From http://oupeltglobalblog.com
Students need to be able to do so much more than reel off lists of vocabulary. They need to be able to manipulate the language so that it can support their communicative needs. Here are 5 ways to help students really learn vocabulary; to help them write, speak and communicate confidently and correctly: http://oupeltglobalblog.com/2011/08/16/5-tips-for-helping-students-to-really-learn-vocabulary
August 28, 2011
Idea: Using Google To Get Ideas for Particular Structures
How can you find authentic sentences using a particular structure, and how can you get ideas for a story or other comprehensible input using a given structure? A MoreTPRS listserv contributor shares this idea:
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When you want to teach a certain structure and you want to get ideas for class stories, you can just put it on Google to get many examples. Then you can pick up those you think you can manipulate to get a TPRS story.
As an example - for an advanced structure- I've just typed in the phrase "quiere un perro que" (wants a dog that) on Google and I picked all these ideas very quickly:
Obama quiere un perro que no sea ...
quiere un perro que no ladre (easily changed to 'que no hable mucho' if you don't want to teach "ladrar")
quiere un perro que le haga compañía
quiere un perro que juegue con los niños
quiere un perro que sea fuerte
quiere un perro que le acompañe a hacer "jogging"
… que sepa convivir
… que le salte encima y que le lama la cara.
… que cace jabalíes=wild boar
… que sorprenda por su tamaño.
... que sepa sumar y restar.
... que se porte mal constantemente (maybe you want to give the dog to your worst enemy)
Ignacia A. [moretprs] using google to get ideas. MoreTPRS listserv (moretprs@yahoogroups.com, 26 Aug 2011).
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When you want to teach a certain structure and you want to get ideas for class stories, you can just put it on Google to get many examples. Then you can pick up those you think you can manipulate to get a TPRS story.
As an example - for an advanced structure- I've just typed in the phrase "quiere un perro que" (wants a dog that) on Google and I picked all these ideas very quickly:
Obama quiere un perro que no sea ...
quiere un perro que no ladre (easily changed to 'que no hable mucho' if you don't want to teach "ladrar")
quiere un perro que le haga compañía
quiere un perro que juegue con los niños
quiere un perro que sea fuerte
quiere un perro que le acompañe a hacer "jogging"
… que sepa convivir
… que le salte encima y que le lama la cara.
… que cace jabalíes=wild boar
… que sorprenda por su tamaño.
... que sepa sumar y restar.
... que se porte mal constantemente (maybe you want to give the dog to your worst enemy)
Ignacia A. [moretprs] using google to get ideas. MoreTPRS listserv (moretprs@yahoogroups.com, 26 Aug 2011).
Online Dictionary Assisted Reading Tool for English Language Learners
Your students can past any passage into this online application. Then they can double-click on any word and a small window will pop up with its definition at the Free Dictionary website.
Available at http://www.eslmonkeys.com/student/storyroom/reading_tool.php
Available at http://www.eslmonkeys.com/student/storyroom/reading_tool.php
Blog Post: The Benefits of the Seal of Biliteracy
From http://multilingualmania.com
The Seal of Biliteracy is a special recognition that promotes and validates bilingualism and biliteracy in English and another language. The Seal of Biliteracy has been implemented by many school districts in California and is currently spreading to other districts throughout the nation.
Read about some of the benefits of implementing the Seal of Biliteracy and access resources to do so at http://multilingualmania.com/the-benefits-of-the-seal-of-biliteracy
The Seal of Biliteracy is a special recognition that promotes and validates bilingualism and biliteracy in English and another language. The Seal of Biliteracy has been implemented by many school districts in California and is currently spreading to other districts throughout the nation.
Read about some of the benefits of implementing the Seal of Biliteracy and access resources to do so at http://multilingualmania.com/the-benefits-of-the-seal-of-biliteracy
Infographic: How To Say “Cool” in Spanish-Speaking Countries
Here is a neat infographic dealing with how to say “cool” in different Spanish-speaking countries, downloadable as a PDF. The webpage also includes follow-up questions: http://zachary-jones.com/zambombazo/infografia-el-mapa-mas-cool-del-mundo-hispanohablante
SchoolShape: Online Exercises
Access online activities organized by level, skill, topic, grammar, and more at http://french-resources.org
Book: Parler des Mots, Apprendre à Lire
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=58528&concordeid=430499
Parler des mots, apprendre à lire: La circulation du métalangage dans les activités de lecture
by Corinne Gamila
published by Peter Lang International Academic Publishers
Summary: Prenant en compte des recherches fondamentales sur le métalangage et son fonctionnement en discours, et adossant son travail sur la description d'un imposant corpus de séances de lecture recueillies sur plusieurs années, l'auteur met au jour l'organisation du discours métalinguistique de la classe de lecture. Au premier rang de celui-ci figurent une terminologie naïve prolifique, le recours à l'autonymie qui permet de parler du langage sans employer de catégories, et une première nomenclature technique attachée à des savoirs sur la langue plus pratiques que théoriques.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=58528&concordeid=430499
Parler des mots, apprendre à lire: La circulation du métalangage dans les activités de lecture
by Corinne Gamila
published by Peter Lang International Academic Publishers
Summary: Prenant en compte des recherches fondamentales sur le métalangage et son fonctionnement en discours, et adossant son travail sur la description d'un imposant corpus de séances de lecture recueillies sur plusieurs années, l'auteur met au jour l'organisation du discours métalinguistique de la classe de lecture. Au premier rang de celui-ci figurent une terminologie naïve prolifique, le recours à l'autonymie qui permet de parler du langage sans employer de catégories, et une première nomenclature technique attachée à des savoirs sur la langue plus pratiques que théoriques.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=58528&concordeid=430499
Review of Paideia's "Living Latin" Program
From http://www.slate.com/id/2302020/pagenum/all/#p2
Vivat Latinitas!
My lively summer speaking a dead language.
By Ted Scheinman
August 22, 2011
I boarded a plane to Rome this summer to join the small network of scholars dedicated to preserving Latin by actually speaking it. I found myself in the company of 16 other twentysomethings, puttering about the center of the ancient world chattering not in English or in Italian but —ecce!—in Latin.
The Paideia Institute's "Living Latin" program is an immersive, spoken-Latin summer course based in Rome. The mornings are spent at the St. John's University campus reading poetry and prose and commenting on the texts in Latin; the afternoons are spent doing the same thing at various sites of literary or archaeological significance.
While Paideia's "Living Latin" is technically a new program, it derives from Aestiva Latinitas Romae ("summer Latinity in Rome"), an iconic course taught for over 20 years by Friar Reginald Foster. An American Carmelite monk, Reginaldus served for more than 40 years as the Vatican's secretary of briefs to princes. More simply, he was the Pope's chief of Latin letters, a role that found him translating papal bulls into Latin while overseeing the Vatican's Lexicon Recentis Latinitatis, which offers helpful neologic Latin for such items as popcorn (maizae grana tosta) and pornography (pellicula cinematographica obscena). Reginaldus' eight-week summer Latin course, meanwhile, achieved legendary status among classicists, early modernists, archaeologists, and any number of other scholar-types.
Read the full article at http://www.slate.com/id/2302020/pagenum/all/#p2
Learn more about the Living Latin institute at http://paideia-institute.org/latin
Vivat Latinitas!
My lively summer speaking a dead language.
By Ted Scheinman
August 22, 2011
I boarded a plane to Rome this summer to join the small network of scholars dedicated to preserving Latin by actually speaking it. I found myself in the company of 16 other twentysomethings, puttering about the center of the ancient world chattering not in English or in Italian but —ecce!—in Latin.
The Paideia Institute's "Living Latin" program is an immersive, spoken-Latin summer course based in Rome. The mornings are spent at the St. John's University campus reading poetry and prose and commenting on the texts in Latin; the afternoons are spent doing the same thing at various sites of literary or archaeological significance.
While Paideia's "Living Latin" is technically a new program, it derives from Aestiva Latinitas Romae ("summer Latinity in Rome"), an iconic course taught for over 20 years by Friar Reginald Foster. An American Carmelite monk, Reginaldus served for more than 40 years as the Vatican's secretary of briefs to princes. More simply, he was the Pope's chief of Latin letters, a role that found him translating papal bulls into Latin while overseeing the Vatican's Lexicon Recentis Latinitatis, which offers helpful neologic Latin for such items as popcorn (maizae grana tosta) and pornography (pellicula cinematographica obscena). Reginaldus' eight-week summer Latin course, meanwhile, achieved legendary status among classicists, early modernists, archaeologists, and any number of other scholar-types.
Read the full article at http://www.slate.com/id/2302020/pagenum/all/#p2
Learn more about the Living Latin institute at http://paideia-institute.org/latin
Report: Building a Cyberinfrastructure for Digital Classicists
From http://www.clir.org/pubs/abstract/pub150abst.html
"Rome Wasn't Digitized in a Day": Building a Cyberinfrastructure for Digital Classicists
by Alison Babeu
The author provides a summative and recent overview of the use of digital technologies in classical studies, focusing on classical Greece, Rome, and the ancient Middle and Near East, and generally on the period up to about 600 AD. The report explores what projects exist and how they are used, examines the infrastructure that currently exists to support digital classics as a discipline, and investigates larger humanities cyberinfrastructure projects and existing tools or services that might be repurposed for the digital classics.
Download the report at http://www.clir.org/pubs/abstract/pub150abst.html
"Rome Wasn't Digitized in a Day": Building a Cyberinfrastructure for Digital Classicists
by Alison Babeu
The author provides a summative and recent overview of the use of digital technologies in classical studies, focusing on classical Greece, Rome, and the ancient Middle and Near East, and generally on the period up to about 600 AD. The report explores what projects exist and how they are used, examines the infrastructure that currently exists to support digital classics as a discipline, and investigates larger humanities cyberinfrastructure projects and existing tools or services that might be repurposed for the digital classics.
Download the report at http://www.clir.org/pubs/abstract/pub150abst.html
Ohio Classical Conference
The Ohio Classical Conference has as its purpose the advertisement of classical language learning and the encouragement of classical studies in the state of Ohio at all educational levels, and the promotion of the common professional interests of its members. To accomplish its purpose, the Ohio Classical Conference holds an annual meeting, publishes a newsletter called Humanitas, maintains an up-to-date list of teachers of Classics in the state and sponsors other appropriate activities.
You can learn more about and join the Ohio Classical Conference by visiting its website at http://www.xavier.edu/occ/index.cfm
You can learn more about and join the Ohio Classical Conference by visiting its website at http://www.xavier.edu/occ/index.cfm
German Jungle – Twist Your Tongue Contest on Facebook
Discovering the German language and having fun at the same time is the goal of the Goethe-Institut through German Jungle – Twist Your Tongue, a program beginning September 15 on the Facebook pages of the Goethe-Instituts in the USA. By using an app, young people between 18 and 25 will be asked to say a tongue-twister in a comic way. Everything will be recorded on a webcam or cell phone and saved to the app. Facebook fans will be able to view all of the videos and vote on them. The top five videos will win a language course in Germany. Even those who do not submit videos will have a chance to win just by voting.
Learn more at http://www.facebook.com/notes/goethe-institut-new-york/german-jungle-twist-your-tongue-the-goethe-institut-brings-tongue-twisting-to-fa/10150277225503049
Learn more at http://www.facebook.com/notes/goethe-institut-new-york/german-jungle-twist-your-tongue-the-goethe-institut-brings-tongue-twisting-to-fa/10150277225503049
Article on the Language of German Youth
From http://www.germany.info
Read an article about current trends in the way young Germans speak – including words like Gammelfleischparty and Bildschirmbräune – at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/08/Youth__Language__S.html
Read an article about current trends in the way young Germans speak – including words like Gammelfleischparty and Bildschirmbräune – at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/08/Youth__Language__S.html
Gaelic Culture Given a Loud Slàinte Mhath from across Scotland
From http://www.scotsman.com/news/Gaelic-culture-given-a-loud.6821223.jp?articlepage=1
Gaelic culture given a loud slàinte mhath from across Scotland
by John Ross
August 19, 2011
A MAJORITY of Scots believe Gaelic traditions should not be lost and more should be done to promote the language.
New research published by the Scottish Government yesterday also shows that 70 per cent of people think there should be more opportunities to learn Gaelic and 53 per cent want to see it used in everyday life.
But some have still to be convinced, with half the 1,009 people interviewed saying nothing would encourage them to use Gaelic more or learn the language.
Read the full article and the many comments following it at http://www.scotsman.com/news/Gaelic-culture-given-a-loud.6821223.jp?articlepage=1
Gaelic culture given a loud slàinte mhath from across Scotland
by John Ross
August 19, 2011
A MAJORITY of Scots believe Gaelic traditions should not be lost and more should be done to promote the language.
New research published by the Scottish Government yesterday also shows that 70 per cent of people think there should be more opportunities to learn Gaelic and 53 per cent want to see it used in everyday life.
But some have still to be convinced, with half the 1,009 people interviewed saying nothing would encourage them to use Gaelic more or learn the language.
Read the full article and the many comments following it at http://www.scotsman.com/news/Gaelic-culture-given-a-loud.6821223.jp?articlepage=1
Distance Course in the Endangered Karaim Language of Lithuania
From http://linguistlist.org/issues/22/22-3380.html
Uppsala University (Sweden) and Vilnius University (Lithuania) start in September 2011 a distance course in the highly endangered Karaim language spoken in Lithuania. The purpose of the course is to provide a first overview of the status of Karaim in the Turkic language family, the phonology, grammar, morphology, and syntax of Karaim, as well as certain elementary language skills and reading skills in different writing systems for Karaim. For more information contact professor Eva A. Csato eva.csato at lingfil dot uu dot se.
Uppsala University (Sweden) and Vilnius University (Lithuania) start in September 2011 a distance course in the highly endangered Karaim language spoken in Lithuania. The purpose of the course is to provide a first overview of the status of Karaim in the Turkic language family, the phonology, grammar, morphology, and syntax of Karaim, as well as certain elementary language skills and reading skills in different writing systems for Karaim. For more information contact professor Eva A. Csato eva.csato at lingfil dot uu dot se.
Special Issue of KinoKultura on Georgian Cinema
The Georgian National Film Center and KinoKultura are pleased to announce the launch of a special issue on Georgian cinema at http://www.kinokultura.com/specials/12/georgian.shtml
Guest Editors: Salome Sepashvili, Tamara Tatishvili (Georgian National Film Center)
Editorial by Salome Sepashvili and Tamara Tatishvili
Articles:
Zaza Rusadze: "Georgian Film in Emigration"
Zaza Rusadze: "The Identity and Place of Contemporary Georgian Cinema"
Lela Ochiauri: "Georgian Cinema before and after Independence"
Mariam Kandelaki: "Georgian Animation"
Reviews:
Lela Ochiauri on Aleko Tsabadze’s Rene Goes to Hollywood (2010)
Irina Demetradze on Rusudan Pirveli's Susa (2010)
Lela Ochiauri on Keti Machavariani’s Salt White (2011)
Teo Khatiashvili on Salome Jashi’s Bakhmaro (doc., 2011)
Beumers, B. [SEELANGS] KinoKultura Special issue (12) on Georgian cinema. SEELANGS listserv (SEELANGS@bama.ua.edu, 26 Aug 2011).
Guest Editors: Salome Sepashvili, Tamara Tatishvili (Georgian National Film Center)
Editorial by Salome Sepashvili and Tamara Tatishvili
Articles:
Zaza Rusadze: "Georgian Film in Emigration"
Zaza Rusadze: "The Identity and Place of Contemporary Georgian Cinema"
Lela Ochiauri: "Georgian Cinema before and after Independence"
Mariam Kandelaki: "Georgian Animation"
Reviews:
Lela Ochiauri on Aleko Tsabadze’s Rene Goes to Hollywood (2010)
Irina Demetradze on Rusudan Pirveli's Susa (2010)
Lela Ochiauri on Keti Machavariani’s Salt White (2011)
Teo Khatiashvili on Salome Jashi’s Bakhmaro (doc., 2011)
Beumers, B. [SEELANGS] KinoKultura Special issue (12) on Georgian cinema. SEELANGS listserv (SEELANGS@bama.ua.edu, 26 Aug 2011).
Italian Accademia della Crusca Threatened by Budged Cuts
From http://www.guardian.co.uk/world/2011/aug/19/italian-language-under-threat-cuts
Italian language under threat from cuts, warns academy
Accademia della Crusca, a leading linguistic institute, is to lose all its funding in the government austerity drive
Tom Kington
August 19, 2011
In a summer when Italy's latest debt-driven austerity budget threatens to slash pensions, close schools and shut down local services, one woman is warning that Italians stand to lose something less tangible but in some ways far more important – their language.
