliteracy, in particular, heritage-language literacy development in the home environment.
Contents
Chapter 1: Introduction
Chapter 2: Understanding the Multilingual Reading and Writing Process
Chapter 3: The Importance of Active Planning
Chapter 4: Infancy and Early Childhood (Birth–5 Years)
Chapter 5: Middle Childhood (6 -11 Years)
Chapter 6: Adolescence (12 -18 Years)
Chapter 7: Parents’ Practices, Voices, and Concluding Remarks
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781847693693
Learning to Read and Write in the Multilingual Family
by Xiao-lei Wang
Published by Multilingual Matters
Description:
Drawing on interdisciplinary research, as well as the experiences of parents of multilingual children, this book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential skills at each developmental stage and proposes effective strategies that facilitate multiliteracy, in particular, heritage-language literacy development in the home environment.
Contents
Chapter 1: Introduction
Chapter 2: Understanding the Multilingual Reading and Writing Process
Chapter 3: The Importance of Active Planning
Chapter 4: Infancy and Early Childhood (Birth–5 Years)
Chapter 5: Middle Childhood (6 -11 Years)
Chapter 6: Adolescence (12 -18 Years)
Chapter 7: Parents’ Practices, Voices, and Concluding Remarks
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781847693693
New Book: The Routledge Applied Linguistics Reader
From http://www.routledge.com/books/details/9780415566209
The Routledge Applied Linguistics Reader
Edited by Wei Li
Published by Routledge
Description: The Routledge Applied Linguistics Reader is an essential collection of readings for students of Applied Linguistics. Divided into five sections: Language Teaching and Learning, Second Language Acquisition, Applied Linguistics, Identity and Power and Language Use in Professional Contexts, the Reader takes a broad interpretation of the subject from its traditional foundations in language teaching and learning to cover the newer subdisciplines from corpus linguistics to forensic linguistics.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415566209
The Routledge Applied Linguistics Reader
Edited by Wei Li
Published by Routledge
Description: The Routledge Applied Linguistics Reader is an essential collection of readings for students of Applied Linguistics. Divided into five sections: Language Teaching and Learning, Second Language Acquisition, Applied Linguistics, Identity and Power and Language Use in Professional Contexts, the Reader takes a broad interpretation of the subject from its traditional foundations in language teaching and learning to cover the newer subdisciplines from corpus linguistics to forensic linguistics.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415566209
May 8, 2011
Language Advocacy - Video by Kentucky Educational Television
Kentucky Educational Television (KET) broadcast Learning World Languages to Prepare for College and Careers on April 19, 2011. Host Bill Goodman and guests explore the importance of world language study in the global society, where fluency in other languages and familiarity with other cultures are prerequisites for success. In the face of this reality, Kentucky high schools and colleges are turning to performance-based assessments and real-world experiences to help students acquire life-long foreign language skills. Guests are: Dr. Jacqueline Van Houten (Kentucky Dept. of Education), Randy Barrette (Minifee County Public Schools), Alicia Vinson (Fayette County Public Schools) and Dr. John Millay (Cloverport Independent Schools). Produced by KET. You can watch the archived program by visiting KET's section Education Matters - April at http://www.ket.org/educationmatters
New Asia Society Book on Global Competence
Download Asia Society's newest publication, Educating for Global Competence: Preparing Our Youth to Engage the World. The publication is a free online resource. The publication features many tools, notably a framework for integrating global skills within world languages classrooms, among other tools. The book was written by Asia Society's Tony Jackson and Harvard University's Veronica Boix-Mansilla.
Download the book from http://asiasociety.us1.list-manage2.com/track/click?u=a9f6c180278a62e01d817ae4b&id=028ee8bcea&e=99bce3790b
Download the book from http://asiasociety.us1.list-manage2.com/track/click?u=a9f6c180278a62e01d817ae4b&id=028ee8bcea&e=99bce3790b
Extensive Reading Foundation for Foreign/Second Language Learning
From http://www.erfoundation.org/erf
The Extensive Reading Foundation is a not-for-profit, charitable organization whose purpose is to support and promote extensive reading. One Foundation initiative is the annual Language Learner Literature Award for the best new works in English (voting is now open for this year’s 15 finalists at http://www.erfoundation.org/erf/2011%20Award%20Finalists ). Another is maintaining a bibliography of research on extensive reading (available at http://www.erfoundation.org/erf/bibliography ). The Foundation is also interested in helping educational institutions set up extensive reading programs through grants that fund the purchase of books and other reading material (apply at http://www.erfoundation.org/erf/grants ).
