From http://www.ictfl.org/content/globalfest-2012-your-bridge-world
GlobalFest, a celebration of world languages and cultures, will take place March 9-10, 2012 at Normal West Community High School. Friday’s activities run from 4:30-9:00 p.m.; Saturday’s activities run from 9:30 a.m.-4:00 p.m.
Activities include cultural activities; performances; language immersion rooms; food; music; art; souvenirs and a Global Connections Quiz Bowl.
GlobalFest provides in-service training and CPDUs for teachers and administrators by demonstrating language and international studies materials and instructional strategies; providing a showcase for accomplishments of students and schools; and establishing a forum and network for the exchange of ideas for building language and international studies programs.
For full details and registration information go to http://www.ictfl.org/content/globalfest-2012-your-bridge-world
October 30, 2011
Video Examples of the Interagency Language Roundtable Scale
A set of video example of different levels of proficiency on the Interagency Language Roundtable Scale is available at http://vimeo.com/album/139578
An overview of the ILRS is available at http://govtilr.org/Skills/IRL%20Scale%20History.htm
An overview of the ILRS is available at http://govtilr.org/Skills/IRL%20Scale%20History.htm
Olga’s Online Gallery
Are you looking for images of paintings from the target culture to show your students? Try Olga’s Gallery, an online gallery that is searchable by artist, country, and movement; and that also includes world literature, classical mythology, and religious themes linked to different works of art.
Olga’s Gallery is available at http://www.abcgallery.com
Olga’s Gallery is available at http://www.abcgallery.com
Lang-8: Language Learning Community for Correcting Writing
From http://www.lang-8.com
Lang-8 is a free online language learning community. Users write journal entries in the target language, and native speakers of that language correct their writing, showing their edits as they go. Users can give back by correcting other essays written in their own native language.
Lang-8 is available at http://www.lang-8.com
Lang-8 is a free online language learning community. Users write journal entries in the target language, and native speakers of that language correct their writing, showing their edits as they go. Users can give back by correcting other essays written in their own native language.
Lang-8 is available at http://www.lang-8.com
Article: California English Learners Still Far Behind under English-only Law
From http://hechingerreport.org/content/english-learners-still-far-behind-under-english-only-methods_6590
English learners still far behind under English-only law
By Sarah Garland
October 24, 2011
More than a decade after voters approved an initiative to limit bilingual education in public schools, the state is using a hodgepodge of programs. Meanwhile, critics contend, young students pay the price.
Educators cannot agree on the best way to teach English to non-native speakers. Success is anecdotal. Studies appear to contradict each other. Meanwhile, the percentage of California English learners who are proficient in fourth-grade English has dropped on a national test.
Since 1998, when voters passed Proposition 227, limiting the use of bilingual education, the number of English learners being taught in their primary language has dropped by half.
At the same time, the number of English learners has grown to about 1.5 million – about a quarter of California’s student population. Nearly 85 percent of them are Spanish speakers.
Read the full article at http://hechingerreport.org/content/english-learners-still-far-behind-under-english-only-methods_6590
English learners still far behind under English-only law
By Sarah Garland
October 24, 2011
More than a decade after voters approved an initiative to limit bilingual education in public schools, the state is using a hodgepodge of programs. Meanwhile, critics contend, young students pay the price.
Educators cannot agree on the best way to teach English to non-native speakers. Success is anecdotal. Studies appear to contradict each other. Meanwhile, the percentage of California English learners who are proficient in fourth-grade English has dropped on a national test.
Since 1998, when voters passed Proposition 227, limiting the use of bilingual education, the number of English learners being taught in their primary language has dropped by half.
At the same time, the number of English learners has grown to about 1.5 million – about a quarter of California’s student population. Nearly 85 percent of them are Spanish speakers.
Read the full article at http://hechingerreport.org/content/english-learners-still-far-behind-under-english-only-methods_6590
National Spanish Exam
From http://www.nationalspanishexam.org
The National Spanish Examinations are online, standardized assessment tools for Grades 6 -12, given voluntarily by over 3800 teachers throughout the United States to measure proficiency and achievement of students who are studying Spanish as a second language.
Registration for the 2012 National Spanish Examinations will take place from November 1, 2011 through January 31, 2012.
The test window is March 1 through April 10, 2012.
For more details go to http://www.nationalspanishexam.org
The National Spanish Examinations are online, standardized assessment tools for Grades 6 -12, given voluntarily by over 3800 teachers throughout the United States to measure proficiency and achievement of students who are studying Spanish as a second language.
Registration for the 2012 National Spanish Examinations will take place from November 1, 2011 through January 31, 2012.
The test window is March 1 through April 10, 2012.
For more details go to http://www.nationalspanishexam.org
Be a Cultural Ambassador to Spain
From http://www.educacion.gob.es/eeuu/convocatorias-programas/convocatorias-eeuu/auxiliares-conversacion-eeuu.html
Cultural Ambassadors: North American Language and Culture Assistants
This program aims to:
Promote cultural, educative and scientific knowledge exchange.
Support Spanish teachers in teaching and students in learning the Spanish language.
Foster understanding and appreciation between different cultures.
The Assistants get a grant in Spain to provide support to the English or French teachers in language and culture classes and also have the opportunity to learn about the Spanish language and culture and use their experience upon their return to the United States or Canada, thus developing cultural understanding between the citizens of Spain and the United States of America and Canada.
Application: From November 1, 2011, to March 30, 2012
For more information go to http://www.educacion.gob.es/eeuu/convocatorias-programas/convocatorias-eeuu/auxiliares-conversacion-eeuu.html
Cultural Ambassadors: North American Language and Culture Assistants
This program aims to:
Promote cultural, educative and scientific knowledge exchange.
Support Spanish teachers in teaching and students in learning the Spanish language.
Foster understanding and appreciation between different cultures.
The Assistants get a grant in Spain to provide support to the English or French teachers in language and culture classes and also have the opportunity to learn about the Spanish language and culture and use their experience upon their return to the United States or Canada, thus developing cultural understanding between the citizens of Spain and the United States of America and Canada.
Application: From November 1, 2011, to March 30, 2012
For more information go to http://www.educacion.gob.es/eeuu/convocatorias-programas/convocatorias-eeuu/auxiliares-conversacion-eeuu.html
Revisions to AP Spanish Language and Culture
The College Board announces that revisions to AP(R) Spanish Language and Culture will launch in the 2013-14 academic year. The revisions focus on various modes of communication and encourage students to explore culture in engaging thematic contexts.
AP Spanish Language and Culture http://advancesinap.collegeboard.org/world-languages/spanish?ep_ch=PR
The College Board is committed to supporting teachers as they implement the revised course. Please visit Advances in AP to access a variety of resources.
Advances in AP http://advancesinap.collegeboard.org/?ep_ch=PR
* AP Spanish Language and Culture Curriculum Framework (.pdf/6.4MB) -- The framework provides teachers with clear descriptions of what students should know and be able to do at the culmination of their AP experience. http://noreply.collegeboard.org/140ca92e8layfousuagqj2xaaaaaaaaoy4zvaodshkqyaaaaa
Requires Adobe Reader. Latest version recommended. http://noreply.collegeboard.org/1a3dea6bclayfousuagqj2xiaaaaaaaoy4zvaodshkqyaaaaa
* Course Audit Calendar -- Teachers of AP Spanish Language and Culture are required to submit an updated syllabus for the 2013-14 academic year. January 31, 2014, is the deadline for submitting a revised syllabus. http://advancesinap.collegeboard.org/course-audit?ep_ch=PR
* Professional Development -- We offer a range of workshops for teachers transitioning to the revised course. Visit the AP Course and Exam Timeline for details. http://advancesinap.collegeboard.org/comprehensive-timeline?ep_ch=PR
College Board. Announcing Revisions to AP Spanish Language and Culture. 19 Oct, 2011.
AP Spanish Language and Culture http://advancesinap.collegeboard.org/world-languages/spanish?ep_ch=PR
The College Board is committed to supporting teachers as they implement the revised course. Please visit Advances in AP to access a variety of resources.
Advances in AP http://advancesinap.collegeboard.org/?ep_ch=PR
* AP Spanish Language and Culture Curriculum Framework (.pdf/6.4MB) -- The framework provides teachers with clear descriptions of what students should know and be able to do at the culmination of their AP experience. http://noreply.collegeboard.org/140ca92e8layfousuagqj2xaaaaaaaaoy4zvaodshkqyaaaaa
Requires Adobe Reader. Latest version recommended. http://noreply.collegeboard.org/1a3dea6bclayfousuagqj2xiaaaaaaaoy4zvaodshkqyaaaaa
* Course Audit Calendar -- Teachers of AP Spanish Language and Culture are required to submit an updated syllabus for the 2013-14 academic year. January 31, 2014, is the deadline for submitting a revised syllabus. http://advancesinap.collegeboard.org/course-audit?ep_ch=PR
* Professional Development -- We offer a range of workshops for teachers transitioning to the revised course. Visit the AP Course and Exam Timeline for details. http://advancesinap.collegeboard.org/comprehensive-timeline?ep_ch=PR
College Board. Announcing Revisions to AP Spanish Language and Culture. 19 Oct, 2011.
Museum of Latin American Art in California
From http://www.molaa.com/about-molaa.aspx
The Museum of Latin American Art (MOLAA) was founded in 1996 in Long Beach, California and serves the greater Los Angeles area. MOLAA is the only museum in the United States exclusively dedicated to modern and contemporary Latin American art. Since its inception, MOLAA has doubled its size, added a 15,000 sq. ft. sculpture garden and expanded its permanent collection, ranging from works by Tamayo and Matta to Cruz-Diez, Los Carpinteros and Tunga.
The museum’s programs include school tours, an annual poster contest for middle and high school students each April, and a storytelling festival coming up on December 18, 2011.
Learn more at the museum’s website: http://www.molaa.com
The Museum of Latin American Art (MOLAA) was founded in 1996 in Long Beach, California and serves the greater Los Angeles area. MOLAA is the only museum in the United States exclusively dedicated to modern and contemporary Latin American art. Since its inception, MOLAA has doubled its size, added a 15,000 sq. ft. sculpture garden and expanded its permanent collection, ranging from works by Tamayo and Matta to Cruz-Diez, Los Carpinteros and Tunga.
The museum’s programs include school tours, an annual poster contest for middle and high school students each April, and a storytelling festival coming up on December 18, 2011.
Learn more at the museum’s website: http://www.molaa.com
French Halloween Vocabulary
From http://french.about.com
Your students can take an online quiz on Halloween vocabulary in French at http://french.about.com/library/vocab/bl-halloweent.htm?nl=1
Your students can take an online quiz on Halloween vocabulary in French at http://french.about.com/library/vocab/bl-halloweent.htm?nl=1
eLibrary Resources at the Goethe-Institut
From http://www.goethe.de/ins/us/ney/wis/bib/onl/enindex.htm
The eLibrary is the virtual library of the Goethe-Institut New York for the USA. This service allows you to borrow digital media, such as ebooks, audio and video files, and electronic newspapers and magazines, for a predetermined period of time, by downloading them from the eLibrary.
Anyone who has a primary residence in the USA and who has registered with the Goethe-Institut New York for access to the eLibrary may use the services of the eLibrary.
Find out how to access the eLibrary at http://www.goethe.de/ins/us/ney/wis/bib/onl/enindex.htm
The eLibrary is the virtual library of the Goethe-Institut New York for the USA. This service allows you to borrow digital media, such as ebooks, audio and video files, and electronic newspapers and magazines, for a predetermined period of time, by downloading them from the eLibrary.
Anyone who has a primary residence in the USA and who has registered with the Goethe-Institut New York for access to the eLibrary may use the services of the eLibrary.
Find out how to access the eLibrary at http://www.goethe.de/ins/us/ney/wis/bib/onl/enindex.htm
Mandarin Conversational Corpus Wordlist
From linguistlist.org/issues/22/22-3844.html
The Mandarin Conversational Corpus Wordlist is generated from the transcripts of 30 free conversations between strangers, 29 topic-specific conversations between friends/family members, and 26 map task dialogues between friends/family members, recorded in Taiwan. The wordlist contains automatically segmented words and their frequency, part of speech, and size in syllables - in total 405K word tokens in approximately 42 hours of recording. You can download the wordlist at http://mmc.sinica.edu.tw/home_c.htm
The Mandarin Conversational Corpus Wordlist is generated from the transcripts of 30 free conversations between strangers, 29 topic-specific conversations between friends/family members, and 26 map task dialogues between friends/family members, recorded in Taiwan. The wordlist contains automatically segmented words and their frequency, part of speech, and size in syllables - in total 405K word tokens in approximately 42 hours of recording. You can download the wordlist at http://mmc.sinica.edu.tw/home_c.htm
From http://www.northcoastjournal.com/news/2011/10/27/karuk
In Karuk
A family struggles to bring its ancestral tongue back to life
by Heidi Walters
October 27, 2011
Elaina Supahan Albers remembers well what her husband, Phil Albers Jr., said that day eight years ago when she told him she was pregnant with their first child. She was 20 and he was 23. They both worked hotel jobs and attended Southern Oregon University, although Phil was about to graduate. They were at home in their little rental house on Park Street in Ashland, their first home together.
“It wasn’t like, ‘Oh my God, we’re going to be parents!’” she says, laughing. “It was, ‘I have nine months to become fluent!’
The Albers are both Karuk, but at the time they weren’t fluent in their ancestral language. There would be challenges. The Albers anticipated some of them: their own inadequacies with the language, English surround-sound everywhere they went, few Karuk-speaking peers for their kids to practice with.
But their home-immersion plan turned out to be even harder than they’d imagined.
Read the full article at http://www.northcoastjournal.com/news/2011/10/27/karuk
In Karuk
A family struggles to bring its ancestral tongue back to life
by Heidi Walters
October 27, 2011
Elaina Supahan Albers remembers well what her husband, Phil Albers Jr., said that day eight years ago when she told him she was pregnant with their first child. She was 20 and he was 23. They both worked hotel jobs and attended Southern Oregon University, although Phil was about to graduate. They were at home in their little rental house on Park Street in Ashland, their first home together.
“It wasn’t like, ‘Oh my God, we’re going to be parents!’” she says, laughing. “It was, ‘I have nine months to become fluent!’
The Albers are both Karuk, but at the time they weren’t fluent in their ancestral language. There would be challenges. The Albers anticipated some of them: their own inadequacies with the language, English surround-sound everywhere they went, few Karuk-speaking peers for their kids to practice with.
But their home-immersion plan turned out to be even harder than they’d imagined.
Read the full article at http://www.northcoastjournal.com/news/2011/10/27/karuk
Skype Learning Lab Puts Global Perspective on U.S. History
From http://thejournal.com/articles/2011/10/26/skype-learning-lab-puts-global-perspective-on-u.s.-history.aspx
Skype Learning Lab Puts Global Perspective on U.S. History
A private school in Miami uses is using free technology to bridge geographical gaps between faculty and students.
By Bridget McCrea
October 26, 2011
Terrorist attacks and violent protests take place regularly in Jerusalem these days, yet Americans generally only hear about the events on TV or the Internet. Rarely do they experience them firsthand. Thanks to a Web-based videoconferencing setup for a distance learning class, a group of Advanced Placement U.S. History students from the Samuel Scheck Hillel Community Day School in Miami got pretty close to the action recently.
The events unfurled one morning as Rhea Schwartzberg was getting ready to teach her U.S. History class using a Skype connection and the school's "global learning lab." Suddenly, a Jerusalem suburb not far from Schwartzberg's home, was rocked by a terrorist attack.
The unfortunate event opened the doors for an international lesson in Israeli politics and the country's emergency response mechanisms for the AP students. "They put the history discussion aside for the day, and dedicated the classroom time to answering questions about the attack, and its short- and long-term repercussions," said Weisserman.
Read the full article at http://thejournal.com/articles/2011/10/26/skype-learning-lab-puts-global-perspective-on-u.s.-history.aspx
Skype Learning Lab Puts Global Perspective on U.S. History
A private school in Miami uses is using free technology to bridge geographical gaps between faculty and students.
By Bridget McCrea
October 26, 2011
Terrorist attacks and violent protests take place regularly in Jerusalem these days, yet Americans generally only hear about the events on TV or the Internet. Rarely do they experience them firsthand. Thanks to a Web-based videoconferencing setup for a distance learning class, a group of Advanced Placement U.S. History students from the Samuel Scheck Hillel Community Day School in Miami got pretty close to the action recently.
