From http://www.multilingualliving.com
Summer is a perfect opportunity to introduce your child to your language’s alphabet, pronunciation and more. There are no school studies to get in the way of you and your child taking the leap into biliteracy. Plus, teaching your child to read and write in your language can be done even while lounging on the grass in the back yard.
Over the course of the next few weeks, the Multilingual Living blog will be posting a series of articles all about introducing your child to reading and writing in your language.
Read the first set of things to think about before you get started at http://www.multilingualliving.com/2011/06/20/biliteracy-teach-your-bilingual-child-to-read-and-write-in-your-language
June 26, 2011
Advocacy Resource: Foreign Languages: An Essential Core Experience
An essay by Dr. Robert D. Peckham at the University of Tennessee-Martin lists numerous reasons, backed by links to studies and articles, for learning foreign languages. It is available at http://www.utm.edu/staff/bobp/french/flsat.html
Twitter Resources
Are you curious about Twitter? Already tweeting and wondering where to find second language teaching connections? Here are some resources that may help.
A recent article in the Philadelphia Inquirer describes how Twitter can be a useful tool for educators: http://articles.philly.com/2011-06-18/news/29674329_1_twitter-technology-teacher-tweets
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A recent post to the FLTEACH listserv provides the following hints for follows and also a document for finding useful resources outside of Twitter:
French teacher Sylvia Duckworth (@sylviaduckworth on twitter) has put together a doc with the aim of encouraging more FL teachers to use Twitter, by allowing teachers to share recent 'finds' that they have come across as a result of tweets on Twitter.
Here's the Google docs link: http://bit.ly/j79pc3
Please feel free to contribute to the doc - or just have a look at the links posted by others.
If you do go on twitter, a couple of hashtags you can follow are #flteach #langchat #wlteach - hastags included in tweets of relevance or potential interest to MFL / FL / LOTE teachers.
Also, have a look at the #flteach daily newspaper: http://paper.li/tag/flteach (essentially a daily digest of all of the links each day in tweets which include the #flteach hashtag, arranged to look like an online newspaper.)
Lapworth, M. [FLTEACH] If you were on twitter... FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Jun 2011).
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An MFLResources user recently added,
“German teachers might like to check out and 'follow'
@dw_learngerman - a Deutsche Welle offering
@OxfordSchoolMFL - they do a good word or the day
@BILD_aktuell - you have to keep in touch with the important stuff !
@Sprachwelt - größte deutsche Zeitschrift für Sprachpflege
@langology - general linguistics stuff
@GermanTeens - a very prolific tweeter who sees life through a teenager's eyes”
Crease, A. Re: [mflresources] If you were on twitter.... MFLResources listserv (mflresources@yahoogroups.com, 18 Jun 2011).
---
The Ohio Foreign Language Association recently joined Twitter (@OFLA1) and in a recent e-mail OFLA’s Sarah Shackelford suggests the following resources for using Twitter in the classroom:
http://www.slideshare.net/erubin19/actfl2010-10-cbtwitter
http://enzaac.wordpress.com/2008/09/16/twitter-in-the-foreign-language-classroom-my-investigation
https://tle.wisc.edu/solutions/engagement/50-ways-use-twitter-classroom
http://www.carstenullrich.net/pubs/Borau09Microblogging.pdf
Shackelford, S. [OFLA] OFLA is on Twitter;-). OFLA listserv (OFLA@LISTSERV.KENT.EDU, 19 Jun 2011).
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Don’t forget that CASLS is also on Twitter (@CASLS_NFLRC). Happy tweeting!
A recent article in the Philadelphia Inquirer describes how Twitter can be a useful tool for educators: http://articles.philly.com/2011-06-18/news/29674329_1_twitter-technology-teacher-tweets
---
A recent post to the FLTEACH listserv provides the following hints for follows and also a document for finding useful resources outside of Twitter:
French teacher Sylvia Duckworth (@sylviaduckworth on twitter) has put together a doc with the aim of encouraging more FL teachers to use Twitter, by allowing teachers to share recent 'finds' that they have come across as a result of tweets on Twitter.
Here's the Google docs link: http://bit.ly/j79pc3
Please feel free to contribute to the doc - or just have a look at the links posted by others.
If you do go on twitter, a couple of hashtags you can follow are #flteach #langchat #wlteach - hastags included in tweets of relevance or potential interest to MFL / FL / LOTE teachers.
Also, have a look at the #flteach daily newspaper: http://paper.li/tag/flteach (essentially a daily digest of all of the links each day in tweets which include the #flteach hashtag, arranged to look like an online newspaper.)
Lapworth, M. [FLTEACH] If you were on twitter... FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Jun 2011).
---
An MFLResources user recently added,
“German teachers might like to check out and 'follow'
@dw_learngerman - a Deutsche Welle offering
@OxfordSchoolMFL - they do a good word or the day
@BILD_aktuell - you have to keep in touch with the important stuff !
@Sprachwelt - größte deutsche Zeitschrift für Sprachpflege
@langology - general linguistics stuff
@GermanTeens - a very prolific tweeter who sees life through a teenager's eyes”
Crease, A. Re: [mflresources] If you were on twitter.... MFLResources listserv (mflresources@yahoogroups.com, 18 Jun 2011).
---
The Ohio Foreign Language Association recently joined Twitter (@OFLA1) and in a recent e-mail OFLA’s Sarah Shackelford suggests the following resources for using Twitter in the classroom:
http://www.slideshare.net/erubin19/actfl2010-10-cbtwitter
http://enzaac.wordpress.com/2008/09/16/twitter-in-the-foreign-language-classroom-my-investigation
https://tle.wisc.edu/solutions/engagement/50-ways-use-twitter-classroom
http://www.carstenullrich.net/pubs/Borau09Microblogging.pdf
Shackelford, S. [OFLA] OFLA is on Twitter;-). OFLA listserv (OFLA@LISTSERV.KENT.EDU, 19 Jun 2011).
---
Don’t forget that CASLS is also on Twitter (@CASLS_NFLRC). Happy tweeting!
June 2011 Culture Club Newsletter
The June 2011 Culture Club has been launched! You will find a new Where in the World? Mystery Photo Contest in the Photo Gallery; reviews of French and Italian films in the Screening Room; reviews of French and Spanish books in the Library; an interview with a Russian teen-ager in the Hangout; an article on "America's French Heritage" in the Speaker's Corner and an accompanying lesson plan in the Teachers' Lounge; a recipe for Bocconcini di Caprese (Caprese Bites) in the Banquet Hall; new cinquains in the French, German, and Italian Poetry Rooms; and a new cross-cultural story by the June winner in the Culture Shocks blog. Remember that contributions to the Culture Club are always welcome.
Access the latest edition of Culture Club at http://www.nclrc.org/cultureclub/current_directory.html
Access the latest edition of Culture Club at http://www.nclrc.org/cultureclub/current_directory.html
From http://teacheld.com
Last week the people at Teach ELD provided a classroom demonstration about “water and weather” to a group of first grade English language learners. Then they created a blog post to share a couple of pictures of the comprehensible input strategies that they used in order to develop oral language, reading and writing in English.
Get some great ideas for strategies at http://teacheld.com/2011/05/a-pictorial-summary-of-developing-literacy-with-first-grade-english-language-learners
Last week the people at Teach ELD provided a classroom demonstration about “water and weather” to a group of first grade English language learners. Then they created a blog post to share a couple of pictures of the comprehensible input strategies that they used in order to develop oral language, reading and writing in English.
Get some great ideas for strategies at http://teacheld.com/2011/05/a-pictorial-summary-of-developing-literacy-with-first-grade-english-language-learners
The Best Websites For Learning About The Fourth Of July
From http://larryferlazzo.edublogs.org
Larry Ferlazzo has compiled a list of his favorite websites for teaching English language learners about the fourth of July (and also other useful resources for civics and citizenship). Read about his picks at http://larryferlazzo.edublogs.org/2009/06/04/the-best-websites-for-learning-about-the-fourth-of-july
Larry Ferlazzo has compiled a list of his favorite websites for teaching English language learners about the fourth of July (and also other useful resources for civics and citizenship). Read about his picks at http://larryferlazzo.edublogs.org/2009/06/04/the-best-websites-for-learning-about-the-fourth-of-july
Article: The Hidden Route to Machu Picchu
Friday’s New York Times featured an article about a 2 ½ week trip approaching Machu Picchu on a route similar to historian Hiram Bingham’s. The route takes travelers to other abandoned cities in addition to Macho Picchu, and the article gives detailed information about the history and context of the sites.
Read the full article at http://travel.nytimes.com/2011/06/26/travel/in-peru-machu-picchu-and-its-sibling-incan-ruins-along-the-way.html?ref=global-home
Read the full article at http://travel.nytimes.com/2011/06/26/travel/in-peru-machu-picchu-and-its-sibling-incan-ruins-along-the-way.html?ref=global-home
Encyclopédie Gratuite: Online Encyclopedia
If you’re looking for an alternative to Wikipedia in French (http://fr.wikipedia.org/wiki/Wikip%C3%A9dia:Accueil_principal) for your or your students’ research projects, try the Encyclopédie gratuite at http://www.encyclopedie-gratuite.fr
Scala Sapientiae - Latin Vocabulary Through Proverbs
From http://latinviaproverbs.blogspot.com
This blog is the home of materials for Laura Gibbs’s forthcoming book, Scala Sapientiae: Latin Vocabulary Through Proverbs, which will be available from Lulu Press in August. Here at the blog you can find the preliminary materials from the book, published day by day during the summer.
For each proverb, you can find at least one word connecting it to the previous proverb, and also at least one word connecting it to the next proverb.
For each new proverb there is no more than one word of new vocabulary which you will find listed in brackets, along with some notes - but remember that there are 25 basic words you need to be familiar with first (basic pronouns, prepositions and conjunctions) before you get started.
Learn about the Scala and how it works at http://latinviaproverbs.blogspot.com/2011/06/climbing-scala-sapientiae.html
Begin with the first proverb at http://latinviaproverbs.blogspot.com/2011/06/scala-1-1-50.html
This blog is the home of materials for Laura Gibbs’s forthcoming book, Scala Sapientiae: Latin Vocabulary Through Proverbs, which will be available from Lulu Press in August. Here at the blog you can find the preliminary materials from the book, published day by day during the summer.
For each proverb, you can find at least one word connecting it to the previous proverb, and also at least one word connecting it to the next proverb.
For each new proverb there is no more than one word of new vocabulary which you will find listed in brackets, along with some notes - but remember that there are 25 basic words you need to be familiar with first (basic pronouns, prepositions and conjunctions) before you get started.
Learn about the Scala and how it works at http://latinviaproverbs.blogspot.com/2011/06/climbing-scala-sapientiae.html
Begin with the first proverb at http://latinviaproverbs.blogspot.com/2011/06/scala-1-1-50.html
Kids Can Learn Soccer and German at the Same Time This Summer
From http://www.germany.info
Well over 300 students in the United States will experience a special kind of summer camp this year. They will participate in a soccer clinic with a certified youth coach from Germany. They will have the chance to earn the DFB McDonald’s soccer badge. And they will discover that German is not difficult and is fun! Some of the students are already learning German, but many are not. Sounds crazier than it is. That’s because ultimately it’s all about having fun playing soccer.
The German Embassy in Washington established this project together with Concordia Language Villages in Minnesota and in cooperation with the Institute of Sports Science of the Technical University of Darmstadt. One coach will train the campers of Esperanza High School in Anaheim, California; two coaches will teach at Twin Valley High School in Morgantown, Pennsylvania; and four coaches will teach the students soccer at the German language village of Waldsee at Concordia Language Villages.
Learn more about the program and follow a coach’s blog at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/Do__Deutsch/2011/06/16__dD__Soccer__Camp__PR.html
Well over 300 students in the United States will experience a special kind of summer camp this year. They will participate in a soccer clinic with a certified youth coach from Germany. They will have the chance to earn the DFB McDonald’s soccer badge. And they will discover that German is not difficult and is fun! Some of the students are already learning German, but many are not. Sounds crazier than it is. That’s because ultimately it’s all about having fun playing soccer.
The German Embassy in Washington established this project together with Concordia Language Villages in Minnesota and in cooperation with the Institute of Sports Science of the Technical University of Darmstadt. One coach will train the campers of Esperanza High School in Anaheim, California; two coaches will teach at Twin Valley High School in Morgantown, Pennsylvania; and four coaches will teach the students soccer at the German language village of Waldsee at Concordia Language Villages.
Learn more about the program and follow a coach’s blog at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/Do__Deutsch/2011/06/16__dD__Soccer__Camp__PR.html
Photos of Imperial Russia Surface
From http://www.sptimes.ru/index.php?action_id=2&story_id=34060
Images of imperial Russia
Fascinating photos of Moscow and St. Petersburg taken 102 years ago have reappeared.
By Jonathan Earle
May 25, 2011
When Cornelius Kingsley Garrison Billings, the millionaire founder of petrochemical giant Union Carbide, took his prize-winning trotters on a goodwill tour of Eastern Europe in 1909, he brought along horse-racing journalist Murray Howe to chronicle the trip in weekly dispatches to The Horse Review magazine.
In addition to being an able and witty journalist, Howe was also an amateur photographer.
Howe snapped more than 400 photographs in Moscow and St. Petersburg with his handheld Graflex camera, a state-of-the-art device that allowed its user to shoot without a tripod. His photographs of pedestrians, street venders and aristocrats are rare glimpses of everyday life before the upheavals of World War I and the Bolshevik Revolution — and sparked huge interest in Russia among history buffs and local museums.
The photographs re-emerged a few months ago when Howe’s great-grandson, Andrew Howe V of Atlantic Beach, Florida, posted about 75 of them on his Flickr account. A link soon appeared on the popular EnglishRussia blog, and the photographs started popping up in the Russian blogosphere.
Read the full article (which includes a link to the Flickr account) at http://www.sptimes.ru/index.php?action_id=2&story_id=34060
Images of imperial Russia
Fascinating photos of Moscow and St. Petersburg taken 102 years ago have reappeared.
By Jonathan Earle
May 25, 2011
When Cornelius Kingsley Garrison Billings, the millionaire founder of petrochemical giant Union Carbide, took his prize-winning trotters on a goodwill tour of Eastern Europe in 1909, he brought along horse-racing journalist Murray Howe to chronicle the trip in weekly dispatches to The Horse Review magazine.
In addition to being an able and witty journalist, Howe was also an amateur photographer.
Howe snapped more than 400 photographs in Moscow and St. Petersburg with his handheld Graflex camera, a state-of-the-art device that allowed its user to shoot without a tripod. His photographs of pedestrians, street venders and aristocrats are rare glimpses of everyday life before the upheavals of World War I and the Bolshevik Revolution — and sparked huge interest in Russia among history buffs and local museums.
The photographs re-emerged a few months ago when Howe’s great-grandson, Andrew Howe V of Atlantic Beach, Florida, posted about 75 of them on his Flickr account. A link soon appeared on the popular EnglishRussia blog, and the photographs started popping up in the Russian blogosphere.
Read the full article (which includes a link to the Flickr account) at http://www.sptimes.ru/index.php?action_id=2&story_id=34060
Upcoming Cultural Festivals in Los Angeles
Here are two upcoming cultural festivals in Los Angeles:
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The 33rd Celebration of the Lotus Festival will take place Saturday, July 9, 2011 - 12 noon to 9:00 p.m. and Sunday, July 10, 2011 - 12 noon to 8:00 p.m. at Echo Park Lake in Los Angeles.
The mission of the Lotus Festival is to develop, promote and create an atmosphere of understanding in which Asian and Pacific Islander communities in Southern California are brought together for two days of cultural sharing. The Festival also seeks to preserve and enlighten the public with a sampling of distinctly different and unique Asian and Pacific Islander culture and traditions through cultural displays, art, music, dance and food.