The First Extensive Reading World Congress will be held on the campus of Kyoto Sangyo University, Kyoto, Japan from 3-6 September 2011. Learn more about the conference at http://erfoundation.org/erwc1
Visit the Extensive Reading Foundations home page at http://www.erfoundation.org/erf
The Extensive Reading Foundation is a not-for-profit, charitable organization whose purpose is to support and promote extensive reading. One Foundation initiative is the annual Language Learner Literature Award for the best new works in English (voting is now open for this year’s 15 finalists at http://www.erfoundation.org/erf/2011%20Award%20Finalists ). Another is maintaining a bibliography of research on extensive reading (available at http://www.erfoundation.org/erf/bibliography ). The Foundation is also interested in helping educational institutions set up extensive reading programs through grants that fund the purchase of books and other reading material (apply at http://www.erfoundation.org/erf/grants ).
The First Extensive Reading World Congress will be held on the campus of Kyoto Sangyo University, Kyoto, Japan from 3-6 September 2011. Learn more about the conference at http://erfoundation.org/erwc1
Visit the Extensive Reading Foundations home page at http://www.erfoundation.org/erf
Article about Collegial Observation
The May issue of NCLRC’s newsletter includes an article about collegial observations among second language teachers, available at http://nclrc.org/about_teaching/topics/feature.html#new
New Heritage Briefs Now Available Online
The Alliance for the Advancement of Heritage Languages’ Heritage Briefs collection provides short, peer-reviewed papers on topics of interest about heritage languages. Their most recent titles are shown below and are available as free downloadable PDFs.
• Challenges and Needs of Community-Based Heritage Language Programs and How They Are Addressed
• Indigenous Language Students From Spanish-speaking Countries: Educational Approaches
• Turkish Heritage Language Schools in the United States
View the Heritage Briefs Collection at http://www.cal.org/heritage/research/briefs.html
• Challenges and Needs of Community-Based Heritage Language Programs and How They Are Addressed
• Indigenous Language Students From Spanish-speaking Countries: Educational Approaches
• Turkish Heritage Language Schools in the United States
View the Heritage Briefs Collection at http://www.cal.org/heritage/research/briefs.html
Educational Resources for English Language Learners
New York State United Teachers maintains a page on its website full of resources for teaching English language learners at http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/k12_13765.htm
2011 TESOL Virtual Seminars
From http://www.tesol.org
2011 TESOL Virtual Seminars
Here are TESOL’s upcoming virtual seminars:
May 26, 2011 (10:30 am–12:00 pm ET) - Tech Tools for Busy Teachers (Deborah Healey and Robert Elliott)
June 2, 2011 (3:30 pm–5:00 pm ET) - Effective Strategies for Collaboration between ESL/ELP and K-12 Classroom Teachers (Margarita Calderón)
June 9, 2011 (3:30 pm–5:00 pm ET) - Developing Effective Family Literacy Programs that Serve the Needs of ELLs of All Ages (Catherine Porter and Laura Bercovitz)
September 13, 2011 (5:30 pm–7:00 pm ET) - Research: People, Practices and Processes (Anne Burns)
October 13, 2011 (10:00 am-11:30 am ET) - Integrating Language Variation Into TESOL: Challenges From English Globalization (Walt Wolfram)
Learn more about each seminar and register at http://www.tesol.org/s_tesol/sec_document.asp?CID=23&DID=4442
2011 TESOL Virtual Seminars
Here are TESOL’s upcoming virtual seminars:
May 26, 2011 (10:30 am–12:00 pm ET) - Tech Tools for Busy Teachers (Deborah Healey and Robert Elliott)
June 2, 2011 (3:30 pm–5:00 pm ET) - Effective Strategies for Collaboration between ESL/ELP and K-12 Classroom Teachers (Margarita Calderón)
June 9, 2011 (3:30 pm–5:00 pm ET) - Developing Effective Family Literacy Programs that Serve the Needs of ELLs of All Ages (Catherine Porter and Laura Bercovitz)
September 13, 2011 (5:30 pm–7:00 pm ET) - Research: People, Practices and Processes (Anne Burns)
October 13, 2011 (10:00 am-11:30 am ET) - Integrating Language Variation Into TESOL: Challenges From English Globalization (Walt Wolfram)
Learn more about each seminar and register at http://www.tesol.org/s_tesol/sec_document.asp?CID=23&DID=4442
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