The events unfurled one morning as Rhea Schwartzberg was getting ready to teach her U.S. History class using a Skype connection and the school's "global learning lab." Suddenly, a Jerusalem suburb not far from Schwartzberg's home, was rocked by a terrorist attack.
The unfortunate event opened the doors for an international lesson in Israeli politics and the country's emergency response mechanisms for the AP students. "They put the history discussion aside for the day, and dedicated the classroom time to answering questions about the attack, and its short- and long-term repercussions," said Weisserman.
Read the full article at http://thejournal.com/articles/2011/10/26/skype-learning-lab-puts-global-perspective-on-u.s.-history.aspx
Article: Fulbright Keeps Moving Forward Despite Budget Uncertainty
From http://chronicle.com/article/Fulbright-Presses-Forward-/129499/?sid=gn&utm_source=gn&utm_medium=en
Fulbright Keeps Moving Forward Despite Budget Uncertainty
by Ian Wilhelm
October 23, 2011
As lawmakers seek to make deep cuts in federal spending, the U.S. State Department's Fulbright Program—the nation's flagship academic exchange—faces an uncertain future.
Members of Congress have yet to set the 2012 fiscal-year budget, and proposals vary on how much the department's Bureau of Educational and Cultural Affairs, which oversees Fulbright, will receive. The Senate has approved a 2.2-percent increase in the bureau's 2011 allocation, while the House of Representatives has proposed a 10.1-percent reduction. For its budget request for 2012, the Obama administration sought an increase in spending for the bureau, but also asked for an almost $1-million decrease in Fulbright.
As the fiscal battle wears on, Marianne Craven, managing director of the bureau’s office of academic programs, says she is “cautiously positive” that Fulbright will survive relatively unscathed.
Read the full article at http://chronicle.com/article/Fulbright-Presses-Forward-/129499/?sid=gn&utm_source=gn&utm_medium=en
Fulbright Keeps Moving Forward Despite Budget Uncertainty
by Ian Wilhelm
October 23, 2011
As lawmakers seek to make deep cuts in federal spending, the U.S. State Department's Fulbright Program—the nation's flagship academic exchange—faces an uncertain future.
Members of Congress have yet to set the 2012 fiscal-year budget, and proposals vary on how much the department's Bureau of Educational and Cultural Affairs, which oversees Fulbright, will receive. The Senate has approved a 2.2-percent increase in the bureau's 2011 allocation, while the House of Representatives has proposed a 10.1-percent reduction. For its budget request for 2012, the Obama administration sought an increase in spending for the bureau, but also asked for an almost $1-million decrease in Fulbright.
As the fiscal battle wears on, Marianne Craven, managing director of the bureau’s office of academic programs, says she is “cautiously positive” that Fulbright will survive relatively unscathed.
Read the full article at http://chronicle.com/article/Fulbright-Presses-Forward-/129499/?sid=gn&utm_source=gn&utm_medium=en
Job: Chinese Language and Culture: Rank Open, Michigan State University
From http://linguistlist.org/issues/22/22-4287.html
Michigan State University, a leader in global education is pleased to invite applications (open rank) for their growing Chinese language and culture program. The ideal candidate will provide strong, innovative leadership for the Chinese Program in the Department of Linguistics and Germanic, Slavic, Asian and African Languages in the College of Arts & Letters beginning August 16, 2012.
Teaching responsibilities will include Chinese language and culture courses in the Chinese Program, as well as Integrated Arts and Humanities or Global Studies courses on Chinese or Asian culture in the global context.
Review of applications will begin November 7, 2011 and will continue until the position is filled.
View the full job posting at http://linguistlist.org/issues/22/22-4287.html
Michigan State University, a leader in global education is pleased to invite applications (open rank) for their growing Chinese language and culture program. The ideal candidate will provide strong, innovative leadership for the Chinese Program in the Department of Linguistics and Germanic, Slavic, Asian and African Languages in the College of Arts & Letters beginning August 16, 2012.
Teaching responsibilities will include Chinese language and culture courses in the Chinese Program, as well as Integrated Arts and Humanities or Global Studies courses on Chinese or Asian culture in the global context.
Review of applications will begin November 7, 2011 and will continue until the position is filled.
View the full job posting at http://linguistlist.org/issues/22/22-4287.html
Job: Language Testing Specialist, Center for Applied Linguistics
Language Testing Specialist
CAL Classification: Research Assistant II
Salary: $40,000 - $46,000
Division/Program: Language Testing Division (LTD)
Hours Per Week: 35 hrs/wk (full time)
Position Available: January 3, 2012
Description of Duties:
Assist with test development for a large-scale English language assessment for K-12 English language learners (ELLs), with a focus on test development for ELLs in grades 9-12.
PRIMARY RESPONSIBILITIES:
Write and revise test item specifications
Evaluate, review and write test materials and documents for grades 3-5
Maintain test item database
Coordinate internal and external reviews
Communicate feedback to consultants
Organize and execute key checks
Write and refine graphics descriptions to support student comprehension in test items
Track graphics requests to order, sketch, ink, and colorize graphics
Review graphics for content accuracy and grade-level appropriateness
Prepare and maintain files and records (summary reports, bibliographies, etc.)
Coordinate item development tasks of external consultants to ensure timely delivery of test items
Other duties as assigned
QUALIFICATIONS:
Education: Bachelor’s degree in related field and three years of related experience or Master’s degree with one year of related experience are required.
Experience: Successful candidate will have experience working with ELLs and a commitment to improving education, particularly for ELLs. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. Experience developing tests preferred, experience developing language tests preferred. Familiarity with ACCESS for ELLs® and experience teaching or learning a second language preferred.
OTHER REQUIREMENTS:
The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of CS4 InDesign and Microsoft Office software.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-01
Electronically:
jobs at cal dot org
Attn: Recruitment 12-01
Jobs@CAL: Language Testing Specialist - October 2011. (jobs@cal.org, 27 Oct 2011).
CAL Classification: Research Assistant II
Salary: $40,000 - $46,000
Division/Program: Language Testing Division (LTD)
Hours Per Week: 35 hrs/wk (full time)
Position Available: January 3, 2012
Description of Duties:
Assist with test development for a large-scale English language assessment for K-12 English language learners (ELLs), with a focus on test development for ELLs in grades 9-12.
PRIMARY RESPONSIBILITIES:
Write and revise test item specifications
Evaluate, review and write test materials and documents for grades 3-5
Maintain test item database
Coordinate internal and external reviews
Communicate feedback to consultants
Organize and execute key checks
Write and refine graphics descriptions to support student comprehension in test items
Track graphics requests to order, sketch, ink, and colorize graphics
Review graphics for content accuracy and grade-level appropriateness
Prepare and maintain files and records (summary reports, bibliographies, etc.)
Coordinate item development tasks of external consultants to ensure timely delivery of test items
Other duties as assigned
QUALIFICATIONS:
Education: Bachelor’s degree in related field and three years of related experience or Master’s degree with one year of related experience are required.
Experience: Successful candidate will have experience working with ELLs and a commitment to improving education, particularly for ELLs. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. Experience developing tests preferred, experience developing language tests preferred. Familiarity with ACCESS for ELLs® and experience teaching or learning a second language preferred.
OTHER REQUIREMENTS:
The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of CS4 InDesign and Microsoft Office software.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-01
Electronically:
jobs at cal dot org
Attn: Recruitment 12-01
Jobs@CAL: Language Testing Specialist - October 2011. (jobs@cal.org, 27 Oct 2011).
Full Time Second Language Test Item Developer Positions Open, AVANT Assessment
Avant Assessment is accepting applications for the position of Item Developer. We provide a supportive working environment where innovation, independent work effort, and leadership are valued and rewarded. This is a full time telecommute position. Residency and authorization to work in the US are required.
Founded in 2001, Avant Assessment has established a strong presence in the field of online second-language assessment. If you are interested in joining a growing company dedicated to improving language learning please send your CV to recruiter at avantassessment dot com.
REQUIRED QUALIFICATIONS:
• Academic and/or professional background in language-related field
• Ability to work with diverse groups on complex projects
• Self-directed and well organized with strong attention to detail
• Ability to prioritize tasks to meet deadlines under pressure
• Ability to travel on an occasional basis
• Excellent communication and organization skills
• Willingness and ability to learn new computer applications as needed
• Authorized to work in the United States
PREFERRED QUALIFICATIONS:
• Academic and/or professional background in linguistics, educational measurement, second language acquisition, foreign language education, or TESOL
• Master’s degree in linguistics or related field
• Professional experience in large-scale test development
• Intermediate to advanced skills in MSWord and Excel
• Personal experience in foreign/second language learning
RESPONSIBILITIES:
Participate in test item writing activities for online tests of foreign language proficiency. These activities include:
• Assist in coordinating the activities of native speakers of target languages participating in test-development activities including: procuring foreign language written or audio passages, rating passages for difficulty, procuring copyright authorization, ensuring authenticity to the target language
• Participate in test item development by writing items adhering to quality assurance standards and integrating feedback from other Test Production personnel.
• Organize and maintain computer-based records of all test development activities and products
• Facilitate ongoing communication with other Test Production personnel as needed
• Implement and adhere to project management schedules and staffing plans as required to achieve project objectives
• Provide ongoing project status reports as needed
• Assist in integrating client feedback to improve product quality
COMPENSATION:
Compensation is dependent upon education and experience.
Please send your CV to recruiter at avantassessment dot com.
Butler, G. [LTEST-L] Full Time Second Language Test Item Developer Positions Open. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 26 Oct 2011).
Founded in 2001, Avant Assessment has established a strong presence in the field of online second-language assessment. If you are interested in joining a growing company dedicated to improving language learning please send your CV to recruiter at avantassessment dot com.
REQUIRED QUALIFICATIONS:
• Academic and/or professional background in language-related field
• Ability to work with diverse groups on complex projects
• Self-directed and well organized with strong attention to detail
• Ability to prioritize tasks to meet deadlines under pressure
• Ability to travel on an occasional basis
• Excellent communication and organization skills
• Willingness and ability to learn new computer applications as needed
• Authorized to work in the United States
PREFERRED QUALIFICATIONS:
• Academic and/or professional background in linguistics, educational measurement, second language acquisition, foreign language education, or TESOL
• Master’s degree in linguistics or related field
• Professional experience in large-scale test development
• Intermediate to advanced skills in MSWord and Excel
• Personal experience in foreign/second language learning
RESPONSIBILITIES:
Participate in test item writing activities for online tests of foreign language proficiency. These activities include:
• Assist in coordinating the activities of native speakers of target languages participating in test-development activities including: procuring foreign language written or audio passages, rating passages for difficulty, procuring copyright authorization, ensuring authenticity to the target language
• Participate in test item development by writing items adhering to quality assurance standards and integrating feedback from other Test Production personnel.
• Organize and maintain computer-based records of all test development activities and products
• Facilitate ongoing communication with other Test Production personnel as needed
• Implement and adhere to project management schedules and staffing plans as required to achieve project objectives
• Provide ongoing project status reports as needed
• Assist in integrating client feedback to improve product quality
COMPENSATION:
Compensation is dependent upon education and experience.
Please send your CV to recruiter at avantassessment dot com.
Butler, G. [LTEST-L] Full Time Second Language Test Item Developer Positions Open. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 26 Oct 2011).
Workshop: Language and Culture through Film Clips
From http://cmes.arizona.edu/filmclips
WORKSHOP
Language & Culture through Film Clips: A collaborative database project for accessing, clipping, and tagging foreign language films
November 4-5
University of Arizona
The first part of this presentation is focused on film and the foreign language classroom. The talk will focus on the various ways that film clips can be exploited to teach listening comprehension, semantics, culture (modeling of culture and intercultural competence), and the creation of meaning in a filmic text. The second part of the talk will describe the design and functioning of the Berkeley Language Center's Library of Foreign Language Film Clips, a database of 10,200+ clips drawn from 300+ films, to which instructors at the University of Arizona will soon be given access.
In the hands-on workshops participants will work with the BLC's film clip library to search for, annotate, and order film clips.
For full details and to sign up, go to http://cmes.arizona.edu/filmclips
WORKSHOP
Language & Culture through Film Clips: A collaborative database project for accessing, clipping, and tagging foreign language films
November 4-5
University of Arizona
The first part of this presentation is focused on film and the foreign language classroom. The talk will focus on the various ways that film clips can be exploited to teach listening comprehension, semantics, culture (modeling of culture and intercultural competence), and the creation of meaning in a filmic text. The second part of the talk will describe the design and functioning of the Berkeley Language Center's Library of Foreign Language Film Clips, a database of 10,200+ clips drawn from 300+ films, to which instructors at the University of Arizona will soon be given access.
In the hands-on workshops participants will work with the BLC's film clip library to search for, annotate, and order film clips.
For full details and to sign up, go to http://cmes.arizona.edu/filmclips
Conference: Intercultural Competence and Foreign/Second Language Immersive Environments
From http://cercll.arizona.edu/doku.php/development/conferences/2012_icc
Intercultural Competence and Foreign/Second Language Immersive Environments
January 26-29, 2012
Tucson, AZ
Keynote Presenter
Heidi Byrnes (Georgetown University)
Plenary Presenters
David Fenner (World Learning)
Olga Kagan (University of California, Los Angeles)
Celeste Kinginger (Pennsylvania State University)
Jun Liu (Georgia State University)
Judith M. Maxwell (Tulane University)
And with pre- and post-conference workshops on January 26th and 29th
The conference aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices and to foster meaningful professional dialogue on issues related to the development and assessment of Intercultural Competence in a foreign or second language.
For full details, registration, and lodging, go to http://cercll.arizona.edu/doku.php/development/conferences/2012_icc
Intercultural Competence and Foreign/Second Language Immersive Environments
January 26-29, 2012
Tucson, AZ
Keynote Presenter
Heidi Byrnes (Georgetown University)
Plenary Presenters
David Fenner (World Learning)
Olga Kagan (University of California, Los Angeles)
Celeste Kinginger (Pennsylvania State University)
Jun Liu (Georgia State University)
Judith M. Maxwell (Tulane University)
And with pre- and post-conference workshops on January 26th and 29th
The conference aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices and to foster meaningful professional dialogue on issues related to the development and assessment of Intercultural Competence in a foreign or second language.
For full details, registration, and lodging, go to http://cercll.arizona.edu/doku.php/development/conferences/2012_icc
American Association of Teachers of Arabic/Middle East Studies Association Annual Meeting
The American Association of Teachers of Arabic’s Annual Meeting will take place on 01 December 2011 in conjunction with the Middle East Studies Association Annual Meeting at the Marriott Wardman Park Hotel in Washington, DC.
For more information, go to http://www.aataweb.org/Default.aspx?pageId=1061288 (AATA) or http://www.mesa.arizona.edu/annual-meeting/index.html (MESA).
For more information, go to http://www.aataweb.org/Default.aspx?pageId=1061288 (AATA) or http://www.mesa.arizona.edu/annual-meeting/index.html (MESA).
Symposium on Re-conceptualizing the Language Classroom as the Online Course
From http://www.plc.sas.upenn.edu/events/symposium.html
During the first symposium of the newly established Language Educator Series, the Penn Language Center of the University of Pennsylvania will present a model for online language courses on Saturday, December 10, 2011. Grounded on the principles of communicative language teaching, this model offers a fully online format that was designed and implemented by the Penn Language Center during the summers of 2010 and 2011 for credit courses in Gaelic, German, Polish and Turkish. Through innovative live and online collaborative instruction and mentoring, this model focuses on the development of language competence in the three modes of communication (interpersonal, presentational and interpretive). While demonstrating the technologies used with this model (Adobe Connect Pro, Blackboard, Wimba), the presenters will also consider issues related to methodology, curriculum, materials development, teacher training, assessment, articulation, student course evaluations, flexibility, and the development of new literacies. Finally, they will compare our experiences of teaching in the online environment with those of the face-to-face classroom and discuss how these distinct and separate learning spaces are related and can inform each other. The symposium is free and open to language educators, coordinators and administrators, but seating is limited. In addition to other experts in the field of online language education, the symposium will be led by award winning teachers Ed Dixon and Christina Frei.