Learn more about the festival at http://www.laparks.org/Calendar/Lotus/lotus.htm
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Los Angeles Indonesian Festival 2011 is a show case of Indonesian cultural performance, bazaar cuisine and expo which is tremendously by the City of Los Angeles, as well as sponsors and donators of the event.
Enjoy and Cherish Wonderful Indonesia in Los Angeles Indonesian Festival 2011 this coming July 16, 2011. This big event will be packed with entertainments, cultural performances, Indonesian cuisine and products. FREE ADMISSION.
Learn more about this festival at http://www.indonesianfestival.com/LA/Indonesian_Festival.html
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The 33rd Celebration of the Lotus Festival will take place Saturday, July 9, 2011 - 12 noon to 9:00 p.m. and Sunday, July 10, 2011 - 12 noon to 8:00 p.m. at Echo Park Lake in Los Angeles.
The mission of the Lotus Festival is to develop, promote and create an atmosphere of understanding in which Asian and Pacific Islander communities in Southern California are brought together for two days of cultural sharing. The Festival also seeks to preserve and enlighten the public with a sampling of distinctly different and unique Asian and Pacific Islander culture and traditions through cultural displays, art, music, dance and food.
Learn more about the festival at http://www.laparks.org/Calendar/Lotus/lotus.htm
---
Los Angeles Indonesian Festival 2011 is a show case of Indonesian cultural performance, bazaar cuisine and expo which is tremendously by the City of Los Angeles, as well as sponsors and donators of the event.
Enjoy and Cherish Wonderful Indonesia in Los Angeles Indonesian Festival 2011 this coming July 16, 2011. This big event will be packed with entertainments, cultural performances, Indonesian cuisine and products. FREE ADMISSION.
Learn more about this festival at http://www.indonesianfestival.com/LA/Indonesian_Festival.html
New York Asian Film Festival
The New York Asian Film Festival will take place July 1-14, 2011. Learn more about the festival at http://subwaycinema.com
Africa Bibliography: Free Access to All Users until End of June
In celebration of the launch of the Africa Bibliography as a fully-searchable online database, Cambridge Journals are delighted to offer free online access until the end of June. The annual Africa Bibliography, long considered the leading bibliographic guide to all works in African studies, has been fully digitised by the team behind the esteemed Cambridge Journals Online platform in consultation with Africanist librarians.
The online Africa Bibliography features full bibliographic records comprising books, journal articles and chapters: each entry is classified and searchable by region, country and subject. It offers a variety of advanced search functionality including quick search, advanced Boolean, faceted search and browse options. The inclusion of full-text linking through CrossRef and Google Scholar will enable users to access a source immediately simply by clicking on an entry in the Bibliography. In addition this crucial research tool offers multiple search export formats compatible with a variety of citation management software tools. This advanced functionality and the wealth of bibliographic data have been combined to create a rich and interactive resource for all scholars in the field.
To experience this functionality for yourself, free until June 30th, simply visit http://africabibliography.cambridge.org
Reynolds, J. Africa Bibliography: Free access to all users until end June. H-AFRICA listserv (H-AFRICA@H-NET.MSU.EDU, 24 Jun 2011).
The online Africa Bibliography features full bibliographic records comprising books, journal articles and chapters: each entry is classified and searchable by region, country and subject. It offers a variety of advanced search functionality including quick search, advanced Boolean, faceted search and browse options. The inclusion of full-text linking through CrossRef and Google Scholar will enable users to access a source immediately simply by clicking on an entry in the Bibliography. In addition this crucial research tool offers multiple search export formats compatible with a variety of citation management software tools. This advanced functionality and the wealth of bibliographic data have been combined to create a rich and interactive resource for all scholars in the field.
To experience this functionality for yourself, free until June 30th, simply visit http://africabibliography.cambridge.org
Reynolds, J. Africa Bibliography: Free access to all users until end June. H-AFRICA listserv (H-AFRICA@H-NET.MSU.EDU, 24 Jun 2011).
Afrifest 2011 in the Twin Cities
From http://www.afrifest.org
Afrifest is a pan African arts, culture, and music festival. It will take place this year on Saturday, August 6th, in the Twin Cities, Minnesota. The event is free and open to the public.
Preliminary Program/Activities for 2011:
-Pan African Arts and Culture Shows
-Showcase Africa 2011- Pan African Talent, Music, and Fashion Showcase
-Pan African Historical Display & Exhibit
-A Taste of Pan Africa
Learn more about the event at http://www.afrifest.org
Afrifest is a pan African arts, culture, and music festival. It will take place this year on Saturday, August 6th, in the Twin Cities, Minnesota. The event is free and open to the public.
Preliminary Program/Activities for 2011:
-Pan African Arts and Culture Shows
-Showcase Africa 2011- Pan African Talent, Music, and Fashion Showcase
-Pan African Historical Display & Exhibit
-A Taste of Pan Africa
Learn more about the event at http://www.afrifest.org
California Language Archive Clicks with Multiple Resources for Indigenous Languages
From http://newscenter.berkeley.edu/2011/06/20/california-language-archive
As of today (Monday, June 20), much of the University of California, Berkeley’s vast language resources is accessible, free of charge, to anyone with Internet access via the new California Language Archive (CLA) website and its catalog of UC Berkeley materials – the largest indigenous language archive at a U.S. university.
The site is filled with downloadable digital content that includes rare audio recordings and written documentation. A few examples include 51 hours of Wintu songs and conversations, the hummingbird fire story recited in the nearly extinct language of Nisenan, and handwritten notes on Chochenyo that are based on linguist and ethnographer J.P. Harrington’s work with the language’s last good speaker.
The archive has a special focus on California, but includes languages all the way from Alaska to South America and from the Pacific Ocean to the Atlantic. It is the online face of a collaboration/unification of two distinct UC Berkeley archives – the Berkeley Language Center (BLC) and the linguistics department’s Survey of California and Other Indian Languages research center, which curates the BLC’s linguistic field recordings.
Read the full article at http://newscenter.berkeley.edu/2011/06/20/california-language-archive
The new California Language Archive website is available at http://cla.berkeley.edu
As of today (Monday, June 20), much of the University of California, Berkeley’s vast language resources is accessible, free of charge, to anyone with Internet access via the new California Language Archive (CLA) website and its catalog of UC Berkeley materials – the largest indigenous language archive at a U.S. university.
The site is filled with downloadable digital content that includes rare audio recordings and written documentation. A few examples include 51 hours of Wintu songs and conversations, the hummingbird fire story recited in the nearly extinct language of Nisenan, and handwritten notes on Chochenyo that are based on linguist and ethnographer J.P. Harrington’s work with the language’s last good speaker.
The archive has a special focus on California, but includes languages all the way from Alaska to South America and from the Pacific Ocean to the Atlantic. It is the online face of a collaboration/unification of two distinct UC Berkeley archives – the Berkeley Language Center (BLC) and the linguistics department’s Survey of California and Other Indian Languages research center, which curates the BLC’s linguistic field recordings.
Read the full article at http://newscenter.berkeley.edu/2011/06/20/california-language-archive
The new California Language Archive website is available at http://cla.berkeley.edu
Audit Contradicts Arizona Chief on Ethnic Studies Courses
In past issues of InterCom we have noted articles about the ongoing controversy over ethnic studies classes in Arizona public schools. Here is the latest:
From http://www.edweek.org/ew/articles/2011/06/17/36tucson.h30.html?tkn=TNXFfnj8VEe4dYZE3tbkQ5DX062x1uS79qM2&cmp=clp-sb-ascd
Audit Contradicts Arizona Chief on Ethnic Studies
by Mary Ann Zehr
June 17, 2011
Tension within and outside the Tucson Unified School District over the fate of its controversial Mexican-American studies program increased this week after it became public that an audit of the program ordered by Arizona's state schools chief contradicts his determination that the program doesn’t comply with state law.
In a meeting on Friday, members of the Tucson Unified school board voted 4 to 1 to appeal state Superintendent of Public Instruction John Huppenthal's ruling that the district’s delivery of Mexican-American studies violates a new Arizona statute limiting the scope of such classes.
On June 13, Mr. Huppenthal, a Republican, said an investigation had revealed that the Mexican-American studies program was not in compliance with the state’s law governing ethnic studies taught by public schools. He gave the school district 60 days to comply or lose 10 percent of its state funding.
Read the full article at http://www.edweek.org/ew/articles/2011/06/17/36tucson.h30.html (a free subscription may be necessary to read the full article).
From http://www.edweek.org/ew/articles/2011/06/17/36tucson.h30.html?tkn=TNXFfnj8VEe4dYZE3tbkQ5DX062x1uS79qM2&cmp=clp-sb-ascd
Audit Contradicts Arizona Chief on Ethnic Studies
by Mary Ann Zehr
June 17, 2011
Tension within and outside the Tucson Unified School District over the fate of its controversial Mexican-American studies program increased this week after it became public that an audit of the program ordered by Arizona's state schools chief contradicts his determination that the program doesn’t comply with state law.
In a meeting on Friday, members of the Tucson Unified school board voted 4 to 1 to appeal state Superintendent of Public Instruction John Huppenthal's ruling that the district’s delivery of Mexican-American studies violates a new Arizona statute limiting the scope of such classes.
On June 13, Mr. Huppenthal, a Republican, said an investigation had revealed that the Mexican-American studies program was not in compliance with the state’s law governing ethnic studies taught by public schools. He gave the school district 60 days to comply or lose 10 percent of its state funding.
Read the full article at http://www.edweek.org/ew/articles/2011/06/17/36tucson.h30.html (a free subscription may be necessary to read the full article).
Dual-language Schools Lure Students, Parents Back to LA Unified
From http://www.scpr.org/news/2011/06/15/dual-language-schools-lure-students-parents-back-l
Dual-language schools lure students, parents back to LA Unified
by Adolfo Guzman-Lopez
June 15, 2011
For years, middle- and upper-middle-class parents in parts of Los Angeles Unified have sent their children to private schools, charter schools and schools outside the district. However, a nascent dual-language program is attracting some of them back to neighborhood schools. District administrators voted Tuesday to protect hundreds of dual-language teachers from being let go in the hope that the trickle of returning parents will develop into a stream.
Unlike bilingual education of a generation ago, dual immersion’s goal isn’t transition into English. It emphasizes enriched foreign language instruction alongside English.
Principal Alfredo Ortiz says his school’s dual-language program has attracted middle-class parents from Santa Monica, Culver City and Inglewood. That demand’s translated into two new dual-language classes at his school next year.
"I think it's parents level of education," says Ortiz. "I think the more the parent knows, the more the parent is aware of the importance of coming up, or growing up bilingual, I think is what propels these parents to look for options."
Read the full article at http://www.scpr.org/news/2011/06/15/dual-language-schools-lure-students-parents-back-l
Dual-language schools lure students, parents back to LA Unified
by Adolfo Guzman-Lopez
June 15, 2011
For years, middle- and upper-middle-class parents in parts of Los Angeles Unified have sent their children to private schools, charter schools and schools outside the district. However, a nascent dual-language program is attracting some of them back to neighborhood schools. District administrators voted Tuesday to protect hundreds of dual-language teachers from being let go in the hope that the trickle of returning parents will develop into a stream.
Unlike bilingual education of a generation ago, dual immersion’s goal isn’t transition into English. It emphasizes enriched foreign language instruction alongside English.
Principal Alfredo Ortiz says his school’s dual-language program has attracted middle-class parents from Santa Monica, Culver City and Inglewood. That demand’s translated into two new dual-language classes at his school next year.
"I think it's parents level of education," says Ortiz. "I think the more the parent knows, the more the parent is aware of the importance of coming up, or growing up bilingual, I think is what propels these parents to look for options."
Read the full article at http://www.scpr.org/news/2011/06/15/dual-language-schools-lure-students-parents-back-l
National Security Language Initiative for Youth
The US Department of State through the National Security Language Initiative for Youth (NSLI-Y) provides merit-based scholarships for eligible high school students to learn less commonly taught languages in summer, semester, and academic year international immersion programs. NSLI-Y encourages beginning, intermediate, and advanced language learners with a passion for learning languages, communicating across cultures, and living abroad to apply.
You can find out more about the program at http://www.nsliforyouth.org/nslicms-1.1
Applications will be available for the 2012-13 program in late summer of 2011.
Read a recent article about a student who will be traveling to India to learn Hindi as part of the NSLI-Y program at http://www.fairfaxtimes.com/article/20110617/NEWS/706179796/1064/fairfax-teen-immerses-himself-in-language&template=fairfaxTimes
You can find out more about the program at http://www.nsliforyouth.org/nslicms-1.1
Applications will be available for the 2012-13 program in late summer of 2011.
Read a recent article about a student who will be traveling to India to learn Hindi as part of the NSLI-Y program at http://www.fairfaxtimes.com/article/20110617/NEWS/706179796/1064/fairfax-teen-immerses-himself-in-language&template=fairfaxTimes
Article about Arabic Flagship Program: The Goal is Proficiency
From http://www.chron.com/disp/story.mpl/editorial/outlook/7616618.html
Tug of war over teaching: The goal is proficiency
By KRISTEN BRUSTAD
June 18, 2011
The University of Texas at Austin is currently home to the premier Arabic Studies program in the nation. Our Arabic Language Flagship is a federally funded mandate to produce the professionals the United States needs to understand political currents in the Arab world, including revolutions in Tunisia, Egypt, Libya, Syria and Yemen. We have graduated 26 students in the past three years with advanced to professional proficiency in Arabic.
I and my colleagues in Arabic are not at the top of the efficiency charts in terms of the number of students taught — certainly nowhere near the top 20 percent cited by Richard Vedder of the Center for College Affordability and Productivity.
What seems to be efficient in terms of numbers of students in a classroom with an instructor turns out to be inefficient in terms of skill development. Teaching is one thing; learning is another.
Read more: http://www.chron.com/disp/story.mpl/editorial/outlook/7616618.html
Tug of war over teaching: The goal is proficiency
By KRISTEN BRUSTAD
June 18, 2011
The University of Texas at Austin is currently home to the premier Arabic Studies program in the nation. Our Arabic Language Flagship is a federally funded mandate to produce the professionals the United States needs to understand political currents in the Arab world, including revolutions in Tunisia, Egypt, Libya, Syria and Yemen. We have graduated 26 students in the past three years with advanced to professional proficiency in Arabic.
I and my colleagues in Arabic are not at the top of the efficiency charts in terms of the number of students taught — certainly nowhere near the top 20 percent cited by Richard Vedder of the Center for College Affordability and Productivity.
What seems to be efficient in terms of numbers of students in a classroom with an instructor turns out to be inefficient in terms of skill development. Teaching is one thing; learning is another.
Read more: http://www.chron.com/disp/story.mpl/editorial/outlook/7616618.html
Futurist Ray Kurzweil on Translation Technology
From http://www.huffingtonpost.com/nataly-kelly/ray-kurzweil-on-translati_b_875745.html
Will advances in translation technology ever enable us to live in a society free of language barriers? Read Nataly Kelly’s interview with the well-known inventor, author, and futurist Ray Kurzweil in which she asks him this and other questions about his views on the future of translation. Here is one excerpt:
“According to Kurzweil, machines will reach human levels of translation quality by the year 2029. However, he was quick to highlight that even major technological advances in translation do not replace the need for language learning. "Even the best translators can't fully translate literature," he pointed out. "Some things just can't be expressed in another language. Each language has its own personality, so reading literature in the original language is going to remain better than even the best human translators." He noted, too, that very few people can actually master more than a handful of languages, and that ultimately, we will expand our intelligence through technologies that enable us to learn other languages more quickly.”