Nicoletta Maraschio is fighting to stop the closure of the Accademia della Crusca, the Florence-based institute she runs which has been considered the foremost custodian of the Italian language since it published Italy's first dictionary in 1612.
Almost 400 years on, the government has announced plans to eliminate the academy's €190,000 (£165,000) annual funding as part of its cull of dozens of state-funded research organizations which employ fewer than 70 people.
The academy's small size today – just six staff and about 25 freelance researchers – belies the huge influence it had on the nascent Italian language through the dictionaries it published until the 1920s. Today the academy's scholars are studying early Italian but also offer online advice about modern Italian.
Read the full article at http://www.guardian.co.uk/world/2011/aug/19/italian-language-under-threat-cuts
Italian language under threat from cuts, warns academy
Accademia della Crusca, a leading linguistic institute, is to lose all its funding in the government austerity drive
Tom Kington
August 19, 2011
In a summer when Italy's latest debt-driven austerity budget threatens to slash pensions, close schools and shut down local services, one woman is warning that Italians stand to lose something less tangible but in some ways far more important – their language.
Nicoletta Maraschio is fighting to stop the closure of the Accademia della Crusca, the Florence-based institute she runs which has been considered the foremost custodian of the Italian language since it published Italy's first dictionary in 1612.
Almost 400 years on, the government has announced plans to eliminate the academy's €190,000 (£165,000) annual funding as part of its cull of dozens of state-funded research organizations which employ fewer than 70 people.
The academy's small size today – just six staff and about 25 freelance researchers – belies the huge influence it had on the nascent Italian language through the dictionaries it published until the 1920s. Today the academy's scholars are studying early Italian but also offer online advice about modern Italian.
Read the full article at http://www.guardian.co.uk/world/2011/aug/19/italian-language-under-threat-cuts
Online Course Open to the Public: Reading Thai for Research Purposes
Online Course Open to the Public
Reading Thai for Research Purposes
Tuesday, September 6, 2011 through Thursday, December 15, 2011
Taught by Prof. Robert Bickner, Dept. of Languages and Cultures of Asia, University of Wisconsin-Madison
Class meets online every Tuesday and Thursday, 9:25 am to 10:40 am, Central Standard Time
The course will be an on-line seminar focusing on strategies for reading and interpreting Thai language source material for research purposes. Readings will be chosen by the course participants and discussion will include a close reading of selected passages, focusing on the coherence strategies used by the author in creating the text. Discussion will be in English. Three years of prior study of Thai, or the equivalent, is appropriate preparation for the course. Thai language proficiency assessment will be conducted prior to the beginning of the course.
Enrollment is open to non-UW-Madison students. Consent of instructor is required. For more information, please contact Prof. Bickner at rbickner at wisc dot edu.
The course will meet online and all students will need access to high-speed internet, either Windows XP (or higher) or Mac OS v 10.4 (or higher), 2 GB RAM recommended. Additional computer system requirements available upon request.
Reading Thai for Research Purposes
Tuesday, September 6, 2011 through Thursday, December 15, 2011
Taught by Prof. Robert Bickner, Dept. of Languages and Cultures of Asia, University of Wisconsin-Madison
Class meets online every Tuesday and Thursday, 9:25 am to 10:40 am, Central Standard Time
The course will be an on-line seminar focusing on strategies for reading and interpreting Thai language source material for research purposes. Readings will be chosen by the course participants and discussion will include a close reading of selected passages, focusing on the coherence strategies used by the author in creating the text. Discussion will be in English. Three years of prior study of Thai, or the equivalent, is appropriate preparation for the course. Thai language proficiency assessment will be conducted prior to the beginning of the course.
Enrollment is open to non-UW-Madison students. Consent of instructor is required. For more information, please contact Prof. Bickner at rbickner at wisc dot edu.
The course will meet online and all students will need access to high-speed internet, either Windows XP (or higher) or Mac OS v 10.4 (or higher), 2 GB RAM recommended. Additional computer system requirements available upon request.
Tunica Language Is Resurrected
From http://www.k-international.com
Before Europeans began to explore what is now the United States, the Tunica people lived in the Mississippi River Valley. However, by 1800’s, they were down to less than 100 members living in Marksville, Louisiana. They merged with a few friendly tribes, including the Biloxi, the Ofo and the Avoyel. These tribes all spoke languages from completely different families, so the Tunica communicated with their new brethren in French. The last fluent Tunica speaker died in the 1940’s.
Fast forward to 2010, when tribe member Brenda Lintinger contacted Judith Maxwell, a linguistics professor at Tulane University, in an effort to help revive the language of her ancestors.
Despite the difficulties, members of the tribe are enthusiastic about reviving the language. That enthusiasm was clearly on display at a tribal powwow in May of this year. Members of the tribe read stories from a children’s book written in Tunica by Ms. Lintinger.
Read the full blog post at http://www.k-international.com/blog/tunica-language-is-resurrected
Read a related article at http://www.ajc.com/news/nation-world/la-s-tunica-tribe-1081775.html
Before Europeans began to explore what is now the United States, the Tunica people lived in the Mississippi River Valley. However, by 1800’s, they were down to less than 100 members living in Marksville, Louisiana. They merged with a few friendly tribes, including the Biloxi, the Ofo and the Avoyel. These tribes all spoke languages from completely different families, so the Tunica communicated with their new brethren in French. The last fluent Tunica speaker died in the 1940’s.
Fast forward to 2010, when tribe member Brenda Lintinger contacted Judith Maxwell, a linguistics professor at Tulane University, in an effort to help revive the language of her ancestors.
Despite the difficulties, members of the tribe are enthusiastic about reviving the language. That enthusiasm was clearly on display at a tribal powwow in May of this year. Members of the tribe read stories from a children’s book written in Tunica by Ms. Lintinger.
Read the full blog post at http://www.k-international.com/blog/tunica-language-is-resurrected
Read a related article at http://www.ajc.com/news/nation-world/la-s-tunica-tribe-1081775.html
Article: Teaching Nahuatl in New York City
From http://www.nydailynews.com/ny_local/2011/08/23/2011-08-23_ny_fight_for_survival_of_a_language_aztec_tongue_beautiful_complex_but_dying.html
You say tomato, they say 'xitomatl' - New Yorkers channel the Aztecs by saving a dying language
BY Edgar Sandoval
August 23, 2011
A small group of New Yorkers wants to make sure the enigmatic-sounding tongue of the Aztecs, Nahuatl, is preserved in the Big Apple.
"It's a beautiful language, full of complexities, but it's also dying," said Irwin Sanchez, 32, a native Nahuatl speaker. "I'm trying to rescue it, here in the city."
Guided by linguistic experts and community activists, Sanchez has made it his mission to teach New Yorkers the language his grandfather taught him as a boy in Texcoco, a Mexican city once ruled by the Aztecs.
About two years ago, he heard about Daniel Kaufman, an adjunct professor of linguistics at Columbia University who had founded a group called the Endangered Language Alliance.
Kaufman jumped onboard, helping Sanchez channel his spoken words into lesson plans.
A few dozen students have taken the class at places like Project Luz, a nonprofit in Queens. Sanchez and Kaufman are also prepping lessons for the Brooklyn-based organization Mano a Mano.
Nahuatl is still spoken by pockets of indigenous groups in Mexico, Kaufman said, but the old language is losing the battle for survival.
Read more: http://www.nydailynews.com/ny_local/2011/08/23/2011-08-23_ny_fight_for_survival_of_a_language_aztec_tongue_beautiful_complex_but_dying.html#ixzz1WC29LkNm
You say tomato, they say 'xitomatl' - New Yorkers channel the Aztecs by saving a dying language
BY Edgar Sandoval
August 23, 2011
A small group of New Yorkers wants to make sure the enigmatic-sounding tongue of the Aztecs, Nahuatl, is preserved in the Big Apple.
"It's a beautiful language, full of complexities, but it's also dying," said Irwin Sanchez, 32, a native Nahuatl speaker. "I'm trying to rescue it, here in the city."
Guided by linguistic experts and community activists, Sanchez has made it his mission to teach New Yorkers the language his grandfather taught him as a boy in Texcoco, a Mexican city once ruled by the Aztecs.
About two years ago, he heard about Daniel Kaufman, an adjunct professor of linguistics at Columbia University who had founded a group called the Endangered Language Alliance.
Kaufman jumped onboard, helping Sanchez channel his spoken words into lesson plans.
A few dozen students have taken the class at places like Project Luz, a nonprofit in Queens. Sanchez and Kaufman are also prepping lessons for the Brooklyn-based organization Mano a Mano.
Nahuatl is still spoken by pockets of indigenous groups in Mexico, Kaufman said, but the old language is losing the battle for survival.
Read more: http://www.nydailynews.com/ny_local/2011/08/23/2011-08-23_ny_fight_for_survival_of_a_language_aztec_tongue_beautiful_complex_but_dying.html#ixzz1WC29LkNm
Panetta: Language Training Critical to U.S. Interests, Security
From http://www.defense.gov/news/newsarticle.aspx?id=65118
Panetta: Language Training Critical to U.S. Interests, Security
By Donna Miles
August 23, 2011
Defense Secretary Leon E. Panetta today returned to the Defense Language Institute Foreign Language Center he championed as a congressman to praise the next generation of military linguists he called critical to the United States’ future.
Panetta told an assembly of about 2,500 soldiers, sailors, airmen and Marines standing in formation on Soldier Field overlooking Monterey Bay that the language and cultural training they are receiving here is critical to the nation’s economic, diplomatic and security interests. “It is absolutely vital to what the United States is all about,” he said.
Read the full article at http://www.defense.gov/news/newsarticle.aspx?id=65118
Panetta: Language Training Critical to U.S. Interests, Security
By Donna Miles
August 23, 2011
Defense Secretary Leon E. Panetta today returned to the Defense Language Institute Foreign Language Center he championed as a congressman to praise the next generation of military linguists he called critical to the United States’ future.
Panetta told an assembly of about 2,500 soldiers, sailors, airmen and Marines standing in formation on Soldier Field overlooking Monterey Bay that the language and cultural training they are receiving here is critical to the nation’s economic, diplomatic and security interests. “It is absolutely vital to what the United States is all about,” he said.
Read the full article at http://www.defense.gov/news/newsarticle.aspx?id=65118
Saveourforeignlanguages Blog: Tracking Support and Cuts to Language Programs
The Saveourforeignlanguages blog tracks cuts to foreign language programs in the United States and seeks to show the importance of foreign languages to the global community. Check out the latest news at http://saveourforeignlanguages.wordpress.com
Language Training Specialist position at FSI
FSI is seeking candidates for the position of language training specialist in the Division of East Asian and Pacific Languages. Responsibilities will focus on languages of Asia: Burmese, Chinese-Mandarin, Chinese-Cantonese, Indonesian, Japanese, Khmer, Korean, Lao, Malay, Mongolian, Tagalog, Thai, Tibetan, or Vietnamese.
If interested in the position, you can access a full copy of the vacancy announcement on the internet by clicking: http://tinyurl.com/3ry6ske
Or go to http://www.usajobs.opm.gov and search for announcement FSI-2011-0124 in the “What” field.
In order to receive full consideration for the position, please read and follow the instructions carefully, and confirm that your application is complete.
The closing date for applications is Tuesday, September 6.
Gilzow, D. [ILR-INFO] Language Training Specialist position at FSI. ILR Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 25 Aug 2011).
If interested in the position, you can access a full copy of the vacancy announcement on the internet by clicking: http://tinyurl.com/3ry6ske
Or go to http://www.usajobs.opm.gov and search for announcement FSI-2011-0124 in the “What” field.
In order to receive full consideration for the position, please read and follow the instructions carefully, and confirm that your application is complete.
The closing date for applications is Tuesday, September 6.
Gilzow, D. [ILR-INFO] Language Training Specialist position at FSI. ILR Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 25 Aug 2011).
Jobs: Various Languages; Instructor, CIA
From http://linguistlist.org/issues/22/22-3379.html
The Central Intelligence Agency is hiring qualified and experienced Language Instructors of Arabic, Chinese/Mandarin, Dari, French, German, Greek, Indonesian, Italian, Japanese, Pashto, Persian (Farsi), Russian, Serbo- Croatian, and Turkish to work in the Washington, DC metropolitan area.
The CIA provides first-class training for energetic, creative and committed intelligence professionals. CIA Language Instructors deliver programs that provide students with the foreign language communications skills and cross- cultural awareness they need to live and work abroad effectively, or to perform other language-related duties. Foreign Language Instructors apply the latest instructional methodologies to meet highly customized student needs and conduct language proficiency testing in reading, speaking and understanding for skills evaluation. In addition, they may be asked to provide a variety of language support services worldwide.
Minimum requirements include a Bachelor's in foreign language, linguistics or a related field; native fluency in the language; 2-5 years of teaching experience; demonstrated knowledge of the respective area's history, culture, politics and economy; and the ability to use the latest technology and teaching techniques.
View the full job posting at http://linguistlist.org/issues/22/22-3379.html
The Central Intelligence Agency is hiring qualified and experienced Language Instructors of Arabic, Chinese/Mandarin, Dari, French, German, Greek, Indonesian, Italian, Japanese, Pashto, Persian (Farsi), Russian, Serbo- Croatian, and Turkish to work in the Washington, DC metropolitan area.
The CIA provides first-class training for energetic, creative and committed intelligence professionals. CIA Language Instructors deliver programs that provide students with the foreign language communications skills and cross- cultural awareness they need to live and work abroad effectively, or to perform other language-related duties. Foreign Language Instructors apply the latest instructional methodologies to meet highly customized student needs and conduct language proficiency testing in reading, speaking and understanding for skills evaluation. In addition, they may be asked to provide a variety of language support services worldwide.
Minimum requirements include a Bachelor's in foreign language, linguistics or a related field; native fluency in the language; 2-5 years of teaching experience; demonstrated knowledge of the respective area's history, culture, politics and economy; and the ability to use the latest technology and teaching techniques.
View the full job posting at http://linguistlist.org/issues/22/22-3379.html
ACTFL Fall Webinars
From https://www.eiseverywhere.com/ehome/index.php?eventid=27040&
ACTFL webinars set a standard for high quality learning opportunities. They are designed to inspire and energize you to grow as a language professional. Led by educational experts, each series delivers new insights and proven techniques that you can use right away.
Here are the fall 2011 series:
Series One: Engaging All Learners – Designing Effective Learning and Communicating Results
Presenter: Paula Patrick, Foreign Language Coordinator for Fairfax County Public Schools and author of ACTFL’s publication Keys to the Classroom
Series Two: Enhancing Literacy - Improving Learners’ Proficiency
Presenter: Laura Terrill, independent consultant and former coordinator for World Languages & ELL
Go to https://www.eiseverywhere.com/ehome/index.php?eventid=27040& for dates and specifics.
ACTFL webinars set a standard for high quality learning opportunities. They are designed to inspire and energize you to grow as a language professional. Led by educational experts, each series delivers new insights and proven techniques that you can use right away.
Here are the fall 2011 series:
Series One: Engaging All Learners – Designing Effective Learning and Communicating Results
Presenter: Paula Patrick, Foreign Language Coordinator for Fairfax County Public Schools and author of ACTFL’s publication Keys to the Classroom
Series Two: Enhancing Literacy - Improving Learners’ Proficiency
Presenter: Laura Terrill, independent consultant and former coordinator for World Languages & ELL
Go to https://www.eiseverywhere.com/ehome/index.php?eventid=27040& for dates and specifics.
7th International Symposium on Teaching English at Tertiary Level
From http://www.engl.polyu.edu.hk/events/7thISTETL/main.html
7th International Symposium on Teaching English at Tertiary Level
October 13-14, 2011
Hong Kong
The 7th International Symposium on Teaching English at Tertiary Level is jointly organized by the Department of English, The Hong Kong Polytechnic University and the Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China. It aims to provide a platform for academics to discuss and review various issues related to teaching English at tertiary level.
For full details go to http://www.engl.polyu.edu.hk/events/7thISTETL/main.html
7th International Symposium on Teaching English at Tertiary Level
October 13-14, 2011
Hong Kong
The 7th International Symposium on Teaching English at Tertiary Level is jointly organized by the Department of English, The Hong Kong Polytechnic University and the Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China. It aims to provide a platform for academics to discuss and review various issues related to teaching English at tertiary level.