Learn more and sign up at http://www.plc.sas.upenn.edu/events/symposium.html
During the first symposium of the newly established Language Educator Series, the Penn Language Center of the University of Pennsylvania will present a model for online language courses on Saturday, December 10, 2011. Grounded on the principles of communicative language teaching, this model offers a fully online format that was designed and implemented by the Penn Language Center during the summers of 2010 and 2011 for credit courses in Gaelic, German, Polish and Turkish. Through innovative live and online collaborative instruction and mentoring, this model focuses on the development of language competence in the three modes of communication (interpersonal, presentational and interpretive). While demonstrating the technologies used with this model (Adobe Connect Pro, Blackboard, Wimba), the presenters will also consider issues related to methodology, curriculum, materials development, teacher training, assessment, articulation, student course evaluations, flexibility, and the development of new literacies. Finally, they will compare our experiences of teaching in the online environment with those of the face-to-face classroom and discuss how these distinct and separate learning spaces are related and can inform each other. The symposium is free and open to language educators, coordinators and administrators, but seating is limited. In addition to other experts in the field of online language education, the symposium will be led by award winning teachers Ed Dixon and Christina Frei.
Learn more and sign up at http://www.plc.sas.upenn.edu/events/symposium.html
Call for Papers: Conference of the Society for Romanian Studies
From http://www.society4romanianstudies.org/conferences
Call for Papers for the Conference of the Society for Romanian Studies (SRS)
Lucian Blaga University, Sibiu, 2-4 July 2012
Europeanization and Globalization: Romanians in Their Region and the World
The organizers welcome proposals for papers, panels and round-tables coming from young and established scholars working in history, sociology, anthropology, political science, philosophy, law, linguistics, economics, business, religious studies, theater, literature, cinema studies, music, and education.
The deadline for submission of proposals is December 1, 2011.
For full details go to http://www.society4romanianstudies.org/conferences and scroll down.
Call for Papers for the Conference of the Society for Romanian Studies (SRS)
Lucian Blaga University, Sibiu, 2-4 July 2012
Europeanization and Globalization: Romanians in Their Region and the World
The organizers welcome proposals for papers, panels and round-tables coming from young and established scholars working in history, sociology, anthropology, political science, philosophy, law, linguistics, economics, business, religious studies, theater, literature, cinema studies, music, and education.
The deadline for submission of proposals is December 1, 2011.
For full details go to http://www.society4romanianstudies.org/conferences and scroll down.
Call for Papers: International Conference & Workshops on Technology & Chinese Language Teaching
From http://nflrc.hawaii.edu/TCLT7
The 7th International Conference and Workshops on Technology and Chinese Language Teaching in the 21st Century (TCLT7) will be from May 25 through 27, 2012 at the Hawai‘i Imin International Conference Center at the University of Hawai‘i at Manoa in Honolulu, Hawai‘i.
Topics Related but Not Limited to
Incorporation of mobile technology into day-to-day instruction: listening, speaking, reading, writing, and culture
Application of cloud technology
Application of Chinese computational linguistic research in language teaching
Technology-facilitated application of descriptive Chinese linguistics research in CFL learning and instruction
Chinese language learner corpus and database
From theory and research to new directions in Chinese language teaching in the digital age
Intercultural exchange and computer mediated communication
Importance, usage, assessment, device, curriculum design, and development of technology-based Chinese language teaching
Virtual classroom
Hybrid courses: classroom and virtual learning
Distance learning
Network-based language testing
Digital instructional materials development
Multimedia instruction and second language acquisition
Issues in CALL research
Other related topics on technology-enhanced Chinese language teaching
Submission deadline is December 15, 2011.
View the full call for papers at http://nflrc.hawaii.edu/TCLT7/call.html
The 7th International Conference and Workshops on Technology and Chinese Language Teaching in the 21st Century (TCLT7) will be from May 25 through 27, 2012 at the Hawai‘i Imin International Conference Center at the University of Hawai‘i at Manoa in Honolulu, Hawai‘i.
Topics Related but Not Limited to
Incorporation of mobile technology into day-to-day instruction: listening, speaking, reading, writing, and culture
Application of cloud technology
Application of Chinese computational linguistic research in language teaching
Technology-facilitated application of descriptive Chinese linguistics research in CFL learning and instruction
Chinese language learner corpus and database
From theory and research to new directions in Chinese language teaching in the digital age
Intercultural exchange and computer mediated communication
Importance, usage, assessment, device, curriculum design, and development of technology-based Chinese language teaching
Virtual classroom
Hybrid courses: classroom and virtual learning
Distance learning
Network-based language testing
Digital instructional materials development
Multimedia instruction and second language acquisition
Issues in CALL research
Other related topics on technology-enhanced Chinese language teaching
Submission deadline is December 15, 2011.
View the full call for papers at http://nflrc.hawaii.edu/TCLT7/call.html
Call for Proposals: National Chinese Language Conference
From http://sites.asiasociety.org/nclc2012/program/present-a-session
The National Chinese Language Conference (NCLC) provides a high-profile platform for sharing new ideas and best practices in the field of Chinese language teaching and learning. The 5th annual NCLC is organized by Asia Society and the College Board, and will be held in Washington, DC, April 12–14, 2012. The conference will focus on program sustainability, Chinese language proficiency, and language learning in the context of global competence.
The organizers are seeking proposals in the following areas:
Curriculum and Instruction: Innovative approaches to curriculum design, including models for linking Chinese to other subject areas and representing China across the curriculum. New and classroom-tested approaches to language instruction with a focus on interaction, communication, and the development of higher order cognitive skills.
Technology: Cutting-edge and proven solutions; reflections on how technology is changing the nature of Chinese language teaching and learning.
Partnerships: Creative models for building successful U.S.–China educational and cultural exchanges; strategies to enhance your Chinese language program with dynamic partnerships.
Research: Findings and analysis on topics in Chinese second language acquisition including cognition and Chinese language literacy, longitudinal studies of proficiency, phonological development, character recognition, cultural identity, etc.
Assessment: New and classroom-tested approaches to formative and summative assessment, technology-based approaches, measures of literacy, oral proficiency, etc.
Program Models: Especially, models and strategies for bringing Chinese to young learners, building and structuring Chinese language immersion programs, and delivering content-rich instruction in Chinese.
Sustainability and Funding: Strategies and resources for building and sustaining programs over the long term.
Proficiency and Articulation: Best practices for creating well-articulated Chinese programs that graduate students with a high level of proficiency.
All proposal submissions are due by December 1, 2011.
View the full call for proposals at http://sites.asiasociety.org/nclc2012/program/present-a-session
The National Chinese Language Conference (NCLC) provides a high-profile platform for sharing new ideas and best practices in the field of Chinese language teaching and learning. The 5th annual NCLC is organized by Asia Society and the College Board, and will be held in Washington, DC, April 12–14, 2012. The conference will focus on program sustainability, Chinese language proficiency, and language learning in the context of global competence.
The organizers are seeking proposals in the following areas:
Curriculum and Instruction: Innovative approaches to curriculum design, including models for linking Chinese to other subject areas and representing China across the curriculum. New and classroom-tested approaches to language instruction with a focus on interaction, communication, and the development of higher order cognitive skills.
Technology: Cutting-edge and proven solutions; reflections on how technology is changing the nature of Chinese language teaching and learning.
Partnerships: Creative models for building successful U.S.–China educational and cultural exchanges; strategies to enhance your Chinese language program with dynamic partnerships.
Research: Findings and analysis on topics in Chinese second language acquisition including cognition and Chinese language literacy, longitudinal studies of proficiency, phonological development, character recognition, cultural identity, etc.
Assessment: New and classroom-tested approaches to formative and summative assessment, technology-based approaches, measures of literacy, oral proficiency, etc.
Program Models: Especially, models and strategies for bringing Chinese to young learners, building and structuring Chinese language immersion programs, and delivering content-rich instruction in Chinese.
Sustainability and Funding: Strategies and resources for building and sustaining programs over the long term.
Proficiency and Articulation: Best practices for creating well-articulated Chinese programs that graduate students with a high level of proficiency.
All proposal submissions are due by December 1, 2011.
View the full call for proposals at http://sites.asiasociety.org/nclc2012/program/present-a-session
Call for Papers: Graduate Student Conference in Slavic Studies
From the SEELANGS listserv:
CALL FOR PAPERS: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN SLAVIC GRADUATE STUDENT CONFERENCE
Discourse Across Borders: Slavic Studies from Kievan Rus to Present Day
The 3rd Annual Graduate Student Conference in Slavic Studies at the University of Illinois at Urbana-Champaign
February 24-25, 2012
The Slavic Graduate Students' Association (SGSA) invites all interested graduate students to submit abstracts for our Graduate Student Conference on Discourse Across Borders: Slavic Studies from Kievan Rus to Present Day. The conference will take place on February 24th and 25th, 2011 at the University of Illinois at Urbana-Champaign.
Constant innovation in communication and media technologies is changing the notions of nation and national identity. We have witnessed how these new technologies can facilitate political and social revolutions. At the same time, these tools can be used to further imperialist and authoritarian agendas. Most essentially, we want to ask, what is a nation and how has this concept shifted in meaning? We want to explore the inherent difficulties in contextualizing historical national traditions, and new ways of looking at the cultural traditions of post-communist nations.
We welcome papers in any discipline that enrich the study of Slavic nations. Examples include, but are not limited to:
· Nationalism, Politics and Identity
· Literature and Imaginary Homelands
· Social Media and the Diaspora
· Film, Art and Transnationalism
· Pop Culture and Language
· National Character and Memory
To present a paper, please submit an abstract (up to 300 words in length) with your full name, institution, contact information (email address and telephone number), major area of study, and the title of the paper. If you need any audiovisual equipment, please include that as well.
Submissions are due on December 28th, 2011 to Katerina Lakhmitko at klakhm2 at illinois dot edu.
We will let you know if your abstract has been accepted in early January. Please submit your final paper by January 20th so that we can publish it online before the conference. If you have any questions, please contact Katerina or Alejandra O. Pires at pires2 at illinois dot edu.
Katerina Lakhmitko
Graduate Student
Department of Slavic Languages and Literatures
University of Illinois at Urbana-Champaign
3036 Foreign Languages Building
707 South Mathews, MC 170
Urbana, IL 61801
Lakhmitko, K. [SEELANGS] CALL FOR PAPERS: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN SLAVIC GRADUATE STUDENT CONFERENCE. SEELANGS listserv (SEELANGS@bama.ua.edu, 27 Oct 2011).
CALL FOR PAPERS: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN SLAVIC GRADUATE STUDENT CONFERENCE
Discourse Across Borders: Slavic Studies from Kievan Rus to Present Day
The 3rd Annual Graduate Student Conference in Slavic Studies at the University of Illinois at Urbana-Champaign
February 24-25, 2012
The Slavic Graduate Students' Association (SGSA) invites all interested graduate students to submit abstracts for our Graduate Student Conference on Discourse Across Borders: Slavic Studies from Kievan Rus to Present Day. The conference will take place on February 24th and 25th, 2011 at the University of Illinois at Urbana-Champaign.
Constant innovation in communication and media technologies is changing the notions of nation and national identity. We have witnessed how these new technologies can facilitate political and social revolutions. At the same time, these tools can be used to further imperialist and authoritarian agendas. Most essentially, we want to ask, what is a nation and how has this concept shifted in meaning? We want to explore the inherent difficulties in contextualizing historical national traditions, and new ways of looking at the cultural traditions of post-communist nations.
We welcome papers in any discipline that enrich the study of Slavic nations. Examples include, but are not limited to:
· Nationalism, Politics and Identity
· Literature and Imaginary Homelands
· Social Media and the Diaspora
· Film, Art and Transnationalism
· Pop Culture and Language
· National Character and Memory
To present a paper, please submit an abstract (up to 300 words in length) with your full name, institution, contact information (email address and telephone number), major area of study, and the title of the paper. If you need any audiovisual equipment, please include that as well.
Submissions are due on December 28th, 2011 to Katerina Lakhmitko at klakhm2 at illinois dot edu.
We will let you know if your abstract has been accepted in early January. Please submit your final paper by January 20th so that we can publish it online before the conference. If you have any questions, please contact Katerina or Alejandra O. Pires at pires2 at illinois dot edu.
Katerina Lakhmitko
Graduate Student
Department of Slavic Languages and Literatures
University of Illinois at Urbana-Champaign
3036 Foreign Languages Building
707 South Mathews, MC 170
Urbana, IL 61801
Lakhmitko, K. [SEELANGS] CALL FOR PAPERS: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN SLAVIC GRADUATE STUDENT CONFERENCE. SEELANGS listserv (SEELANGS@bama.ua.edu, 27 Oct 2011).
Fall 2011 Issue of AccELLerate!
NCELA Quarterly Review: AccELLerate!
Fall 2011 - Volume 4: Issue 1
The National Professional Development and the Native American and Alaska Native Children in School Programs
This issue highlights two Office of English Language Acquisition (OELA) grant programs—the National Professional Development (NPD) program and the Native American and Alaska Native Children in School (NAM) program, looks at some of the past, ongoing, and new projects funded through these programs, and presents a variety of strategies that fall under two general topic areas—(1) professional development and (2) support for Native American and Alaska Native (NA/AN) students.
The articles are grouped by these topic areas, the first being professional development (PD). López describes the NPD program and application review process, followed by several articles that report successful implementation of NPD-funded PD projects (Huss-Lederman et al., Walker & Shafer, and He & Prater). In addition, Grassi & Castro share the effects of an innovative program for pre-service teachers.
The second group of articles addresses issues in NA/AN students’ education. Torres Carrion describes the NAM program and provides a list of newly funded projects. Wilde offers a summary of facts and figures regarding NAs/ANs, Rassmussen & Romanova discuss P–16 alignment, and Lara provides key strategies for addressing the needs of NA students.
Several shorter articles (by Cook; Swinney; Cadiente-Laiti; and Romero-Little) offer creative ideas and state-of-the-art tools to support the teaching and learning of all EL students, including NAs/ANs. Finally, Tillman provides useful tips for grant writers.
Download AccELLerate! 4.1 from http://www.ncela.gwu.edu/files/uploads/17/Accellerate_4_1.pdf
Fall 2011 - Volume 4: Issue 1
The National Professional Development and the Native American and Alaska Native Children in School Programs
This issue highlights two Office of English Language Acquisition (OELA) grant programs—the National Professional Development (NPD) program and the Native American and Alaska Native Children in School (NAM) program, looks at some of the past, ongoing, and new projects funded through these programs, and presents a variety of strategies that fall under two general topic areas—(1) professional development and (2) support for Native American and Alaska Native (NA/AN) students.
The articles are grouped by these topic areas, the first being professional development (PD). López describes the NPD program and application review process, followed by several articles that report successful implementation of NPD-funded PD projects (Huss-Lederman et al., Walker & Shafer, and He & Prater). In addition, Grassi & Castro share the effects of an innovative program for pre-service teachers.
The second group of articles addresses issues in NA/AN students’ education. Torres Carrion describes the NAM program and provides a list of newly funded projects. Wilde offers a summary of facts and figures regarding NAs/ANs, Rassmussen & Romanova discuss P–16 alignment, and Lara provides key strategies for addressing the needs of NA students.
Several shorter articles (by Cook; Swinney; Cadiente-Laiti; and Romero-Little) offer creative ideas and state-of-the-art tools to support the teaching and learning of all EL students, including NAs/ANs. Finally, Tillman provides useful tips for grant writers.
Download AccELLerate! 4.1 from http://www.ncela.gwu.edu/files/uploads/17/Accellerate_4_1.pdf
October 23, 2011
Long Island Language Teachers Poster Contest
From http://www.liltfl.org
LILT Poster Contest Topic for 2012:
GO GLOBAL, LEARN ANOTHER LANGUAGE
DEADLINE FOR SUBMISSION OF ENTRIES: Friday, March 16, 2012
LILT invites you to encourage your students to participate in the LILT Poster Contest celebrating National Foreign Language Week, March 7-11, 2012.
Download the full details from http://www.liltfl.org/postercontest/PosterContest11.pdf
LILT Poster Contest Topic for 2012:
GO GLOBAL, LEARN ANOTHER LANGUAGE
DEADLINE FOR SUBMISSION OF ENTRIES: Friday, March 16, 2012
LILT invites you to encourage your students to participate in the LILT Poster Contest celebrating National Foreign Language Week, March 7-11, 2012.