Read the full interview at http://www.huffingtonpost.com/nataly-kelly/ray-kurzweil-on-translati_b_875745.html
Will advances in translation technology ever enable us to live in a society free of language barriers? Read Nataly Kelly’s interview with the well-known inventor, author, and futurist Ray Kurzweil in which she asks him this and other questions about his views on the future of translation. Here is one excerpt:
“According to Kurzweil, machines will reach human levels of translation quality by the year 2029. However, he was quick to highlight that even major technological advances in translation do not replace the need for language learning. "Even the best translators can't fully translate literature," he pointed out. "Some things just can't be expressed in another language. Each language has its own personality, so reading literature in the original language is going to remain better than even the best human translators." He noted, too, that very few people can actually master more than a handful of languages, and that ultimately, we will expand our intelligence through technologies that enable us to learn other languages more quickly.”
Read the full interview at http://www.huffingtonpost.com/nataly-kelly/ray-kurzweil-on-translati_b_875745.html
Jobs in Various Less Commonly Taught Languages at University of Oregon
The World Languages Academy and the Yamada Language Center at the University of Oregon invite applications for Adjunct Instructors in the following languages: Brazilian Portuguese, Modern Hebrew, Norwegian, Persian/Farsi, Swahili and Swedish. Future needs may include instruction in additional languages. The positions are term-by-term contracts, renewable up to three years. The pool will remain open for one year and positions will remain open until filled.
Assignments range from 1-3 classes; full-time teaching is defined as 3 classes per term. Excellent benefits begin at the .50 FTE level or higher. The salary range is $30,000 to $35,000 depending on experience and qualifications.
Required qualities for the positions include: MA in Language Teaching, Linguistics, Foreign Language Education or equivalent training as a language instructor; native or near-native proficiency in the language; knowledge of current second-language teaching methodologies; ability and willingness to teach introductory and intermediate courses.
Desired qualities for the position include: experience in developing language materials, curricula, and assessments; ability to contribute to a team of less commonly taught language (LCTL) instructors. The successful candidate will have the ability to work effectively with faculty, staff, and students from a variety of diverse backgrounds. Successful applicants must be able to obtain U.S. work authorization.
Review of applications is ongoing, based on program needs. Please send (as email attachments if possible): 1) a letter of application, 2) curriculum vitae, 3) three letters of reference to: Jeff Magoto, Director, Yamada Language Center, 1236 University of Oregon, Eugene, OR 97403 USA. Email queries welcome at: ylc at uoregon dot edu.
The University of Oregon is committed to a campus environment that is enriched and informed by the personal, cultural and intellectual differences of its students, faculty, staff and visitors. The UO is an equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disability Act.
Please see the full posting at: http://hr.uoregon.edu/jobs/unclassified.php?id=3456
Magoto, J. [LCTL-T] Jobs in various LCTLs at U of Oregon. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 20 Jun 2011).
Assignments range from 1-3 classes; full-time teaching is defined as 3 classes per term. Excellent benefits begin at the .50 FTE level or higher. The salary range is $30,000 to $35,000 depending on experience and qualifications.
Required qualities for the positions include: MA in Language Teaching, Linguistics, Foreign Language Education or equivalent training as a language instructor; native or near-native proficiency in the language; knowledge of current second-language teaching methodologies; ability and willingness to teach introductory and intermediate courses.
Desired qualities for the position include: experience in developing language materials, curricula, and assessments; ability to contribute to a team of less commonly taught language (LCTL) instructors. The successful candidate will have the ability to work effectively with faculty, staff, and students from a variety of diverse backgrounds. Successful applicants must be able to obtain U.S. work authorization.
Review of applications is ongoing, based on program needs. Please send (as email attachments if possible): 1) a letter of application, 2) curriculum vitae, 3) three letters of reference to: Jeff Magoto, Director, Yamada Language Center, 1236 University of Oregon, Eugene, OR 97403 USA. Email queries welcome at: ylc at uoregon dot edu.
The University of Oregon is committed to a campus environment that is enriched and informed by the personal, cultural and intellectual differences of its students, faculty, staff and visitors. The UO is an equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disability Act.
Please see the full posting at: http://hr.uoregon.edu/jobs/unclassified.php?id=3456
Magoto, J. [LCTL-T] Jobs in various LCTLs at U of Oregon. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 20 Jun 2011).
Job at the Center for Applied Linguistics: Language Testing Specialist
Language Testing Specialist
Language Testing Division (LTD)
Salary: $40,000 - $46,000
Hours Per Week: 35 hrs/wk (full time)
Position Available: Immediately
Description of Duties:
Assist with test development for a large-scale English language assessment for K-12 English language learners (ELLs), with a focus on test development for ELLs in grades 3-5.
PRIMARY RESPONSIBILITIES:
* Write and revise test item specifications
* Evaluate, review and write test materials and documents for grades 3-5
* Maintain test item database
* Coordinate internal and external reviews
* Communicate feedback to consultants
* Organize and execute key checks
* Write and refine graphics descriptions to support student comprehension in test items
* Track graphics requests to order, sketch, ink, and colorize graphics
* Review graphics for content accuracy and grade-level appropriateness
* Prepare and maintain files and records (summary reports, bibliographies, etc.)
* Coordinate item development tasks of external consultants to ensure timely delivery of test items
* Other duties as assigned
QUALIFICATIONS:
Education: Bachelor’s degree in related field and three years of related experience or Master’s degree with one year of related experience are required.
Experience: Successful candidate will have experience working with ELLs and a commitment to improving education, particularly for ELLs. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. Experience developing tests preferred, experience developing language tests preferred. Familiarity with ACCESS for ELLs® and experience teaching or learning a second language preferred.
OTHER REQUIREMENTS:
The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of CS4 InDesign and Microsoft Office software.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 11-08
Electronically:
jobs at cal dot org
Attn: Recruitment 11-08
CAL provides competitive salaries and an excellent benefit package. They are located in upper Northwest D.C., 2 blocks from the Tenleytown-A.U. Metro station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Language Testing Division (LTD)
Salary: $40,000 - $46,000
Hours Per Week: 35 hrs/wk (full time)
Position Available: Immediately
Description of Duties:
Assist with test development for a large-scale English language assessment for K-12 English language learners (ELLs), with a focus on test development for ELLs in grades 3-5.
PRIMARY RESPONSIBILITIES:
* Write and revise test item specifications
* Evaluate, review and write test materials and documents for grades 3-5
* Maintain test item database
* Coordinate internal and external reviews
* Communicate feedback to consultants
* Organize and execute key checks
* Write and refine graphics descriptions to support student comprehension in test items
* Track graphics requests to order, sketch, ink, and colorize graphics
* Review graphics for content accuracy and grade-level appropriateness
* Prepare and maintain files and records (summary reports, bibliographies, etc.)
* Coordinate item development tasks of external consultants to ensure timely delivery of test items
* Other duties as assigned
QUALIFICATIONS:
Education: Bachelor’s degree in related field and three years of related experience or Master’s degree with one year of related experience are required.
Experience: Successful candidate will have experience working with ELLs and a commitment to improving education, particularly for ELLs. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. Experience developing tests preferred, experience developing language tests preferred. Familiarity with ACCESS for ELLs® and experience teaching or learning a second language preferred.
OTHER REQUIREMENTS:
The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of CS4 InDesign and Microsoft Office software.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 11-08
Electronically:
jobs at cal dot org
Attn: Recruitment 11-08
CAL provides competitive salaries and an excellent benefit package. They are located in upper Northwest D.C., 2 blocks from the Tenleytown-A.U. Metro station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Workshop: Latin, Language Arts and Literacy
From http://caneweb.org/CANEwp/?p=195
A professional development workshop, Latin, Language Arts and Literacy, is being offered in Marlborough, MA on August 4 and 5 by the Charleston Latin Program of the College of Charleston, Charleston, SC. This two-day workshop prepares educators with or without a background in Latin:
• to develop, expand, and enrich students’ English language arts and literacy skills through a knowledge of Latin.
• to introduce students to ancient Roman culture.
• to enhance students’ readiness for the study of foreign languages.
In addition to Latin teachers homeschooling educators and regular classroom teachers have participated in previous workshops and successfully used the program’s methods and materials with students of elementary and middle school age in various instructional contexts.
Workshops are also being offered this summer at three other locations:
• July 11 and 12 in Charleston, SC
• August 8 and 9 in Syosset, Long Island, NY
• August 11 and 12 in Vienna, VA
To find more information about the program or to register for a workshop go to http://morrisj.people.cofc.edu/CharlestonLatin/workshops.htm
A professional development workshop, Latin, Language Arts and Literacy, is being offered in Marlborough, MA on August 4 and 5 by the Charleston Latin Program of the College of Charleston, Charleston, SC. This two-day workshop prepares educators with or without a background in Latin:
• to develop, expand, and enrich students’ English language arts and literacy skills through a knowledge of Latin.
• to introduce students to ancient Roman culture.
• to enhance students’ readiness for the study of foreign languages.
In addition to Latin teachers homeschooling educators and regular classroom teachers have participated in previous workshops and successfully used the program’s methods and materials with students of elementary and middle school age in various instructional contexts.
Workshops are also being offered this summer at three other locations:
• July 11 and 12 in Charleston, SC
• August 8 and 9 in Syosset, Long Island, NY
• August 11 and 12 in Vienna, VA
To find more information about the program or to register for a workshop go to http://morrisj.people.cofc.edu/CharlestonLatin/workshops.htm
National Board for Professional Teaching Standards Conference
From http://www.nbpts.org/about_us/2011_national_conference
Join your fellow accomplished educators in Washington, DC, and across the nation online for the 2011 National Board for Professional Teaching Standards Conference, Reboot! Teaching Transformed. From July 27-30, educators will gather both at the Washington Hilton and online, to share and learn about what is working in classrooms; discuss ideas and approaches for accomplished teaching; and get energized and motivated by leading speakers.
Learn more about the conference (you can also attend virtually) at http://www.nbpts.org/about_us/2011_national_conference
Join your fellow accomplished educators in Washington, DC, and across the nation online for the 2011 National Board for Professional Teaching Standards Conference, Reboot! Teaching Transformed. From July 27-30, educators will gather both at the Washington Hilton and online, to share and learn about what is working in classrooms; discuss ideas and approaches for accomplished teaching; and get energized and motivated by leading speakers.
Learn more about the conference (you can also attend virtually) at http://www.nbpts.org/about_us/2011_national_conference
Books of Interest to Language Educators from Pearson Education
Pearson Education has recently released several books that may be of interest to language professionals:
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Teaching and Researching: Autonomy in Language Learning
by Philip Benson
Description: Autonomy has become a key concept in language education. This comprehensive account of autonomy in language learning, clearly details the history and sources of the concept, discusses current areas of debate and looks at practical applications in the classroom.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-and-Researching-Autonomy-in-Language-Learning/9781408205013.page
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Teaching and Researching: Listening
by Michael Rost
Description: The book provides a thorough and practical treatment of both the linguistic and pragmatic processes that are involved in oral language use from the perspective of the listener. The inclusion of a broad range of ideas and practical tools for the construction of teaching and research models will engage and inform all those investigating communicative language use.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-and-Researching-Listening/9781408205075.page
---
Teaching & Researching : Language Learning Strategies
by Rebecca Oxford
Description: In this highly accessible and informative book Rebecca Oxford shows why self-regulated learning strategies are necessary for language proficiency and offers practical suggestions for assessing, teaching, and researching these strategies. This book integrates sociocultural, cognitive, and affective dimensions proving there is nothing as practical as a good theory.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-Researching-Language-Learning-Strategies/9780582381292.page
---
Teaching and Researching: Reading
by William Grabe
Description: This title considers all of the most prevalent and active theories about reading and builds connections from research to sound instructional practices and suggests research possibilities. Offering an overview of reading theory, it summarizes the main ideas and issues in first and second language contexts and covers key research studies.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-and-Researching-Reading/9781408205037.page
---
Teaching and Researching: Autonomy in Language Learning
by Philip Benson
Description: Autonomy has become a key concept in language education. This comprehensive account of autonomy in language learning, clearly details the history and sources of the concept, discusses current areas of debate and looks at practical applications in the classroom.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-and-Researching-Autonomy-in-Language-Learning/9781408205013.page
---
Teaching and Researching: Listening
by Michael Rost
Description: The book provides a thorough and practical treatment of both the linguistic and pragmatic processes that are involved in oral language use from the perspective of the listener. The inclusion of a broad range of ideas and practical tools for the construction of teaching and research models will engage and inform all those investigating communicative language use.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-and-Researching-Listening/9781408205075.page
---
Teaching & Researching : Language Learning Strategies
by Rebecca Oxford
Description: In this highly accessible and informative book Rebecca Oxford shows why self-regulated learning strategies are necessary for language proficiency and offers practical suggestions for assessing, teaching, and researching these strategies. This book integrates sociocultural, cognitive, and affective dimensions proving there is nothing as practical as a good theory.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-Researching-Language-Learning-Strategies/9780582381292.page
---
Teaching and Researching: Reading
by William Grabe
Description: This title considers all of the most prevalent and active theories about reading and builds connections from research to sound instructional practices and suggests research possibilities. Offering an overview of reading theory, it summarizes the main ideas and issues in first and second language contexts and covers key research studies.
The webpage for this book is available at http://catalogue.pearsoned.co.uk/educator/product/Teaching-and-Researching-Reading/9781408205037.page
June 19, 2011
Foreign Language in Elementary Schools: Bibliography and Links
A list of websites and articles available on the web dealing with foreign language in elementary schools is available at http://www.elementarylanguage.org/biblio.html
100 Excellent Language Lessons on You Tube
Although it is 2 years old, this list of useful YouTube videos for learning Spanish, French, German, Italian, Russian, Japanese, Mandarin Chinese, Thai, and ASL is worth exploring: http://www.associatesdegree.com/2009/06/08/100-excellent-language-lessons-on-you-tube
Directory of Foreign Language Immersion Programs in U.S. Schools
From http://www.cal.org/resources/immersion
CAL is updating this comprehensive directory of elementary, middle, and high schools that teach all or part of their curriculum through a second language. The directory was first compiled by CAL in 1981 and has been updated many times. The latest update is expected to be concluded later this year.
To browse the dictionary or to submit information about a program, go to http://www.cal.org/resources/immersion
CAL is updating this comprehensive directory of elementary, middle, and high schools that teach all or part of their curriculum through a second language. The directory was first compiled by CAL in 1981 and has been updated many times. The latest update is expected to be concluded later this year.
To browse the dictionary or to submit information about a program, go to http://www.cal.org/resources/immersion
Available Resource: Global Competence Planning Rubric
From http://asiasociety.org
Use the Global Competence Planning Rubric to help prepare your students to be globally competent by the time they graduate high school.
This tool has been developed by Asia Society’s Partnership for Global Learning and is based on a version created for states in conjunction with the members of the States Network on International Education in the Schools. Its design was based on the vision and experiences of educational leaders, and its purpose is to assist in the planning and assessment of state- and district-level strategies.
Learn more about this tool and download it at http://asiasociety.org/education-learning/policy-initiatives/district-initiatives/district-strategies-prepare-globally-comp
Use the Global Competence Planning Rubric to help prepare your students to be globally competent by the time they graduate high school.
This tool has been developed by Asia Society’s Partnership for Global Learning and is based on a version created for states in conjunction with the members of the States Network on International Education in the Schools. Its design was based on the vision and experiences of educational leaders, and its purpose is to assist in the planning and assessment of state- and district-level strategies.
Learn more about this tool and download it at http://asiasociety.org/education-learning/policy-initiatives/district-initiatives/district-strategies-prepare-globally-comp
ESL Etc. Blog: Global Issues and Activism in the English Classroom
From http://www.esletc.com/what-is-this-place
The ESL etc. website brings together resources for ESL and EFL teachers who are interested in bringing global issues and / or activism into their classes.
In addition to the blog there are a bunch of static pages. These include teaching materials and links to other resources. There is also an ESL podcast, in which the blog author shares ideas and materials and discusses his teaching.