For full details go to http://www.engl.polyu.edu.hk/events/7thISTETL/main.html
2011 AATSEEL-Wisconsin Conference
American Association of Teachers of Slavic and East European Languages, Wisconsin Chapter
AATSEEL-Wisconsin Conference
21-22 October 2011
University of Wisconsin-Madison
See the conference’s call for papers for more details: http://slavic.lss.wisc.edu/new_web/?q=node/7
AATSEEL-Wisconsin Conference
21-22 October 2011
University of Wisconsin-Madison
See the conference’s call for papers for more details: http://slavic.lss.wisc.edu/new_web/?q=node/7
68th Annual South Central MLA Conference
68th Annual South Central MLA Conference
October 27-29, 2011
The Arlington Resort Hotel and Spa
Hot Springs, Arkansas
View a tentative program and register at http://www.southcentralmla.org/68th-annual-conference
October 27-29, 2011
The Arlington Resort Hotel and Spa
Hot Springs, Arkansas
View a tentative program and register at http://www.southcentralmla.org/68th-annual-conference
Call for Proposals: Ohio Foreign Language Association Annual Conference
The online form for session proposals for the March 29-31, 2012 conference in Columbus is now open. Please follow this link to submit your proposal online.
http://www.ofla-online.org/index.php/annual-conference
Proposals are due by October 15, 2012.
http://www.ofla-online.org/index.php/annual-conference
Proposals are due by October 15, 2012.
Call for Papers: Southeast Asia: Between the Lines
Call for Papers
Southeast Asia: Between the Lines
The University of Michigan
December 9-10 2011
In 2010, the Center for Southeast Asian Studies (CSEAS) at the University of Michigan celebrated its 50th anniversary with an interdisciplinary conference on the state of Southeast Asian Studies. CSEAS is now hosting Southeast Asia: Between the Lines, a graduate student conference and workshop. The conference aims to continue conversations on Southeast Asia across disciplinary lines, build connections between graduate students at different institutions, and facilitate intensive interactions between participants, both faculty and students. Support for this event comes from the Henry Luce Foundation and U-M’s Rackham Graduate School.
Southeast Asia: Between the Lines invites submissions from graduate students to participate in the two-day conference. The first day features presentations in four moderated panels. The second day features discipline-focused workshops facilitated by invited moderators. Graduate students submitting papers will be expected to attend both days and prepare for the workshop according to the facilitator’s request.
Invited moderators/workshop facilitators are: Ian Baird, University of Wisconsin-Madison; Vicente Rafael, University of Washington; Dan Slater, University of Chicago; and Anna Tsing, University of California, Santa Cruz.
Graduate students are asked to submit original work that falls under one of the following categories:
• Anthropology and Culture, Sociology (Ian Baird)
• History and Pre-Modern Legacies, (Vicente Rafael)
• Politics and the State (Dan Slater)
• Environmental Sustainability and Local Resources. (Anna Tsing)
Please submit abstracts (500 words or less) to Kate Wright at the Center for Southeast Asian Studies: katemw at umich dot edu. The deadline for abstract submissions is Friday, October 28, 2011.
If accepted, graduate students will receive a modest travel subvention and meals during the conference. There are a number of hotels in the Ann Arbor area, and students can arrange to stay for free at the homes of local graduate students. Notification of acceptance will be on or before Friday, November 4, 2011, and the organizers request that participants confirm their attendance by Wednesday, November 9, 2011. Papers will be due to the organizers by Monday, November 28, 2011.
Please direct questions to Kate Wright at katemw at umich dot edu or 734-764-5261.
Southeast Asia: Between the Lines
The University of Michigan
December 9-10 2011
In 2010, the Center for Southeast Asian Studies (CSEAS) at the University of Michigan celebrated its 50th anniversary with an interdisciplinary conference on the state of Southeast Asian Studies. CSEAS is now hosting Southeast Asia: Between the Lines, a graduate student conference and workshop. The conference aims to continue conversations on Southeast Asia across disciplinary lines, build connections between graduate students at different institutions, and facilitate intensive interactions between participants, both faculty and students. Support for this event comes from the Henry Luce Foundation and U-M’s Rackham Graduate School.
Southeast Asia: Between the Lines invites submissions from graduate students to participate in the two-day conference. The first day features presentations in four moderated panels. The second day features discipline-focused workshops facilitated by invited moderators. Graduate students submitting papers will be expected to attend both days and prepare for the workshop according to the facilitator’s request.
Invited moderators/workshop facilitators are: Ian Baird, University of Wisconsin-Madison; Vicente Rafael, University of Washington; Dan Slater, University of Chicago; and Anna Tsing, University of California, Santa Cruz.
Graduate students are asked to submit original work that falls under one of the following categories:
• Anthropology and Culture, Sociology (Ian Baird)
• History and Pre-Modern Legacies, (Vicente Rafael)
• Politics and the State (Dan Slater)
• Environmental Sustainability and Local Resources. (Anna Tsing)
Please submit abstracts (500 words or less) to Kate Wright at the Center for Southeast Asian Studies: katemw at umich dot edu. The deadline for abstract submissions is Friday, October 28, 2011.
If accepted, graduate students will receive a modest travel subvention and meals during the conference. There are a number of hotels in the Ann Arbor area, and students can arrange to stay for free at the homes of local graduate students. Notification of acceptance will be on or before Friday, November 4, 2011, and the organizers request that participants confirm their attendance by Wednesday, November 9, 2011. Papers will be due to the organizers by Monday, November 28, 2011.
Please direct questions to Kate Wright at katemw at umich dot edu or 734-764-5261.
Call for Papers and Participation: Cornell-Yale Northeastern Conference on Indonesia
Call for Papers and Participation
Cornell-Yale Northeastern Conference on Indonesia
Saturday, October 22, 2011
Kahin Center, Cornell University
Ithaca, New York
The Cornell University Indonesian Association (CIA) and the Yale Indonesia Forum (YIF) invite you to participate in their seventh biannual Northeast conference on Indonesia. We are honored to have Professor Emeritus Benedict Anderson returning as our keynote speaker. This conference was inspired by the 80th anniversary of the Second Youth Congress, where Indonesian intellectuals from diverse cultures and language groups declared their unity with the Indonesian national identity that constitutes “one land, one people, and a unifying language of Indonesia.” The Cornell-Yale conference continues this aspiration by serving as a forum for the exchange of knowledge about today’s Indonesia with the Indonesian language as its main medium of communication. It brings together seasoned professors, and up-and-coming researchers, students from the physical and social sciences and humanities to share and learn each other’s studies, research, and novel ideas for the advancement of today’s Indonesia.
For those who would like to present, please submit an abstract and short biography, both in Bahasa Indonesia and English, to Danny Adiwibowo (dha37 at cornell dot edu) by September 24, 2011. Those who are selected must submit full papers and presentation materials by October 8, 2011. Paper presenters and moderators: please contact the 2011-2012 CIA president, Wiratama Ramanto (whr39 at cornell dot edu) for logistical details; for conference transportation from Yale, contact the YIF advisor, Indriyo Sukmono (indriyo_sukmono at yale dot edu).
Cornell-Yale Northeastern Conference on Indonesia
Saturday, October 22, 2011
Kahin Center, Cornell University
Ithaca, New York
The Cornell University Indonesian Association (CIA) and the Yale Indonesia Forum (YIF) invite you to participate in their seventh biannual Northeast conference on Indonesia. We are honored to have Professor Emeritus Benedict Anderson returning as our keynote speaker. This conference was inspired by the 80th anniversary of the Second Youth Congress, where Indonesian intellectuals from diverse cultures and language groups declared their unity with the Indonesian national identity that constitutes “one land, one people, and a unifying language of Indonesia.” The Cornell-Yale conference continues this aspiration by serving as a forum for the exchange of knowledge about today’s Indonesia with the Indonesian language as its main medium of communication. It brings together seasoned professors, and up-and-coming researchers, students from the physical and social sciences and humanities to share and learn each other’s studies, research, and novel ideas for the advancement of today’s Indonesia.
For those who would like to present, please submit an abstract and short biography, both in Bahasa Indonesia and English, to Danny Adiwibowo (dha37 at cornell dot edu) by September 24, 2011. Those who are selected must submit full papers and presentation materials by October 8, 2011. Paper presenters and moderators: please contact the 2011-2012 CIA president, Wiratama Ramanto (whr39 at cornell dot edu) for logistical details; for conference transportation from Yale, contact the YIF advisor, Indriyo Sukmono (indriyo_sukmono at yale dot edu).
Book: Corpora, Language, Teaching, and Resources: From Theory to Practice
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54412&concordeid=430054
Corpora, Language, Teaching, and Resources: From Theory to Practice
Edited by Natalie Kübler
Published by Peter Lang International Academic Publishers
Summary: This volume brings together a selection of papers originally presented at the 7th Teaching and Language Corpora Conference, which was held in Paris in 2006. The volume is divided into four parts and deals with the practice of corpus use, learner corpora, the creation of resources and tools, and the evaluation of resources. This book follows the TaLC tradition which takes into account the great vitality and huge increase in computer facilities for using corpora and creating resources in language teaching. Also, the book deals with the teaching of language-related fields, such as translation, linguistics, terminology, or even literature and cultural studies. Moreover, some articles in this volume tackle the more theoretical concepts of corpus linguistics that can be introduced in language teaching. Other articles deal with the more and more user-friendly tools that are created to help linguists compile resources appropriate to language teaching. By showing the diversity of the proposed approaches, of corpus types, and corpus analyses that can be used in teaching, this volume allows readers to follow the extremely dynamic evolution of the domain.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54412&concordeid=430054
Corpora, Language, Teaching, and Resources: From Theory to Practice
Edited by Natalie Kübler
Published by Peter Lang International Academic Publishers
Summary: This volume brings together a selection of papers originally presented at the 7th Teaching and Language Corpora Conference, which was held in Paris in 2006. The volume is divided into four parts and deals with the practice of corpus use, learner corpora, the creation of resources and tools, and the evaluation of resources. This book follows the TaLC tradition which takes into account the great vitality and huge increase in computer facilities for using corpora and creating resources in language teaching. Also, the book deals with the teaching of language-related fields, such as translation, linguistics, terminology, or even literature and cultural studies. Moreover, some articles in this volume tackle the more theoretical concepts of corpus linguistics that can be introduced in language teaching. Other articles deal with the more and more user-friendly tools that are created to help linguists compile resources appropriate to language teaching. By showing the diversity of the proposed approaches, of corpus types, and corpus analyses that can be used in teaching, this volume allows readers to follow the extremely dynamic evolution of the domain.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54412&concordeid=430054
August 21, 2011
New e-Tools Database on LangCanada Website
Visit the E-tools database on the LangCanada.ca Web site and explore the listing of over 180 online applications that can be useful in a language learning environment: audio, video, animation recording and editing tools; blogging platforms; material builders; collaboration applications; and much more.
Available at http://www.langcanada.ca/resources/pedagogical-tools_en.php
Available at http://www.langcanada.ca/resources/pedagogical-tools_en.php
Survey of Digital Instructional Materials for Less Commonly Taught Languages
LCTL Materials in the Digital Age
With funding from the U.S. Department of Education, the UCLA Language Materials Project (LMP) has launched a survey of digital instructional materials for Less Commonly Taught Languages.
Do you have a favorite website or DVD for audios, videos, interactive lessons, or an online dictionary? Do you use any language apps or RSS feeds? Have you created your own digital materials? Tell the LMP about them.
The Survey covers any curricular material created by a language teacher or pedagogical team that is available for purchase, subscription, or free use through an institutional website with open access. The material can be of any scope, from a video clip or app to a complete course.
Survey results will be published in pedagogical and policy journals, and disseminated through the national Language Resource Centers.
Here are some examples of the kinds of materials the surveyors are eager to hear about.
Arabic Webcasts. National Capitol Language Resource Center.
On-line authentic news in simplified Arabic with pre-listening background information, vocabulary support, and post-listening activities. Interactive multiple-choice or blank-filling exercises. Audios can be heard online, or downloaded to an iPod through RSS feed. (Also Russian Webcasts.) http://nclrc.org/webcasts/arabic
Hindi - A Trip to the Market. Center for Advanced Research on Language Acquisition (CARLA).
On-line digital video with .doc or .pdf downloadable exercises. High intermediate to Advanced level. (Other “shareable material” from Arabic and Azeri to Urdu and Vietnamese.) http://www.carla.umn.edu/LCTL
Mongolian Intermediate Readings. Center for Languages of the Central Asian Region (CeLCAR).
On-line video & audio files with reading/listening components. http://www.indiana.edu/~celcar/intermediate/mongolinter.html
Pashto Writing Tutorial. Center for Languages of the Central Asian Region (CeLCAR)
An app for iPad, Playbook, or Android phone, providing interactive exercises and games for learning to write Pashto script.
Turkish Tutor. UCLA Center for Near Eastern Languages.
Complete lessons based on dialogues from a popular television program. Each video clip comes with a glossary and exercises. http://languagetutors.ucla.edu/turkishtutor/pages/home/blackborder-fs.html
Ukrainian. University of Arizona Critical Languages Series.
Interactive lessons on DVD-ROM or by online subscription. (Other complete lessons for Cantonese, Chinese, Kazakh, Korean, and Kurmanji Turkish, etc.) http://clp.arizona.edu/cls
LangMedia. Five Colleges Center for the Study of World Languages
Videos, with transcripts, of short conversations in a large number of languages. Conversations are grouped thematically. The can be downloaded or viewed on the web. http://langmedia.fivecolleges.edu
Please send your digital material suggestions to Barbara Blankenship blankens at humnet dot ucla dot edu, (310-267-4720) or to the feedback page of the LMP website at http://lmp.ucla.edu/feedback.aspx?menu=006
The UCLA Language Materials Project (LMP) has been in existence for nearly 20 years. Its web site offers a searchable bibliography of over 7000 teaching materials for 150 languages. See the new K-12 portal with over 100 free lesson plans at http://lmp.ucla.edu/k-12.
Horn, E. UCLA Language Materials Project Survey. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Aug 2011).
With funding from the U.S. Department of Education, the UCLA Language Materials Project (LMP) has launched a survey of digital instructional materials for Less Commonly Taught Languages.
Do you have a favorite website or DVD for audios, videos, interactive lessons, or an online dictionary? Do you use any language apps or RSS feeds? Have you created your own digital materials? Tell the LMP about them.
The Survey covers any curricular material created by a language teacher or pedagogical team that is available for purchase, subscription, or free use through an institutional website with open access. The material can be of any scope, from a video clip or app to a complete course.
Survey results will be published in pedagogical and policy journals, and disseminated through the national Language Resource Centers.
Here are some examples of the kinds of materials the surveyors are eager to hear about.
Arabic Webcasts. National Capitol Language Resource Center.
On-line authentic news in simplified Arabic with pre-listening background information, vocabulary support, and post-listening activities. Interactive multiple-choice or blank-filling exercises. Audios can be heard online, or downloaded to an iPod through RSS feed. (Also Russian Webcasts.) http://nclrc.org/webcasts/arabic
Hindi - A Trip to the Market. Center for Advanced Research on Language Acquisition (CARLA).
On-line digital video with .doc or .pdf downloadable exercises. High intermediate to Advanced level. (Other “shareable material” from Arabic and Azeri to Urdu and Vietnamese.) http://www.carla.umn.edu/LCTL
Mongolian Intermediate Readings. Center for Languages of the Central Asian Region (CeLCAR).
On-line video & audio files with reading/listening components. http://www.indiana.edu/~celcar/intermediate/mongolinter.html
Pashto Writing Tutorial. Center for Languages of the Central Asian Region (CeLCAR)
An app for iPad, Playbook, or Android phone, providing interactive exercises and games for learning to write Pashto script.
Turkish Tutor. UCLA Center for Near Eastern Languages.
Complete lessons based on dialogues from a popular television program. Each video clip comes with a glossary and exercises. http://languagetutors.ucla.edu/turkishtutor/pages/home/blackborder-fs.html
Ukrainian. University of Arizona Critical Languages Series.
Interactive lessons on DVD-ROM or by online subscription. (Other complete lessons for Cantonese, Chinese, Kazakh, Korean, and Kurmanji Turkish, etc.) http://clp.arizona.edu/cls
LangMedia. Five Colleges Center for the Study of World Languages
Videos, with transcripts, of short conversations in a large number of languages. Conversations are grouped thematically. The can be downloaded or viewed on the web. http://langmedia.fivecolleges.edu
Please send your digital material suggestions to Barbara Blankenship blankens at humnet dot ucla dot edu, (310-267-4720) or to the feedback page of the LMP website at http://lmp.ucla.edu/feedback.aspx?menu=006
The UCLA Language Materials Project (LMP) has been in existence for nearly 20 years. Its web site offers a searchable bibliography of over 7000 teaching materials for 150 languages. See the new K-12 portal with over 100 free lesson plans at http://lmp.ucla.edu/k-12.
Horn, E. UCLA Language Materials Project Survey. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Aug 2011).