Download the full details from http://www.liltfl.org/postercontest/PosterContest11.pdf
Syntax Untangler Online Tools Helps Students Process Texts While Reading
From http://courses.dcs.wisc.edu/untangler
Syntax Untangler is an online activity that asks the learner to visually mark up a short primary text in any language, in order to improve small-scale reading skills. Any instructor can easily create and publish their own Syntax Untangler content (go to the Instructor Tools link below).
Syntax Untangler is particularly designed for training language learners to recognize and parse linguistic features. Here are some things you could ask your students to do:
Identify the parts of a separable-prefix verb within a German sentence.
Draw where a syntax structure begins and ends in a short Chinese text.
See demo videos of the above tasks, learn how to make your own tasks, and read more about the tool at http://courses.dcs.wisc.edu/untangler
Syntax Untangler is an online activity that asks the learner to visually mark up a short primary text in any language, in order to improve small-scale reading skills. Any instructor can easily create and publish their own Syntax Untangler content (go to the Instructor Tools link below).
Syntax Untangler is particularly designed for training language learners to recognize and parse linguistic features. Here are some things you could ask your students to do:
Identify the parts of a separable-prefix verb within a German sentence.
Draw where a syntax structure begins and ends in a short Chinese text.
See demo videos of the above tasks, learn how to make your own tasks, and read more about the tool at http://courses.dcs.wisc.edu/untangler
St. Louis International Film Festival
From http://www.cinemastlouis.org/sliff-2011
Now in its 20th year, the Stella Artois St. Louis International Film Festival (SLIFF) is one of the largest international film festivals in the Midwest. This year’s SLIFF will be held Nov. 10-20, 2011. SLIFF’s main venues are the Hi-Pointe Theatre, Tivoli Theatre, Plaza Frontenac Cinema, and Webster University’s Winifred Moore Auditorium. SLIFF showcases the best in cutting-edge features and shorts from around the globe. The majority of the more than 300 films screened – many of them critically lauded award-winners – will receive their only St. Louis exposure at the festival.
There is a free Cinema for Students program for grades 1-12 - go to http://cinemastlouis.org/sliff-2011-cinema-students for more information.
The main page of the festival website is available at http://www.cinemastlouis.org/sliff-2011
Now in its 20th year, the Stella Artois St. Louis International Film Festival (SLIFF) is one of the largest international film festivals in the Midwest. This year’s SLIFF will be held Nov. 10-20, 2011. SLIFF’s main venues are the Hi-Pointe Theatre, Tivoli Theatre, Plaza Frontenac Cinema, and Webster University’s Winifred Moore Auditorium. SLIFF showcases the best in cutting-edge features and shorts from around the globe. The majority of the more than 300 films screened – many of them critically lauded award-winners – will receive their only St. Louis exposure at the festival.
There is a free Cinema for Students program for grades 1-12 - go to http://cinemastlouis.org/sliff-2011-cinema-students for more information.
The main page of the festival website is available at http://www.cinemastlouis.org/sliff-2011
Article: ELL ‘Shadowing’ Shows Promise
From http://www.edweek.org/tsb/articles/2011/10/13/01shadowing.h05.html
ELL ‘Shadowing’ Shows Promise
Having teachers experience “a day in the life of an English-language learner” can reveal gaps in academic-language exposure.
By Liana Heitin
October 12, 2011
It’s a professional development tool that stems from the concept of taking a walk in someone else’s—in this case a student’s—shoes. And in one California school, it has reportedly helped close the achievement gap for English-language learners.
The technique, which second-language acquisition expert Ivannia Soto began using in 2003, is called ELL shadowing. A teacher or administrator follows an English-language learner to several classes. Neither the student nor his or her teachers know the real reason the observer in the back of the room is there, which is to look specifically at the student’s use of academic language. The observer takes notes at five-minute intervals on the student’s actions regarding listening and speaking.
Overall, Soto says, ELLs are missing out in one of two ways: “We’ve either dummied down the curriculum so it’s too easy and students stay at the basic levels of social language, or we keep the rigor but don’t provide appropriate scaffolding so students can access the content.”
Read the full article at http://www.edweek.org/tsb/articles/2011/10/13/01shadowing.h05.html
ELL ‘Shadowing’ Shows Promise
Having teachers experience “a day in the life of an English-language learner” can reveal gaps in academic-language exposure.
By Liana Heitin
October 12, 2011
It’s a professional development tool that stems from the concept of taking a walk in someone else’s—in this case a student’s—shoes. And in one California school, it has reportedly helped close the achievement gap for English-language learners.
The technique, which second-language acquisition expert Ivannia Soto began using in 2003, is called ELL shadowing. A teacher or administrator follows an English-language learner to several classes. Neither the student nor his or her teachers know the real reason the observer in the back of the room is there, which is to look specifically at the student’s use of academic language. The observer takes notes at five-minute intervals on the student’s actions regarding listening and speaking.
Overall, Soto says, ELLs are missing out in one of two ways: “We’ve either dummied down the curriculum so it’s too easy and students stay at the basic levels of social language, or we keep the rigor but don’t provide appropriate scaffolding so students can access the content.”
Read the full article at http://www.edweek.org/tsb/articles/2011/10/13/01shadowing.h05.html
New York State Puts Pressure on City Schools Over English Language Learners
From http://www.nytimes.com/2011/10/13/education/13ell.html
State Puts Pressure on City Schools Over English Language Learners
By SHARON OTTERMAN
October 13, 2011
New York City schools are broadly failing to meet the needs of many of their thousands of students who are still learning English, and they must improve or they may face sanctions, state education officials announced Wednesday.
“Clearly the services are poor, and the best indication of that are the student outcomes,” John B. King Jr., the state education commissioner, said in a news conference by video link from Albany.
As a measure of the problem, he said, in 2010 only 7 percent of the city’s English language learners were found to have graduated on time and ready for college and careers. In the lower grades, 12 percent were proficient in English and 35 percent in math, well behind city averages.
Read the full article at http://www.nytimes.com/2011/10/13/education/13ell.html
State Puts Pressure on City Schools Over English Language Learners
By SHARON OTTERMAN
October 13, 2011
New York City schools are broadly failing to meet the needs of many of their thousands of students who are still learning English, and they must improve or they may face sanctions, state education officials announced Wednesday.
“Clearly the services are poor, and the best indication of that are the student outcomes,” John B. King Jr., the state education commissioner, said in a news conference by video link from Albany.
As a measure of the problem, he said, in 2010 only 7 percent of the city’s English language learners were found to have graduated on time and ready for college and careers. In the lower grades, 12 percent were proficient in English and 35 percent in math, well behind city averages.
Read the full article at http://www.nytimes.com/2011/10/13/education/13ell.html
Halloween Resources for English Language Learners
Larry Ferlazzo has compiled an annotated list of Internet sites to help English language learners learn about how Halloween is celebrated in the United States: http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween
Day of the Dead Resources
Here are some resources and ideas for teaching your students about All Souls Day and All Saints Day in the Spanish-speaking world:
-An article about it with links to more informational articles from About.com: http://spanish.about.com/cs/culture/a/dayofdead.htm?nl=1
-Nebraska teachers can take their students to see the Day of the Dead exhibit at El Museo Latino in Omaha, October 15-November 19 with some special events: http://www.elmuseolatino.org/diademuertos.html
-The Annenberg Foundation has several videos: Art Through Time: A Global View, program 6, “Death.” http://www.learner.org/resources/series211.html ; Death: A Personal Understanding. http://www.learner.org/resources/series108.html ; and "The Spirit World." http://www.learner.org/resources/series45.html
-Here is a Spanish-language Wikipedia article: http://es.wikipedia.org/wiki/D%C3%ADa_de_Muertos
-More Spanish-language information about this tradition is available at http://www.diademuertos.com/Tradicion.html
-Barbara Kuczun Nelson has an Ofrendas section with a song, an essay of images, an interview, and activities at http://www.colby.edu/~bknelson/SLC/ofrendas/index.html
-Read through some activities suggested by other teachers at http://www.inside-mexico.com/activities123.htm
-Students can compare Spanish and Mexican traditions with this activity: http://www.todoele.net/actividades/Actividad_maint.asp?ActividadesPage=3&Actividad_id=296
-Some really nice photos from last year are available from the Los Angeles Times at http://framework.latimes.com/2010/11/01/day-of-the-dead-dia-de-los-muertos-in-los-angeles/#/0
Are there other Day of the Dead resources that you recommend? Share them on our blog.
-An article about it with links to more informational articles from About.com: http://spanish.about.com/cs/culture/a/dayofdead.htm?nl=1
-Nebraska teachers can take their students to see the Day of the Dead exhibit at El Museo Latino in Omaha, October 15-November 19 with some special events: http://www.elmuseolatino.org/diademuertos.html
-The Annenberg Foundation has several videos: Art Through Time: A Global View, program 6, “Death.” http://www.learner.org/resources/series211.html ; Death: A Personal Understanding. http://www.learner.org/resources/series108.html ; and "The Spirit World." http://www.learner.org/resources/series45.html
-Here is a Spanish-language Wikipedia article: http://es.wikipedia.org/wiki/D%C3%ADa_de_Muertos
-More Spanish-language information about this tradition is available at http://www.diademuertos.com/Tradicion.html
-Barbara Kuczun Nelson has an Ofrendas section with a song, an essay of images, an interview, and activities at http://www.colby.edu/~bknelson/SLC/ofrendas/index.html
-Read through some activities suggested by other teachers at http://www.inside-mexico.com/activities123.htm
-Students can compare Spanish and Mexican traditions with this activity: http://www.todoele.net/actividades/Actividad_maint.asp?ActividadesPage=3&Actividad_id=296
-Some really nice photos from last year are available from the Los Angeles Times at http://framework.latimes.com/2010/11/01/day-of-the-dead-dia-de-los-muertos-in-los-angeles/#/0
Are there other Day of the Dead resources that you recommend? Share them on our blog.
Le Grand Concours: National French Contest
From http://www.frenchteachers.org/concours
Enrollment for the 2012 National French Contest will begin shortly. Contact your local chapter administrator for full details.
2012 Contest Dates
Grades 1-6 (FLES): February 15 - 28, 2012
Grades 7-12 (levels 01-5): March 1-28, 2012*
*Note: Contest dates are set by the local Chapter and should fall within this range of dates.
Find your local AATF chapter at http://www.frenchteachers.org/concours/LocalContacts/gc_admin.htm
Enrollment for the 2012 National French Contest will begin shortly. Contact your local chapter administrator for full details.
2012 Contest Dates
Grades 1-6 (FLES): February 15 - 28, 2012
Grades 7-12 (levels 01-5): March 1-28, 2012*
*Note: Contest dates are set by the local Chapter and should fall within this range of dates.
Find your local AATF chapter at http://www.frenchteachers.org/concours/LocalContacts/gc_admin.htm
Metasite: German Language Resources for Students and Teachers
From http://libguides.usd.edu/German_Language_Resources
The library system at the University of South Dakota has assembled a useful website full of links to resources for teaching and learning German: dictionaries, pronunciation, grammar, lessons and exercises, culture/current events, podcasts, videos, social networking sites, teaching resources, reasons to learn a second language, and more.
Available at http://libguides.usd.edu/German_Language_Resources
The library system at the University of South Dakota has assembled a useful website full of links to resources for teaching and learning German: dictionaries, pronunciation, grammar, lessons and exercises, culture/current events, podcasts, videos, social networking sites, teaching resources, reasons to learn a second language, and more.
Available at http://libguides.usd.edu/German_Language_Resources
German for Hire: German College Students Available for Classroom Visits
German for Hire brings together students from Germany enrolled at an American university and American high school students curious about modern-day Germany in these metropolitan areas: San Francisco, Sacramento, Los Angeles, Chicago, Boston, New York, and Washington DC.
Find out more about this program at http://www.goethe.de/ins/us/saf/prj/gfh/enindex.htm?wt_sc=germanforhire
Find out more about this program at http://www.goethe.de/ins/us/saf/prj/gfh/enindex.htm?wt_sc=germanforhire
Spanish, French, and German Language Resources on the Internet
From http://www.languagesresources.co.uk
Language Resources is the name of a website with resources and games for French, German and Spanish. Resources are arranged topically: personal information, daily life, free time, home and abroad, health lifestyle, and other topics.
Access these resources (your students can also access games) at http://www.languagesresources.co.uk/index.html
Language Resources is the name of a website with resources and games for French, German and Spanish. Resources are arranged topically: personal information, daily life, free time, home and abroad, health lifestyle, and other topics.
Access these resources (your students can also access games) at http://www.languagesresources.co.uk/index.html
Italian Slang Dictionary
An online dictionary of Italian slang and colloquial expressions is available at http://italian.about.com/od/slangdictionaries/a/italian-slang-dictionary.htm?nl=1
Chinese Podcasts on the Better Chinese Website
From http://www.betterchinese.com/Home.html
Several free podcasts for Chinese language learners are available at http://www.betterchinese.com/PodCast.html
Younger students may also enjoy a few online games at http://games.betterchinese.com
Several free podcasts for Chinese language learners are available at http://www.betterchinese.com/PodCast.html
Younger students may also enjoy a few online games at http://games.betterchinese.com
Los Angeles Schools To Revise How They Teach English Language Learners
From http://www.latimes.com/news/local/education/la-me-1012-lausd-feds-20111011,0,542585.story?track
LAUSD agrees to revise how English learners, blacks are taught
Officials say the accord, which settles a federal civil rights probe, could be a national model. The district is not accused of intentional bias, and deciding how to make changes will be done locally.
by Howard Blume
October 11, 2011
The Los Angeles Unified School District has agreed to sweeping revisions in the way it teaches students learning English, as well as black youngsters, settling a federal civil rights investigation that examined whether the district was denying the students a quality education.
The settlement closes what was the Obama administration's first civil rights investigation launched by the Department of Education, and officials said Tuesday that it would serve as a model for other school districts around the country.
"What happens in L.A. really does set trends for across the nation. More and more school districts are dealing with this challenge," said Russlynn Ali, the assistant secretary of education for civil rights.
Read the full article at http://www.latimes.com/news/local/education/la-me-1012-lausd-feds-20111011,0,542585.story?track
LAUSD agrees to revise how English learners, blacks are taught
Officials say the accord, which settles a federal civil rights probe, could be a national model. The district is not accused of intentional bias, and deciding how to make changes will be done locally.
by Howard Blume
October 11, 2011
The Los Angeles Unified School District has agreed to sweeping revisions in the way it teaches students learning English, as well as black youngsters, settling a federal civil rights investigation that examined whether the district was denying the students a quality education.
The settlement closes what was the Obama administration's first civil rights investigation launched by the Department of Education, and officials said Tuesday that it would serve as a model for other school districts around the country.
"What happens in L.A. really does set trends for across the nation. More and more school districts are dealing with this challenge," said Russlynn Ali, the assistant secretary of education for civil rights.
Read the full article at http://www.latimes.com/news/local/education/la-me-1012-lausd-feds-20111011,0,542585.story?track
Article: Universities Are Backing Away from International Branch Campuses
From http://articles.boston.com/2011-10-13/news/30276318_1_branch-campus-satellite-campus-george-mason-university
Universities rethinking global expansion
By Mary Carmichael
October 13, 2011
Over the last decade, universities spurred by dreams of global cachet - and, sometimes, by foreign governments eager to underwrite them - built or rented whole campuses and offered Western-style education abroad. But now some schools are running out of cash as they struggle to attract enough students and develop a viable business model.
“In the last 10 years, there was a gold-rush mentality,’’ said Jason Lane, who studies the phenomenon at the State University of New York at Albany. “Everyone was trying to start an international branch. But now the excitement is stalling.’’
Read the full article at http://articles.boston.com/2011-10-13/news/30276318_1_branch-campus-satellite-campus-george-mason-university
Read a related article in the Chronicle of Higher Education at http://chronicle.com/blogs/worldwise/another-one-bites-the-dust/28769?sid=at&utm_source=at&utm_medium=en
Universities rethinking global expansion
By Mary Carmichael
October 13, 2011
Over the last decade, universities spurred by dreams of global cachet - and, sometimes, by foreign governments eager to underwrite them - built or rented whole campuses and offered Western-style education abroad. But now some schools are running out of cash as they struggle to attract enough students and develop a viable business model.
“In the last 10 years, there was a gold-rush mentality,’’ said Jason Lane, who studies the phenomenon at the State University of New York at Albany. “Everyone was trying to start an international branch. But now the excitement is stalling.’’