The website is available at http://www.esletc.com
The ESL etc. website brings together resources for ESL and EFL teachers who are interested in bringing global issues and / or activism into their classes.
In addition to the blog there are a bunch of static pages. These include teaching materials and links to other resources. There is also an ESL podcast, in which the blog author shares ideas and materials and discusses his teaching.
The website is available at http://www.esletc.com
ESL Strategies Website
On ELDStrategies.com you will find a variety of research-based practices and resources in one central location in order to meet the unique instructional needs of English language learners (ELLs). Whether you are a new or experienced teacher of English language learners (ELLs), or are generally interested in second language acquisition, you will find information related to the following topics: English language development (ELD), ESL activities, ESL lesson plans, sheltered instruction, ESL strategies, recommended books and products for teaching ESL, and more.
The website is available at http://eldstrategies.com
The website is available at http://eldstrategies.com
AccELLerate! Newsletter Available
The National Clearinghouse for English Language Acquisition is pleased to announce the publication of a new edition of AccELLerate!
You can read AccELLerate! 3.4 on NCELA website in pdf format at http://www.ncela.gwu.edu/files/uploads/17/Accellerate_3_4.pdf
This issue of AccELLerate! features a range of articles on STEM education for ELs; a unifying theme is the importance of moving students toward independent learning and the ability to demonstrate a deeper understanding of STEM content areas, improved language, and increased literacy skills.
In this Issue:
Science
Anstrom & DiCerbo—Advanced Literacy in Science: Language Demands and PD Practices
August, Artzi, & Mazrum—Science and Vocabulary for English Learners
Berg—Tools of Systemic Functional Linguistics
Bravo—Leveraging Spanish-Speaking ELs’ Native Language to Access Science
Breitberg, Barrera, & Moffitt—Building Early Elementary ELs’ Scientific Content Knowledge and Inquiry and Literacy Skills
Crowther, Tibbs, Wallstrum, Storke, & Leonis—Academic Vocabulary Instruction within Inquiry Science: The Blended/Tiered Approach
Leier & Fregeau—Teaching Science to ELs: Collaborative Support from ESOL and Secondary Subject Area Teachers
Nagle & MacDonald—Using Functional Language Analysis to Develop Scientific Thinking
Technology
Pritchard & O’Hara—Using Technology to Improve Academic Vocabulary Development in STEM Classrooms
Engineering
Carr, Schlessman, & Niktab—Challenges in Engineering Design as a Space for Language Development
Mathematics
Aguirre-Muñoz—Helping ELs Reason Mathematically through Explicit Language Moves
Bolt & Herrera—Using Vocabulary Foldables as a Vehicle for Authentic Math Assessment
Bright—Sharing our Success in Math
Gerena & Keiler—Innovative Solutions to Help Teachers of ELs in a Math and Science Classroom
Also in this issue:
Sonnenberg—Web Resources: Math and Science for ELs, Wilde—Patterns in EL Students’ Mathematics Course-Taking, and Did You Know?
You can read AccELLerate! 3.4 on NCELA’s website in pdf format at http://www.ncela.gwu.edu/files/uploads/17/Accellerate_3_4.pdf
You can read AccELLerate! 3.4 on NCELA website in pdf format at http://www.ncela.gwu.edu/files/uploads/17/Accellerate_3_4.pdf
This issue of AccELLerate! features a range of articles on STEM education for ELs; a unifying theme is the importance of moving students toward independent learning and the ability to demonstrate a deeper understanding of STEM content areas, improved language, and increased literacy skills.
In this Issue:
Science
Anstrom & DiCerbo—Advanced Literacy in Science: Language Demands and PD Practices
August, Artzi, & Mazrum—Science and Vocabulary for English Learners
Berg—Tools of Systemic Functional Linguistics
Bravo—Leveraging Spanish-Speaking ELs’ Native Language to Access Science
Breitberg, Barrera, & Moffitt—Building Early Elementary ELs’ Scientific Content Knowledge and Inquiry and Literacy Skills
Crowther, Tibbs, Wallstrum, Storke, & Leonis—Academic Vocabulary Instruction within Inquiry Science: The Blended/Tiered Approach
Leier & Fregeau—Teaching Science to ELs: Collaborative Support from ESOL and Secondary Subject Area Teachers
Nagle & MacDonald—Using Functional Language Analysis to Develop Scientific Thinking
Technology
Pritchard & O’Hara—Using Technology to Improve Academic Vocabulary Development in STEM Classrooms
Engineering
Carr, Schlessman, & Niktab—Challenges in Engineering Design as a Space for Language Development
Mathematics
Aguirre-Muñoz—Helping ELs Reason Mathematically through Explicit Language Moves
Bolt & Herrera—Using Vocabulary Foldables as a Vehicle for Authentic Math Assessment
Bright—Sharing our Success in Math
Gerena & Keiler—Innovative Solutions to Help Teachers of ELs in a Math and Science Classroom
Also in this issue:
Sonnenberg—Web Resources: Math and Science for ELs, Wilde—Patterns in EL Students’ Mathematics Course-Taking, and Did You Know?
You can read AccELLerate! 3.4 on NCELA’s website in pdf format at http://www.ncela.gwu.edu/files/uploads/17/Accellerate_3_4.pdf
ELL-U: Professional Development Network or ESOL Teachers
From http://www.ell-u.org/about_us
ELL-U is an innovative and interactive free professional development network for ESOL practitioners. Through a combination of face-to-face events, online learning activities, and collaborative social networking, ELL-U offers professional learning based on the needs of the field.
See what you can learn by visiting the ELL-U website at http://www.ell-u.org
ELL-U is an innovative and interactive free professional development network for ESOL practitioners. Through a combination of face-to-face events, online learning activities, and collaborative social networking, ELL-U offers professional learning based on the needs of the field.
See what you can learn by visiting the ELL-U website at http://www.ell-u.org
Father’s Day Activity: Los Padres en el Arte
Yesterday was Fathers Day, but you may still want to use this activity with your Spanish students today: http://zachary-jones.com/zambombazo/los-padres-en-el-arte
French Word-A-Day Blog
French World-A-Day is really more like Snippets-of-French-life-thrice-weekly. Each post is a short English-language anecdote about or description of some aspect of French culture, with interesting French words and phrases peppered throughout. A glossary at the end of each entry provides more information about the words used in the post.
You can either visit the blog from time to time or sign up to have new posts e-mailed to you.
French Word-A-Day is available at http://french-word-a-day.typepad.com/motdujour
You can either visit the blog from time to time or sign up to have new posts e-mailed to you.
French Word-A-Day is available at http://french-word-a-day.typepad.com/motdujour
Rhymes to Practice French Sounds
A collection of comptines or rhymes to practice French sounds is available at http://www.ec-marie-mauron-entraigues.ac-aix-marseille.fr/cpd/html/comptines/comptines.html
Article: Learning to Be French in Brooklyn
From http://online.wsj.com/article/SB10001424052702303657404576357530634161852.html?mod=googlenews_wsj
Learning to Be French in Brooklyn
By KAVITA MOKHA
June 6, 2011
French dual-language programs, which didn't exist in New York City public schools five years ago, are booming across the city, spurred by lobbying efforts from the French community.
By September 2011, six elementary schools, one middle school and one charter school will have French programs. In Brooklyn, Public School 133 in Park Slope and P.S. 110 in Greenpoint are expected to unveil programs starting this fall.
The growing number of French programs reflects the growing number of French. A survey conducted by the U.S. Census found 14,000 French lived in New York City in 2009, up from 12,000 in the 2000. The French consulate in New York says the true number is far higher—approximately 75,000 French living in New York state, most of them in New York City.
Read the full article at http://online.wsj.com/article/SB10001424052702303657404576357530634161852.html?mod=googlenews_wsj
Learning to Be French in Brooklyn
By KAVITA MOKHA
June 6, 2011
French dual-language programs, which didn't exist in New York City public schools five years ago, are booming across the city, spurred by lobbying efforts from the French community.
By September 2011, six elementary schools, one middle school and one charter school will have French programs. In Brooklyn, Public School 133 in Park Slope and P.S. 110 in Greenpoint are expected to unveil programs starting this fall.
The growing number of French programs reflects the growing number of French. A survey conducted by the U.S. Census found 14,000 French lived in New York City in 2009, up from 12,000 in the 2000. The French consulate in New York says the true number is far higher—approximately 75,000 French living in New York state, most of them in New York City.
Read the full article at http://online.wsj.com/article/SB10001424052702303657404576357530634161852.html?mod=googlenews_wsj
Ephemeris: News In Latin
Keep up on current events at this Latin-language website: http://ephemeris.alcuinus.net
German for Spanish Speakers
From http://www.aprendealeman.com
It’s not uncommon to have heritage speakers of one language learning, who may still be acquiring English, enrolled in a third language class. If you have Spanish speakers in your German class, here is a website for Spanish speakers who want to learn German: http://www.aprendealeman.com
It’s not uncommon to have heritage speakers of one language learning, who may still be acquiring English, enrolled in a third language class. If you have Spanish speakers in your German class, here is a website for Spanish speakers who want to learn German: http://www.aprendealeman.com
FIFA Women’s World Cup 2011 – Watch at the Goethe Institut in Los Angeles and Boston
From http://www.goethe.de
The sixth Women’s World Cup takes place in eight different cities throughout Germany and is expected to be a milestone in the history of Women’s soccer.
The German team is the defending champion and this is the first time Germany hosts the Women's World Cup Tournament.
Once again, the Goethe-Institut Los Angeles opens its doors to all L.A. soccer fans, when they broadcast selected matches in their media lounge.
For games, dates and times of the broadcasts check this webpage: http://www.goethe.de/ins/us/los/kue/en7350566v.htm
You can also watch the games at the Goethe-Institut in Boston: http://www.goethe.de/ins/us/bos/ges/spo/en7642854v.htm
Read more about the World Cup at the German Embassy’s website, http://www.germany.info/Vertretung/usa/en/08__Culture__Sports__Events/06/01/Feature__1__WWC2011.html
The sixth Women’s World Cup takes place in eight different cities throughout Germany and is expected to be a milestone in the history of Women’s soccer.
The German team is the defending champion and this is the first time Germany hosts the Women's World Cup Tournament.
Once again, the Goethe-Institut Los Angeles opens its doors to all L.A. soccer fans, when they broadcast selected matches in their media lounge.
For games, dates and times of the broadcasts check this webpage: http://www.goethe.de/ins/us/los/kue/en7350566v.htm
You can also watch the games at the Goethe-Institut in Boston: http://www.goethe.de/ins/us/bos/ges/spo/en7642854v.htm
Read more about the World Cup at the German Embassy’s website, http://www.germany.info/Vertretung/usa/en/08__Culture__Sports__Events/06/01/Feature__1__WWC2011.html
2011 Series of Events on German Culture and Language in the US: do Deutsche
From http://www.germany.info/Vertretung/usa/en/__events/Wash/Campaign/Do__Deutsch/__Do__Deutsch__DW__Events.html
From the Germany.info website:
This year we will hold an event series on German culture and language. In this series of events called the Deutschlandwochen, literally translated as “German Weeks,” the German missions and the Goethe-Institut locations in the US invite you to embark on the adventure of learning German, the most widely spoken language in Europe. We would like to pique your interest and curiosity in Germany, the German people, their culture, and their language. Come discover things German – German culture, art, language, philosophy, politics, and Germans themselves. Join us and experience Germany’s vibrant cultural life or try your hand at learning German – do Deutsch!
Learn about upcoming events at http://www.germany.info/Vertretung/usa/en/__events/Wash/Campaign/Do__Deutsch/__Do__Deutsch__DW__Events.html and at http://www.germany.info/Vertretung/usa/en/11__Campaign/Do__Deutsch/Do__Deutsch__HS.html
From the Germany.info website:
This year we will hold an event series on German culture and language. In this series of events called the Deutschlandwochen, literally translated as “German Weeks,” the German missions and the Goethe-Institut locations in the US invite you to embark on the adventure of learning German, the most widely spoken language in Europe. We would like to pique your interest and curiosity in Germany, the German people, their culture, and their language. Come discover things German – German culture, art, language, philosophy, politics, and Germans themselves. Join us and experience Germany’s vibrant cultural life or try your hand at learning German – do Deutsch!
Learn about upcoming events at http://www.germany.info/Vertretung/usa/en/__events/Wash/Campaign/Do__Deutsch/__Do__Deutsch__DW__Events.html and at http://www.germany.info/Vertretung/usa/en/11__Campaign/Do__Deutsch/Do__Deutsch__HS.html
ILGUR: Italian Language, Grammar and Usage Resource
http://ilgur.com/about
ILGUR (Italian Language, Grammar and Usage) is an online resource that aims to help students of all levels and ages who are learning Italian. Its authors have published over 200 “lessons” that aim to explain points of Italian grammar in a cogent and easy to understand way with lessons and examples that not only make sense but illustrate the complexities of the Italian language.
ILGUR is available at http://ilgur.com
ILGUR (Italian Language, Grammar and Usage) is an online resource that aims to help students of all levels and ages who are learning Italian. Its authors have published over 200 “lessons” that aim to explain points of Italian grammar in a cogent and easy to understand way with lessons and examples that not only make sense but illustrate the complexities of the Italian language.
ILGUR is available at http://ilgur.com
National Italian American Foundation Grants
From https://www.niaf.org/grants/About.asp
The National Italian American Foundation (NIAF) awards grants annually to outstanding grant proposals that support its mission to promote Italian American heritage and culture.
NIAF has four grant category designations in which it awards monies to applicants:
Italian Language Grants
As a part of promoting Italian heritage, the NIAF supports grants to organizations, individuals, and schools that foster the development and implementation of programs in schools, communities, and organizations that encourage the teaching and practice of the Italian language.
Culture and Heritage Grants
As in the past, the NIAF will continue to support grants to organizations and individuals in the fields of the Performing Arts, the Fine Arts, History, Archeology, other Humanities and related heritage and cultural endeavors.
Fellowship Grants
The NIAF supports grants to organizations, individuals, schools, and communities that provide opportunities to encourage collaboration among students and academics in the United States and Italy and improve the quality of Italian language teaching in the US. This includes NIAF’s existing Teacher Fellowship Program, The Fulbright Fellowship at Georgetown University, The Mastrobuono Academic Fellowship and any other academic fellowship program either in the U.S. or Italy.
Youth Program Grants
To ensure that Italian American heritage and traditions are kept alive, the NIAF is accepting grant proposals that are focused specifically on youth (under 18). This category includes camps or programs that focus on language, music, sports, or the arts for young people.
The deadline for submissions is June 30, 2011.
Learn more about the grants and how to apply at https://www.niaf.org/grants/About.asp
The National Italian American Foundation (NIAF) awards grants annually to outstanding grant proposals that support its mission to promote Italian American heritage and culture.
NIAF has four grant category designations in which it awards monies to applicants:
Italian Language Grants
As a part of promoting Italian heritage, the NIAF supports grants to organizations, individuals, and schools that foster the development and implementation of programs in schools, communities, and organizations that encourage the teaching and practice of the Italian language.
Culture and Heritage Grants
As in the past, the NIAF will continue to support grants to organizations and individuals in the fields of the Performing Arts, the Fine Arts, History, Archeology, other Humanities and related heritage and cultural endeavors.
Fellowship Grants
The NIAF supports grants to organizations, individuals, schools, and communities that provide opportunities to encourage collaboration among students and academics in the United States and Italy and improve the quality of Italian language teaching in the US. This includes NIAF’s existing Teacher Fellowship Program, The Fulbright Fellowship at Georgetown University, The Mastrobuono Academic Fellowship and any other academic fellowship program either in the U.S. or Italy.
Youth Program Grants
To ensure that Italian American heritage and traditions are kept alive, the NIAF is accepting grant proposals that are focused specifically on youth (under 18). This category includes camps or programs that focus on language, music, sports, or the arts for young people.