Proposed Somerville Charter School To Focus on ESL
From http://www.boston.com/yourtown/news/somerville/2011/08/in_a_city_of_immigrants_propos.html
Proposed Somerville charter school to focus on ESL
By Matt Byrne
August 4, 2011
Drawing on the needs of a deeply multicultural student population, a proposal to bring a 425-seat charter school to Somerville will focus largely on teaching youngsters who grapple with learning English as a second language, according to documentation submitted to the state.
The Somerville Progressive Charter School would serve kindergartners through eighth grade, according to the 168-page prospectus.
The document is the first step toward winning approval from education officials, who will meet in February to decide the school's future. If all goes to plan, the school would start classes in the fall of next year.
The proposal comes from the Somerville Group for Progressive Education, a group with ties to the International Charter School in Pawtucket, R.I., which has a similar focus on language skills in a community heavily populated by Spanish and Portuguese speakers.
To achieve its goals, the school plans to implement for some students all-day English instruction, after school programs conducted in speakers' native languages of Haitian Creole, Portuguese, and Spanish, and a two-way immersion program that will see youngsters engaged in classroom work in both their native language and English.
Read the full article at http://www.boston.com/yourtown/news/somerville/2011/08/in_a_city_of_immigrants_propos.html
Proposed Somerville charter school to focus on ESL
By Matt Byrne
August 4, 2011
Drawing on the needs of a deeply multicultural student population, a proposal to bring a 425-seat charter school to Somerville will focus largely on teaching youngsters who grapple with learning English as a second language, according to documentation submitted to the state.
The Somerville Progressive Charter School would serve kindergartners through eighth grade, according to the 168-page prospectus.
The document is the first step toward winning approval from education officials, who will meet in February to decide the school's future. If all goes to plan, the school would start classes in the fall of next year.
The proposal comes from the Somerville Group for Progressive Education, a group with ties to the International Charter School in Pawtucket, R.I., which has a similar focus on language skills in a community heavily populated by Spanish and Portuguese speakers.
To achieve its goals, the school plans to implement for some students all-day English instruction, after school programs conducted in speakers' native languages of Haitian Creole, Portuguese, and Spanish, and a two-way immersion program that will see youngsters engaged in classroom work in both their native language and English.
Read the full article at http://www.boston.com/yourtown/news/somerville/2011/08/in_a_city_of_immigrants_propos.html
ELL Group Files Brief in Alabama Immigration Case
From http://blogs.edweek.org/edweek/learning-the-language
ELL Group Files Brief in Ala. Immigration Case
By Mary Ann Zehr
August 8, 2011
An advocacy group for English-language learners has filed a "friend of the court" brief backing a class action that challenges Alabama's new law requiring educators to record the immigration status of students in schools. The Somerville, Mass.-based Multicultural Education, Training, and Advocacy, Inc., has filed the brief on its own behalf as well as for the League of United Latin American Citizens, the Hispanic College Fund, and the Hispanic Association of Colleges and Universities.
The new Alabama law, believed to be the first of its kind signed by a state governor, requires educators to report to Alabama's board of education whether students are undocumented or not. The law, known informally as H.B. 56, also requires police officers to make "a reasonable attempt" to determine the immigration status of any person while making a "lawful stop, detention, or arrest."
Meanwhile, Alabama's department of education has released guidance for schools on how to respond to the new law by coding students whose parents produce a U.S. birth certificate with a "1" and students whose parents can't or refuse to show documents proving their children are legally in the country with a "0" beginning Sept. 1.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2011/08/ell_group_files_brief_in_case.html
ELL Group Files Brief in Ala. Immigration Case
By Mary Ann Zehr
August 8, 2011
An advocacy group for English-language learners has filed a "friend of the court" brief backing a class action that challenges Alabama's new law requiring educators to record the immigration status of students in schools. The Somerville, Mass.-based Multicultural Education, Training, and Advocacy, Inc., has filed the brief on its own behalf as well as for the League of United Latin American Citizens, the Hispanic College Fund, and the Hispanic Association of Colleges and Universities.
The new Alabama law, believed to be the first of its kind signed by a state governor, requires educators to report to Alabama's board of education whether students are undocumented or not. The law, known informally as H.B. 56, also requires police officers to make "a reasonable attempt" to determine the immigration status of any person while making a "lawful stop, detention, or arrest."
Meanwhile, Alabama's department of education has released guidance for schools on how to respond to the new law by coding students whose parents produce a U.S. birth certificate with a "1" and students whose parents can't or refuse to show documents proving their children are legally in the country with a "0" beginning Sept. 1.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2011/08/ell_group_files_brief_in_case.html
New Online Vocabulary Practice: Wordplay
Wordplay is a new flashcard program that tracks student progress on mastery and retention, scheduling regular reviews of previously mastered words. The sight owners will also work with teachers to design lessons customized to teachers’ curriculum.
Learn more at http://www.wordplay.com/index/home
Learn more at http://www.wordplay.com/index/home
Toutes les Chansons: French Songs, Lyrics, and Activity Suggestions
TV5’s Toutes les Chansons section of their website features lyrics from over 800 French songs, videoclips and suggested activities to learn French from artists' songs and biographical and professional records. Available at http://www.tv5.org/cms/chaine-francophone/Musique/p-14242-Toutes-les-chansons.htm
34th Annual National Junior Classical League Creative Writing Contest
From http://www.njcl.org/pages/njcl-creative-writing-contest
34th Annual NJCL Creative Writing Contest
Topic: Tell the story of a fictional ancient hero/heroine.
The story may be set in ancient Greek or Roman history or mythology (or not). Make sure to research reliable information and cite all sources.
This contest is open to all members of the National Junior Classical League. All students who submit stories must be registered members of the NJCL in order to win. The names of any winners in attendance at the 2012 NJCL Convention will be announced, although a student does not need to attend the convention in order to enter this contest.
Deadline for entries is Friday, February 10, 2012.
For full details, go to http://www.njcl.org/pages/njcl-creative-writing-contest
34th Annual NJCL Creative Writing Contest
Topic: Tell the story of a fictional ancient hero/heroine.
The story may be set in ancient Greek or Roman history or mythology (or not). Make sure to research reliable information and cite all sources.
This contest is open to all members of the National Junior Classical League. All students who submit stories must be registered members of the NJCL in order to win. The names of any winners in attendance at the 2012 NJCL Convention will be announced, although a student does not need to attend the convention in order to enter this contest.
Deadline for entries is Friday, February 10, 2012.
For full details, go to http://www.njcl.org/pages/njcl-creative-writing-contest
Mad about German - Mad about Madsen: Concert Tour for Students
MAD ABOUT GERMAN – MAD ABOUT MADSEN
Concert Tour for Students
This coming fall, Madsen, Germany’s most popular indie pop band, will tour high schools and colleges around the United States. Students of German and people interested in music will have the once-in-a-lifetime opportunity to experience live one of Germany’s top music groups.
Teachers may register their classes for the free concerts in New York (10/21), Pittsburgh (10/25), and Athens (10/27) by simply sending an email to languageintern at newyork dot goethe dot org and indicating the number of students attending as well as their institution.
Further information on the whole tour will soon be released on the Todo Alemán (http://www.goethe.de/todoaleman) and Step into German (http://www.goethe.de/stepintogerman) websites. On the Step into German website you can already find some interesting teaching material using the band’s lyrics and music videos.
Pokorny, M. [AATG-L] Mad about German - Mad about Madsen: Concert Tour for Students. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 18 Aug 2011).
Concert Tour for Students
This coming fall, Madsen, Germany’s most popular indie pop band, will tour high schools and colleges around the United States. Students of German and people interested in music will have the once-in-a-lifetime opportunity to experience live one of Germany’s top music groups.
Teachers may register their classes for the free concerts in New York (10/21), Pittsburgh (10/25), and Athens (10/27) by simply sending an email to languageintern at newyork dot goethe dot org and indicating the number of students attending as well as their institution.
Further information on the whole tour will soon be released on the Todo Alemán (http://www.goethe.de/todoaleman) and Step into German (http://www.goethe.de/stepintogerman) websites. On the Step into German website you can already find some interesting teaching material using the band’s lyrics and music videos.
Pokorny, M. [AATG-L] Mad about German - Mad about Madsen: Concert Tour for Students. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 18 Aug 2011).
New Font for Devanagari Script
From http://sil.org/sil/news/2011/annapurna-font.htm
SIL’s Non-Roman Script Initiative (NRSI) is pleased to announce the release of the Annapurna SIL Regular and Annapurna SIL Bold fonts.
Named for a section of the Himalayas in North Central Nepal, Annapurna SIL is a font for the Devanagari script, which is used to write more than 120 Indo-Aryan languages of South Asia. Annapurna SIL provides a Unicode-based font family with support for these diverse languages. The calligraphic design reflects the familiar stroke contrast of a broad pen nib, which is commonly used for handwriting Devanagari. The font was designed to be highly readable, reasonably compact and visually attractive, suitable for producing high-quality publications.
Learn more about the font and download it at http://sil.org/sil/news/2011/annapurna-font.htm
SIL’s Non-Roman Script Initiative (NRSI) is pleased to announce the release of the Annapurna SIL Regular and Annapurna SIL Bold fonts.
Named for a section of the Himalayas in North Central Nepal, Annapurna SIL is a font for the Devanagari script, which is used to write more than 120 Indo-Aryan languages of South Asia. Annapurna SIL provides a Unicode-based font family with support for these diverse languages. The calligraphic design reflects the familiar stroke contrast of a broad pen nib, which is commonly used for handwriting Devanagari. The font was designed to be highly readable, reasonably compact and visually attractive, suitable for producing high-quality publications.
Learn more about the font and download it at http://sil.org/sil/news/2011/annapurna-font.htm
7th Japan Foundation Film Series: Young Starlets of Japanese Cinemas
From http://www.jfny.org/newsletter/newsletter.php
7th Japan Foundation Film Series: Young Starlets of Japanese Cinemas (various locations in the Midwest and Northwest from Sept 14 - Nov 19)
Organized by Japan Foundation’s New York office, this year’s film series is devoted to introducing young female actresses from the film released in the 2000’s: Harmful Insect, Kamikaze Girls, Yunagi City Sakura Country and One Million Yen Girl. The series will progress on a round-robin format among six institutions (Washington University in St. Louis, Ball State University, University of Iowa, Cornell University, Middlebury College, Wesleyan University).
7th Japan Foundation Film Series: Young Starlets of Japanese Cinemas (various locations in the Midwest and Northwest from Sept 14 - Nov 19)
Organized by Japan Foundation’s New York office, this year’s film series is devoted to introducing young female actresses from the film released in the 2000’s: Harmful Insect, Kamikaze Girls, Yunagi City Sakura Country and One Million Yen Girl. The series will progress on a round-robin format among six institutions (Washington University in St. Louis, Ball State University, University of Iowa, Cornell University, Middlebury College, Wesleyan University).
Kuaile Hanyu: Online Chinese Lessons for Teenagers
From http://kid.chinese.cn
Kuaile Hanyu (Happy Chinese) is a series of Chinese multimedia courseware which is specially designed for English speaking school students from 11 to 16 years old. The course focuses on the training of Chinese communicative competence, and on motivating learners by providing various exercises and games within each lessons.
Explore this resource at http://kid.chinese.cn/en/article/2009-09/25/content_68533.htm
Kuaile Hanyu (Happy Chinese) is a series of Chinese multimedia courseware which is specially designed for English speaking school students from 11 to 16 years old. The course focuses on the training of Chinese communicative competence, and on motivating learners by providing various exercises and games within each lessons.
Explore this resource at http://kid.chinese.cn/en/article/2009-09/25/content_68533.htm
Closed Captioning Befits Students with Hearing Impairments, Second-Language English Speakers
From http://campustechnology.com
The rapid growth of lecture capture and distance education in higher education is raising fresh concerns about accessibility, since it's difficult--if not impossible--for hearing-impaired students to use these tools effectively. As a result, many colleges and universities are renewing their focus on closed captioning as a viable solution.
While the impetus for closed captioning stems from a desire to accommodate students with hearing issues, schools are also discovering that closed captioning has broader appeal, particularly among students for whom English is a second language. And for the rest of the students on campus, there's one other big benefit: It allows them to search captured content quickly, by enabling keyword searches.
Read the full article at http://campustechnology.com/Articles/2011/08/01/Closed-Captioning-and-Getting-Your-Lines-Right.aspx?Page=1
The rapid growth of lecture capture and distance education in higher education is raising fresh concerns about accessibility, since it's difficult--if not impossible--for hearing-impaired students to use these tools effectively. As a result, many colleges and universities are renewing their focus on closed captioning as a viable solution.
While the impetus for closed captioning stems from a desire to accommodate students with hearing issues, schools are also discovering that closed captioning has broader appeal, particularly among students for whom English is a second language. And for the rest of the students on campus, there's one other big benefit: It allows them to search captured content quickly, by enabling keyword searches.
Read the full article at http://campustechnology.com/Articles/2011/08/01/Closed-Captioning-and-Getting-Your-Lines-Right.aspx?Page=1
Article: Why It’s Smart to Be Bilingual
From http://www.thedailybeast.com/newsweek/2011/08/07/why-it-s-smart-to-be-bilingual.html
Why It’s Smart to Be Bilingual
The brain’s real super-food may be learning new languages.
by Casey Schwartz
August 7, 2011
Bilingualism can be a leg up for college admission and a résumé burnisher. But a growing body of research now offers a further rationale: the regular, high-level use of more than one language may actually improve early brain development.
According to several different studies, command of two or more languages bolsters the ability to focus in the face of distraction, decide between competing alternatives, and disregard irrelevant information. These essential skills are grouped together, known in brain terms as “executive function.” The research suggests they develop ahead of time in bilingual children, and are already evident in kids as young as 3 or 4.
Read the full article at http://www.thedailybeast.com/newsweek/2011/08/07/why-it-s-smart-to-be-bilingual.html
Why It’s Smart to Be Bilingual
The brain’s real super-food may be learning new languages.
by Casey Schwartz
August 7, 2011
Bilingualism can be a leg up for college admission and a résumé burnisher. But a growing body of research now offers a further rationale: the regular, high-level use of more than one language may actually improve early brain development.
According to several different studies, command of two or more languages bolsters the ability to focus in the face of distraction, decide between competing alternatives, and disregard irrelevant information. These essential skills are grouped together, known in brain terms as “executive function.” The research suggests they develop ahead of time in bilingual children, and are already evident in kids as young as 3 or 4.
Read the full article at http://www.thedailybeast.com/newsweek/2011/08/07/why-it-s-smart-to-be-bilingual.html
Article: Arabic Immersion without Leaving the United States
From http://www.post-gazette.com/pg/11215/1164664-298.stm
Program immersed itself in Arabic language and culture here at home
By Sean D. Hamill
August 3, 2011
When the unrest began in Egypt this past January, Georges Montillet felt the reverberations all the way back in Pittsburgh and Washington, Pa.
"We were watching it carefully," said Mr. Montillet, director of the Pittsburgh Middle East Institute's Arabic language and cultural immersion program.
By Feb. 11, when Egyptian President Hosni Mubarak resigned and the stability there looked shaky at best, Mr. Montillet and Simin Curtis, CEO and founder of Pittsburgh Middle East Institute, made the difficult decision to not go abroad this year.
"There was no way we were going to get parents to let their kids go to Cairo like we did last year," said Ms. Curtis.
One of Ms. Curtis' Middle East Institute co-founders, Anahita Firouz Radjy, made the simple -- although challenging -- suggestion that they just create a domestic Arabic language immersion program, something unheard of in the region.
Read more: http://www.post-gazette.com/pg/11215/1164664-298-2.stm#ixzz1VQ3x70B3
Program immersed itself in Arabic language and culture here at home
By Sean D. Hamill
August 3, 2011
When the unrest began in Egypt this past January, Georges Montillet felt the reverberations all the way back in Pittsburgh and Washington, Pa.
"We were watching it carefully," said Mr. Montillet, director of the Pittsburgh Middle East Institute's Arabic language and cultural immersion program.
By Feb. 11, when Egyptian President Hosni Mubarak resigned and the stability there looked shaky at best, Mr. Montillet and Simin Curtis, CEO and founder of Pittsburgh Middle East Institute, made the difficult decision to not go abroad this year.
"There was no way we were going to get parents to let their kids go to Cairo like we did last year," said Ms. Curtis.
One of Ms. Curtis' Middle East Institute co-founders, Anahita Firouz Radjy, made the simple -- although challenging -- suggestion that they just create a domestic Arabic language immersion program, something unheard of in the region.