Read the full article at http://articles.boston.com/2011-10-13/news/30276318_1_branch-campus-satellite-campus-george-mason-university
Read a related article in the Chronicle of Higher Education at http://chronicle.com/blogs/worldwise/another-one-bites-the-dust/28769?sid=at&utm_source=at&utm_medium=en
Appeals Court: Alabama Schools Can’t Ask Students about Citizenship
From http://www.eschoolnews.com/2011/10/14/court-alabama-schools-cant-ask-students-about-citizenship
Court: Alabama schools can’t ask students about citizenship
Federal appeals court temporarily blocks portions of the nation’s toughest immigration law
October 14, 2011
A federal appeals court on Oct. 14 blocked a key part of Alabama’s law that requires schools to check the immigration status of students, temporarily weakening what was considered the toughest immigration law in the nation and relieving schools from an awkward role that had led hundreds of undocumented students to flee the state’s classrooms.
The ruling was only temporary. A final decision on the law won’t likely be made for months.
Read the full article at http://www.eschoolnews.com/2011/10/14/court-alabama-schools-cant-ask-students-about-citizenship
Court: Alabama schools can’t ask students about citizenship
Federal appeals court temporarily blocks portions of the nation’s toughest immigration law
October 14, 2011
A federal appeals court on Oct. 14 blocked a key part of Alabama’s law that requires schools to check the immigration status of students, temporarily weakening what was considered the toughest immigration law in the nation and relieving schools from an awkward role that had led hundreds of undocumented students to flee the state’s classrooms.
The ruling was only temporary. A final decision on the law won’t likely be made for months.
Read the full article at http://www.eschoolnews.com/2011/10/14/court-alabama-schools-cant-ask-students-about-citizenship
Director of Slavic Languages Program, Harvard University
The Department of Slavic Languages and Literatures at Harvard University invites applications for the position of Director of the Slavic Language Program at the rank of Senior Lecturer, expected to begin July 1, 2012. The DLP will head and coordinate all aspects of the program, which currently consists of Russian, Ukrainian, Polish, and Czech, including study abroad. Duties include defining program goals and setting curriculum, coordinating and supervising preceptors, and training graduate student instructors. This is a five-year, full-time position with possibility of reappointment in five-year increments. Normal teaching duties are two courses per year.
Candidates should hold a Ph.D. or equivalent, and have native or near-native proficiency in Russian and English. The ideal candidate must be able to teach all levels of Russian language and have a record of successful experience in an American college or university setting. Knowledge of one or more other Slavic languages is a big plus. We are looking for someone familiar with current pedagogical theory and practice, committed to developing courses with innovative content and exploring instructional technologies.
Applicants should apply online at https://academicpositions.harvard.edu/postings/3778
Please provide a cover letter, CV, teaching statement, research statement, and three letters of recommendation. Recommenders should submit their letters using the online system, and applicants are asked to provide contact information for recommenders on their CV and through the online application. Applications must be complete by December 1, 2011.
Initial interviews will be conducted at the AATSEEL conference this January; finalists will be invited to campus. Harvard University is an Affirmative Action/Equal Opportunity Employer. Women and minority candidates are especially encouraged to apply.
Buckler, J. [SEELANGS] Job Search -- Director of Slavic Languages Program, Harvard University. SEELANGS listserv (SEELANGS@bama.ua.edu, 14 Oct 2011).
Candidates should hold a Ph.D. or equivalent, and have native or near-native proficiency in Russian and English. The ideal candidate must be able to teach all levels of Russian language and have a record of successful experience in an American college or university setting. Knowledge of one or more other Slavic languages is a big plus. We are looking for someone familiar with current pedagogical theory and practice, committed to developing courses with innovative content and exploring instructional technologies.
Applicants should apply online at https://academicpositions.harvard.edu/postings/3778
Please provide a cover letter, CV, teaching statement, research statement, and three letters of recommendation. Recommenders should submit their letters using the online system, and applicants are asked to provide contact information for recommenders on their CV and through the online application. Applications must be complete by December 1, 2011.
Initial interviews will be conducted at the AATSEEL conference this January; finalists will be invited to campus. Harvard University is an Affirmative Action/Equal Opportunity Employer. Women and minority candidates are especially encouraged to apply.
Buckler, J. [SEELANGS] Job Search -- Director of Slavic Languages Program, Harvard University. SEELANGS listserv (SEELANGS@bama.ua.edu, 14 Oct 2011).
Job: Bilingual Communication Development and Disorders, University of Texas - Dallas
From linguistlist.org/issues/22/22-3991.html
The School of Behavioral and Brain Sciences at the University of Texas at Dallas seeks candidates in the area of bilingual communication processes, development or disorders for a full-time (9 month) tenure-track or tenured position at the Assistant, Associate, or Full Professor level to begin Fall 2012. Responsibilities include research, teaching, service and directing student research. Applicants should hold a doctorate in a relevant field (e.g., communication sciences and disorders, linguistics, psychology).
View the full job posting at linguistlist.org/issues/22/22-3991.html
The School of Behavioral and Brain Sciences at the University of Texas at Dallas seeks candidates in the area of bilingual communication processes, development or disorders for a full-time (9 month) tenure-track or tenured position at the Assistant, Associate, or Full Professor level to begin Fall 2012. Responsibilities include research, teaching, service and directing student research. Applicants should hold a doctorate in a relevant field (e.g., communication sciences and disorders, linguistics, psychology).
View the full job posting at linguistlist.org/issues/22/22-3991.html
Wisconsin Association for Language Teachers Special Projects Grant
From http://www.waflt.org/index.php?q=node/22
The Grants and Scholarships Committee of the Wisconsin Association of Foreign Language Teachers (WAFLT) receives and reviews requests to fund special projects biannually.
Awards will not exceed the amount of $500 and project proposals may request lesser amounts, depending on the scope of their project.
Projects that WILL qualify for consideration include: support to underwrite research efforts, exchange initiatives, special programs, among others. Priority will be given to requests that clearly demonstrate an ability to reach greater numbers of teachers and students. Projects affecting a broad constituency will take preference in most cases.
Completed proposals should be received electronically no later than February 15 or November 15. Notification to the recipient of the scholarship and all applicants will be made by April 1 and December 30, respectively.
For full details go to http://www.waflt.org/index.php?q=node/22#specproj
The Grants and Scholarships Committee of the Wisconsin Association of Foreign Language Teachers (WAFLT) receives and reviews requests to fund special projects biannually.
Awards will not exceed the amount of $500 and project proposals may request lesser amounts, depending on the scope of their project.
Projects that WILL qualify for consideration include: support to underwrite research efforts, exchange initiatives, special programs, among others. Priority will be given to requests that clearly demonstrate an ability to reach greater numbers of teachers and students. Projects affecting a broad constituency will take preference in most cases.
Completed proposals should be received electronically no later than February 15 or November 15. Notification to the recipient of the scholarship and all applicants will be made by April 1 and December 30, respectively.
For full details go to http://www.waflt.org/index.php?q=node/22#specproj
Vergilian Society Summer Tours 2012
From http://vergil.clarku.edu
Travel through the classical world and learn as you go next summer. Here are the opportunities from the Vergilian Society next summer:
Roman Jordan
July 7-18, 2012
In the Footsteps of Poets and Painters, Proletarians and Princes: Rediscovering the Bay of Naples in Greek and Roman Times
July2-14, 2012
The Italy of Caesar and Vergil: A Workshop for Teachers
July 12-23 2012
The Archaeology of Identity in Coastal Campania: How Ancient Italians and Greeks Became Romans on the Bay of Naples
July 30-August 11, 2012
For full course descriptions and links to scholarship opportunities, go to http://vergil.clarku.edu/cumae.htm
Travel through the classical world and learn as you go next summer. Here are the opportunities from the Vergilian Society next summer:
Roman Jordan
July 7-18, 2012
In the Footsteps of Poets and Painters, Proletarians and Princes: Rediscovering the Bay of Naples in Greek and Roman Times
July2-14, 2012
The Italy of Caesar and Vergil: A Workshop for Teachers
July 12-23 2012
The Archaeology of Identity in Coastal Campania: How Ancient Italians and Greeks Became Romans on the Bay of Naples
July 30-August 11, 2012
For full course descriptions and links to scholarship opportunities, go to http://vergil.clarku.edu/cumae.htm
Public Conference on Language and Migration
From https://sites.google.com/site/languageandmigrationconference/home
The UCLA Department of Applied Linguistics’ 2nd Annual Public Conference focused on Language and Migration, will be held on November 4th, 2011. Last August the department’s 1st Annual Public Conference, “Linguistic Diversity in American Classrooms: Perspectives on Accent, Grammar, and Fluency”, was organized partially in response to the Arizona Department of Education instructing school districts to remove teachers who speak with "heavily accented" English from English language arts and ESL classrooms. UCLA’s intention with this public conference is to engage all members of the community, scholars, students, practitioners, and policymakers, in a well-informed dialogue focusing on the most up-to-date scientific research on language, identity, and migration. The organizers expect the presentations by various scholars to be accessible to non-specialists, and they will supplement them with testimonials and stories of firsthand experiences from other members of the community.
Learn more about this conference and register at https://sites.google.com/site/languageandmigrationconference/home
The UCLA Department of Applied Linguistics’ 2nd Annual Public Conference focused on Language and Migration, will be held on November 4th, 2011. Last August the department’s 1st Annual Public Conference, “Linguistic Diversity in American Classrooms: Perspectives on Accent, Grammar, and Fluency”, was organized partially in response to the Arizona Department of Education instructing school districts to remove teachers who speak with "heavily accented" English from English language arts and ESL classrooms. UCLA’s intention with this public conference is to engage all members of the community, scholars, students, practitioners, and policymakers, in a well-informed dialogue focusing on the most up-to-date scientific research on language, identity, and migration. The organizers expect the presentations by various scholars to be accessible to non-specialists, and they will supplement them with testimonials and stories of firsthand experiences from other members of the community.
Learn more about this conference and register at https://sites.google.com/site/languageandmigrationconference/home
Kansas World Language Association Conference
Kansas World Language Association Conference
November 4th & 5th
Wichita Marriott Hotel
Visit the conference website at http://www.kswla.org/kswla2011.htm
November 4th & 5th
Wichita Marriott Hotel
Visit the conference website at http://www.kswla.org/kswla2011.htm
Heritage Language and Social Cohesion Conference
The French Heritage Language Program presents
“HERITAGE LANGUAGES AND SOCIAL COHESION” CONFERENCE
New York, Saturday 5th November 2011 – 9.00 am Lycée Français de New York 505 EAST 75TH STREET, NEW YORK, NY 10021
Gathering renowned research specialists in the fields of bilingual education and Heritage Languages, lending a voice to important actors on the ground from diverse francophone communities, and presenting various educational initiatives currently in place in France and the United States, this conference will examine the richness and diversity of heritage language education and the role of languages and cultures in promoting social cohesion, at school and beyond.
This event is very much about advocacy, demonstrating how multiple disciplines can collaborate, notably through local educational initiatives.
For more details go to http://www.facecouncil.org/fhlp/new-york-conference.html and register at http://facecouncil.org/fhlp/new-york-conference-registration.html
“HERITAGE LANGUAGES AND SOCIAL COHESION” CONFERENCE
New York, Saturday 5th November 2011 – 9.00 am Lycée Français de New York 505 EAST 75TH STREET, NEW YORK, NY 10021
Gathering renowned research specialists in the fields of bilingual education and Heritage Languages, lending a voice to important actors on the ground from diverse francophone communities, and presenting various educational initiatives currently in place in France and the United States, this conference will examine the richness and diversity of heritage language education and the role of languages and cultures in promoting social cohesion, at school and beyond.
This event is very much about advocacy, demonstrating how multiple disciplines can collaborate, notably through local educational initiatives.
For more details go to http://www.facecouncil.org/fhlp/new-york-conference.html and register at http://facecouncil.org/fhlp/new-york-conference-registration.html
Wisconsin Association for Foreign Language Teachers Fall Conference
From http://www.waflt.org
2011 WAFLT Fall Conference
Radisson Paper Valley Hotel, Appleton, Wisconsin
November 3-5, 2011
“Languages, the Original Social Network”
Communicate and collaborate by incorporating best practices with new tools.
For more information go to http://www.waflt.org/index.php?q=node/464
2011 WAFLT Fall Conference
Radisson Paper Valley Hotel, Appleton, Wisconsin
November 3-5, 2011
“Languages, the Original Social Network”
Communicate and collaborate by incorporating best practices with new tools.
For more information go to http://www.waflt.org/index.php?q=node/464
Call for Papers: Kentucky Foreign Language Conference
From http://web.as.uky.edu/kflc
The 65th annual Kentucky Foreign Language Conference will take place April 19-21, 2012, at the University of Kentucky.
The following are the divisions to which an abstract may be submitted:
Arabic Studies
East Asian Studies
French and Francophone Studies
German-Austrian-Swiss Studies
Hispanic Linguistics
Hispanic Studies: Peninsular
Hispanic Studies: Spanish American
Italian Studies
Language Technology
Luso-Afro-Brazilian Studies
Russian Studies
Second Language Acquisition
Translation and Cultural Studies
View the full call for papers at http://web.as.uky.edu/kflc/CFP.htm
The 65th annual Kentucky Foreign Language Conference will take place April 19-21, 2012, at the University of Kentucky.
The following are the divisions to which an abstract may be submitted:
Arabic Studies
East Asian Studies
French and Francophone Studies
German-Austrian-Swiss Studies
Hispanic Linguistics
Hispanic Studies: Peninsular
Hispanic Studies: Spanish American
Italian Studies
Language Technology
Luso-Afro-Brazilian Studies
Russian Studies
Second Language Acquisition
Translation and Cultural Studies
View the full call for papers at http://web.as.uky.edu/kflc/CFP.htm
Call for Papers: Conference on Innovative Practices in Computer-Assisted Language Learning
From http://www.olbi.uottawa.ca/en/ccerbal2012.php
The Official Languages and Bilingualism Institute (OLBI), through its research centre the CCERBAL, is hosting an international conference on Innovative Practices in Computer-Assisted Language Learning (CALL). The two-day conference will be a unique occasion for researchers, teachers, students and all others with an interest in CALL to gather and share knowledge and ideas. Invited symposia on the topics of The analysis of learner-computer interactions and Distance learning and on-line exchanges as well as round table meetings on Teacher education and Political challenges and visions will provide forums for in-depth discussions of the conference themes and will facilitate exchanges between invited speakers and participants. The conference will be held on the University of Ottawa bilingual campus, in Canada’s national capital, April 26-27, 2012. It welcomes proposals on the teaching and learning of second and foreign languages through CALL in a wide range of contexts. In light of the venue of the conference, proposals focusing on CALL for the learning of Canada’s official languages (French and English) as well native, heritage and minority languages will be of particular interest.
Proposals will be accepted until December 15th, 2011.
View the full call for proposals at http://www.olbi.uottawa.ca/en/ccerbal2012.php
The Official Languages and Bilingualism Institute (OLBI), through its research centre the CCERBAL, is hosting an international conference on Innovative Practices in Computer-Assisted Language Learning (CALL). The two-day conference will be a unique occasion for researchers, teachers, students and all others with an interest in CALL to gather and share knowledge and ideas. Invited symposia on the topics of The analysis of learner-computer interactions and Distance learning and on-line exchanges as well as round table meetings on Teacher education and Political challenges and visions will provide forums for in-depth discussions of the conference themes and will facilitate exchanges between invited speakers and participants. The conference will be held on the University of Ottawa bilingual campus, in Canada’s national capital, April 26-27, 2012. It welcomes proposals on the teaching and learning of second and foreign languages through CALL in a wide range of contexts. In light of the venue of the conference, proposals focusing on CALL for the learning of Canada’s official languages (French and English) as well native, heritage and minority languages will be of particular interest.
Proposals will be accepted until December 15th, 2011.
View the full call for proposals at http://www.olbi.uottawa.ca/en/ccerbal2012.php
Call for Papers: NYSTESOL Applied Linguistics Winter Conference
The 33rd Annual Applied Linguistics Winter Conference
Connections: TESOL and Applied Linguistics in a Global Context
Saturday, February 11, 2012
Teachers College, Columbia University, New York, NY
The Committee for Applied Linguistics Winter Conference 2012 invites submission of proposals for the February 2012 conference. Proposal topics may address the conference theme or any area of English language teaching and learning including, but not limited to, technology, assessment, curricula, theory, research, and best practices.