The deadline for submissions is June 30, 2011.
Learn more about the grants and how to apply at https://www.niaf.org/grants/About.asp
Workshops from the Consortium of Indigenous Language Organizations
From http://www.ilinative.org/cilo
CILO is a partnership of four organizations brought together by the W.K. Kellogg Foundation and focused on the revitalization of indigenous languages:
Indigenous Language Institute (ILI)
Advocates for Indigenous California Language Survival (AICLS)
American Indian Language Development Institute (AILDI)
Oklahoma Native Language Association (ONLA)
CILO's mission is to provide training for indigenous teachers, parents and advocates of language revitalization, to assist them in their quest for the survival and renewed intergenerational transmission of their endangered languages.
CILO offers an array of workshops, with a strong focus on immersion. See what’s available at http://www.ilinative.org/cilo/Workshops.html
CILO is a partnership of four organizations brought together by the W.K. Kellogg Foundation and focused on the revitalization of indigenous languages:
Indigenous Language Institute (ILI)
Advocates for Indigenous California Language Survival (AICLS)
American Indian Language Development Institute (AILDI)
Oklahoma Native Language Association (ONLA)
CILO's mission is to provide training for indigenous teachers, parents and advocates of language revitalization, to assist them in their quest for the survival and renewed intergenerational transmission of their endangered languages.
CILO offers an array of workshops, with a strong focus on immersion. See what’s available at http://www.ilinative.org/cilo/Workshops.html
IndigenousTweets and Other Social Media Being Used for Indigenous Language Revitalization
From http://indiancountrytodaymedianetwork.com/2011/06/tweet-hereafter-social-media-is-saving-native-languages
Tweet Hereafter: Social Media Is Saving Native Languages
By Doug Meigs
June 14, 2011
Kevin Scannell is a 40-year-old Irish American working in Saint Louis University’s Department of Mathematics and Computer Science. In March, he created IndigenousTweets.com, a website that aims to preserve and proliferate indigenous language by connecting Twitter users online.
IndigenousTweets.com began when Scannell wrote a computer program to cross-reference Twitter messages with statistical data for minority languages. His website names languages by their Native names. For example, Navajo is listed as Diné bizaad, i.e., “Navajo language.” Click into the language and relevant Twitter users are listed on a second screen. The site then ranks Twitterers based on various criteria, such as number of tweets and percentage written in the language.
Read more about endangered languages and online technology at http://indiancountrytodaymedianetwork.com/2011/06/tweet-hereafter-social-media-is-saving-native-languages
IndigenousTweets is available at http://indigenoustweets.com
Tweet Hereafter: Social Media Is Saving Native Languages
By Doug Meigs
June 14, 2011
Kevin Scannell is a 40-year-old Irish American working in Saint Louis University’s Department of Mathematics and Computer Science. In March, he created IndigenousTweets.com, a website that aims to preserve and proliferate indigenous language by connecting Twitter users online.
IndigenousTweets.com began when Scannell wrote a computer program to cross-reference Twitter messages with statistical data for minority languages. His website names languages by their Native names. For example, Navajo is listed as Diné bizaad, i.e., “Navajo language.” Click into the language and relevant Twitter users are listed on a second screen. The site then ranks Twitterers based on various criteria, such as number of tweets and percentage written in the language.
Read more about endangered languages and online technology at http://indiancountrytodaymedianetwork.com/2011/06/tweet-hereafter-social-media-is-saving-native-languages
IndigenousTweets is available at http://indigenoustweets.com
Majoring in a Foreign Language Correlated with Greater Critical Thinking and Analytical Reasoning Skills
From http://www.insidehighered.com/views/2011/06/16/connor_essay_on_why_majors_matter_in_how_much_college_students_learn
Do Majors Matter?
By W. Robert Connor
June 16, 2011
Kalamazoo College in Michigan had been using the Collegiate Learning Assessment (CLA) to track its students’ progress in critical thinking and analytical reasoning.
A few years ago, Paul Sotherland, a biologist at Kalamazoo, and his associates tabulated their CLA results for each of the five divisions of the college’s curriculum -- fine arts, modern and classical languages and literatures, humanities, natural sciences and mathematics, and social sciences.
They found significant differences among the divisions, with the largest gains (over 200 points) in foreign languages, about half that much in the social sciences, still less in the fine arts and in the humanities, least of all in the natural sciences.
Read the full article at http://www.insidehighered.com/views/2011/06/16/connor_essay_on_why_majors_matter_in_how_much_college_students_learn
Do Majors Matter?
By W. Robert Connor
June 16, 2011
Kalamazoo College in Michigan had been using the Collegiate Learning Assessment (CLA) to track its students’ progress in critical thinking and analytical reasoning.
A few years ago, Paul Sotherland, a biologist at Kalamazoo, and his associates tabulated their CLA results for each of the five divisions of the college’s curriculum -- fine arts, modern and classical languages and literatures, humanities, natural sciences and mathematics, and social sciences.
They found significant differences among the divisions, with the largest gains (over 200 points) in foreign languages, about half that much in the social sciences, still less in the fine arts and in the humanities, least of all in the natural sciences.
Read the full article at http://www.insidehighered.com/views/2011/06/16/connor_essay_on_why_majors_matter_in_how_much_college_students_learn
Jobs Announcement: Spanish and Dual Language Teachers, Shelton School District, WA
Teacher – Dual Language – Science Olympic Middle School 1.0 FTE
* This is a dual language position.
* Must be bi-literate in English and Spanish and be able to teach in both languages.
* Must be highly qualified to teach 6th & 7th grade science.
Teacher – 5th Grade Spanish Curriculum Evergreen Elementary 1.0 FTE
* The successful candidate must possess sufficient Spanish Language proficiency to teach science, social studies and Spanish literacy to fifth grade students.
* Preference will be given to candidates that have experience in a dual language setting.
Teacher – Kindergarten or 2nd Grade Spanish Curriculum Evergreen Elementary 1.0 FTE
* This position will for either kindergarten or 2nd grade depending on the qualifications of the successful candidate.
* The successful candidate must possess sufficient Spanish Language proficiency to teach science, social studies and Spanish literacy to kindergarten or 2nd grade students.
* Preference will be given to candidates that have experience in a dual language setting.
Application Process:
1. Letter of application.
2. Completed Shelton School District On-line application and an up-to-date resume.
3. Current placement file and copies of transcripts.
4. Copy of Valid Washington State Teaching Certificate including endorsements as required.
5. Washington State Sexual Misconduct clearance.
Apply to:
Human Resources Department
SHELTON SCHOOL DISTRICT
700 S. 1st Street
Shelton, WA 98584
(360) 426-1687
Fortune, T. [LIM-A] Spanish and Dual Language Teachers, Shelton School District, WA. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 17 Jun 2011).
* This is a dual language position.
* Must be bi-literate in English and Spanish and be able to teach in both languages.
* Must be highly qualified to teach 6th & 7th grade science.
Teacher – 5th Grade Spanish Curriculum Evergreen Elementary 1.0 FTE
* The successful candidate must possess sufficient Spanish Language proficiency to teach science, social studies and Spanish literacy to fifth grade students.
* Preference will be given to candidates that have experience in a dual language setting.
Teacher – Kindergarten or 2nd Grade Spanish Curriculum Evergreen Elementary 1.0 FTE
* This position will for either kindergarten or 2nd grade depending on the qualifications of the successful candidate.
* The successful candidate must possess sufficient Spanish Language proficiency to teach science, social studies and Spanish literacy to kindergarten or 2nd grade students.
* Preference will be given to candidates that have experience in a dual language setting.
Application Process:
1. Letter of application.
2. Completed Shelton School District On-line application and an up-to-date resume.
3. Current placement file and copies of transcripts.
4. Copy of Valid Washington State Teaching Certificate including endorsements as required.
5. Washington State Sexual Misconduct clearance.
Apply to:
Human Resources Department
SHELTON SCHOOL DISTRICT
700 S. 1st Street
Shelton, WA 98584
(360) 426-1687
Fortune, T. [LIM-A] Spanish and Dual Language Teachers, Shelton School District, WA. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 17 Jun 2011).
Small Grant for Latin Classroom Gatherings: Caristia
From http://www.camws.org
Members of the Classical Association of the Middle West and South can apply for a new grant: the $50 Caristia grant. Apply for a "Caristia" grant, and the Committee for the Promotion of Latin will send you $50 to spend on cookies and lemonade, posters, prizes, or whatever you need (and probably spend your own money on) for your celebration.
Learn more and apply at http://www.camws.org/cpl/funding/caristiagrants.html
Members of the Classical Association of the Middle West and South can apply for a new grant: the $50 Caristia grant. Apply for a "Caristia" grant, and the Committee for the Promotion of Latin will send you $50 to spend on cookies and lemonade, posters, prizes, or whatever you need (and probably spend your own money on) for your celebration.
Learn more and apply at http://www.camws.org/cpl/funding/caristiagrants.html
2011 Two-Way Bilingual Immersion Conference
From http://twowaycabe.org
2011
TWBI Conference
"A Composition of Best Practices"
June 27 - 30, 2011
Doubletree Hotel
Sacramento, California
Learn more and register at http://twowaycabe.org/national_conferencee.html
2011
TWBI Conference
"A Composition of Best Practices"
June 27 - 30, 2011
Doubletree Hotel
Sacramento, California
Learn more and register at http://twowaycabe.org/national_conferencee.html
Midwest Association of Language Testers and Technology for Second Language Learning Conference
The 13th annual MwALT conference will be held in conjunction with the 9th annual conference on Technology for Second Language Learning at Iowa State University September 16-17, 2011.
Learn more at http://apling.public.iastate.edu/mwalt/2011/index.html
Learn more at http://apling.public.iastate.edu/mwalt/2011/index.html
International Congress of Belarusian Studies
International Congress of Belarusian Studies
(Kaunas, Lithuania. 23-25 September 2011)
Thematic priority of the year 2011: Rethinking Belarus: Twenty Years of Independence
Learn more and view the preliminary program at http://istorija.vdu.lt/web/icbs/English_program.html
(Kaunas, Lithuania. 23-25 September 2011)
Thematic priority of the year 2011: Rethinking Belarus: Twenty Years of Independence
Learn more and view the preliminary program at http://istorija.vdu.lt/web/icbs/English_program.html
Call for Submissions: Journal of Burma Studies
From http://www.niu.edu/burma/aboutus/index.shtml
Established in 1996, JBS is one of the only scholarly peer-reviewed printed journal exclusively on Burma. The Journal of Burma Studies is jointly sponsored by the Burma Studies Group and the Center for Burma Studies at Northern Illinois University. It is now printed by National University of Singapore Press. The Journal seeks to publish the best scholarly research focused on Burma/Myanmar and its minority and diasporic cultures from a variety of disciplines, ranging from art history and religious studies, to economics and law. Published since 1997, it draws together research and critical reflection on Burma/Myanmar from scholars across Asia, North America and Europe. Print and online versions are now available.
See the submissions guide for the journal at http://www.niu.edu/burma/publications/jbs/submission.shtml
Learn more about the journal at http://www.niu.edu/burma/publications/index.shtml
Established in 1996, JBS is one of the only scholarly peer-reviewed printed journal exclusively on Burma. The Journal of Burma Studies is jointly sponsored by the Burma Studies Group and the Center for Burma Studies at Northern Illinois University. It is now printed by National University of Singapore Press. The Journal seeks to publish the best scholarly research focused on Burma/Myanmar and its minority and diasporic cultures from a variety of disciplines, ranging from art history and religious studies, to economics and law. Published since 1997, it draws together research and critical reflection on Burma/Myanmar from scholars across Asia, North America and Europe. Print and online versions are now available.
See the submissions guide for the journal at http://www.niu.edu/burma/publications/jbs/submission.shtml
Learn more about the journal at http://www.niu.edu/burma/publications/index.shtml
Call for Papers: ESP Across Cultures
From http://linguistlist.org/issues/22/22-2457.html
ESP Across Cultures is a refereed international journal that is published on an annual basis. The journal addresses a readership composed of academics, professionals, and students interested in English for special purposes particularly from a cross-cultural perspective. The aim of the journal is to bring together scholars working in different specialized language domains and in different disciplines with a view to developing an interdisciplinary and cross-cultural approach to the study of ESP.
Call Deadline: 15-Jul-2011
View the full call for papers at http://linguistlist.org/issues/22/22-2457.html
ESP Across Cultures is a refereed international journal that is published on an annual basis. The journal addresses a readership composed of academics, professionals, and students interested in English for special purposes particularly from a cross-cultural perspective. The aim of the journal is to bring together scholars working in different specialized language domains and in different disciplines with a view to developing an interdisciplinary and cross-cultural approach to the study of ESP.
Call Deadline: 15-Jul-2011
View the full call for papers at http://linguistlist.org/issues/22/22-2457.html
Call for Papers: Best Practices in German (Neues Curriculum)
Here is a recent call for papers posted to the American Association of Teacher of German listserv:
---
Colleagues,
I would like to invite you to submit a paper to Neues Curriculum, an online journal for best practices in higher education German studies.
http://www.neues-curriculum.org
NC seeks to be a source for what works in German and publishes articles looking at successful programs from a variety of perspectives.
If you have a success story to tell about your German program, please share!
Currently, we are particularly interested in hearing about programs that have had successes in incorporating the following curricular aspects into their programs: Film, Gender & Women's Studies, Performing Arts, Undergraduate / Graduate Research Projects, and Multi-culturalism.
NC is interested in looking at the "big picture" of how curricular aspects can help maintain and grow German programs. If you are looking for examples of success stories, NC should be on your reading list! It is a free, online, CC licensed publication.
If you have any questions, feel free to contact me directly.
Michael Shaughnessy
Co-Editor
Neues-Curriculum
mshaughnessy at washjeff dot edu
Shaughnessy, M. [AATG-L] CFP: Best Practices in German (Neues Curriculum). AATG listserv (AATG@LISTSERV.IUPUI.EDU, 14 Jun 2011).
View the submission guidelines at http://www.neues-curriculum.org/n-c/?page_id=22
---
Colleagues,
I would like to invite you to submit a paper to Neues Curriculum, an online journal for best practices in higher education German studies.
http://www.neues-curriculum.org
NC seeks to be a source for what works in German and publishes articles looking at successful programs from a variety of perspectives.
If you have a success story to tell about your German program, please share!
Currently, we are particularly interested in hearing about programs that have had successes in incorporating the following curricular aspects into their programs: Film, Gender & Women's Studies, Performing Arts, Undergraduate / Graduate Research Projects, and Multi-culturalism.
NC is interested in looking at the "big picture" of how curricular aspects can help maintain and grow German programs. If you are looking for examples of success stories, NC should be on your reading list! It is a free, online, CC licensed publication.
If you have any questions, feel free to contact me directly.
Michael Shaughnessy
Co-Editor
Neues-Curriculum
mshaughnessy at washjeff dot edu
Shaughnessy, M. [AATG-L] CFP: Best Practices in German (Neues Curriculum). AATG listserv (AATG@LISTSERV.IUPUI.EDU, 14 Jun 2011).