Read more: http://www.post-gazette.com/pg/11215/1164664-298-2.stm#ixzz1VQ3x70B3
Panetta: Foreign Language and Culture Training Is Essential to U.S. National Security
From http://www.alliance-exchange.org
Foreign language and culture training is “essential to our ability not only to protect our security, but frankly to be a nation that is well educated,” Secretary of Defense Leon Panetta said on Tuesday during a wide-ranging conversation with Secretary of State Hillary Clinton at the National Defense University.
Panetta’s remark came in response to the first audience question of the event, from an Army Colonel about the dearth of foreign language and culture training for military and intelligence services. Both Secretary Panetta and Secretary Clinton noted their views that such language and culture training is essential to U.S. security.
Read the rest of the summary at http://www.alliance-exchange.org/policy-monitor/08/17/2011/panetta-foreign-language-and-culture-training-essential-us-national-securi
Watch and read a transcript of the full conversation at http://www.state.gov/secretary/rm/2011/08/170611.htm
Foreign language and culture training is “essential to our ability not only to protect our security, but frankly to be a nation that is well educated,” Secretary of Defense Leon Panetta said on Tuesday during a wide-ranging conversation with Secretary of State Hillary Clinton at the National Defense University.
Panetta’s remark came in response to the first audience question of the event, from an Army Colonel about the dearth of foreign language and culture training for military and intelligence services. Both Secretary Panetta and Secretary Clinton noted their views that such language and culture training is essential to U.S. security.
Read the rest of the summary at http://www.alliance-exchange.org/policy-monitor/08/17/2011/panetta-foreign-language-and-culture-training-essential-us-national-securi
Watch and read a transcript of the full conversation at http://www.state.gov/secretary/rm/2011/08/170611.htm
NFLC Language Consultant Opportunities-Balochi
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English. They are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. They focus on less commonly taught languages. They are looking for several individuals to help us launch a project in Balochi
Minimum Requirements:
Native, or near-native, proficiency in the target language
English proficiency
Ability to conduct Internet research and submit Word documents and/or audio files
Experience in curriculum or learning materials development
Desired Qualifications:
Knowledge of ILR scale of language proficiency
Specifically, NFLC needs educated native speakers of this language (or individuals with equivalent proficiency levels) to create online activities in English based on Balochi videos using software NFLC provides. In addition, they are looking for speakers to record audio files and to perform various editing tasks in Balochi.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States.
If you are interested in working with NFLC, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Please send your current resume, or CV, with Balochi in the subject line.
Minimum Requirements:
Native, or near-native, proficiency in the target language
English proficiency
Ability to conduct Internet research and submit Word documents and/or audio files
Experience in curriculum or learning materials development
Desired Qualifications:
Knowledge of ILR scale of language proficiency
Specifically, NFLC needs educated native speakers of this language (or individuals with equivalent proficiency levels) to create online activities in English based on Balochi videos using software NFLC provides. In addition, they are looking for speakers to record audio files and to perform various editing tasks in Balochi.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States.
If you are interested in working with NFLC, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Please send your current resume, or CV, with Balochi in the subject line.
Job: Part-Time Tigrinya Lecturer at UCLA
The Department of Applied Linguistics at UCLA invites applications for a part-time (37.5% time) lecturer to teach either Beginning or Intermediate Tigrinya using a communicative approach during the 2011-12 academic year (1 course each quarter for 3 quarters). Instruction begins 22 September 2011 and ends 15 June 2012. Applicants must have a minimum of a Master¹s degree, preferably in a relevant subject (e.g. applied linguistics, African languages, African studies), and have at least Superior proficiency in Tigrinya. UCLA is an affirmative action/equal opportunity employer. Women and minorities are encouraged to apply.
Deadline: 1 September 2011. Please send a CV and a cover letter that addresses your teaching experience, teaching philosophy, and availability, to:
Dr. Katrina Daly Thompson
University of California - Los Angeles (UCLA)
3320 Rolfe Hall
Los Angeles, CA 90095
kdthompson at ucla dot edu
Thompson, K. [LCTL-T] part-time lecturer for Tigrinya. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 18 Aug 2011).
Deadline: 1 September 2011. Please send a CV and a cover letter that addresses your teaching experience, teaching philosophy, and availability, to:
Dr. Katrina Daly Thompson
University of California - Los Angeles (UCLA)
3320 Rolfe Hall
Los Angeles, CA 90095
kdthompson at ucla dot edu
Thompson, K. [LCTL-T] part-time lecturer for Tigrinya. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 18 Aug 2011).
Job: French Language Program Director: Senior Lector I or II, Yale University
From http://linguistlist.org/issues/22/22-3204.html
The Department of French at Yale University seeks to appoint a Senior Lector I or II as Director of the French Language Program beginning July 1, 2012.
This is a full-time position with an initial appointment between three and five years, renewable upon successful review. Applications should arrive by October 1, 2011.
View the full posting at http://linguistlist.org/issues/22/22-3204.html
The Department of French at Yale University seeks to appoint a Senior Lector I or II as Director of the French Language Program beginning July 1, 2012.
This is a full-time position with an initial appointment between three and five years, renewable upon successful review. Applications should arrive by October 1, 2011.
View the full posting at http://linguistlist.org/issues/22/22-3204.html
SAGE/ILTA Award for Best Book on Language Testing
From http://www.iltaonline.com/index.php?option=com_content&view=article&id=198:sageilta-book-award-cfn-2011&catid=3
Call for Nominations 2011
Sage, the Publisher of the Language Testing journal, in conjunction with the International Language Testing Association (ILTA), is sponsoring a triennial award for the best book in the area of language testing/ assessment. The award, which will consist of a certificate and US$600 dollars, will be made at the Language Testing Research Colloquium.
The winning volume will be selected on the basis of the following criteria:
• awareness of fundamental issues in the field;
• development of our knowledge and understanding;
• quality of argumentation;
• originality and/or distinctive treatment of the topic;
• general presentation and scholarship;
• likely impact.
Nominations for the second Sage/ILTA Award should be submitted to one of two Language Testing editors by September 30, 2011, and should include a citation indicating how the nominated volume meets the selection criteria.
See the full instructions for nomination at http://www.iltaonline.com/index.php?option=com_content&view=article&id=198:sageilta-book-award-cfn-2011&catid=3
Call for Nominations 2011
Sage, the Publisher of the Language Testing journal, in conjunction with the International Language Testing Association (ILTA), is sponsoring a triennial award for the best book in the area of language testing/ assessment. The award, which will consist of a certificate and US$600 dollars, will be made at the Language Testing Research Colloquium.
The winning volume will be selected on the basis of the following criteria:
• awareness of fundamental issues in the field;
• development of our knowledge and understanding;
• quality of argumentation;
• originality and/or distinctive treatment of the topic;
• general presentation and scholarship;
• likely impact.
Nominations for the second Sage/ILTA Award should be submitted to one of two Language Testing editors by September 30, 2011, and should include a citation indicating how the nominated volume meets the selection criteria.
See the full instructions for nomination at http://www.iltaonline.com/index.php?option=com_content&view=article&id=198:sageilta-book-award-cfn-2011&catid=3
Funding Opportunity: Performing Arts Japan
From http://www.jfny.org/arts_and_culture/paj.html
This program is designed to provide financial assistance for non-profit organizations in the US and Canada that aim to introduce Japanese performing arts to local audiences. PAJ Touring Grants help present Japanese performing arts at multiple locations in the United States and Canada, with an emphasis on locations outside major metropolitan areas. PAJ Collaboration Grants help Japanese and American/Canadian artists develop a new work, which will further an appreciation of Japanese culture when presented to American/Canadian audiences.
Deadline for applications is November 1, 2011.
For full details go to http://www.jfny.org/arts_and_culture/paj.html
This program is designed to provide financial assistance for non-profit organizations in the US and Canada that aim to introduce Japanese performing arts to local audiences. PAJ Touring Grants help present Japanese performing arts at multiple locations in the United States and Canada, with an emphasis on locations outside major metropolitan areas. PAJ Collaboration Grants help Japanese and American/Canadian artists develop a new work, which will further an appreciation of Japanese culture when presented to American/Canadian audiences.
Deadline for applications is November 1, 2011.
For full details go to http://www.jfny.org/arts_and_culture/paj.html
Upcoming SOPA Online Training Courses
CAL offers innovative language proficiency assessment instruments designed to allow young students to demonstrate their highest level of performance in oral fluency, grammar, vocabulary, and listening comprehension. SOPA Online Training courses teach participants how to administer and rate students' oral language using the SOPA (Student Oral Proficiency Assessment) or the ELLOPA (Early Language Listening and Oral Proficiency Assessment).
Registration is open for two online training courses that will begin in September: Moderated Introduction to SOPA and Rating the SOPA. Learn more at http://www.cal.org/ela
Registration is open for two online training courses that will begin in September: Moderated Introduction to SOPA and Rating the SOPA. Learn more at http://www.cal.org/ela
2011 ACTFL Annual Convention and World Languages Expo
From http://www.actfl.org
ACTFL 2011 Annual Convention and World Languages Expo
November 18-20, 2011
Pre-convention Workshops – November 17, 2011
Colorado Convention Center, Denver, CO
Empowering Language Educators Through Collaboration
The American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention and World Languages Expo brings together more than 7,000 teachers, administrators, method instructors and students of foreign languages at all levels from across the world. The convention features over 600 educational sessions on such topics areas as: Assessment, Culture, Curriculum, Literature, Methods/Techniques, Advocacy and Policy Issues, Professional Development, Research, Specific Purposes, Standards and Technology.
Learn more, register, and reserve online housing at http://www.actfl.org/i4a/pages/index.cfm?pageid=5214
ACTFL 2011 Annual Convention and World Languages Expo
November 18-20, 2011
Pre-convention Workshops – November 17, 2011
Colorado Convention Center, Denver, CO
Empowering Language Educators Through Collaboration
The American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention and World Languages Expo brings together more than 7,000 teachers, administrators, method instructors and students of foreign languages at all levels from across the world. The convention features over 600 educational sessions on such topics areas as: Assessment, Culture, Curriculum, Literature, Methods/Techniques, Advocacy and Policy Issues, Professional Development, Research, Specific Purposes, Standards and Technology.
Learn more, register, and reserve online housing at http://www.actfl.org/i4a/pages/index.cfm?pageid=5214
Symposium on Teaching and Learning Indigenous Languages of Latin America
From https://kellogg.nd.edu/projects/quechua/STLILLA
Symposium on Teaching and Learning Indigenous Languages of Latin America
October 30 - November 2, 2011
The 2011 Symposium on Teaching and Learning Indigenous Languages of Latin America (STLILLA 2011) will bring together instructors, practitioners, activists, indigenous leaders, scholars and learners of indigenous languages. The symposium will focus on research and pedagogy related to the diverse languages and cultures of indigenous populations in Latin America and the Caribbean.
STLILLA 2011 will be hosted by the Kellogg Institute for International Studies at the University of Notre Dame.
Visit the conference website at https://kellogg.nd.edu/projects/quechua/STLILLA
Symposium on Teaching and Learning Indigenous Languages of Latin America
October 30 - November 2, 2011
The 2011 Symposium on Teaching and Learning Indigenous Languages of Latin America (STLILLA 2011) will bring together instructors, practitioners, activists, indigenous leaders, scholars and learners of indigenous languages. The symposium will focus on research and pedagogy related to the diverse languages and cultures of indigenous populations in Latin America and the Caribbean.
STLILLA 2011 will be hosted by the Kellogg Institute for International Studies at the University of Notre Dame.
Visit the conference website at https://kellogg.nd.edu/projects/quechua/STLILLA
Ohio Foreign Language Association Fall Conference
OFLA Fall Conference
22 Oct 2011
8:30 AM - 3:30 PM
Denison University
See session descriptions and register at http://ofla.memberlodge.org/Default.aspx?pageId=1082456
22 Oct 2011
8:30 AM - 3:30 PM
Denison University
See session descriptions and register at http://ofla.memberlodge.org/Default.aspx?pageId=1082456
Call for Papers: 19th Princeton Japanese Pedagogy Forum
From http://www.princeton.edu/pjpf/index.xml
The 19th Princeton Japanese Pedagogy Forum
Saturday, May 19 - Sunday, May 20, 2012
Theme: "New Horizons in Japanese Language Education"
「日本語教育の新しい地平を開く」
This year’s forum will feature special sessions for which we are inviting fifteen scholars to speak at three round tables on strands revolving around the theme:
Round Table 1：
Japanese language education and linguistics/cultural studies
日本語教育と言語学・文化学
Round Table 2：
Japanese language education and pedagogy
日本語教育と教授法
Round Table 3：
Japanese language education and the OPI (Oral Proficiency Interview)
日本語教育と OPI
The organizers invite papers related to the main theme for both pre-college and college level as well as heritage Japanese language and culture education. In addition, they welcome any paper related to Japanese language education in general, including second language acquisition, linguistics, and cultural studies, among others. Individual papers should be 20 minutes long with an additional 10 minutes for discussion. Please submit your proposal to http://www.princeton.edu/pjpf/call-for-papers
The submission deadline is January 20, 2012.
The 19th Princeton Japanese Pedagogy Forum
Saturday, May 19 - Sunday, May 20, 2012
Theme: "New Horizons in Japanese Language Education"
「日本語教育の新しい地平を開く」
This year’s forum will feature special sessions for which we are inviting fifteen scholars to speak at three round tables on strands revolving around the theme:
Round Table 1：
Japanese language education and linguistics/cultural studies
日本語教育と言語学・文化学
Round Table 2：
Japanese language education and pedagogy
日本語教育と教授法
Round Table 3：
Japanese language education and the OPI (Oral Proficiency Interview)
日本語教育と OPI
The organizers invite papers related to the main theme for both pre-college and college level as well as heritage Japanese language and culture education. In addition, they welcome any paper related to Japanese language education in general, including second language acquisition, linguistics, and cultural studies, among others. Individual papers should be 20 minutes long with an additional 10 minutes for discussion. Please submit your proposal to http://www.princeton.edu/pjpf/call-for-papers
The submission deadline is January 20, 2012.
Call for Volumes: Two New Series on Signed Languages
From http://linguistlist.org/issues/22/22-3185.html
Ishara Press and De Gruyter Mouton are pleased to announce the copublication of two new series in sign linguistics:
Sign Languages and Deaf Communities (SLDC)
Series editors: Annika Herrmann, Markus Steinbach and Ulrike Zeshan
Over the past decades, the field of sign language linguistics has expanded considerably. Recent research on sign languages includes a wide range of subdomains such as reference grammars, theoretical linguistics, psycho- and neurolinguistics, sociolinguistics, and applied studies on sign languages and Deaf communities. The new series Sign Languages and Deaf Communities is concerned with the study of sign languages in a comprehensive way, covering various theoretical, experimental, and applied dimensions of sign language research and their relationship to Deaf communities around the world. This series provides a multidisciplinary platform for innovative and outstanding research in sign language linguistics and aims at linking the study of sign languages to current trends in modern linguistics, such as new experimental and theoretical investigations, the importance of language endangerment, the impact of technological developments on data collection and Deaf education, and the broadening geographical scope of typological sign language studies, especially in terms of research on non-Western sign languages and Deaf communities.
Sign Language Typology (SLT)
Series editors: Marie Coppola, Onno Crasborn and Ulrike Zeshan
The Sign Language Typology Series is dedicated to the comparative study of sign languages around the world. Individual or collective works that systematically explore typological variation across sign languages are the focus of this series, with particular emphasis on undocumented, underdescribed and endangered sign languages. The scope of the series primarily includes cross-linguistic studies of grammatical domains across a larger or smaller sample of sign languages, but also encompasses the study of individual sign languages from a typological perspective and comparison between signed and spoken languages in terms of language modality, as well as theoretical and methodological contributions to sign language typology.
For fuller details, go to http://linguistlist.org/issues/22/22-3185.html
Ishara Press and De Gruyter Mouton are pleased to announce the copublication of two new series in sign linguistics:
Sign Languages and Deaf Communities (SLDC)
Series editors: Annika Herrmann, Markus Steinbach and Ulrike Zeshan
Over the past decades, the field of sign language linguistics has expanded considerably. Recent research on sign languages includes a wide range of subdomains such as reference grammars, theoretical linguistics, psycho- and neurolinguistics, sociolinguistics, and applied studies on sign languages and Deaf communities. The new series Sign Languages and Deaf Communities is concerned with the study of sign languages in a comprehensive way, covering various theoretical, experimental, and applied dimensions of sign language research and their relationship to Deaf communities around the world. This series provides a multidisciplinary platform for innovative and outstanding research in sign language linguistics and aims at linking the study of sign languages to current trends in modern linguistics, such as new experimental and theoretical investigations, the importance of language endangerment, the impact of technological developments on data collection and Deaf education, and the broadening geographical scope of typological sign language studies, especially in terms of research on non-Western sign languages and Deaf communities.