Proposal submission deadline: November 20, 2011
View the full call for papers at https://sites.google.com/site/alwinterconference2012nystesol/call-for-papers
Connections: TESOL and Applied Linguistics in a Global Context
Saturday, February 11, 2012
Teachers College, Columbia University, New York, NY
The Committee for Applied Linguistics Winter Conference 2012 invites submission of proposals for the February 2012 conference. Proposal topics may address the conference theme or any area of English language teaching and learning including, but not limited to, technology, assessment, curricula, theory, research, and best practices.
Proposal submission deadline: November 20, 2011
View the full call for papers at https://sites.google.com/site/alwinterconference2012nystesol/call-for-papers
Call for Papers: Northwest Conference on Japanese Pedagogy
The 1st Northwest Conference on Japanese Pedagogy will be held at the University of Washington on April 21-22, 2012. The conference is open to college-level and secondary school teachers. The conference theme is “Current Approaches to Japanese Language Assessment”, with presentations by the following keynote speakers:
Dr. Yuri Kumagai (Smith College) and Dr. Shinji Sato (Princeton University)
『社会参加をめざす日本語教育と評価』
Dr. Fumiko Nazikian (Columbia University)
『日本語教育におけるプロジェクト：その目的とアセスメント』
The organizers welcome submissions for presentations on any area of Japanese pedagogy, not limited to our conference theme. Presenters will have 20-minutes to present their papers and 10 minutes for Q/A. Please send your abstract to matsuda at uw dot edu by January 20, 2012.
Presentation proposals must include:
1. Name, affiliation, position, and contact information of the presenter
2. Title of the presentation both in English and Japanese
3. Abstract (approximately 300 words in English or 700 characters in Japanese)
4. Necessary equipment other than a data projector or overhead projector
Notification of acceptance will be sent by February 15, 2012.
If you have any questions, please contact Izumi Matsuda-Kiami (matsuda at uw dot edu) or Itsuko Nishikawa (inishi at uw dot edu).
The conference is organized by the Japanese Program in the Department of Asian Languages and Literature with financial support provided by the East Asia Center and the UW Japan Studies Program.
Matsuda-Kiami, I. [JSLAR] Call for Papers for The 1st Northwest Conference on Japanese Pedagogy. JSLAR listserv (jslar@uw.edu, 16 Oct 2011).
Dr. Yuri Kumagai (Smith College) and Dr. Shinji Sato (Princeton University)
『社会参加をめざす日本語教育と評価』
Dr. Fumiko Nazikian (Columbia University)
『日本語教育におけるプロジェクト：その目的とアセスメント』
The organizers welcome submissions for presentations on any area of Japanese pedagogy, not limited to our conference theme. Presenters will have 20-minutes to present their papers and 10 minutes for Q/A. Please send your abstract to matsuda at uw dot edu by January 20, 2012.
Presentation proposals must include:
1. Name, affiliation, position, and contact information of the presenter
2. Title of the presentation both in English and Japanese
3. Abstract (approximately 300 words in English or 700 characters in Japanese)
4. Necessary equipment other than a data projector or overhead projector
Notification of acceptance will be sent by February 15, 2012.
If you have any questions, please contact Izumi Matsuda-Kiami (matsuda at uw dot edu) or Itsuko Nishikawa (inishi at uw dot edu).
The conference is organized by the Japanese Program in the Department of Asian Languages and Literature with financial support provided by the East Asia Center and the UW Japan Studies Program.
Matsuda-Kiami, I. [JSLAR] Call for Papers for The 1st Northwest Conference on Japanese Pedagogy. JSLAR listserv (jslar@uw.edu, 16 Oct 2011).
Book: Proceedings of the 11th Generative Approaches to Second Language Acquisition Conference
From http://www.lingref.com/cpp/gasla/11/index.html
Proceedings of the 11th Generative Approaches to Second Language Acquisition Conference (GASLA 2011)
edited by Julia Herschensohn and Darren Tanner
published by Cascadilla Proceedings Project
Contents:
-The L2 Acquisition of Functional Morphology: Why Syntacticians Need Phonologists
Heather Goad
-Individual Differences and the Role of the L1 in L2 Processing: An ERP Investigation
Kristi Bond, Alison Gabriele, Robert Fiorentino, and José Alemán Bañón
-L2 Acquisition of Wh-extractions via a [-Wh-movement] L1
Filiz Çele and Ayse Gürel
-English Speakers' L2 Chinese Wh-topicalization: Movement or Base-Generation?
Esuna Dugarova
-Age-Related Effects on Constraints on Wh-movement
Boyoung Kim and Grant Goodall
-Pragmatic Consequences of P-movement and Focus Fronting in L2 Spanish: Unraveling the Syntax-Discourse Interface
Tania Leal Méndez and Roumyana Slabakova
-Constraining Morphological Variation and Development: Agreement in L2 Spanish
Corrine McCarthy
-The Role of the L1 in the Acquisition of English Articles by Spanish-Speaking Children
Alexandra Morales
-Acquisition of Topic Shift by L1 English Speakers of L2 Japanese
Tokiko Okuma
-Information Structure and Dative Word Order in Adult L2 Learners
Kyae-Sung Park
-Invariable gusta in the Spanish of Heritage Speakers in the US
Ana de Prada Pérez and Diego Pascual y Cabo
-Processing Gender: The Case of Pronouns and Adjectives in L2 French
Claire Renaud
-Are Difficulties with the Prosodic Representation the Origin of Prolonged Article Omission?
Manuela Schönenberger
-The Realization of Indirect Objects and Dative Case in German
Manuela Schönenberger, Franziska Sterner, and Tobias Ruberg
-L1 Transfer at L2 Syntax-Discourse Interfaces: Evidence from L2 Chinese "daodi...wh-" Questions
Boping Yuan
-Syntax-Discourse Interface in English Speakers' L2 Acquisition of Chinese Wh-topicalization
Boping Yuan and Esuna Dugarova
Visit the publisher’s website at http://www.lingref.com/cpp/gasla/11/index.html
Proceedings of the 11th Generative Approaches to Second Language Acquisition Conference (GASLA 2011)
edited by Julia Herschensohn and Darren Tanner
published by Cascadilla Proceedings Project
Contents:
-The L2 Acquisition of Functional Morphology: Why Syntacticians Need Phonologists
Heather Goad
-Individual Differences and the Role of the L1 in L2 Processing: An ERP Investigation
Kristi Bond, Alison Gabriele, Robert Fiorentino, and José Alemán Bañón
-L2 Acquisition of Wh-extractions via a [-Wh-movement] L1
Filiz Çele and Ayse Gürel
-English Speakers' L2 Chinese Wh-topicalization: Movement or Base-Generation?
Esuna Dugarova
-Age-Related Effects on Constraints on Wh-movement
Boyoung Kim and Grant Goodall
-Pragmatic Consequences of P-movement and Focus Fronting in L2 Spanish: Unraveling the Syntax-Discourse Interface
Tania Leal Méndez and Roumyana Slabakova
-Constraining Morphological Variation and Development: Agreement in L2 Spanish
Corrine McCarthy
-The Role of the L1 in the Acquisition of English Articles by Spanish-Speaking Children
Alexandra Morales
-Acquisition of Topic Shift by L1 English Speakers of L2 Japanese
Tokiko Okuma
-Information Structure and Dative Word Order in Adult L2 Learners
Kyae-Sung Park
-Invariable gusta in the Spanish of Heritage Speakers in the US
Ana de Prada Pérez and Diego Pascual y Cabo
-Processing Gender: The Case of Pronouns and Adjectives in L2 French
Claire Renaud
-Are Difficulties with the Prosodic Representation the Origin of Prolonged Article Omission?
Manuela Schönenberger
-The Realization of Indirect Objects and Dative Case in German
Manuela Schönenberger, Franziska Sterner, and Tobias Ruberg
-L1 Transfer at L2 Syntax-Discourse Interfaces: Evidence from L2 Chinese "daodi...wh-" Questions
Boping Yuan
-Syntax-Discourse Interface in English Speakers' L2 Acquisition of Chinese Wh-topicalization
Boping Yuan and Esuna Dugarova
Visit the publisher’s website at http://www.lingref.com/cpp/gasla/11/index.html
October 15, 2011
More Visual Dictionaries
Links to and short descriptions of four more visual dictionaries are available online from LangCanada at http://langcanada.ca/blog/index.php/2011/10/12/more-visual-dictionaries
OneWorld Website Includes Useful Free Resources
From http://www.education.ne.gov/forlg
The featured website on the Nebraska Department of Education’s world language page is OneWorld, with this description:
Some items on this site require registration fees, but this specific URL takes you to a completely free portion of OneWorld Classrooms. Under the "Classroom Travel Resources" section, a unique perspective is gained when taking video or PowerPoint tours of classrooms, homes, and cultures that are entirely guided by the students themselves. The "Electronic Cultural Exchange Library" gives students an opportunity to view artwork, music, videos, audio files and PowerPoint presentations created by classrooms from around the world. Your students are encouraged to share their culture by contributing content to this site.
The URL for the free portion is http://www.oneworldclassrooms.org/travel/index1.html
The featured website on the Nebraska Department of Education’s world language page is OneWorld, with this description:
Some items on this site require registration fees, but this specific URL takes you to a completely free portion of OneWorld Classrooms. Under the "Classroom Travel Resources" section, a unique perspective is gained when taking video or PowerPoint tours of classrooms, homes, and cultures that are entirely guided by the students themselves. The "Electronic Cultural Exchange Library" gives students an opportunity to view artwork, music, videos, audio files and PowerPoint presentations created by classrooms from around the world. Your students are encouraged to share their culture by contributing content to this site.
The URL for the free portion is http://www.oneworldclassrooms.org/travel/index1.html
The Best Beginner, Intermediate & Advanced English Language Learner Sites
Larry Ferlazzo has put together an extensive list of websites for English language learners, grouped into three proficiency levels, at http://larryferlazzo.edublogs.org/2011/09/19/the-best-beginner-intermediate-advanced-english-language-learner-sites
EnglishCentral: Online English Pronunciation Resource
At EnglishCentral you or your students can choose video clips to watch, and then they can record and listen to themselves speaking: http://www.englishcentral.com
The basic service is free, but additional features required a paid subscription.
The basic service is free, but additional features required a paid subscription.
Guide for Incorporating French Folk Songs in Elementary-Middle School Classes
From http://langcanada.ca/blog/index.php/2011/10/13/chantons-bougeons-amusons-nous-2
Chantons, bougeons, amusons-nous! : trousse d’exploitation de la chanson folklorique : matériel d’appui : Français de base de la 4e à la 8e année
Manitoba Education, has developed this support document in order to provide Grades 4 to 8 teachers with the essential tools to integrate music into the Basic French classroom by introducing ten traditional folk songs.
The guide is available for download at http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/folklorique_4-8/index.html
Chantons, bougeons, amusons-nous! : trousse d’exploitation de la chanson folklorique : matériel d’appui : Français de base de la 4e à la 8e année
Manitoba Education, has developed this support document in order to provide Grades 4 to 8 teachers with the essential tools to integrate music into the Basic French classroom by introducing ten traditional folk songs.
The guide is available for download at http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/folklorique_4-8/index.html
National Mythology Exam
From http://www.etclassics.org/nme.html
The most prominent undertaking of Excellence Through Classics is the National Mythology Exam. Since 1989, the exam has been offered to students in elementary, intermediate, and middle school grades three through nine. By far the majority of students taking the exam are middle school students. The format of the exam is multiple choice and includes a thirty-question section on Greek and Roman mythology which is required for all students in grades five through nine. Students in grade six through nine are also required to answer ten questions from at least one literary subtest. Their subtest choices are: the Iliad, Odyssey, Aeneid, African Myths, Native American Myths, or Norse Myths. The questions for each subtest, based on an epic, focus upon only one book of the epic each year.
The deadline for applying for the exam is Jan. 15, 2012. The period during which the test may be administered is February 20 - March 2, 2012.
Learn more about the exam and how to register at http://www.etclassics.org/nme.html
The most prominent undertaking of Excellence Through Classics is the National Mythology Exam. Since 1989, the exam has been offered to students in elementary, intermediate, and middle school grades three through nine. By far the majority of students taking the exam are middle school students. The format of the exam is multiple choice and includes a thirty-question section on Greek and Roman mythology which is required for all students in grades five through nine. Students in grade six through nine are also required to answer ten questions from at least one literary subtest. Their subtest choices are: the Iliad, Odyssey, Aeneid, African Myths, Native American Myths, or Norse Myths. The questions for each subtest, based on an epic, focus upon only one book of the epic each year.
The deadline for applying for the exam is Jan. 15, 2012. The period during which the test may be administered is February 20 - March 2, 2012.
Learn more about the exam and how to register at http://www.etclassics.org/nme.html
Article on Student Exchanges in German
From http://www.germany.info
Do you want to encourage your high school students to study abroad? An article about exchanges for youth between 15 and 18 years old from all over the world to Germany is available at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/10/12__Student__Exchange__PR.html
Do you want to encourage your high school students to study abroad? An article about exchanges for youth between 15 and 18 years old from all over the world to Germany is available at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2011/10/12__Student__Exchange__PR.html
The Society for Romanian Studies
From http://www.society4romanianstudies.org
The Society for Romanian Studies (SRS) is an international inter-disciplinary academic organization founded in 1973 to promote professional study, criticism, and research on all aspects of Romanian culture and civilization, particularly concerning the countries of Romania and Moldova. The society holds annual meetings to promote Romanian studies, generally in conjunction with the meetings of the Association for Slavic, East European and Eurasian Studies, publishes a newsletter to keep its membership informed, and carries out other activities designed to foster advancement of the field.
In addition, the SRS sponsors a periodic International Congress on Romanian Studies the next one will take place July 2-4, 2012, in Romania.
Visit the SRS’s website at http://www.society4romanianstudies.org
The Society for Romanian Studies (SRS) is an international inter-disciplinary academic organization founded in 1973 to promote professional study, criticism, and research on all aspects of Romanian culture and civilization, particularly concerning the countries of Romania and Moldova. The society holds annual meetings to promote Romanian studies, generally in conjunction with the meetings of the Association for Slavic, East European and Eurasian Studies, publishes a newsletter to keep its membership informed, and carries out other activities designed to foster advancement of the field.
In addition, the SRS sponsors a periodic International Congress on Romanian Studies the next one will take place July 2-4, 2012, in Romania.
Visit the SRS’s website at http://www.society4romanianstudies.org
Institute: Assessments for Japanese Language Instruction
From http://nflrc.hawaii.edu/prodev/si12j
This four-day National Foreign Language Resource Center summer institute (July 10-13, 2012) is intended for postsecondary Japanese language educators who wish to promote good assessment practices in their home institutions. It consists of lecture as well as hands-on sessions designed to help improve their theoretical knowledge and practical skills about assessments (including testing). To this end, the workshop will provide ample authentic assessment examples in various formats and procedures to assess learning outcomes in Japanese in classroom and program-level settings. The workshop will also cover portfolio assessments for Japanese language teacher training programs. After attending the workshop, participants will be better prepared to engage in effective formative and summative assessments for Japanese language instruction and teacher training in their home institutions. Selected classroom assessment modules developed by participants as part of the workshop will be published by the NFLRC as a Network (available online for teachers of Japanese around the world).
If you are interested in participating, please submit your ONLINE APPLICATION FORM BY JANUARY 31, 2012.
For full details go to http://nflrc.hawaii.edu/prodev/si12j
This four-day National Foreign Language Resource Center summer institute (July 10-13, 2012) is intended for postsecondary Japanese language educators who wish to promote good assessment practices in their home institutions. It consists of lecture as well as hands-on sessions designed to help improve their theoretical knowledge and practical skills about assessments (including testing). To this end, the workshop will provide ample authentic assessment examples in various formats and procedures to assess learning outcomes in Japanese in classroom and program-level settings. The workshop will also cover portfolio assessments for Japanese language teacher training programs. After attending the workshop, participants will be better prepared to engage in effective formative and summative assessments for Japanese language instruction and teacher training in their home institutions. Selected classroom assessment modules developed by participants as part of the workshop will be published by the NFLRC as a Network (available online for teachers of Japanese around the world).
If you are interested in participating, please submit your ONLINE APPLICATION FORM BY JANUARY 31, 2012.