View the submission guidelines at http://www.neues-curriculum.org/n-c/?page_id=22
Book: Immersion Education: Practices, Policies, Possibilities
From http://www.multilingual-matters.com/display.asp?K=9781847694027
Immersion Education Practices, Policies, Possibilities
by Donna Christian, Tara Williams Fortune, and Diane J. Tedick
published by Multilingual Matters
Review: The editors of this timely volume invite readers to ‘dwell in possibility’ as they reflect on the current and future state of immersion education across the globe. While highlighting the continued growth and benefits of a range of immersion programs, this volume effectively addresses the many challenges inherent in teaching languages through content and aptly explores the ‘yet-to-be-realized potential’ of immersion education. (Roy Lyster, McGill University)
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?K=9781847694027
Immersion Education Practices, Policies, Possibilities
by Donna Christian, Tara Williams Fortune, and Diane J. Tedick
published by Multilingual Matters
Review: The editors of this timely volume invite readers to ‘dwell in possibility’ as they reflect on the current and future state of immersion education across the globe. While highlighting the continued growth and benefits of a range of immersion programs, this volume effectively addresses the many challenges inherent in teaching languages through content and aptly explores the ‘yet-to-be-realized potential’ of immersion education. (Roy Lyster, McGill University)
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?K=9781847694027
Book: The Acquisition of L2 Phonology
From http://www.multilingual-matters.com/display.asp?isb=9781847693754
The Acquisition of L2 Phonology
Edited by Adam Wojtaszek and Janusz Arabski
Published by Multilingual Matters
Description: The Acquisition of L2 Phonology is a wide-ranging new collection which focuses on various aspects of the acquisition of an L2 phonological system. The authors are researchers and practitioners from five different countries. The volume has been divided into three major sections. Phonetic Analysis presents five studies of language learners in both naturalistic and formal-educational settings, which illustrate aspects of L2 production and perception. In Phonological Analysis a more abstract and comparative perspective is taken, in order to use recent theories modeling the route of L1/L2 pronunciation and reading ability development to account for observable tendencies in learner behavior. Pedagogical Perspectives consists of four contributions of high practical value, which look at the mastery of native-like or highly intelligible pronunciation as an important component of L2 education.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693754
The Acquisition of L2 Phonology
Edited by Adam Wojtaszek and Janusz Arabski
Published by Multilingual Matters
Description: The Acquisition of L2 Phonology is a wide-ranging new collection which focuses on various aspects of the acquisition of an L2 phonological system. The authors are researchers and practitioners from five different countries. The volume has been divided into three major sections. Phonetic Analysis presents five studies of language learners in both naturalistic and formal-educational settings, which illustrate aspects of L2 production and perception. In Phonological Analysis a more abstract and comparative perspective is taken, in order to use recent theories modeling the route of L1/L2 pronunciation and reading ability development to account for observable tendencies in learner behavior. Pedagogical Perspectives consists of four contributions of high practical value, which look at the mastery of native-like or highly intelligible pronunciation as an important component of L2 education.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847693754
June 11, 2011
Geography Games
From http://teachers.net
Read a review of different geography games available to you and your students at http://teachers.net/gazette/wordpress/marianne-wartoft/freeware-maps-geography
Read a review of different geography games available to you and your students at http://teachers.net/gazette/wordpress/marianne-wartoft/freeware-maps-geography
Sophia: Online Social Teaching and Learning Network
From http://www.eschoolnews.com/2011/06/08/sophia-is-a-free-social-teaching-and-learning-network
Sophia is a free social teaching and learning platform that offers academic content to anyone, anywhere free of charge. The website, which has been described as a mashup of Facebook, Wikipedia, and YouTube focused solely on education, also lets educators supplement their teaching methods with tools to create a customized learning environment in a private or public setting. Sophia uses Web 2.0 tools and methods to create a credible, crowd-sourced platform where information is organized in “learning packets”—bite-sized tutorials tagged to specific academic subjects or topics, including standards-aligned objectives. The packets can be created by anyone, anywhere using text, images, presentations, video, audio, and more. Packets are rated for quality and evaluated for academic soundness by users and experts within the community. Educators can use these packets to supplement instruction, and they can create an invitation-only environment where members can share content and ideas, ask questions, and get answers within their own learning community.
Read the full review at http://www.eschoolnews.com/2011/06/08/sophia-is-a-free-social-teaching-and-learning-network
Sophia is available at http://www.sophia.org . If you click on Subjects at the top of the page the drop-down menu includes World Languages, but at this point few of the languages have any content in them.
Sophia is a free social teaching and learning platform that offers academic content to anyone, anywhere free of charge. The website, which has been described as a mashup of Facebook, Wikipedia, and YouTube focused solely on education, also lets educators supplement their teaching methods with tools to create a customized learning environment in a private or public setting. Sophia uses Web 2.0 tools and methods to create a credible, crowd-sourced platform where information is organized in “learning packets”—bite-sized tutorials tagged to specific academic subjects or topics, including standards-aligned objectives. The packets can be created by anyone, anywhere using text, images, presentations, video, audio, and more. Packets are rated for quality and evaluated for academic soundness by users and experts within the community. Educators can use these packets to supplement instruction, and they can create an invitation-only environment where members can share content and ideas, ask questions, and get answers within their own learning community.
Read the full review at http://www.eschoolnews.com/2011/06/08/sophia-is-a-free-social-teaching-and-learning-network
Sophia is available at http://www.sophia.org . If you click on Subjects at the top of the page the drop-down menu includes World Languages, but at this point few of the languages have any content in them.
Poster for Download: 12 Common Myths and Misconceptions about Bilingual Children
Download a free poster with an infographic based on Barbara Zurer Pearson’s book Raising a Bilingual Child at http://www.multilingualliving.com/2011/06/08/12-common-myths-and-misconceptions-about-bilingual-children
Multilingual Mania: Resources for Parents, Teachers, and Administrators
From http://multilingualmania.com/about-2
The Multilingual Mania blog provides cutting-edge research, resources, and information that will meet the needs of parents who are raising bilingual children, bilingual teachers, administrators of bilingual programs, and other stakeholders interested in multilingualism, bilingualism, and multiculturalism. Posts cover a range of topics including, but not limited to, the following topics:
raising bilingual children;
a historical perspective of multilingualism;
general education issues;
multilingualism and the law, politics, business, etc.;
creative writing and personal stories about multilingualism;
translation and interpretation;
multiculturalism;
immigration;
bilingual/multilingual education;
multiculturalism and identity;
book, literature and foreign film reviews;
second language acquisition;
English as a second language instruction;
policy and politics;
linguistic discrimination;
bilingual advocacy;
language revitalization;
and other related topics.
In addition to the blog, the website includes definitions for common bilingual education terms (http://multilingualmania.com/common-bilingual-education-terms ) and an annotated list of other helpful links (http://multilingualmania.com/websites-about-bilingualism-and-language-learning ).
Visit this website at http://multilingualmania.com
The Multilingual Mania blog provides cutting-edge research, resources, and information that will meet the needs of parents who are raising bilingual children, bilingual teachers, administrators of bilingual programs, and other stakeholders interested in multilingualism, bilingualism, and multiculturalism. Posts cover a range of topics including, but not limited to, the following topics:
raising bilingual children;
a historical perspective of multilingualism;
general education issues;
multilingualism and the law, politics, business, etc.;
creative writing and personal stories about multilingualism;
translation and interpretation;
multiculturalism;
immigration;
bilingual/multilingual education;
multiculturalism and identity;
book, literature and foreign film reviews;
second language acquisition;
English as a second language instruction;
policy and politics;
linguistic discrimination;
bilingual advocacy;
language revitalization;
and other related topics.
In addition to the blog, the website includes definitions for common bilingual education terms (http://multilingualmania.com/common-bilingual-education-terms ) and an annotated list of other helpful links (http://multilingualmania.com/websites-about-bilingualism-and-language-learning ).
Visit this website at http://multilingualmania.com
Blog: An A-Z of English Language Teaching
The A-Z of ELT blog is a place for Scott Thornbury, author of a book by the same name (available at http://www.macmillanenglish.com/product.aspx?id=26128 ), to revise and discuss entries in the book.
Reflect on the entries and submit comments at http://scottthornbury.wordpress.com
Reflect on the entries and submit comments at http://scottthornbury.wordpress.com
Idea: Storytelling To Celebrate Cultural Diversity
From http://www.teachingenglish.org.uk/think
Many of us work with groups of students from more than one cultural background while others teach largely monoculture groups of students. In both cases, there is opportunity to celebrate diversity through the telling of traditional tales, whatever the age group and profile of our students. Folk tales from all cultures have universal themes and at the same time tell us about specific features that can illuminate and alter our perception of those other cultures, often through metaphor.
Read the full article for ideas for using folk tales and find resources for English-language folk tales at http://www.teachingenglish.org.uk/think/articles/storytelling-celebrate-cultural-diversity
Many of us work with groups of students from more than one cultural background while others teach largely monoculture groups of students. In both cases, there is opportunity to celebrate diversity through the telling of traditional tales, whatever the age group and profile of our students. Folk tales from all cultures have universal themes and at the same time tell us about specific features that can illuminate and alter our perception of those other cultures, often through metaphor.
Read the full article for ideas for using folk tales and find resources for English-language folk tales at http://www.teachingenglish.org.uk/think/articles/storytelling-celebrate-cultural-diversity
Websites for Practicing French
From http://www.frenchteacher.net
An annotated list of websites that students can use to practice French (mostly grammar and vocabulary) is available at http://www.frenchteacher.net/links.htm
An annotated list of websites that students can use to practice French (mostly grammar and vocabulary) is available at http://www.frenchteacher.net/links.htm
Elementary and Middle School Latin Programs
Members of the Excellence through Classic listserv (http://www.etclassics.org ) have been compiling a list of elementary and middle school programs in the United States. You can see what programs are in your state and add your own if appropriate in this Google document: https://docs.google.com/document/d/18d_2XWlU0Uv1vTDxK-FcPXphnkrdgL3pJAjO3-8ZDRw/edit?hl=en_US&authkey=CPnZwKAB&pli=1
Deutsche Welle Presents Germany’s Hottest New Bands
From http://www.dw-world.de
Ask people in other countries what German bands they've heard of, and you're likely to hear either metal rockers Rammstein or electronic pioneers Kraftwerk. But the German pop landscape is diverse, and there's a lot to discover. Join DW each month as it presents concerts and portraits of up-and-comers from the German music scene with “clip,” a series of podcasts.
Learn more and subscribe to the podcasts at http://www.dw-world.de/dw/article/0,,5539019,00.html
Ask people in other countries what German bands they've heard of, and you're likely to hear either metal rockers Rammstein or electronic pioneers Kraftwerk. But the German pop landscape is diverse, and there's a lot to discover. Join DW each month as it presents concerts and portraits of up-and-comers from the German music scene with “clip,” a series of podcasts.
Learn more and subscribe to the podcasts at http://www.dw-world.de/dw/article/0,,5539019,00.html
Nominations Open for 2011 German Embassy Teacher of Excellence
From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/06/24__Teacher__Award__PR.html
The German Embassy, in cooperation with the Goethe-Institut and the American Association of Teachers of Germany, has been bestowing the German Embassy Teacher of Excellence Award since 2008.
The award includes a two-week teacher continuing education course offered and conducted by the Goethe-Institut in Germany. During their stay in Germany, the award recipients will re-experience Germany, gain fresh insights into instructional methodology and German cultural studies, and receive German-language training. The winners will be invited to receive their awards at the AATG banquet at the next ACTFL in Denver, (November 18-20, 2011).
The American Association of Teachers of German will accept nomination suggestions from its regional chapters and additionally from schools identified by the Goethe Institutes, the technical consultants of the Central Agency for Schools Abroad, and the Consulates General in the U.S. until June 30, 2011.
Learn more about the award at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/06/24__Teacher__Award__PR.html or download information from the American Association of Teachers of German from http://www.aatg.org/media/2011-German-Embassy-Teacher-of-Excellence-Award.pdf
The German Embassy, in cooperation with the Goethe-Institut and the American Association of Teachers of Germany, has been bestowing the German Embassy Teacher of Excellence Award since 2008.
The award includes a two-week teacher continuing education course offered and conducted by the Goethe-Institut in Germany. During their stay in Germany, the award recipients will re-experience Germany, gain fresh insights into instructional methodology and German cultural studies, and receive German-language training. The winners will be invited to receive their awards at the AATG banquet at the next ACTFL in Denver, (November 18-20, 2011).
The American Association of Teachers of German will accept nomination suggestions from its regional chapters and additionally from schools identified by the Goethe Institutes, the technical consultants of the Central Agency for Schools Abroad, and the Consulates General in the U.S. until June 30, 2011.
Learn more about the award at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/06/24__Teacher__Award__PR.html or download information from the American Association of Teachers of German from http://www.aatg.org/media/2011-German-Embassy-Teacher-of-Excellence-Award.pdf
Russian Language Proficiency Certification Workshop
The Duke Slavic and Eurasian Language Resource Center will sponsor a Russian proficiency testing certification workshop during the last week in July (July 24-31). At this workshop, Russian language instructors will be trained and certified as Russian language proficiency testers by a TRKI [тестирование русского как иностранного] examiner. TRKI is the Russian Federation language proficiency testing system for five areas of linguistic competence (aural comprehension, reading, writing, speaking, and grammar/lexicon) developed and administered by the Russian Ministry of Education and Science. At previous workshops, faculty from Indiana University, University of Arizona, University of North Carolina, the University of Wisconsin, Duke, and other universities have completed the certification process and became qualified to conduct TRKI proficiency testing at all levels.
Participating Russian language instructors will be responsible for their transportation and accommodations, but there are no registration or other similar fees for participating in the workshop.
Interested Russian language instructions should contact Michael Newcity at mnewcity at duke dot edu for further information.
Newcity, M. [SEELANGS] Russian language proficiency certification workshop. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Jun 2011).
Participating Russian language instructors will be responsible for their transportation and accommodations, but there are no registration or other similar fees for participating in the workshop.
Interested Russian language instructions should contact Michael Newcity at mnewcity at duke dot edu for further information.
Newcity, M. [SEELANGS] Russian language proficiency certification workshop. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Jun 2011).
June 2011 Issue of SRAS Newsletter
From http://www.sras.org
The June 2011 issue of the School of Russian and Asian Studies’ newsletter is out and available at http://www.sras.org/june_2011 . This month is a double issue. Our latest newsletter with regular features and updated information about SRAS programs in Kiev is combined with the ninth issue of Vestnik, dedicated to showcasing the best in student research.
The June 2011 issue of the School of Russian and Asian Studies’ newsletter is out and available at http://www.sras.org/june_2011 . This month is a double issue. Our latest newsletter with regular features and updated information about SRAS programs in Kiev is combined with the ninth issue of Vestnik, dedicated to showcasing the best in student research.
Italian Word of the Day
Learn a new Italian word each day, with an example sentence, discussion, and audio, at http://paroladelgiorno.com . This could be a good warmup or sponge activity for students.
Learn Chinese Through Songs at the Easy Way To Learn Chinese Blog
Meichun Jones’s blog features embedded YouTube videos of Chinese songs with lyrics, translations, and commentary posted below. It is available at http://easywaytolearnchinese.blogspot.com
National Asian American Theater Conference and Festival in Los Angeles
From http://2011.caata.net
The National Asian American Theater Conference and Festival will be held in Los Angeles from June 16-26, 2011. The event will be presented by the Consortium of Asian American Theaters and Artists (CAATA) and hosted by Asian American Theaters East West Players and TeAda Productions, both residing in Los Angeles.
Learn more about the conference and festival at http://2011.caata.net
The National Asian American Theater Conference and Festival will be held in Los Angeles from June 16-26, 2011. The event will be presented by the Consortium of Asian American Theaters and Artists (CAATA) and hosted by Asian American Theaters East West Players and TeAda Productions, both residing in Los Angeles.
Learn more about the conference and festival at http://2011.caata.net
Lady Gaga Wants To Learn Sign Language
From http://www.k-international.com/blog/lady-gaga-wants-to-learn-sign-language
Lady Gaga has been branded as the new “Queen of Pop Music” and a music phenomenon of her generation with a string of hits: “just dance” , “bad romance”, “poker face “and more recently “Judas”. Since 2005 she has sold more than 6 million albums worldwide.
However, underneath the surface gloss, glamour and eccentricity, there beats the heart of a true philanthropist who has contributed to various charities and humanitarian works as well as campaigning for gay rights in America and the fight against HIV.
More recently, Lady Gaga has expressed a desire to learn sign language so she can communicate with her deaf fans.