Sign Language Typology (SLT)
Series editors: Marie Coppola, Onno Crasborn and Ulrike Zeshan
The Sign Language Typology Series is dedicated to the comparative study of sign languages around the world. Individual or collective works that systematically explore typological variation across sign languages are the focus of this series, with particular emphasis on undocumented, underdescribed and endangered sign languages. The scope of the series primarily includes cross-linguistic studies of grammatical domains across a larger or smaller sample of sign languages, but also encompasses the study of individual sign languages from a typological perspective and comparison between signed and spoken languages in terms of language modality, as well as theoretical and methodological contributions to sign language typology.
For fuller details, go to http://linguistlist.org/issues/22/22-3185.html
Call for Manuscripts and Proposals: Studies in Second and Foreign Language Education
From http://linguistlist.org/issues/22/22-3278.html
De Gruyter Mouton is pleased to announce a new series, Studies in Second and Foreign Language Education (SSFLE).
The new series focuses on theoretical and well-grounded empirical research in second and foreign language education. It provides a platform for the dissemination and discussion of innovative curricular and teaching practice. It will be of interest to second and foreign language researchers and educators, curriculum and materials developers, language policy planners, and language program administrators and evaluators.
The editors are currently accepting manuscripts and proposals in key areas of second and foreign language teaching and learning.
For full details, go to http://linguistlist.org/issues/22/22-3278.html
De Gruyter Mouton is pleased to announce a new series, Studies in Second and Foreign Language Education (SSFLE).
The new series focuses on theoretical and well-grounded empirical research in second and foreign language education. It provides a platform for the dissemination and discussion of innovative curricular and teaching practice. It will be of interest to second and foreign language researchers and educators, curriculum and materials developers, language policy planners, and language program administrators and evaluators.
The editors are currently accepting manuscripts and proposals in key areas of second and foreign language teaching and learning.
For full details, go to http://linguistlist.org/issues/22/22-3278.html
Call for Abstracts: IALLT Language Learning Center Management Manual, 3rd Edition
The International Association for Language Learning Technology (IALLT) is actively soliciting proposals for the 3rd edition of the IALLT Language Learning Center Management Manual. This volume will consist of a series of chapters that pertain to current best practices in managing and developing a language learning center (LLC). While past editions of the LLCMM have primarily reported on North American LLCs and practices, it is hoped that this edition might include a more international perspective.
This fully peer-reviewed edition will be published electronically -- contributors are encouraged to include multimedia materials, such as videos, sounds, images, and hyperlinks.
The current list of working chapter titles is:
1. Language Learning Center Management (LLCM): An Overview
2. The LLC Director: Management Roles, Leadership, Styles, and Philosophies
3. Staffing the LLC: Finding and Keeping Excellent Employees
4. Managing Media Equipment
5. Managing Media Materials
6. Managing Media Production
7. Copyright and Other Legal Issues
8. Managing the Language Learning Center Budget
9. The LLC and Public Relations: Promoting the Language Learning Center
10. The LLC's Role in Technology Training and Professional Development
11. The LLC as Facilitator for Integrating Web 2.0 applications into the language curriculum (new chapter)
12. Assessment and Strategic Planning for LLC Programs and Services (new chapter)
13. Fundraising and Grants (new chapter)
14. Resources for the Profession
Other chapters will be considered as proposed by submitters.
Abstract proposals may be submitted through the link on the IALLT.org home page or directly at http://bit.ly/rpF0Sf .
Feel free to contact Andrew Ross, Editor of the IALLT Language Learning Center Management Manual at aross8 at asu dot edu with questions regarding your ideas or this call for chapters. He and other editorial staff are most willing to work with prospective authors to help develop and refine their ideas for publication.
Hendricks, H. Call for Abstracts: IALLT Language Learning Center Management Manual, 3rd Edition. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Aug 2011).
This fully peer-reviewed edition will be published electronically -- contributors are encouraged to include multimedia materials, such as videos, sounds, images, and hyperlinks.
The current list of working chapter titles is:
1. Language Learning Center Management (LLCM): An Overview
2. The LLC Director: Management Roles, Leadership, Styles, and Philosophies
3. Staffing the LLC: Finding and Keeping Excellent Employees
4. Managing Media Equipment
5. Managing Media Materials
6. Managing Media Production
7. Copyright and Other Legal Issues
8. Managing the Language Learning Center Budget
9. The LLC and Public Relations: Promoting the Language Learning Center
10. The LLC's Role in Technology Training and Professional Development
11. The LLC as Facilitator for Integrating Web 2.0 applications into the language curriculum (new chapter)
12. Assessment and Strategic Planning for LLC Programs and Services (new chapter)
13. Fundraising and Grants (new chapter)
14. Resources for the Profession
Other chapters will be considered as proposed by submitters.
Abstract proposals may be submitted through the link on the IALLT.org home page or directly at http://bit.ly/rpF0Sf .
Feel free to contact Andrew Ross, Editor of the IALLT Language Learning Center Management Manual at aross8 at asu dot edu with questions regarding your ideas or this call for chapters. He and other editorial staff are most willing to work with prospective authors to help develop and refine their ideas for publication.
Hendricks, H. Call for Abstracts: IALLT Language Learning Center Management Manual, 3rd Edition. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Aug 2011).
Book: L2 Learning as Social Practice: Conversation-analytic Perspectives
From http://nflrc.hawaii.edu/get_publication.cfm?id=286&scriptname=searchsite_pub&keyword=PI02&display_order=alphabetic
L2 learning as social practice: Conversation-analytic perspectives
Edited by Gabriele Pallotti, Gabriele and Johannes Wagner
Published by the National Foreign Language Resource Center
This volume collects empirical studies applying Conversation Analysis to situations where second, third and other additional languages are used. A number of different aspects are considered, including how linguistic systems develop over time through social interaction, how participants 'do' language learning and teaching in classroom and everyday settings, how they select languages and manage identities in multilingual contexts and how the linguistic-interactional divide can be bridged with studies combining Conversation Analysis and Functional Linguistics. This variety of issues and approaches clearly shows the fruitfulness of a socio-interactional perspective on second language learning.
Learn more at http://nflrc.hawaii.edu/get_publication.cfm?id=286&scriptname=searchsite_pub&keyword=PI02&display_order=alphabetic and find where you can purchase this book at http://www.addall.com/New/submitNew.cgi?query=9780980045970&type=ISBN&location=10000&state=HI&dispCurr=USD
L2 learning as social practice: Conversation-analytic perspectives
Edited by Gabriele Pallotti, Gabriele and Johannes Wagner
Published by the National Foreign Language Resource Center
This volume collects empirical studies applying Conversation Analysis to situations where second, third and other additional languages are used. A number of different aspects are considered, including how linguistic systems develop over time through social interaction, how participants 'do' language learning and teaching in classroom and everyday settings, how they select languages and manage identities in multilingual contexts and how the linguistic-interactional divide can be bridged with studies combining Conversation Analysis and Functional Linguistics. This variety of issues and approaches clearly shows the fruitfulness of a socio-interactional perspective on second language learning.
Learn more at http://nflrc.hawaii.edu/get_publication.cfm?id=286&scriptname=searchsite_pub&keyword=PI02&display_order=alphabetic and find where you can purchase this book at http://www.addall.com/New/submitNew.cgi?query=9780980045970&type=ISBN&location=10000&state=HI&dispCurr=USD
New Book: An Introduction to Classical Nahuatl
From http://www.cambridge.org/us/knowledge/isbn/item5601528/An%20Introduction%20to%20Classical%20Nahuatl/?site_locale=en_US
An Introduction to Classical Nahuatl
by Michel Launey
Edited and Translated by Christopher Mackay
Now available to an English-speaking audience, this book is a comprehensive grammar of classical Nahuatl, the literary language of the Aztecs. It offers students of Nahuatl a complete and clear treatment of the language's structure, grammar, and vocabulary. It is divided into 35 chapters, beginning with basic syntax and progressing gradually to more complex structures. Each grammatical concept is illustrated clearly with examples, exercises, and passages for translation. A key is provided to allow students to check their answers. By far the most approachable textbook of Nahuatl available, this book will be an excellent teaching tool both for classroom use and for readers pursuing independent study of the language. It will be an invaluable resource to anthropologists, ethnographers, historians, archaeologists, and linguists alike.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item5601528/An%20Introduction%20to%20Classical%20Nahuatl/?site_locale=en_US
An Introduction to Classical Nahuatl
by Michel Launey
Edited and Translated by Christopher Mackay
Now available to an English-speaking audience, this book is a comprehensive grammar of classical Nahuatl, the literary language of the Aztecs. It offers students of Nahuatl a complete and clear treatment of the language's structure, grammar, and vocabulary. It is divided into 35 chapters, beginning with basic syntax and progressing gradually to more complex structures. Each grammatical concept is illustrated clearly with examples, exercises, and passages for translation. A key is provided to allow students to check their answers. By far the most approachable textbook of Nahuatl available, this book will be an excellent teaching tool both for classroom use and for readers pursuing independent study of the language. It will be an invaluable resource to anthropologists, ethnographers, historians, archaeologists, and linguists alike.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item5601528/An%20Introduction%20to%20Classical%20Nahuatl/?site_locale=en_US
August 14, 2011
Two Visual Dictionaries
From http://langcanada.ca/blog/index.php/2011/07/28/simple-photographic-dictionary
Here are two more sources of images to aid communication in the target language
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The Visual Dictionary – http://www.infovisual.info/index.html
The Visual Dictionary is different from an encyclopedia or from traditional online dictionaries, thesauri and glossaries because the images replace the words. Search for words or explore the thematic pages.
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Simple Photographic Dictionary – http://photographicdictionary.com
The photographic dictionary illustrates thousands of common nouns and simple concepts with beautiful photographs. This dictionary differs from other dictionaries in several ways:
Language that is simpler and easier to understand than sites like Wikipedia
Short, to the point definitions of words
Every entry illustrated by a photograph
All names are given for concepts or nouns that are known by a different name in different parts of the world.
Here are two more sources of images to aid communication in the target language
---
The Visual Dictionary – http://www.infovisual.info/index.html
The Visual Dictionary is different from an encyclopedia or from traditional online dictionaries, thesauri and glossaries because the images replace the words. Search for words or explore the thematic pages.
---
Simple Photographic Dictionary – http://photographicdictionary.com
The photographic dictionary illustrates thousands of common nouns and simple concepts with beautiful photographs. This dictionary differs from other dictionaries in several ways:
Language that is simpler and easier to understand than sites like Wikipedia
Short, to the point definitions of words
Every entry illustrated by a photograph
All names are given for concepts or nouns that are known by a different name in different parts of the world.
One Day on Earth - Mapped Videos of Life Around the World
From http://www.freetech4teachers.com/2011/07/one-day-on-earth-mapped-videos-of-life.html
One Day on Earth is a global collaborative project that launched last fall for the purpose of documenting 24 hours of life around the world. On October 10, 2010 (10.10.10) people around the world filmed life in their parts of the world. Those recordings were then contributed to a massive film project that will eventually be edited down to showcase the diversity, conflicts, tragedies, and triumphs that take place in a 24 hour period across the globe. The film is not ready yet, but you can explore many of the contributed videos by visiting the One Day on Earth map at http://archive.onedayonearth.org/index.php/videos
One Day on Earth is a global collaborative project that launched last fall for the purpose of documenting 24 hours of life around the world. On October 10, 2010 (10.10.10) people around the world filmed life in their parts of the world. Those recordings were then contributed to a massive film project that will eventually be edited down to showcase the diversity, conflicts, tragedies, and triumphs that take place in a 24 hour period across the globe. The film is not ready yet, but you can explore many of the contributed videos by visiting the One Day on Earth map at http://archive.onedayonearth.org/index.php/videos
Mappling: New Website for Applied Linguists
From http://linguistlist.org/issues/22/22-3082.html
www.mappling.com is a new interactive website for practitioners, teachers and students of applied linguistics in any of its component areas - language teaching, literacy education, language pathology, translation and interpreting, lexicography, forensic linguistics. Help build and share resources with an online community of applied linguists by:
* posting questions and solutions on practical problems at the community helpdesk
* sharing your experiences and opinions on the discussion forum
* contributing your own experiences as case studies for other practitioners or students
* commenting on blog postings
The community is open to all: not just those in established centers of applied linguistics associated with universities and big professional organizations, but also those working in small schools and colleges, NGOs and communities, or as freelancers; and not only in areas of the world which may have been underserved or excluded from discussion in the past, but also in professional areas of interest which are not always seen as central to the discipline.
Mappling is available at http://www.mappling.com
www.mappling.com is a new interactive website for practitioners, teachers and students of applied linguistics in any of its component areas - language teaching, literacy education, language pathology, translation and interpreting, lexicography, forensic linguistics. Help build and share resources with an online community of applied linguists by:
* posting questions and solutions on practical problems at the community helpdesk
* sharing your experiences and opinions on the discussion forum
* contributing your own experiences as case studies for other practitioners or students
* commenting on blog postings
The community is open to all: not just those in established centers of applied linguistics associated with universities and big professional organizations, but also those working in small schools and colleges, NGOs and communities, or as freelancers; and not only in areas of the world which may have been underserved or excluded from discussion in the past, but also in professional areas of interest which are not always seen as central to the discipline.
Mappling is available at http://www.mappling.com
New Website for Technology and World Languages: WorldLanguageTech.com
From http://www.worldlanguagetech.com
WorldLanguageTech.com is a new site for tutorials and resources on using technology in the world language classroom. The site is divided into several sections:
Sites: Sites that are useful for teachers in general, even if they aren’t tools to help teach a language
Lessons: Worksheets and webquests that can be done by students to learn cultural items. Not language-specific, divided by topic or theme.
Organization: ways to help you organize your information, plan your lessons, etc.
Presentation: ways to help you present information to students, to make input activities, etc. Can also be used for students to make presentations.
Practice: ways to help your students practice the target language.
TL Input: Sites with video, audio, text, etc. using the target language.
Blog: Miscellaneous items – interesting things about teaching, education, learning, etc.
Browse the new website at http://www.worldlanguagetech.com
WorldLanguageTech.com is a new site for tutorials and resources on using technology in the world language classroom. The site is divided into several sections:
Sites: Sites that are useful for teachers in general, even if they aren’t tools to help teach a language
Lessons: Worksheets and webquests that can be done by students to learn cultural items. Not language-specific, divided by topic or theme.
Organization: ways to help you organize your information, plan your lessons, etc.
Presentation: ways to help you present information to students, to make input activities, etc. Can also be used for students to make presentations.
Practice: ways to help your students practice the target language.
TL Input: Sites with video, audio, text, etc. using the target language.
Blog: Miscellaneous items – interesting things about teaching, education, learning, etc.
Browse the new website at http://www.worldlanguagetech.com
Ideas for the Beginning of the School Year, Part 4
Here are two more ideas for the beginning of the school year:
---
My teacher did a Spanish version of “2 Truths and 1 Lie”. Basically she had us write down 3 simple sentences about ourselves but one of them must not be true. For example, My favorite color is blue. I have 3 brothers. I like to sing. The student would read out loud their sentence and the class would have to guess what the lie is.
Latroi Andrews. Re: [FLTEACH] ice breakers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Jul 2011).
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Spanish teachers, a Twiccionario activity on the Zambombazo website focuses on young Spanish-speakers’ reactions to the resumption of classes: http://zachary-jones.com/zambombazo/twiccionario-regreso-a-clases
---
My teacher did a Spanish version of “2 Truths and 1 Lie”. Basically she had us write down 3 simple sentences about ourselves but one of them must not be true. For example, My favorite color is blue. I have 3 brothers. I like to sing. The student would read out loud their sentence and the class would have to guess what the lie is.
Latroi Andrews. Re: [FLTEACH] ice breakers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Jul 2011).
---
Spanish teachers, a Twiccionario activity on the Zambombazo website focuses on young Spanish-speakers’ reactions to the resumption of classes: http://zachary-jones.com/zambombazo/twiccionario-regreso-a-clases
New Issue of ESL Globe
The latest issue of the ESL GLOBE has just been published.
You can find it at:
http://www.ncsu.edu/eslglobe
The focus of this Summer 2011 issue is Ask the Experts. The experts are ESL teachers in North Carolina who are leaders in the field and who share some of their favorite tips and techniques. Read an interview with Mary Margaret Elmayan who discusses the insights she has gained from NC State's TESOL Certificate Program.
As usual, there is news about ESL on the state, national and international fronts; tips for the ESL classroom; discussions of current issues; and lists of resources and books.