For full details go to http://nflrc.hawaii.edu/prodev/si12j
Archipelago: Games to Practice Speaking Mandarin Chinese
Archipelago is a suite of speech recognition tools, games, and dialogues to help students practice speaking Mandarin Chinese. It is available online at http://islands.csail.mit.edu
Homeland Afghanistan Website
Afghanistan is a place that has been home to diverse cultures, empires, and traditions—and is a place where an equally interconnected future will unfold.
Asia Society explores this idea through Homeland Afghanistan, an award-winning website that tells the story of the place through 75 video episodes, featuring experts as well as hundreds of primary resources. The project also explores Afghanistan as a geopolitical hotspot. It had been a battleground for rival powers, all of which left their mark on its history, culture and people.
The Homeland Afghanistan website is available at http://afghanistan.asiasociety.org/about/about-the-project
Asia Society explores this idea through Homeland Afghanistan, an award-winning website that tells the story of the place through 75 video episodes, featuring experts as well as hundreds of primary resources. The project also explores Afghanistan as a geopolitical hotspot. It had been a battleground for rival powers, all of which left their mark on its history, culture and people.
The Homeland Afghanistan website is available at http://afghanistan.asiasociety.org/about/about-the-project
New Project: Endangered Languages Catalog
From http://www.lat-mpi.eu/latnews/2011/09/the-endangered-language-catalog-elcat
The Endangered Language Catalog (ELCat)
by Maddalena Tacchetti
The Endangered Languages Catalog project (ELCat) has been recently approved and made feasible by a donor’s participation that will eliminate the burden of the cost of most of the technology. The ELCat is a collaborative project with the University of Hawaii and the Eastern Michigan University that aims to provide accurate, up-to-date information on the endangered languages of the world as well as raising public awareness, promoting increased research on endangered languages, but also providing the communities whose languages are at risk with materials to support language preservation and revitalization activities. The project, with Lyle Campbell, Anthony Aristar, and Helen Aristar-Dry at the head of an international team of Regional Directors and graduate student researchers, will be carried on for about three years (from August 2011 until January 2015).
Already from December on, a preliminary ELCat website will be launched with mechanisms for feedback, commentary, suggestion of corrections by users and a procedure for long-term maintenance and updating of the information and the web presence.
You can read more details on the web site of the National Science Foundation at http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1058096&WT.z_pims_id=12816
The Endangered Language Catalog (ELCat)
by Maddalena Tacchetti
The Endangered Languages Catalog project (ELCat) has been recently approved and made feasible by a donor’s participation that will eliminate the burden of the cost of most of the technology. The ELCat is a collaborative project with the University of Hawaii and the Eastern Michigan University that aims to provide accurate, up-to-date information on the endangered languages of the world as well as raising public awareness, promoting increased research on endangered languages, but also providing the communities whose languages are at risk with materials to support language preservation and revitalization activities. The project, with Lyle Campbell, Anthony Aristar, and Helen Aristar-Dry at the head of an international team of Regional Directors and graduate student researchers, will be carried on for about three years (from August 2011 until January 2015).
Already from December on, a preliminary ELCat website will be launched with mechanisms for feedback, commentary, suggestion of corrections by users and a procedure for long-term maintenance and updating of the information and the web presence.
You can read more details on the web site of the National Science Foundation at http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1058096&WT.z_pims_id=12816
Article: Body of Research Grows on Bilingual Language Acquisition
From http://www.nytimes.com/2011/10/11/health/views/11klass.html?_r=1
Hearing Bilingual: How Babies Sort Out Language
By PERRI KLASS
October 10, 2011
As the relatively new science of bilingualism pushes back to the origins of speech and language, scientists are teasing out the earliest differences between brains exposed to one language and brains exposed to two.
Researchers have found ways to analyze infant behavior — where babies turn their gazes, how long they pay attention — to help figure out infant perceptions of sounds and words and languages, of what is familiar and what is unfamiliar to them. Now, analyzing the neurologic activity of babies’ brains as they hear language, and then comparing those early responses with the words that those children learn as they get older, is helping explain not just how the early brain listens to language, but how listening shapes the early brain.
Read the full article at http://www.nytimes.com/2011/10/11/health/views/11klass.html?_r=1
Hearing Bilingual: How Babies Sort Out Language
By PERRI KLASS
October 10, 2011
As the relatively new science of bilingualism pushes back to the origins of speech and language, scientists are teasing out the earliest differences between brains exposed to one language and brains exposed to two.
Researchers have found ways to analyze infant behavior — where babies turn their gazes, how long they pay attention — to help figure out infant perceptions of sounds and words and languages, of what is familiar and what is unfamiliar to them. Now, analyzing the neurologic activity of babies’ brains as they hear language, and then comparing those early responses with the words that those children learn as they get older, is helping explain not just how the early brain listens to language, but how listening shapes the early brain.
Read the full article at http://www.nytimes.com/2011/10/11/health/views/11klass.html?_r=1
Pittsburgh Charter School Focuses in International Education, Targets English Language Learners
From http://www.post-gazette.com/pg/11286/1181693-55.stm
Charter school in Baldwin Township offers international environment
By Mary Niederberger
October 13, 2011
Officials of the Young Scholars of Western Pennsylvania Charter School want everyone to know they are open for business.
The mission of the school, as stated on its website, is to "provide an ideal international environment for the intellectual and social development of its students." It targets students whose native language is not English during their transition to the American education system and American students who are interested in a global experience.
Read more: http://www.post-gazette.com/pg/11286/1181693-55.stm#ixzz1au6iWIWJ
Charter school in Baldwin Township offers international environment
By Mary Niederberger
October 13, 2011
Officials of the Young Scholars of Western Pennsylvania Charter School want everyone to know they are open for business.
The mission of the school, as stated on its website, is to "provide an ideal international environment for the intellectual and social development of its students." It targets students whose native language is not English during their transition to the American education system and American students who are interested in a global experience.
Read more: http://www.post-gazette.com/pg/11286/1181693-55.stm#ixzz1au6iWIWJ
Minnesota Job Postings
The Minnesota Council on the Teaching of Languages and Cultures maintains a list of job postings for second language teaching at http://www.mctlc.org/Job_Postings
Job: Lecturer in American Sign Language, Deaf Studies
From http://linguistlist.org/issues/22/22-4030.html
The American Sign Language Program at the University of Virginia invites applications for a three-year (9 month, non-tenure-track) Lecturer position, with chance of renewal, in ASL and Deaf Studies. The appointment begins August 25, 2012. Applicants may work in Anthropology, Education, History, Linguistics, Psychology, Sociology, or a similar field. The teaching load is three courses per semester; candidates should be prepared to teach advanced ASL language and Deaf Studies courses, with the opportunity to design new courses related to their general fields. The successful candidate will be expected to enhance the University's rigorous ASL Program and perform appropriate university, professional, and community service.
View the full job posting at http://linguistlist.org/issues/22/22-4030.html
The American Sign Language Program at the University of Virginia invites applications for a three-year (9 month, non-tenure-track) Lecturer position, with chance of renewal, in ASL and Deaf Studies. The appointment begins August 25, 2012. Applicants may work in Anthropology, Education, History, Linguistics, Psychology, Sociology, or a similar field. The teaching load is three courses per semester; candidates should be prepared to teach advanced ASL language and Deaf Studies courses, with the opportunity to design new courses related to their general fields. The successful candidate will be expected to enhance the University's rigorous ASL Program and perform appropriate university, professional, and community service.
View the full job posting at http://linguistlist.org/issues/22/22-4030.html
Professional Development Tour for Teachers to Peru
From http://www.ictfl.org
The Illinois Council on the Teaching of Foreign LanguagesIllinois Council on the Teaching of Foreign Languages has put together a professional development tour to Peru next summer, June 25-July 4. Tour highlights include Lima, Cuzco, Machu Picchu and Lake Titicaca.
Discounted price extends through October 31, 2011. For full details go to http://www.ictfl.org/content/2011/08/join-ictfl-peru-summer-2012
The Illinois Council on the Teaching of Foreign LanguagesIllinois Council on the Teaching of Foreign Languages has put together a professional development tour to Peru next summer, June 25-July 4. Tour highlights include Lima, Cuzco, Machu Picchu and Lake Titicaca.
Discounted price extends through October 31, 2011. For full details go to http://www.ictfl.org/content/2011/08/join-ictfl-peru-summer-2012
Workshop: “Implementing Literacy-based Instruction in Collegiate FL Programs”
From http://www.aausc.org/Default.aspx?pageId=1024940
CALL FOR PROPOSALS TO PARTICIPATE IN
AAUSC / CERCLL SUMMER WORKSHOP, JUNE 4-5, 2012
“Implementing literacy-based instruction in collegiate FL programs”
Description:CERCLL, the Title VI Language Resource Center at the University of Arizona, and the AAUSC are partnering to host a two-day workshop in Tucson, AZ on the theme of implementing literacy-based instruction in collegiate FL programs. This workshop is an outreach activity related to the PErCOLATE project (see: http://www.percolate.arizona.edu ), which aims to develop online, open-source modules for teacher professional development in literacy-based FL instruction.
CERCLL and the AAUSC will provide stipends of up to $700 to help defray travel and lodging costs to participants whose proposals for participation are accepted. Ten stipends will be awarded.
Deadline for submission of proposals: EXTENDED to Tuesday, November 1, 2011.
Download more information from http://arizona.us2.list-manage.com/track/click?u=12f26b83017c8223bcb1241ee&id=ade934bb1a&e=5a6206be74
CALL FOR PROPOSALS TO PARTICIPATE IN
AAUSC / CERCLL SUMMER WORKSHOP, JUNE 4-5, 2012
“Implementing literacy-based instruction in collegiate FL programs”
Description:CERCLL, the Title VI Language Resource Center at the University of Arizona, and the AAUSC are partnering to host a two-day workshop in Tucson, AZ on the theme of implementing literacy-based instruction in collegiate FL programs. This workshop is an outreach activity related to the PErCOLATE project (see: http://www.percolate.arizona.edu ), which aims to develop online, open-source modules for teacher professional development in literacy-based FL instruction.
CERCLL and the AAUSC will provide stipends of up to $700 to help defray travel and lodging costs to participants whose proposals for participation are accepted. Ten stipends will be awarded.
Deadline for submission of proposals: EXTENDED to Tuesday, November 1, 2011.
Download more information from http://arizona.us2.list-manage.com/track/click?u=12f26b83017c8223bcb1241ee&id=ade934bb1a&e=5a6206be74
Boston University Conference on Language Development
From http://www.bu.edu/bucld
THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT
NOVEMBER 4-6, 2011
Keynote Speaker:
Sandra Waxman, Northwestern University
“What’s in a word? Links between linguistic and conceptual organization in infants and young children”
Plenary Speaker:
Cornelia Hamann, University of Oldenburg
“Bilingual development and language assessment”
Lunch Symposium: “Morphology in second language acquisition and processing”
Visit the conference website at http://www.bu.edu/bucld
THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT
NOVEMBER 4-6, 2011
Keynote Speaker:
Sandra Waxman, Northwestern University
“What’s in a word? Links between linguistic and conceptual organization in infants and young children”
Plenary Speaker:
Cornelia Hamann, University of Oldenburg
“Bilingual development and language assessment”
Lunch Symposium: “Morphology in second language acquisition and processing”
Visit the conference website at http://www.bu.edu/bucld
East Coast Organization of Language Testers 10th Annual Conference
From http://www.cal.org/ecolt/index.html
With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its tenth annual conference this fall, October 28-29, 2011, at Georgetown University in Washington, DC.
The theme of ECOLT 2011 is Validity: Opportunities and Challenges.
Visit the conference website to see the program and to register: http://www.cal.org/ecolt/index.html
With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its tenth annual conference this fall, October 28-29, 2011, at Georgetown University in Washington, DC.
The theme of ECOLT 2011 is Validity: Opportunities and Challenges.
Visit the conference website to see the program and to register: http://www.cal.org/ecolt/index.html
Visual Language Summit at UC Davis
From http://mindbrain.ucdavis.edu/labs/Corina/VLS
Center for Mind and Brain
Visual Language Summit at UC Davis
November 18-19, 2011
University of California, Davis
The Visual Language Summit gathers specialists in Attention, Language, Memory, and Education to address pertinent issues regarding the cognitive and linguistic development and achievement of deaf and hard of hearing individuals. Together with Deaf community stakeholders, the Visual Language Summit provides an intimate forum highlighting promising developments in research and practices aimed at fostering intellectual exchanges and collaborations and paves the way for transformative approaches to education and neuroscience.
Find out more and register at http://mindbrain.ucdavis.edu/labs/Corina/VLS
Center for Mind and Brain
Visual Language Summit at UC Davis
November 18-19, 2011
University of California, Davis
The Visual Language Summit gathers specialists in Attention, Language, Memory, and Education to address pertinent issues regarding the cognitive and linguistic development and achievement of deaf and hard of hearing individuals. Together with Deaf community stakeholders, the Visual Language Summit provides an intimate forum highlighting promising developments in research and practices aimed at fostering intellectual exchanges and collaborations and paves the way for transformative approaches to education and neuroscience.
Find out more and register at http://mindbrain.ucdavis.edu/labs/Corina/VLS
Indiana Foreign Language Teachers Association Annual Conference
From http://www.iflta.org
Indiana Foreign Language Teachers Association
• 43rd Annual IFLTA Conference 2011 •
"Languages at the Core of Success"
October 27 - 29 , 2011 | Indianapolis, IN
For full conference details go to http://www.iflta.org/conference/index.html
You can also enter a “Creative Projects Contest”: The "Creative Project Contest" allows world language instructors to showcase projects that support language learning. You may submit projects created by your student(s), projects that you created independently, or projects that you created in collaboration with multiple partners (other teachers or community groups, for example). For details about the conference go to http://www.iflta.org/creativeproject/index.html
Indiana Foreign Language Teachers Association
• 43rd Annual IFLTA Conference 2011 •
"Languages at the Core of Success"
October 27 - 29 , 2011 | Indianapolis, IN
For full conference details go to http://www.iflta.org/conference/index.html
You can also enter a “Creative Projects Contest”: The "Creative Project Contest" allows world language instructors to showcase projects that support language learning. You may submit projects created by your student(s), projects that you created independently, or projects that you created in collaboration with multiple partners (other teachers or community groups, for example). For details about the conference go to http://www.iflta.org/creativeproject/index.html
Call for Papers: Conference on Language Revitalization in the 21st Century
From http://linguistlist.org/issues/22/22-3781.html
The CUNY Graduate Center and the International Centre for Language Revitalization of the Auckland University of Technology will hold a two-day symposium on language revitalization in New York City May 31 - June 1, 2012. The first day will include two keynote addresses and a host of invited speakers, while the second day will include a poster session and film festival. A central goal of this symposium is to share successful language revitalization strategies from around the world, and to understand how revitalization can strengthen local cultural identity and at the same time connect speakers to one another across the globe. Oral presentations will be organized around the following themes:
- Learning that works
- Development of tools, resources, and materials
- Collaborative initiatives between communities and academics
- Increasing awareness of threatened languages and revitalization movements
Call Deadline: 15-Dec-2011
View the full call for papers and posters at http://linguistlist.org/issues/22/22-3781.html
The CUNY Graduate Center and the International Centre for Language Revitalization of the Auckland University of Technology will hold a two-day symposium on language revitalization in New York City May 31 - June 1, 2012. The first day will include two keynote addresses and a host of invited speakers, while the second day will include a poster session and film festival. A central goal of this symposium is to share successful language revitalization strategies from around the world, and to understand how revitalization can strengthen local cultural identity and at the same time connect speakers to one another across the globe. Oral presentations will be organized around the following themes:
- Learning that works
- Development of tools, resources, and materials
- Collaborative initiatives between communities and academics
- Increasing awareness of threatened languages and revitalization movements
Call Deadline: 15-Dec-2011
View the full call for papers and posters at http://linguistlist.org/issues/22/22-3781.html
Call for Papers: Classical Association of New England Annual Meeting
From http://caneweb.org/CANEwp/?p=260
The 2012 Annual Meeting and the Classical Association of New England will be at St. Sebastian’s School in Needham, MA on March 16-17, 2012.
The submission deadline is December 1, 2011.
Submit a proposal at http://caneweb.org/annmeeting/proposal.php
The 2012 Annual Meeting and the Classical Association of New England will be at St. Sebastian’s School in Needham, MA on March 16-17, 2012.
The submission deadline is December 1, 2011.