Read the full blog entry at http://www.k-international.com/blog/lady-gaga-wants-to-learn-sign-language
Lady Gaga has been branded as the new “Queen of Pop Music” and a music phenomenon of her generation with a string of hits: “just dance” , “bad romance”, “poker face “and more recently “Judas”. Since 2005 she has sold more than 6 million albums worldwide.
However, underneath the surface gloss, glamour and eccentricity, there beats the heart of a true philanthropist who has contributed to various charities and humanitarian works as well as campaigning for gay rights in America and the fight against HIV.
More recently, Lady Gaga has expressed a desire to learn sign language so she can communicate with her deaf fans.
Read the full blog entry at http://www.k-international.com/blog/lady-gaga-wants-to-learn-sign-language
More about Cuts to Funding for International Education
As you may be aware, federal lawmakers have enacted a 40% budget cut to Title IV of the Higher Education Act and to the Fulbright-Hayes Act. The programs support academic centers at American universities and grants for doctoral students to conduct research overseas. Miriam Kazanjian of the Coalition for International Education has compiled links to several articles and resources discussing the cuts:
The Chronicle of Higher Education has an April 13th summary of the proposed cuts and their potential impacts: http://chronicle.com/article/Language-and/127122 . Inside Higher Ed has a similar summary: http://www.insidehighered.com/news/2011/04/15/international_education_takes_hit_in_2011_budget
Read a June 1st summary in Education Week here: http://www.edweek.org/ew/articles/2011/06/01/33language.h30.html?tkn=PMPFia%2F9LW%2BuX06jP%2FaviFcq6z5s82vo%2BNGy&cmp=clp-edweek
A more recent summary of the outlook for international education programs is available here: http://chronicle.com/article/In-Next-US-Budget-Outlook/127743
An interesting analysis of how the cuts came about and what they may say about the Obama administration is available from Jadaliyya at http://www.jadaliyya.com/pages/index/1685/running-on-empty_international-education-funding-g
Read editorials describing how cuts to international education may be harmful to the US.
In Time magazine: http://globalspin.blogs.time.com/2011/06/02/the-ramifications-of-cutting-international-education-programs
In the Atlantic Review: http://atlanticreview.org/archives/1478-Tomahawk-Missiles-Instead-of-Fulbright-Scholars.html
Several post-secondary institutions ponder how the cuts will impact their programs.
Cornell: http://cornelldailysun.com/section/news/content/2011/04/25/government-budget-cuts-may-kill-language-programs
UCLA: http://www.today.ucla.edu/portal/ut/PRN-cuts-threaten-fellowships-foreign-202310.aspx
Duke: http://today.duke.edu/2011/05/titlevi
Minnesota: http://www.mndaily.com/2011/05/04/u-international-programs-face-large-cut-feds
John McCain calls the cuts “short-sighted”: scroll down to the third paragraph from the end at http://www.foreignpolicy.com/articles/2011/05/25/straight_talk_on_the_arab_spring?page=full
Not everyone thinks that our country’s international educational programs deserve funding. Read an editorial in support of the cuts: http://www.eppc.org/publications/pubid.4435/pub_detail.asp
Read a May 5 editorial cheering the cuts and urging reform here: http://chronicle.com/article/Americas/127413
Read a rebuttal to the above editorial here: http://chronicle.com/article/article-content/127734
Naturally bloggers are also commenting on the proposed cuts. Here are two posts: http://ridingthirdrail.wordpress.com/2011/05/22/fulbright-hays-the-newest-victim-of-education-cuts and http://grazu.com/?p=792
There are two Facebook pages set up for supporters of Fulbright-Hays and Title VI: https://www.facebook.com/pages/Save-Fulbright-Hays-Programs/219331454753009 and https://www.facebook.com/savetitlevi
For more information about Fulbright/Hays and Title VI you can visit a website that was set up to celebrate the 50th anniversary of the Higher Education Act by the Coalition for International Education and the American Council on Education/Center for International Initiatives: http://www.usglobalcompetence.org/index.html
The Chronicle of Higher Education has an April 13th summary of the proposed cuts and their potential impacts: http://chronicle.com/article/Language-and/127122 . Inside Higher Ed has a similar summary: http://www.insidehighered.com/news/2011/04/15/international_education_takes_hit_in_2011_budget
Read a June 1st summary in Education Week here: http://www.edweek.org/ew/articles/2011/06/01/33language.h30.html?tkn=PMPFia%2F9LW%2BuX06jP%2FaviFcq6z5s82vo%2BNGy&cmp=clp-edweek
A more recent summary of the outlook for international education programs is available here: http://chronicle.com/article/In-Next-US-Budget-Outlook/127743
An interesting analysis of how the cuts came about and what they may say about the Obama administration is available from Jadaliyya at http://www.jadaliyya.com/pages/index/1685/running-on-empty_international-education-funding-g
Read editorials describing how cuts to international education may be harmful to the US.
In Time magazine: http://globalspin.blogs.time.com/2011/06/02/the-ramifications-of-cutting-international-education-programs
In the Atlantic Review: http://atlanticreview.org/archives/1478-Tomahawk-Missiles-Instead-of-Fulbright-Scholars.html
Several post-secondary institutions ponder how the cuts will impact their programs.
Cornell: http://cornelldailysun.com/section/news/content/2011/04/25/government-budget-cuts-may-kill-language-programs
UCLA: http://www.today.ucla.edu/portal/ut/PRN-cuts-threaten-fellowships-foreign-202310.aspx
Duke: http://today.duke.edu/2011/05/titlevi
Minnesota: http://www.mndaily.com/2011/05/04/u-international-programs-face-large-cut-feds
John McCain calls the cuts “short-sighted”: scroll down to the third paragraph from the end at http://www.foreignpolicy.com/articles/2011/05/25/straight_talk_on_the_arab_spring?page=full
Not everyone thinks that our country’s international educational programs deserve funding. Read an editorial in support of the cuts: http://www.eppc.org/publications/pubid.4435/pub_detail.asp
Read a May 5 editorial cheering the cuts and urging reform here: http://chronicle.com/article/Americas/127413
Read a rebuttal to the above editorial here: http://chronicle.com/article/article-content/127734
Naturally bloggers are also commenting on the proposed cuts. Here are two posts: http://ridingthirdrail.wordpress.com/2011/05/22/fulbright-hays-the-newest-victim-of-education-cuts and http://grazu.com/?p=792
There are two Facebook pages set up for supporters of Fulbright-Hays and Title VI: https://www.facebook.com/pages/Save-Fulbright-Hays-Programs/219331454753009 and https://www.facebook.com/savetitlevi
For more information about Fulbright/Hays and Title VI you can visit a website that was set up to celebrate the 50th anniversary of the Higher Education Act by the Coalition for International Education and the American Council on Education/Center for International Initiatives: http://www.usglobalcompetence.org/index.html
Article: Why Language Education Still Matters
Maria Maldonado reminds us why language education is still so important in this age of automated communication in a Language Magazine article: http://languagemagazine.com/?p=2460
Job: Azeri Language Lecturer, UCLA
The Department of Near Eastern Languages & Cultures at University of California, Los Angeles, announces a search for a new lecturer position in Azeri, effective October 1st, 2011. Applicants should submit a cover letter, curriculum vitae, and the names of up to three referees. Applicants are strongly encouraged to submit evidence of teaching ability, including classroom videos, student evaluations, and proficiency test scores. Letters of recommendation are not required until requested by the search committee.
Applications may be submitted electronically (PDF format) to: Azeri Search Committee, mlambarena at humnet dot ucla dot edu.
Applications may also be submitted by mail to:
Azeri Search Committee
Michelle Lambarena
UCLA Department of Near Eastern Languages and Cultures
361 Humanities Building
Los Angeles, CA 90095-7233.
Deadline for applications is August 30th, 2011. The University of California is an equal opportunity employer. Minorities and women are encouraged to apply.
[LCTL-T] Azeri Language Lecturer – UCLA. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 8 Jun 2011).
Applications may be submitted electronically (PDF format) to: Azeri Search Committee, mlambarena at humnet dot ucla dot edu.
Applications may also be submitted by mail to:
Azeri Search Committee
Michelle Lambarena
UCLA Department of Near Eastern Languages and Cultures
361 Humanities Building
Los Angeles, CA 90095-7233.
Deadline for applications is August 30th, 2011. The University of California is an equal opportunity employer. Minorities and women are encouraged to apply.
[LCTL-T] Azeri Language Lecturer – UCLA. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 8 Jun 2011).
Workshop: Essential Basics for Language Immersion Programs
Consortium of Indigenous Language Organizations (CILO)
Language Immersion for Native Children Program (LINC)
is pleased to announce
Immersion A-Z: Essential Basics for Language Immersion Programs
July 18 through July 20, 2011
Three-day workshop for those planning and starting immersion programs
Venue: Indian Pueblo Cultural Center, Albuquerque, NM
Seating will be limited so sign up quickly. Registration deadline is June 30, 2011 unless this workshop fills up prior to that date.
This workshop provides an overview of diverse essential elements that are required for successful planning and implementation of immersion programs. The workshop provides hands-on experience on language immersion methods, the proven effective way of transmitting language knowledge from one generation to the next in a variety of contexts:
*At home (Family Language Program)
*In the community where an elder works with a learner (Master-Apprentice Program)
*At Day Care Centers where babies are cared for
*At Preschool/Head Start where very young toddlers interact with each other and with caregivers
*At schools where young children are formally educated to be active and contributing members of the community and of the world
Participants will learn how to design and implement immersion teaching, how to make long range plans for language programs, how to create language activities, how to produce fun and useful materials for language learning, and how to assess the effectiveness of the language immersion program.
For Registration form:
http://www.ilinative.org/cilo/CILOFlyerImmersionwithhotelinfoinABQ.pdf
For tentative schedule:
http://www.ilinative.org/cilo/CILOImmersionGeneralSchedule.pdf
Language Immersion for Native Children Program (LINC)
is pleased to announce
Immersion A-Z: Essential Basics for Language Immersion Programs
July 18 through July 20, 2011
Three-day workshop for those planning and starting immersion programs
Venue: Indian Pueblo Cultural Center, Albuquerque, NM
Seating will be limited so sign up quickly. Registration deadline is June 30, 2011 unless this workshop fills up prior to that date.
This workshop provides an overview of diverse essential elements that are required for successful planning and implementation of immersion programs. The workshop provides hands-on experience on language immersion methods, the proven effective way of transmitting language knowledge from one generation to the next in a variety of contexts:
*At home (Family Language Program)
*In the community where an elder works with a learner (Master-Apprentice Program)
*At Day Care Centers where babies are cared for
*At Preschool/Head Start where very young toddlers interact with each other and with caregivers
*At schools where young children are formally educated to be active and contributing members of the community and of the world
Participants will learn how to design and implement immersion teaching, how to make long range plans for language programs, how to create language activities, how to produce fun and useful materials for language learning, and how to assess the effectiveness of the language immersion program.
For Registration form:
http://www.ilinative.org/cilo/CILOFlyerImmersionwithhotelinfoinABQ.pdf
For tentative schedule:
http://www.ilinative.org/cilo/CILOImmersionGeneralSchedule.pdf
Passage Rating Seminar
From http://larc.sdsu.edu/passage-rating-seminar
Passage Rating Seminar at the Language Acquisition Resource Center in San Diego
The 5-day training (July 18-22), with mornings required and afternoons optional for additional work identifying and rating target language passages, looks at various types of text (print and media) to determine how they map onto the various levels of proficiency, from the ACTFL Novice (ILR 0) to the ACTFL Advanced (ILR 2). The optional afternoon sessions focus on the levels beyond the ACTFL Advanced level, considering properties of the Professional (Superior and Distinguished, or ILR 3 and 4) level texts. Participants will be better equipped to choose authentic materials for the levels of language they are teaching, as well as to understand the properties of text that students are capable of producing.
Learn more and register at http://larc.sdsu.edu/passage-rating-seminar
Passage Rating Seminar at the Language Acquisition Resource Center in San Diego
The 5-day training (July 18-22), with mornings required and afternoons optional for additional work identifying and rating target language passages, looks at various types of text (print and media) to determine how they map onto the various levels of proficiency, from the ACTFL Novice (ILR 0) to the ACTFL Advanced (ILR 2). The optional afternoon sessions focus on the levels beyond the ACTFL Advanced level, considering properties of the Professional (Superior and Distinguished, or ILR 3 and 4) level texts. Participants will be better equipped to choose authentic materials for the levels of language they are teaching, as well as to understand the properties of text that students are capable of producing.
Learn more and register at http://larc.sdsu.edu/passage-rating-seminar
Fulbright Scholar Program Opportunities
From http://linguistlist.org/issues/22/22-2409.html
The Fulbright Scholar Program and Humphrey Fellowship Program are administered by the Institute of International Education's Department of Scholar and Professional Programs, which includes the Council for International Exchange of Scholars and Humphrey divisions.
The competition for 2012-13 Fulbright Scholar grants is now open. The application deadline for most programs is August 1, 2011. U.S. scholars and professionals can learn how to present their credentials at http://www.iie.org/cies.
U.S. citizenship is required.
Faculty and professionals are also encouraged to participate in one of IIE’s weekly webinars. For more information, visit http://www.iie.org/cies/webinar .
See the full posting at http://linguistlist.org/issues/22/22-2409.html
The Fulbright Scholar Program and Humphrey Fellowship Program are administered by the Institute of International Education's Department of Scholar and Professional Programs, which includes the Council for International Exchange of Scholars and Humphrey divisions.
The competition for 2012-13 Fulbright Scholar grants is now open. The application deadline for most programs is August 1, 2011. U.S. scholars and professionals can learn how to present their credentials at http://www.iie.org/cies.
U.S. citizenship is required.
Faculty and professionals are also encouraged to participate in one of IIE’s weekly webinars. For more information, visit http://www.iie.org/cies/webinar .
See the full posting at http://linguistlist.org/issues/22/22-2409.html
EUROCALL 2011
From http://www.eurocall-languages.org
The University of Nottingham is delighted to welcome Eurocall back to the UK in 2011. The conference will take place on the Jubilee Campus in the city of Nottingham and will be hosted by the School of Modern Languages and Cultures.
The theme of the Nottingham conference is “The Call Triangle: student, teacher and institution” and will seek to explore student expectations of the role of technology in their learning, how the teaching profession embraces new developments and the part played by the learning institution in providing a rich learning environment for both students and staff.
The conference is open to anyone interested in e-learning and languages. Delegates to the conference must be current members of EUROCALL or one of their affiliates (CALICO, IALLT).
Learn more at http://www.eurocall2011.eu/eurocall/index.aspx
The University of Nottingham is delighted to welcome Eurocall back to the UK in 2011. The conference will take place on the Jubilee Campus in the city of Nottingham and will be hosted by the School of Modern Languages and Cultures.
The theme of the Nottingham conference is “The Call Triangle: student, teacher and institution” and will seek to explore student expectations of the role of technology in their learning, how the teaching profession embraces new developments and the part played by the learning institution in providing a rich learning environment for both students and staff.
The conference is open to anyone interested in e-learning and languages. Delegates to the conference must be current members of EUROCALL or one of their affiliates (CALICO, IALLT).
Learn more at http://www.eurocall2011.eu/eurocall/index.aspx
Conference: Pronunciation in Second Language Learning and Teaching
From http://pslltconference.com
Pronunciation in Second Language Learning and Teaching
The Confluence of Social Factors and Pronunciation: Accent, Identity, Irritation and Discrimination
September 16-17, 2011
Hosted by TESL/Applied Linguistics
Iowa State University
Ames, IA USA
Learn more, view the conference schedule, and register at http://pslltconference.com
Pronunciation in Second Language Learning and Teaching
The Confluence of Social Factors and Pronunciation: Accent, Identity, Irritation and Discrimination
September 16-17, 2011
Hosted by TESL/Applied Linguistics
Iowa State University
Ames, IA USA
Learn more, view the conference schedule, and register at http://pslltconference.com
Conference: 20 Years of Learner Corpus Research, Belgium
To mark the 20th anniversary of its creation, the Centre for English Corpus Linguistics of the University of Louvain is organizing a conference entitled "20 years of learner corpus research: looking back, moving ahead" in Louvain-la-Neuve (Belgium) on 15-17 September 2011.