You can find it at:
http://www.ncsu.edu/eslglobe
The focus of this Summer 2011 issue is Ask the Experts. The experts are ESL teachers in North Carolina who are leaders in the field and who share some of their favorite tips and techniques. Read an interview with Mary Margaret Elmayan who discusses the insights she has gained from NC State's TESOL Certificate Program.
As usual, there is news about ESL on the state, national and international fronts; tips for the ESL classroom; discussions of current issues; and lists of resources and books.
New York State TESOL Awards
From http://www.nystesol.org
It’s time to nominate colleagues for NYS TESOL awards:
Outstanding Teacher Award
James A. Lydon Distinguished Service Award
Recognition Award
James E. Weaver Memorial Award
Lifetime Achievement Award
Special Awards
All nominations due by September 23rd 2011.
For details about each award and award nomination guidelines, go to http://www.nystesol.org/award.html
It’s time to nominate colleagues for NYS TESOL awards:
Outstanding Teacher Award
James A. Lydon Distinguished Service Award
Recognition Award
James E. Weaver Memorial Award
Lifetime Achievement Award
Special Awards
All nominations due by September 23rd 2011.
For details about each award and award nomination guidelines, go to http://www.nystesol.org/award.html
Aprender Español: Online Exercises
The Aprender Español website contains numerous online exercises: on thematic vocabulary, grammar points, readings grouped into three levels of difficulty, songs, and videos. Visit the website and browse its resources at http://aprenderespanol.org/index.html
Book: Formal Linguistics and the Teaching of Latin
From http://www.c-s-p.org/Flyers/Formal-Linguistics-and-the-Teaching-of-Latin--Theoretical-and-Applied-Perspectives-in-Comparative-Gr1-4438-2988-9.htm
Formal Linguistics and the Teaching of Latin: Theoretical and Applied Perspectives in Comparative Grammar
Editors: Renato Oniga, Rossella Iovino and Giuliana Giusti
Publisher: Cambridge Scholars Publishing
Description: This volume offers a coherent collection of 26 papers presented at an international conference held in November 2010, exploring the latest achievements of formal and comparative linguistics applied to the teaching of Latin. The three sections (syntax and morphology, semantics and pragmatics, history and theory of teaching) compare Latin with different ancient and modern languages, aiming to represent grammar rules as the product of mental processes. The book is addressed to linguists, teachers and students, who are looking for new perspectives to update their approach to classical Latin.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Formal-Linguistics-and-the-Teaching-of-Latin--Theoretical-and-Applied-Perspectives-in-Comparative-Gr1-4438-2988-9.htm
Formal Linguistics and the Teaching of Latin: Theoretical and Applied Perspectives in Comparative Grammar
Editors: Renato Oniga, Rossella Iovino and Giuliana Giusti
Publisher: Cambridge Scholars Publishing
Description: This volume offers a coherent collection of 26 papers presented at an international conference held in November 2010, exploring the latest achievements of formal and comparative linguistics applied to the teaching of Latin. The three sections (syntax and morphology, semantics and pragmatics, history and theory of teaching) compare Latin with different ancient and modern languages, aiming to represent grammar rules as the product of mental processes. The book is addressed to linguists, teachers and students, who are looking for new perspectives to update their approach to classical Latin.
Visit the publisher’s website at http://www.c-s-p.org/Flyers/Formal-Linguistics-and-the-Teaching-of-Latin--Theoretical-and-Applied-Perspectives-in-Comparative-Gr1-4438-2988-9.htm
Homer Award: Essay Competition for Teachers
From https://sites.google.com/site/mythologyexam/Home/2011-homer-award-for-sponsors-teachers
Teachers and sponsors of students who took this year's Medusa Mythology Examination are invited to write a creative composition no longer than 500 words on the topic of “I’m too old for this . . . “ You may use any of the “Old School Olympians” to tell the tale of when that deity realized that “I’m too old for this . . .”
The top awards will receive prizes of $250.
All submissions are due by August 19, 2011.
For full details go to https://sites.google.com/site/mythologyexam/Home/2011-homer-award-for-sponsors-teachers
Teachers and sponsors of students who took this year's Medusa Mythology Examination are invited to write a creative composition no longer than 500 words on the topic of “I’m too old for this . . . “ You may use any of the “Old School Olympians” to tell the tale of when that deity realized that “I’m too old for this . . .”
The top awards will receive prizes of $250.
All submissions are due by August 19, 2011.
For full details go to https://sites.google.com/site/mythologyexam/Home/2011-homer-award-for-sponsors-teachers
Crowdsourcing Ancient Greek Translation
Here’s a rare opportunity to make the study of Ancient Greek into a modern, hands-on pursuit:
---
In 1896, students from Oxford University on backpacking trip stumbled upon a rubbish dump in the ancient Egyptian city of Oxyrhynchus. To modern archaeologists, the contents were about as far from rubbish as you can possibly get: thousands of pieces of Greek papyri, dating back to the period after Alexander the Great conquered Egypt.
The students collected the papyrus fragments and brought them back to Oxford, but due to the sheer number of fragments, translation has been slow going.
Now they’re crowdsourcing the translating, allowing everyday people like you and me to help analyze the papyri. Working with a company called Zooniverse, the university has set up a website where anybody with some spare time can help decode the ancient texts.
You don’t have to know a thing about ancient Greek to help, either. When you go to the AncientLives.org website, you’ll be presented with a papyrus fragment and a picture of the Greek alphabet, including examples of ancient handwriting to give you an idea of what the letters looked like written down. Using these examples, you can give your best guess about each of the letters on your fragment of papyrus. Then, the fragment is sent to a University scholar for double-checking and translation.
Read the full blog entry at http://www.k-international.com/blog/ancient-greek-translation
Read a related article at http://www.bbc.co.uk/news/uk-england-oxfordshire-14289685
You and your students can get involved in this effort at http://ancientlives.org
---
In 1896, students from Oxford University on backpacking trip stumbled upon a rubbish dump in the ancient Egyptian city of Oxyrhynchus. To modern archaeologists, the contents were about as far from rubbish as you can possibly get: thousands of pieces of Greek papyri, dating back to the period after Alexander the Great conquered Egypt.
The students collected the papyrus fragments and brought them back to Oxford, but due to the sheer number of fragments, translation has been slow going.
Now they’re crowdsourcing the translating, allowing everyday people like you and me to help analyze the papyri. Working with a company called Zooniverse, the university has set up a website where anybody with some spare time can help decode the ancient texts.
You don’t have to know a thing about ancient Greek to help, either. When you go to the AncientLives.org website, you’ll be presented with a papyrus fragment and a picture of the Greek alphabet, including examples of ancient handwriting to give you an idea of what the letters looked like written down. Using these examples, you can give your best guess about each of the letters on your fragment of papyrus. Then, the fragment is sent to a University scholar for double-checking and translation.
Read the full blog entry at http://www.k-international.com/blog/ancient-greek-translation
Read a related article at http://www.bbc.co.uk/news/uk-england-oxfordshire-14289685
You and your students can get involved in this effort at http://ancientlives.org
Appleton, Wisconsin, Has Tightest Ancestral Ties to Germany
From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/08/05__Appleton__PR.html
Wisconsin, along with Ohio, Missouri and Nebraska, are among the most oft-cited of the midwestern states with a long tradition of German heritage.
And Milwaukee is considered to be "America's center of Germanic culture", as recently reported by G. Scott Thomas at bizjournals.com.
Citing new census figures, however, Thomas added that "the metropolitan area with the strongest German flavor is actually 100 miles to the northwest - Appleton, Wis."
According to the U.S. Census Bureau, 45.7 percent of Appleton's residents claim German as their primary ancestry.
Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/08/05__Appleton__PR.html
Wisconsin, along with Ohio, Missouri and Nebraska, are among the most oft-cited of the midwestern states with a long tradition of German heritage.
And Milwaukee is considered to be "America's center of Germanic culture", as recently reported by G. Scott Thomas at bizjournals.com.
Citing new census figures, however, Thomas added that "the metropolitan area with the strongest German flavor is actually 100 miles to the northwest - Appleton, Wis."
According to the U.S. Census Bureau, 45.7 percent of Appleton's residents claim German as their primary ancestry.
Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/08/05__Appleton__PR.html
Book: Grammatik – Lehren, Lernen, Verstehen
From http://www.degruyter.com/cont/fb/sk/detailEn.cfm?isbn=978-3-11-026317-6
Grammatik – Lehren, Lernen, Verstehen: Zugänge zur Grammatik des Gegenwartsdeutschen [Grammar – Teaching, Learning, Understanding]
Edited by Klaus-Michael Köpcke and Arne Ziegler
Published by de Gruyter
Description: This volume gives an up-to-date view of international research on the practice and theory of language teaching. It shows the relevance of grammar research to the demands of language teaching today, set between German lessons, teacher training and study of the German language. It also contributes to a confrontation of established views of grammar work at school and in lessons with current linguistic approaches.
Visit the publisher’s website at http://www.degruyter.com/cont/fb/sk/detailEn.cfm?isbn=978-3-11-026317-6
Grammatik – Lehren, Lernen, Verstehen: Zugänge zur Grammatik des Gegenwartsdeutschen [Grammar – Teaching, Learning, Understanding]
Edited by Klaus-Michael Köpcke and Arne Ziegler
Published by de Gruyter
Description: This volume gives an up-to-date view of international research on the practice and theory of language teaching. It shows the relevance of grammar research to the demands of language teaching today, set between German lessons, teacher training and study of the German language. It also contributes to a confrontation of established views of grammar work at school and in lessons with current linguistic approaches.
Visit the publisher’s website at http://www.degruyter.com/cont/fb/sk/detailEn.cfm?isbn=978-3-11-026317-6
AP German New Curriculum Development Group
The AP German New Curriculum Development group is for German teachers who are knowledgable of the new AP German Language and Culture test. The group’s purpose is to gather authentic sources and materials, place them into one of the six themes of the new curriculum, develop units based on those sources and materials, and share ideas for implementation. Each member must develop and share at least one unit based on integrated authentic materials and post it in the files.
Sign up for this group at http://groups.yahoo.com/group/APGerman
Sign up for this group at http://groups.yahoo.com/group/APGerman
Slovak Online Resources
A short annotated list of online resources for learning Slovak is available at http://babelanmicroblog.blogspot.com/2011/08/slovak-online-resourses.html
Job Openings for Japanese Teachers
From http://www.jflalc.org/pub_index.html
The Japan Foundation in Los Angeles has created a new job information page to list teaching opportunities for Japanese-language teachers in the United States. The new list is in a new format which should be easier to use. If you are looking for teaching positions, please follow the link below to see what is available. If you are interesting in posting on the site, please read the instructions on the top of the page. http://www.jflalc.org/jle_jobs.html
The Japan Foundation in Los Angeles has created a new job information page to list teaching opportunities for Japanese-language teachers in the United States. The new list is in a new format which should be easier to use. If you are looking for teaching positions, please follow the link below to see what is available. If you are interesting in posting on the site, please read the instructions on the top of the page. http://www.jflalc.org/jle_jobs.html
New Website: JF Nihongo Network
From http://www.jpf.go.jp/e/japanese/network/index.html
The Japan Foundation has established “the JF Nihongo Network”, a new system that links Japanese-language organizations throughout the world.
The institutions and organizations in supporting or cooperating relationship with the Foundation through its Japanese-language programs that work on projects that have a extensive ripple effects over an entire area or country in terms of enhancing the development of Japanese-language education will be the “core members” of the network. They are expected to contribute more to the establishment and development of Japanese-language education in that country.
Hence the name “Sakura Network”, the Japan Foundation hopes that this network will develop and prosper in every part of the world, just like beautiful cherry blossoms.
The Japan Foundation will work together in cooperation with the member organizations of the “Sakura Network” to provide a learning environment for those who want to learn Japanese-language, and further advance the quality of the Japanese-language education overseas.
The new network is available at http://www.jpf.go.jp/e/japanese/network/index.html
The Japan Foundation has established “the JF Nihongo Network”, a new system that links Japanese-language organizations throughout the world.
The institutions and organizations in supporting or cooperating relationship with the Foundation through its Japanese-language programs that work on projects that have a extensive ripple effects over an entire area or country in terms of enhancing the development of Japanese-language education will be the “core members” of the network. They are expected to contribute more to the establishment and development of Japanese-language education in that country.
Hence the name “Sakura Network”, the Japan Foundation hopes that this network will develop and prosper in every part of the world, just like beautiful cherry blossoms.
The Japan Foundation will work together in cooperation with the member organizations of the “Sakura Network” to provide a learning environment for those who want to learn Japanese-language, and further advance the quality of the Japanese-language education overseas.
The new network is available at http://www.jpf.go.jp/e/japanese/network/index.html
19th Annual Thai Cultural Day in Los Angeles
Sunday, September 18, 2010
19th Annual Thai Cultural Day
11:00 AM - 5:00 PM
Barnsdall Art Park
4800 Hollywood Blvd. (at Vermont)
Los Angeles, CA 90027
Website: www.thaiculturalcenter.org/default.htm
A celebration of Thai arts and culture
- Opening Ceremony, Gallery Theatre, 12:00 p.m.
- Cultural Performances
- Poster/Essay Contests Award Ceremony
- Fruit and Vegetable Carving
- Thai Massage
- Children's Activities (all day)
19th Annual Thai Cultural Day
11:00 AM - 5:00 PM
Barnsdall Art Park
4800 Hollywood Blvd. (at Vermont)
Los Angeles, CA 90027
Website: www.thaiculturalcenter.org/default.htm
A celebration of Thai arts and culture
- Opening Ceremony, Gallery Theatre, 12:00 p.m.
- Cultural Performances
- Poster/Essay Contests Award Ceremony
- Fruit and Vegetable Carving
- Thai Massage
- Children's Activities (all day)
Yorúbà Yé Mi - A Beginning Yorúbà Textbook
COERLL, a federally funded foreign language resource center specializing in Open Educational Resources (OER) for the Internet public, released its newest interactive language textbook, Yorúbà Yé Mi - A Beginning Yorúbà Textbook. The online textbook is available to the public for free and includes an affordable print-on-demand option.
Yorúbà Yé Mi is a communicative, introductory, multi-media program intended to provide college/university students with basic listening, speaking, reading, and writing skills in Yorùbá. In addition, it exposes the learner to the culture of the Yorùbá-speaking people of South-western Nigeria.
To access the interactive textbook, go to http://coerll.utexas.edu/yemi . The website offers:
Yorúbà monologues, dialogues, and songs to be used with the textbook
Free PDFs for each chapter
Free audio archive download
Links to the textbook and CD online stores
[LCTL-T] Yorúbà Yé Mi - A Beginning Yorúbà Textbook. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 4 Aug 2011).
Yorúbà Yé Mi is a communicative, introductory, multi-media program intended to provide college/university students with basic listening, speaking, reading, and writing skills in Yorùbá. In addition, it exposes the learner to the culture of the Yorùbá-speaking people of South-western Nigeria.
To access the interactive textbook, go to http://coerll.utexas.edu/yemi . The website offers:
Yorúbà monologues, dialogues, and songs to be used with the textbook
Free PDFs for each chapter
Free audio archive download
Links to the textbook and CD online stores
[LCTL-T] Yorúbà Yé Mi - A Beginning Yorúbà Textbook. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 4 Aug 2011).
Indigenous Language Institute Symposium Series: Immersion for All Environments
ILI Symposium Series 2011
"Native Languages Everywhere, Everyday for Everyone: Immersion Methods for All Environments"
October 24-25, 2011
at the Hyatt Regency Albuquerque, New Mexico
WHAT Two-day conference on the topic of involving everyone to practice immersion methods in homes, communities and schools.
The GOAL of this conference is to convene community language experts, linguists, teachers, parents and learners with the aim of sharing information and experience in total immersion for Native language learning. Presenters will provide handouts (print or digital format) where applicable.
WHO This conference will benefit language teachers and learners, language program administrators and staff, language activists, parents, Native American youth/young adults. We expect will 200 people to attend. There will be ample time and opportunities for networking among participants.
TENTATIVE Presenters’ TOPICS:
1. HOME: Implementing Immersion in the Home
2. PERSONAL/SOCIAL NETWORK
3. SCHOOL A: Immersion School Development for Communities with Very Few Speakers
4. SCHOOL B: Niigaane Immersion School for K-3 – Leslie Harper (Ojibwe)
5. GOVERNMENT/ADMIN: What Tribal Government Commitment and Support of Immersion Programs Look Like (panel of tribal leaders) – Gerald Hill, Facilitator
6. WORKPLACE: Language Use in Workplaces
7. MULTIMEDIA TOOLS: How to develop materials to support immersion in homes, schools, workplace, community (pod cast, digital stories, booklets)
8. MOTIVATIONAL TALK: How Immersion Transformed Me
HOW The conference topics will be organized into 45 mins talk 30 mins Q&A. with no concurrent sessions, allowing attendees to participate in all sessions. Ample networking opportunities will be provided with 90-minute lunch breaks and a banquet on one of the evenings.