You can learn more about the conference at http://www.uclouvain.be/en-327898.html
You can learn more about the conference at http://www.uclouvain.be/en-327898.html
Call for Papers, Russian Journal of Communication: Special Issue
Call for Papers
Russian Journal of Communication
Special Issue: Russian Interpersonal Communication
What is interpersonal communication? Is it a universal form of communication or does it vary cross-culturally? To broaden the conversation concerning interpersonal communication and culture, the Russian Journal of Communication calls for papers that will advance our understanding of Russian interpersonal communication.
As guest editors for a special issue of RJC to be published in 2012, we welcome the submission of original papers on one of the following themes concerning Russian interpersonal communication: interpersonal communication in Russia or abroad; comparative studies of Russian interpersonal communication and others; interpersonal relationships (relational development, maintenance, and dissolution); face-to-face and mediated interpersonal communication and relationships; interpersonal conflict; language and social interaction; intercultural interpersonal communication; gender, ethnic, and intergenerational differences in interpersonal communication; persuasion and mutual influence in interpersonal communication; communicative competence and interpersonal skills.
Papers addressing Russian interpersonal communication from any theoretical or methodological perspective are encouraged.
Papers should be approximately 30 double-spaced pages including references in APA style. Please see the Journal’s information for authors at http://www.russcomm.ru/eng/rca_projects/rjoc/guidelines.shtml for more information.
Please send your submissions electronically to the issue's co-editors by October 30, 2011:
Olga Leontovich: olgaleo at list dot ru
Artemi Romanov: artemi80309 at gmail dot com
Michelle Scollo: michellescollo at gmail dot com
Romanov, A. [SEELANGS] Call for Papers, Russian Journal of Communication: Special Issue. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Jun 2011).
Russian Journal of Communication
Special Issue: Russian Interpersonal Communication
What is interpersonal communication? Is it a universal form of communication or does it vary cross-culturally? To broaden the conversation concerning interpersonal communication and culture, the Russian Journal of Communication calls for papers that will advance our understanding of Russian interpersonal communication.
As guest editors for a special issue of RJC to be published in 2012, we welcome the submission of original papers on one of the following themes concerning Russian interpersonal communication: interpersonal communication in Russia or abroad; comparative studies of Russian interpersonal communication and others; interpersonal relationships (relational development, maintenance, and dissolution); face-to-face and mediated interpersonal communication and relationships; interpersonal conflict; language and social interaction; intercultural interpersonal communication; gender, ethnic, and intergenerational differences in interpersonal communication; persuasion and mutual influence in interpersonal communication; communicative competence and interpersonal skills.
Papers addressing Russian interpersonal communication from any theoretical or methodological perspective are encouraged.
Papers should be approximately 30 double-spaced pages including references in APA style. Please see the Journal’s information for authors at http://www.russcomm.ru/eng/rca_projects/rjoc/guidelines.shtml for more information.
Please send your submissions electronically to the issue's co-editors by October 30, 2011:
Olga Leontovich: olgaleo at list dot ru
Artemi Romanov: artemi80309 at gmail dot com
Michelle Scollo: michellescollo at gmail dot com
Romanov, A. [SEELANGS] Call for Papers, Russian Journal of Communication: Special Issue. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Jun 2011).
Call for papers for the 2011 AATSEEL-WI Conference
Abstracts for 20 minute papers on any aspect of Slavic literatures and cultures (including film, music, the visual arts, and language pedagogy) are invited for the annual conference of the Wisconsin chapter of AATSEEL (The American Association of Teachers of Slavic and East European Languages). Comparative topics and interdisciplinary approaches are welcome. The conference will be held at the University of Wisconsin-Madison on Friday and Saturday, 21-22 October 2011.
Recent conference programs are posted on the AATSEEL-WI website at http://slavic.lss.wisc.edu/new_web/?q=node/7
To present a paper at the AATSEEL-WI conference, please submit a proposal by 31 August 2011. A complete proposal consists of:
1. Author's contact information (name, affiliation, postal address, telephone and email).
2. Paper title
3. 300-500 word abstract
4. Equipment request (if necessary)
Please send proposals by email to:
Colleen Lucey
clucey at wisc dot edu
PLEASE INCLUDE “AATSEEL-WI” IN THE SUBJECT LINE.
All submissions will be acknowledged.
Lucey, C. [SEELANGS] Call for papers for the 2011 AATSEEL-WI Conference. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Jun 2011).
Recent conference programs are posted on the AATSEEL-WI website at http://slavic.lss.wisc.edu/new_web/?q=node/7
To present a paper at the AATSEEL-WI conference, please submit a proposal by 31 August 2011. A complete proposal consists of:
1. Author's contact information (name, affiliation, postal address, telephone and email).
2. Paper title
3. 300-500 word abstract
4. Equipment request (if necessary)
Please send proposals by email to:
Colleen Lucey
clucey at wisc dot edu
PLEASE INCLUDE “AATSEEL-WI” IN THE SUBJECT LINE.
All submissions will be acknowledged.
Lucey, C. [SEELANGS] Call for papers for the 2011 AATSEEL-WI Conference. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Jun 2011).
New Issue of Language Learning & Technology
Volume 15 Number 2 of Language Learning & Technology is now available at http://llt.msu.edu. This issue includes a tribute to Irene Thompson and the debut of a new Action Research column. The contents are listed below.
FEATURE ARTICLES -----
-Comprehending News Videotexts: The Influence of the Visual Content
by Jeremy Cross
-Divergent Perceptions of Telecollaborative Language Learning Tasks: Task-as-Workplan vs. Task-as-Process
by Melinda Dooly
-Online Domains of Language Use: Second Language Learners' Experiences of Virtual Community and Foreignness
by Sarah Pasfield-Neofitou
COLUMNS -----
-Tribute to Irene Thompson
by Dorothy Chun
-Emerging Technologies: Mobile Apps for Language Learning
by Robert Godwin-Jones
-Action Research
Edited by Fernando Naiditch
-Using Wordles to Teach Foreign Language Writing
by Melissa Baralt, Susan Pennestri, and Marie Selvandin
Please visit the LLT Web site at http://llt.msu.edu and be sure to sign up for your free subscription if you have not already done so. Also, the editors welcome your contributions for future issues. See the guidelines for submission at http://llt.msu.edu/contrib.html
FEATURE ARTICLES -----
-Comprehending News Videotexts: The Influence of the Visual Content
by Jeremy Cross
-Divergent Perceptions of Telecollaborative Language Learning Tasks: Task-as-Workplan vs. Task-as-Process
by Melinda Dooly
-Online Domains of Language Use: Second Language Learners' Experiences of Virtual Community and Foreignness
by Sarah Pasfield-Neofitou
COLUMNS -----
-Tribute to Irene Thompson
by Dorothy Chun
-Emerging Technologies: Mobile Apps for Language Learning
by Robert Godwin-Jones
-Action Research
Edited by Fernando Naiditch
-Using Wordles to Teach Foreign Language Writing
by Melissa Baralt, Susan Pennestri, and Marie Selvandin
Please visit the LLT Web site at http://llt.msu.edu and be sure to sign up for your free subscription if you have not already done so. Also, the editors welcome your contributions for future issues. See the guidelines for submission at http://llt.msu.edu/contrib.html
New Issue of SlavFile, Newsletter of the Slavic Division of the American Translators Association
The Spring edition of SlavFile, the quarterly newsletter of the ATA Slavic Languages Division, is now out and available to all, without charge or registration, at: http://www.ata-divisions.org/SLD/slavfile.htm
It is primarily in English, and many articles are intended to be accessible to those who do not read Russian or another Slavic language.
Included:
--2010 ATA Conference reviews:
*Contemporary Russian: Enhanced Vocabulary, Endangered Syntax
*Rocket and Space Terminology
*Practical Challenges of Legal and Medical Interpreting
--More than Words: on Shostakovich, raisins, and more
--SlavFilms: Podstrochnik: Translating between the Lines, review of the film and book on translator Lilianna Lungina (part 2)
--Google Translate and back again -- the case of Harry Potter
--New tourism vocabulary
--Not by Word Count Alone
--Idiom Savants - Money Talks (part 2) - bilingual idioms about money
It is primarily in English, and many articles are intended to be accessible to those who do not read Russian or another Slavic language.
Included:
--2010 ATA Conference reviews:
*Contemporary Russian: Enhanced Vocabulary, Endangered Syntax
*Rocket and Space Terminology
*Practical Challenges of Legal and Medical Interpreting
--More than Words: on Shostakovich, raisins, and more
--SlavFilms: Podstrochnik: Translating between the Lines, review of the film and book on translator Lilianna Lungina (part 2)
--Google Translate and back again -- the case of Harry Potter
--New tourism vocabulary
--Not by Word Count Alone
--Idiom Savants - Money Talks (part 2) - bilingual idioms about money
Book: The Development of Grammar
From http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=HSM%2011
The Development of Grammar: Language acquisition and diachronic change
Edited by Esther Rinke and Tanja Kupisch
Published by the John Benjamins Publishing Company
Description: This volume focuses on different aspects of language development. The contributions are concerned with similarities and differences between first and second language acquisition, the acquisition of sentence structure and functional categories, cross-linguistic influence in bilingual first language acquisition as well as the relation between language acquisition, language contact and diachronic change. The recurrent topic of the volume is the link between linguistic variation and the limitation of structural variability in the framework of a well-defined theory of language. In this respect, the volume opens up new perspectives for future research.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=HSM%2011
The Development of Grammar: Language acquisition and diachronic change
Edited by Esther Rinke and Tanja Kupisch
Published by the John Benjamins Publishing Company
Description: This volume focuses on different aspects of language development. The contributions are concerned with similarities and differences between first and second language acquisition, the acquisition of sentence structure and functional categories, cross-linguistic influence in bilingual first language acquisition as well as the relation between language acquisition, language contact and diachronic change. The recurrent topic of the volume is the link between linguistic variation and the limitation of structural variability in the framework of a well-defined theory of language. In this respect, the volume opens up new perspectives for future research.
Visit the publisher’s website at http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=HSM%2011
June 5, 2011
Use Digital Recording to Enhance Speaking Skills – Featuring Audacity
From http://www.mafla.org
From the Massachusetts Foreign Language Association’s Tiesa’s Teaching Tips for May:
If you don't already do so...you should be using digital recording in your curriculum. Digital recording improves student speaking skills. I use Audacity. Read on to find out why and how you might also use it in your classroom. Already using Audacity? Read on to see if there is a new idea you can use at http://www.mafla.org/index.php?customernumber=24249356746977&pr=Teaching_Tip
From the Massachusetts Foreign Language Association’s Tiesa’s Teaching Tips for May:
If you don't already do so...you should be using digital recording in your curriculum. Digital recording improves student speaking skills. I use Audacity. Read on to find out why and how you might also use it in your classroom. Already using Audacity? Read on to see if there is a new idea you can use at http://www.mafla.org/index.php?customernumber=24249356746977&pr=Teaching_Tip
Language Teaching Resources at Lingu@net World Wide
From http://www.linguanet-worldwide.org/lnetww/en/what.htm
Lingu@net World Wide is a multilingual, online resource center for foreign language learning.
Lingu@net World Wide gives multilingual access to over 3,500 catalogued online resources, many of them specifically for learners. It also offers support for adult learners on how to learn a language, how to assess your level and how to communicate with other learners online. These sections have been developed by language learning specialists from throughout Europe.
You can now access the whole site in: Arabic, Basque, Bulgarian, Catalan, Chinese, Czech, Danish, Dutch, English, Estonian, Finnish, French, Galician, German, Greek, Hindi, Hungarian, Icelandic, Irish, Italian, Japanese, Latvian, Lithuanian, Maltese, Polish, Portuguese, Romanian, Russian, Slovak, Slovene, Spanish and Swedish.
Explore Lingu@net’s resources at http://www.linguanet-worldwide.org
Lingu@net World Wide is a multilingual, online resource center for foreign language learning.
Lingu@net World Wide gives multilingual access to over 3,500 catalogued online resources, many of them specifically for learners. It also offers support for adult learners on how to learn a language, how to assess your level and how to communicate with other learners online. These sections have been developed by language learning specialists from throughout Europe.
You can now access the whole site in: Arabic, Basque, Bulgarian, Catalan, Chinese, Czech, Danish, Dutch, English, Estonian, Finnish, French, Galician, German, Greek, Hindi, Hungarian, Icelandic, Irish, Italian, Japanese, Latvian, Lithuanian, Maltese, Polish, Portuguese, Romanian, Russian, Slovak, Slovene, Spanish and Swedish.
Explore Lingu@net’s resources at http://www.linguanet-worldwide.org
Directory of 2011 STARTALK Programs for Students and Teachers
From http://startalk.umd.edu/about
STARTALK is the newest of the component programs of the National Security Language Initiative (NSLI) announced by former President Bush in January of 2006. The initiative seeks to expand and improve the teaching and learning of strategically important world languages that are not now widely taught in the US.
STARTALK’s mission is to increase the number of Americans learning, speaking, and teaching critical need foreign languages by offering students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development, forming an extensive community of practice that seeks continuous improvement in such criteria as outcomes-driven program design, standards-based curriculum planning, learner-centered approaches, excellence in selection and development of materials, and meaningful assessment of outcomes.
A directory of 2011 STARTALK opportunities for students is available at http://startalk.umd.edu/programs/search?year=2011&participant-type=student&utm_source=Chinese+Language+Initiatives&utm_campaign=35d1484ac3-Chinese_Language_Newsletter_May_2011&utm_medium=email
A directory of opportunities for teachers is available at http://startalk.umd.edu/programs/search?year=2011&participant-type=teacher&utm_source=Chinese+Language+Initiatives&utm_campaign=35d1484ac3-Chinese_Language_Newsletter_May_2011&utm_medium=email
STARTALK is the newest of the component programs of the National Security Language Initiative (NSLI) announced by former President Bush in January of 2006. The initiative seeks to expand and improve the teaching and learning of strategically important world languages that are not now widely taught in the US.
STARTALK’s mission is to increase the number of Americans learning, speaking, and teaching critical need foreign languages by offering students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development, forming an extensive community of practice that seeks continuous improvement in such criteria as outcomes-driven program design, standards-based curriculum planning, learner-centered approaches, excellence in selection and development of materials, and meaningful assessment of outcomes.
A directory of 2011 STARTALK opportunities for students is available at http://startalk.umd.edu/programs/search?year=2011&participant-type=student&utm_source=Chinese+Language+Initiatives&utm_campaign=35d1484ac3-Chinese_Language_Newsletter_May_2011&utm_medium=email
A directory of opportunities for teachers is available at http://startalk.umd.edu/programs/search?year=2011&participant-type=teacher&utm_source=Chinese+Language+Initiatives&utm_campaign=35d1484ac3-Chinese_Language_Newsletter_May_2011&utm_medium=email
Teachers Share Language-Learning Games
From http://larryferlazzo.edublogs.org
Larry Ferlazzo asked his readers to share games that they use in their classroom, and they have responded with several interesting games. Read their descriptions at http://larryferlazzo.edublogs.org/2011/06/05/the-best-language-learning-games-that-are-not-online
Larry Ferlazzo asked his readers to share games that they use in their classroom, and they have responded with several interesting games. Read their descriptions at http://larryferlazzo.edublogs.org/2011/06/05/the-best-language-learning-games-that-are-not-online
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