The presentations will be videotaped and made downloadable through ILI’s website.
Early Bird Registration ends August 25, 2011
Regular Registration is August 26 through September 25, 2011
For Online Registration go to: http://ilinative.org/iliss/registration2011.html
To Download PDF registration form: http://ilinative.org/iliss/ILISSREGISTRATIONFOR2011.pdf
"Native Languages Everywhere, Everyday for Everyone: Immersion Methods for All Environments"
October 24-25, 2011
at the Hyatt Regency Albuquerque, New Mexico
WHAT Two-day conference on the topic of involving everyone to practice immersion methods in homes, communities and schools.
The GOAL of this conference is to convene community language experts, linguists, teachers, parents and learners with the aim of sharing information and experience in total immersion for Native language learning. Presenters will provide handouts (print or digital format) where applicable.
WHO This conference will benefit language teachers and learners, language program administrators and staff, language activists, parents, Native American youth/young adults. We expect will 200 people to attend. There will be ample time and opportunities for networking among participants.
TENTATIVE Presenters’ TOPICS:
1. HOME: Implementing Immersion in the Home
2. PERSONAL/SOCIAL NETWORK
3. SCHOOL A: Immersion School Development for Communities with Very Few Speakers
4. SCHOOL B: Niigaane Immersion School for K-3 – Leslie Harper (Ojibwe)
5. GOVERNMENT/ADMIN: What Tribal Government Commitment and Support of Immersion Programs Look Like (panel of tribal leaders) – Gerald Hill, Facilitator
6. WORKPLACE: Language Use in Workplaces
7. MULTIMEDIA TOOLS: How to develop materials to support immersion in homes, schools, workplace, community (pod cast, digital stories, booklets)
8. MOTIVATIONAL TALK: How Immersion Transformed Me
HOW The conference topics will be organized into 45 mins talk 30 mins Q&A. with no concurrent sessions, allowing attendees to participate in all sessions. Ample networking opportunities will be provided with 90-minute lunch breaks and a banquet on one of the evenings.
The presentations will be videotaped and made downloadable through ILI’s website.
Early Bird Registration ends August 25, 2011
Regular Registration is August 26 through September 25, 2011
For Online Registration go to: http://ilinative.org/iliss/registration2011.html
To Download PDF registration form: http://ilinative.org/iliss/ILISSREGISTRATIONFOR2011.pdf
Signlinguistics: A Website for Adults To Learn about Sign Language Grammar
From http://signlinguistics.com/?page_id=15
The Signlinguistics website makes instructional materials on sign linguistics available to registered users in the hope that through this website, more Deaf students will become motivated to study the linguistic structure of their native sign languages and become active researchers.
Visit and register at http://signlinguistics.com
The Signlinguistics website makes instructional materials on sign linguistics available to registered users in the hope that through this website, more Deaf students will become motivated to study the linguistic structure of their native sign languages and become active researchers.
Visit and register at http://signlinguistics.com
Thanks to Private Fundraising, New York Regents Exams Have Been Reinstated
Students will be able to take their Regents exams in January after all, thanks to $1.5 million in private donations -- but the future of January exams is still in doubt.
Mayor Michael R. Bloomberg and Schools Chancellor Dennis M. Walcott announced that $1.5 million secured in private funding would allow the tests to take place across the state in January 2012. Earlier this year, the Board of Regents voted to eliminate the exams as a cost-cutting measure.
Read the full article at http://www.silive.com/news/index.ssf/2011/08/regents_exams_to_be_offered_in.html
Read related articles: http://www.huffingtonpost.com/2011/08/03/bloomberg-walcott-raise-m_n_917351.html , http://wnyt.com/article/stories/S2227143.shtml?cat=300 , http://www.ny1.com/content/news_beats/education/144276/january-regents-exams-saved-by-private-fundraising , http://www.eschoolnews.com/2011/08/04/state-raises-1-5-million-in-funds-to-reinstate-new-york-regents-exam
Nothing has been said at this point about reinstating the foreign language exams, which were also eliminated in May of this year.
Mayor Michael R. Bloomberg and Schools Chancellor Dennis M. Walcott announced that $1.5 million secured in private funding would allow the tests to take place across the state in January 2012. Earlier this year, the Board of Regents voted to eliminate the exams as a cost-cutting measure.
Read the full article at http://www.silive.com/news/index.ssf/2011/08/regents_exams_to_be_offered_in.html
Read related articles: http://www.huffingtonpost.com/2011/08/03/bloomberg-walcott-raise-m_n_917351.html , http://wnyt.com/article/stories/S2227143.shtml?cat=300 , http://www.ny1.com/content/news_beats/education/144276/january-regents-exams-saved-by-private-fundraising , http://www.eschoolnews.com/2011/08/04/state-raises-1-5-million-in-funds-to-reinstate-new-york-regents-exam
Nothing has been said at this point about reinstating the foreign language exams, which were also eliminated in May of this year.
Article: Language Boot Camp Draws High Schoolers to North Georgia
From http://www.globalatlanta.com/article/24978
Language Boot Camp Draws High Schoolers to North Georgia
by Trevor Williams
August 5, 2011
A three-week program launched this summer at North Georgia College and State University in Dahlonega gave bright students from 17 states a chance to dive into one of three languages in high demand from the U.S. foreign service and military: Arabic, Chinese and Russian.
More than 350 students applied for two three-week sessions of the Foreign Service Foreign Language Academy. Only 96 were selected for the intensive, federally funded program.
The summer program was designed to forge a pipeline of students for these growing programs while promoting broader interest in language education, said John Wilson, assistant director of North Georgia's Center for Language Education and a primary organizer of the program.
"The United States desperately needs language speakers in so many instances," Dr. Wilson said. "There's a drastic shortage of Arabic and Russian language speakers throughout the world. We can't find enough to maintain our security interests, and the business interest is the same. We need more proficient language speakers."
International companies have repeatedly said that speaking another language gives candidates a leg up on competitors for internships and jobs, Dr. Wilson added.
Read the full article at http://www.globalatlanta.com/article/24978
Language Boot Camp Draws High Schoolers to North Georgia
by Trevor Williams
August 5, 2011
A three-week program launched this summer at North Georgia College and State University in Dahlonega gave bright students from 17 states a chance to dive into one of three languages in high demand from the U.S. foreign service and military: Arabic, Chinese and Russian.
More than 350 students applied for two three-week sessions of the Foreign Service Foreign Language Academy. Only 96 were selected for the intensive, federally funded program.
The summer program was designed to forge a pipeline of students for these growing programs while promoting broader interest in language education, said John Wilson, assistant director of North Georgia's Center for Language Education and a primary organizer of the program.
"The United States desperately needs language speakers in so many instances," Dr. Wilson said. "There's a drastic shortage of Arabic and Russian language speakers throughout the world. We can't find enough to maintain our security interests, and the business interest is the same. We need more proficient language speakers."
International companies have repeatedly said that speaking another language gives candidates a leg up on competitors for internships and jobs, Dr. Wilson added.
Read the full article at http://www.globalatlanta.com/article/24978
Tenure-track Position in Chinese Literature, Language and Culture at Brandeis University
From https://www.h-net.org/jobs/job_display.php?id=42811
The Department of German, Russian and Asian Languages and Literature at Brandeis University invites applications for a new tenure-track position in Chinese Literature, Language and Culture at the rank of Assistant Professor, beginning Fall 2012. Specialization is open, but they are particularly interested in hiring a candidate with demonstrated expertise in modern Chinese literature. The successful candidate will join a small, research-active, friendly department with varied scholarly and teaching interests. Teaching duties include four courses a year, drawn from literature, (advanced) language, or interdisciplinary offerings. Those whose work involves comparative literature, film and media studies, or women’s and gender studies are especially encouraged to apply. Candidates should have a PhD in hand by the time of appointment, native or near-native proficiency in Chinese and English, and a strong commitment to research and scholarly publication. First consideration will be given to applications received by October 15, 2011.
See the full job posting at https://www.h-net.org/jobs/job_display.php?id=42811
The Department of German, Russian and Asian Languages and Literature at Brandeis University invites applications for a new tenure-track position in Chinese Literature, Language and Culture at the rank of Assistant Professor, beginning Fall 2012. Specialization is open, but they are particularly interested in hiring a candidate with demonstrated expertise in modern Chinese literature. The successful candidate will join a small, research-active, friendly department with varied scholarly and teaching interests. Teaching duties include four courses a year, drawn from literature, (advanced) language, or interdisciplinary offerings. Those whose work involves comparative literature, film and media studies, or women’s and gender studies are especially encouraged to apply. Candidates should have a PhD in hand by the time of appointment, native or near-native proficiency in Chinese and English, and a strong commitment to research and scholarly publication. First consideration will be given to applications received by October 15, 2011.
See the full job posting at https://www.h-net.org/jobs/job_display.php?id=42811
La Cosecha Dual Language Conference
From http://dlenm.org/lacosecha
La Cosecha 2011 Dual Language Conference
November 16-19
Albuquerque Convention Center
La Cosecha brings together educators, parents, researchers and the community that support dual language enrichment education. Come share your experience and knowledge, and "harvest" (network) the best of our multilingual/multicultural communities.
Visit the conference website at http://dlenm.org/lacosecha
La Cosecha 2011 Dual Language Conference
November 16-19
Albuquerque Convention Center
La Cosecha brings together educators, parents, researchers and the community that support dual language enrichment education. Come share your experience and knowledge, and "harvest" (network) the best of our multilingual/multicultural communities.
Visit the conference website at http://dlenm.org/lacosecha
Illinois Council of on the Teaching of Foreign Languages Fall Conference
From http://www.ictfl.org
ICTFL Fall Conference 2011
"Have Languages, Will Travel: Culture & Communication in a Mobile World"
October 21-22, 2011
Tinley Park, Illinois
Early bird registration prices through today, August 15th. Learn more and register at http://www.ictfl.org/content/fall-conference
Check out the special events and workshops at http://www.ictfl.org/content/fall-conference-special-events
ICTFL Fall Conference 2011
"Have Languages, Will Travel: Culture & Communication in a Mobile World"
October 21-22, 2011
Tinley Park, Illinois
Early bird registration prices through today, August 15th. Learn more and register at http://www.ictfl.org/content/fall-conference
Check out the special events and workshops at http://www.ictfl.org/content/fall-conference-special-events
Call for Papers: 4th Annual Arizona State University Graduate Conference on Asian Studies
From http://asiaconference.clas.asu.edu/CFP
4th Annual Arizona State University Graduate Conference on Asian Studies
Place: Connections and Dislocations in Asia
Friday, November 4 - Saturday, November 5, 2011
The 4th Annual Arizona State University Graduate Conference on Asian Studies seeks papers which address the issue of place as it relates to all fields of Asian Studies. Among suggested topics are papers that address historical, geographical, religious, cultural, and political issues relating to place. Papers may also engage the theme of place on any level, from the most particular instance of a building or monument, to issues of transnationalism and multiregionalism. Submissions from places, societies, and groups which have traditionally received little attention in academia are welcomed, as are novel approaches, methodologies, and theoretical standpoints.
Interested graduate students currently enrolled in Masters or Doctoral programs are welcome to submit proposals.
Submissions are due by September 1, 2011.
View the full call for papers at http://asiaconference.clas.asu.edu/CFP
4th Annual Arizona State University Graduate Conference on Asian Studies
Place: Connections and Dislocations in Asia
Friday, November 4 - Saturday, November 5, 2011
The 4th Annual Arizona State University Graduate Conference on Asian Studies seeks papers which address the issue of place as it relates to all fields of Asian Studies. Among suggested topics are papers that address historical, geographical, religious, cultural, and political issues relating to place. Papers may also engage the theme of place on any level, from the most particular instance of a building or monument, to issues of transnationalism and multiregionalism. Submissions from places, societies, and groups which have traditionally received little attention in academia are welcomed, as are novel approaches, methodologies, and theoretical standpoints.
Interested graduate students currently enrolled in Masters or Doctoral programs are welcome to submit proposals.
Submissions are due by September 1, 2011.
View the full call for papers at http://asiaconference.clas.asu.edu/CFP
Call for Papers: Conference of the Mid-America Alliance for African Studies
From http://associations.missouristate.edu/maaas/MAAAS11CFP.htm
MAAAS 2011 Call for Papers
October 28-29, 2011
University of Missouri, Columbia
Conference theme: The African Diaspora: Past, Present, and Future
The Mid-America Alliance for African Studies and the Black Studies Program, University of Missouri, Columbia, invite scholars to submit conference papers and full panel proposals for the 2011 conference on Africana Studies. The goal of this conference is to create an interdisciplinary dialogue concerning the history, the current state, and the future of the African Diaspora. Scholars are welcome to submit papers on a range of areas focusing on the Diaspora, such as cultural, feminist, Pan African, and postcolonial studies. Papers from traditional disciplines such as English, History, Sociology, Psychology, Political Science, the Arts, etc. are also welcome. This conference will be a platform for discussions on the Diaspora, where we are now and how current connections across the Diaspora are identified and articulated, as well as consideration of historical issues and goals for the future within the African Diaspora. The organizers invite proposals that address topics beyond the organizing theme as well.
Please send a 250-word abstract or panel description by September 1, 2011 (revised deadline) to
Dr. Phia Salter, MAAAS Vice President (2010 – 2011)
Psychology and Africana Studies, Texas A&M University
Email: psalter at tamu dot edu
See http://associations.missouristate.edu/maaas/default.htm for additional information.
MAAAS 2011 Call for Papers
October 28-29, 2011
University of Missouri, Columbia
Conference theme: The African Diaspora: Past, Present, and Future
The Mid-America Alliance for African Studies and the Black Studies Program, University of Missouri, Columbia, invite scholars to submit conference papers and full panel proposals for the 2011 conference on Africana Studies. The goal of this conference is to create an interdisciplinary dialogue concerning the history, the current state, and the future of the African Diaspora. Scholars are welcome to submit papers on a range of areas focusing on the Diaspora, such as cultural, feminist, Pan African, and postcolonial studies. Papers from traditional disciplines such as English, History, Sociology, Psychology, Political Science, the Arts, etc. are also welcome. This conference will be a platform for discussions on the Diaspora, where we are now and how current connections across the Diaspora are identified and articulated, as well as consideration of historical issues and goals for the future within the African Diaspora. The organizers invite proposals that address topics beyond the organizing theme as well.
Please send a 250-word abstract or panel description by September 1, 2011 (revised deadline) to
Dr. Phia Salter, MAAAS Vice President (2010 – 2011)
Psychology and Africana Studies, Texas A&M University
Email: psalter at tamu dot edu
See http://associations.missouristate.edu/maaas/default.htm for additional information.
Summer 2011 Issue of the Heritage Language Journal
From http://www.heritagelanguages.org/Journal.aspx
Volume 8, Issue 2 of the Heritage Language Journal is now on line (http://www.heritagelanguages.org). This issue, with six papers and a book review, is the first of two proceedings issues from the National Heritage Language Resource Center’s conference held in February, 2010.
The Heritage Language Journal has also have launched a new website, which requires registration to access journal papers. You will be asked to register even though you were a subscriber on the former website.
In this issue:
Filling the Void: Community Spanish Language Programs in Los Angeles Serving to Preserve the Language
“The Tongue of Pangcah and of Savages are the Same”: Language Ideology in a Multilingual Aboriginal Village in Taiwan
Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners
Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities
Ainu as a Heritage Language of Japan: History, Current State and Future of Ainu Language Policy and Education
Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico
Book Review: Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned
Access these articles at http://www.heritagelanguages.org/Journal.aspx
Volume 8, Issue 2 of the Heritage Language Journal is now on line (http://www.heritagelanguages.org). This issue, with six papers and a book review, is the first of two proceedings issues from the National Heritage Language Resource Center’s conference held in February, 2010.
The Heritage Language Journal has also have launched a new website, which requires registration to access journal papers. You will be asked to register even though you were a subscriber on the former website.
In this issue:
Filling the Void: Community Spanish Language Programs in Los Angeles Serving to Preserve the Language
“The Tongue of Pangcah and of Savages are the Same”: Language Ideology in a Multilingual Aboriginal Village in Taiwan
Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners
Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities
Ainu as a Heritage Language of Japan: History, Current State and Future of Ainu Language Policy and Education
Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico
Book Review: Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned
Access these articles at http://www.heritagelanguages.org/Journal.aspx
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