Submit a proposal at http://caneweb.org/annmeeting/proposal.php
Call for Papers for the 27th SEATJ Annual Conference
The 27th SEATJ conference Organizing Committee @ Clemson University is pleased to announce a Call for Papers/Presentations for the 27th Annual Conference of the Southeastern Association of Teachers of Japanese. The conference will be held at Clemson University, Clemson, South Carolina, on February 25th and 26th, 2012. The 27th SEATJ conference is open to pre-college, college level, and heritage Japanese language teachers. Given the enormous disaster that happened in Japan in March 2011, the conference will focus on what Japanese language teachers can and should do in this ever-changing world. Dr.Yasuhiko Tohsaku of University of California, San Diego will be the keynote speaker. The organizers welcome proposals for 20-minute papers with an additional 10 minutes for discussion which relate to Japanese language education including, but not limited to: literature, linguistics, second language acquisition, heritage language, and cultural studies. An abstract for an individual paper should be no more than 300 words in English, or 700 characters in Japanese. Please e-mail your proposal by December 20, 2011 to ktoshik at clemson dot edu. Acceptance of proposals will be announced by January 10th, 2012. Accepted papers will be published in the 27th SEATJ on-line proceedings.
Kishimoto, T. Call for Papers for the 27th SEATJ Annual Conference. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 7 Oct 2011).
Kishimoto, T. Call for Papers for the 27th SEATJ Annual Conference. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 7 Oct 2011).
Call for Papers: Ohio State University’s 10th Annual Graduate Colloquium in Classics
From http://apaclassics.org
The Ohio State University’s 10th Annual Graduate Colloquium in Classics
Chosen Chains: Creating Loyalty in the Ancient World
21 April 2012
Keynote Speaker: David Konstan, New York University
Abstracts are due by January 1, 2012.
For full details go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_the_ohio_state_universitys_10th_annual_graduate_colloquium_in_classics
The Ohio State University’s 10th Annual Graduate Colloquium in Classics
Chosen Chains: Creating Loyalty in the Ancient World
21 April 2012
Keynote Speaker: David Konstan, New York University
Abstracts are due by January 1, 2012.
For full details go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_the_ohio_state_universitys_10th_annual_graduate_colloquium_in_classics
October 2011 Issue of Reading in a Foreign Language Is Available
The October 2011 issue (Volume 23, Number 2) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl/October2011
In this issue, Patrick B. Judge reports on long-term, multi-case study examining the motivations of eager readers in an extensive reading program at a private Japanese high school. In the second article, Cindy Brantmeier, Aimee Callender, & Mark McDaniel examine the effects of embedded “what” questions and elaborative “why” questions on reading comprehension with advanced second language learners of Spanish. and finally, Jing Wang & Christine H. Leland report on their study of what beginning learners of Chinese perceive as helpful in learning to recognize characters.
This issue also includes two book reviews: Zahir Mumin reviews Studies in Language Testing 29: Examining Reading: Research and Practice in Assessing Second Language reading by Hanan Khalifa & Cyril J. Weir. And the series of Real Reading: Creating an Authentic Reading Experience 1–4 by Lynn Bonesteel, David Wiese, & Alice Savage is reviewed by Pakize Uludag & CeAnn Myers.
There also is a discussion in this issue, in which John P. Racine comments on an article by Meara & Olmos Alcoy that appeared in Volume 22, #1, April 2010.
In the last section of this issue, Cindy Brantmeier, Xuicheng Yu, and Tracy Van Bishop has a feature on Readings on L2 Reading: Publications in Other Venues 2010-2011.
RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor.
The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
In this issue, Patrick B. Judge reports on long-term, multi-case study examining the motivations of eager readers in an extensive reading program at a private Japanese high school. In the second article, Cindy Brantmeier, Aimee Callender, & Mark McDaniel examine the effects of embedded “what” questions and elaborative “why” questions on reading comprehension with advanced second language learners of Spanish. and finally, Jing Wang & Christine H. Leland report on their study of what beginning learners of Chinese perceive as helpful in learning to recognize characters.
This issue also includes two book reviews: Zahir Mumin reviews Studies in Language Testing 29: Examining Reading: Research and Practice in Assessing Second Language reading by Hanan Khalifa & Cyril J. Weir. And the series of Real Reading: Creating an Authentic Reading Experience 1–4 by Lynn Bonesteel, David Wiese, & Alice Savage is reviewed by Pakize Uludag & CeAnn Myers.
There also is a discussion in this issue, in which John P. Racine comments on an article by Meara & Olmos Alcoy that appeared in Volume 22, #1, April 2010.
In the last section of this issue, Cindy Brantmeier, Xuicheng Yu, and Tracy Van Bishop has a feature on Readings on L2 Reading: Publications in Other Venues 2010-2011.
RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor.
The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
Book: Second Language Task Complexity
From http://benjamins.com/#catalog/books/tblt.2/main
Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance
Edited by Peter Robinson
Published by the John Benjamins Publishing Company
Description: Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design. Containing theoretical discussion of the Cognition Hypothesis, and cutting-edge empirical studies of the effects of task complexity on second language learning and performance, this book will be important reading for language teachers, graduate students and researchers in applied linguistics, second language acquisition, and cognitive and educational psychology.
Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.2/main
Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance
Edited by Peter Robinson
Published by the John Benjamins Publishing Company
Description: Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design. Containing theoretical discussion of the Cognition Hypothesis, and cutting-edge empirical studies of the effects of task complexity on second language learning and performance, this book will be important reading for language teachers, graduate students and researchers in applied linguistics, second language acquisition, and cognitive and educational psychology.
Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.2/main
Book: Social Justice Language Teacher Education
From http://www.multilingual-matters.com/display.asp?isb=9781847694225
Social Justice Language Teacher Education
Edited by Margaret R. Hawkins
Published by Multilingual Matters
Table of Contents:
Teacher Education for Social Justice - Ken Zeichner
Multimodality, Social Justice and Becoming a ‘Really South African’ Democracy: Case Studies from Language Classrooms - Denise Newfield
Does Intercultural Bilingual Education Open Spaces for Inclusion at Higher Education? - Mahia Maurial and Moise ́s Suxo
Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts - Matthew Clarke and Brian
Enfranchising the Teacher of English through Action Research: Perspectives on English Language Teacher Education in Uganda - Robinah Kyeyune
Dialogic Determination: Constructing a Social Justice Discourse in Language Teacher Education - Margaret R. Hawkins
Creating a School Program to Cater to Learner Diversity: A Dialogue between a School Administrator and an Academic - Franky Poon and Angel Lin
Working for Social Justice in a Collaborative Action Research Group - Kelleen Toohey and Bonnie Waterstone
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694225
Social Justice Language Teacher Education
Edited by Margaret R. Hawkins
Published by Multilingual Matters
Table of Contents:
Teacher Education for Social Justice - Ken Zeichner
Multimodality, Social Justice and Becoming a ‘Really South African’ Democracy: Case Studies from Language Classrooms - Denise Newfield
Does Intercultural Bilingual Education Open Spaces for Inclusion at Higher Education? - Mahia Maurial and Moise ́s Suxo
Education and Social Justice in Neoliberal Times: Historical and Pedagogical Perspectives from Two Postcolonial Contexts - Matthew Clarke and Brian
Enfranchising the Teacher of English through Action Research: Perspectives on English Language Teacher Education in Uganda - Robinah Kyeyune
Dialogic Determination: Constructing a Social Justice Discourse in Language Teacher Education - Margaret R. Hawkins
Creating a School Program to Cater to Learner Diversity: A Dialogue between a School Administrator and an Academic - Franky Poon and Angel Lin
Working for Social Justice in a Collaborative Action Research Group - Kelleen Toohey and Bonnie Waterstone
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694225
October 9, 2011
Activities To Get Students Speaking
Diana Corcos, a teacher and teacher trainer, gives a few tips on how to get students speaking in class at http://oupeltglobalblog.com/2011/09/27/activities-to-get-students-speaking
dotSUB: Add Your Own Subtitles to Videos
On the dotSUB website you can view, upload, transcribe and translate any video into any language. You can also search through videos that have already been uploaded to see if a video you want is already subtitled in the language you’re after – the selection of languages is extensive.
Explore this resource at http://dotsub.com
Explore this resource at http://dotsub.com
Improve Your Students’ Circumlocution Skills, Part 2
Here are more suggestions for improving your students’ circumlocution skills.
---
Responding to a teacher’s request for helpful phrases in the target language, Bill Heller provides this list for Spanish:
The most important ones I teach from the start are:
For nouns:
Es una cosa que... (It's something that....)
...se usa para... (is used to, one uses....)
Es una persona que.... (It's a person who...)
Es un lugar donde... (It's a place where...)
For verbs:
Es lo que hace una persona... (It's what a person does...)
...para... (in order to)
...que quiere... (who wants to...)
...que necesita... (who needs to...)
For adjectives:
Describe una cosa que... [It describes something that…]
Describe una persona que... [It describes a person that…]
Describe un lugar que... [It describes a place that…]
Heller, B. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 20 Sep 2011).
---
Responding to another person’s suggestion to use the game “Apples to Apples,” a listserv user says,
I also have that game in Spanish, Manzanas con manzanas, and the adjective cards are *perfect* for lessons on changing an adjective to an adverb by adding -mente. There are so many of them! I call about 4 students up to the board at a time, hand them a card (I look at them first because there might be some that don't work), and they have to change the adjective to the feminine form (if it is in the masculine form) and add -mente. There are lots and lots of adjectives in the game above and beyond what is in their book and it's good practice for them.
Meyer, C. Re: [FLTEACH] Circumlocution word ideas. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Sep 2011).
---
Circumlocution has come up as a popular topic on FLTEACH several times; you can search the FLTEACH archives for more discussion and suggestions at http://listserv.buffalo.edu/cgi-bin/wa?S2=FLTEACH&m=208457&s=circumlocution
Some more circumlocution activities and other suggestions for staying in the target language are available at http://languagelinks2006.wikispaces.com/Staying+in+the+TL (scroll down).
---
Responding to a teacher’s request for helpful phrases in the target language, Bill Heller provides this list for Spanish:
The most important ones I teach from the start are:
For nouns:
Es una cosa que... (It's something that....)
...se usa para... (is used to, one uses....)
Es una persona que.... (It's a person who...)
Es un lugar donde... (It's a place where...)
For verbs:
Es lo que hace una persona... (It's what a person does...)
...para... (in order to)
...que quiere... (who wants to...)
...que necesita... (who needs to...)
For adjectives:
Describe una cosa que... [It describes something that…]
Describe una persona que... [It describes a person that…]
Describe un lugar que... [It describes a place that…]
Heller, B. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 20 Sep 2011).
---
Responding to another person’s suggestion to use the game “Apples to Apples,” a listserv user says,
I also have that game in Spanish, Manzanas con manzanas, and the adjective cards are *perfect* for lessons on changing an adjective to an adverb by adding -mente. There are so many of them! I call about 4 students up to the board at a time, hand them a card (I look at them first because there might be some that don't work), and they have to change the adjective to the feminine form (if it is in the masculine form) and add -mente. There are lots and lots of adjectives in the game above and beyond what is in their book and it's good practice for them.
Meyer, C. Re: [FLTEACH] Circumlocution word ideas. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 18 Sep 2011).
---
Circumlocution has come up as a popular topic on FLTEACH several times; you can search the FLTEACH archives for more discussion and suggestions at http://listserv.buffalo.edu/cgi-bin/wa?S2=FLTEACH&m=208457&s=circumlocution
Some more circumlocution activities and other suggestions for staying in the target language are available at http://languagelinks2006.wikispaces.com/Staying+in+the+TL (scroll down).
Improve Your Students’ Circumlocution Skills, Part 1
FLTEACH listserv users have been sharing ideas for building their students’ circumlocution skills. Here are some of their suggestions:
---
Tracy Waid of Mooresville High School in North Carolina suggests the following:
I did a quick circumlocution activity with my level 1 high schoolers that they seemed to enjoy and was quick and easy. I put a bunch of English words on slips that they had to get their partner's to say by explaining what it was (make sure you pick some hard ones!). I used a label template, copied it on card stock, making two different sets using 2 different colors. I had my first block cut them out and then I store them in sandwich baggies to reuse with other classes.
Put your students in pairs and give each pair one set of each color. Explain the task is to get their partner to say the word on the slip I did a few examples first - talking about things like what it looks like, what it's used for, etc. ex. A compass - this is something you use when you are camping (the partner says tent likely), no, it's something so you know where you are (a map?) no, it's round and metal and has north on it (compass!). We talk about how circumlocution gets easier once you have more vocabulary and how important it is to study your vocabulary
Partner one gets 3 minutes to see how many cards they can get their partner to say. Then they switch and the other person gives the clues from their stacks for 3 minutes. At the end of the 6 minutes the pair in the class that combined got the most words wins a prize (candy, bubbles, stickers, etc. - yes, even my high schoolers love this). Even though you only have 1 class winner pair, they still get to see who is better than the other within their individual pairs.
Waid, T. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Sep 2011).
---
Another listserv user provides the following list of words and terms that are useful for circumlocution practice:
available – apology – workshop – trial - pun - adequate - smuggle - elucidate - restrictions - variable - meritorious - Thanksgiving - majestic - perilous - cause & effect - white out - merger - penalty box - lock out - play offs - gang violence - budget cut - hijack - antiquated - fender bender - convenience store - pantomime - fast forward - air turbulence - ATM - bagel - alimony - partnership - bland - skeleton key - mail forwarding - CD (bank) - pom-pom - personable - treacherous - derby (horses) - rejection - small talk - jackhammer - chain gang - meticulous - raccoon - sequins - to drop off - reserved seats - Mr. Potato Head - knot - subliminal - sprinkles - double agent - corkscrew - negligent - hard hat - detour - seriously - squeegee - Plymouth Rock - charades - heat wave - daylight savings time - apron - Drano - piñata - strings attached - Oscar - polar bear - lunch box - hot air balloon - pretzel
Ladd, R. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Sep 2011).
---
Deb Blaz contributes:
Of course, you can always have them give clues for the regular unit vocabulary, but with my upper level kids I especially like to give aspects of US culture that they might actually HAVE to explain some day to someone...
For example, I used to have them explain what a brownie is. [Other culturally-embedded suggestions include] hay ride, Christian music, Prom, Homecoming, Groundhog Day, [and] learner's permit (for driving).
Blaz, D. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Sep 2011).
---
Tracy Waid of Mooresville High School in North Carolina suggests the following:
I did a quick circumlocution activity with my level 1 high schoolers that they seemed to enjoy and was quick and easy. I put a bunch of English words on slips that they had to get their partner's to say by explaining what it was (make sure you pick some hard ones!). I used a label template, copied it on card stock, making two different sets using 2 different colors. I had my first block cut them out and then I store them in sandwich baggies to reuse with other classes.
Put your students in pairs and give each pair one set of each color. Explain the task is to get their partner to say the word on the slip I did a few examples first - talking about things like what it looks like, what it's used for, etc. ex. A compass - this is something you use when you are camping (the partner says tent likely), no, it's something so you know where you are (a map?) no, it's round and metal and has north on it (compass!). We talk about how circumlocution gets easier once you have more vocabulary and how important it is to study your vocabulary
Partner one gets 3 minutes to see how many cards they can get their partner to say. Then they switch and the other person gives the clues from their stacks for 3 minutes. At the end of the 6 minutes the pair in the class that combined got the most words wins a prize (candy, bubbles, stickers, etc. - yes, even my high schoolers love this). Even though you only have 1 class winner pair, they still get to see who is better than the other within their individual pairs.
Waid, T. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Sep 2011).
---
Another listserv user provides the following list of words and terms that are useful for circumlocution practice:
available – apology – workshop – trial - pun - adequate - smuggle - elucidate - restrictions - variable - meritorious - Thanksgiving - majestic - perilous - cause & effect - white out - merger - penalty box - lock out - play offs - gang violence - budget cut - hijack - antiquated - fender bender - convenience store - pantomime - fast forward - air turbulence - ATM - bagel - alimony - partnership - bland - skeleton key - mail forwarding - CD (bank) - pom-pom - personable - treacherous - derby (horses) - rejection - small talk - jackhammer - chain gang - meticulous - raccoon - sequins - to drop off - reserved seats - Mr. Potato Head - knot - subliminal - sprinkles - double agent - corkscrew - negligent - hard hat - detour - seriously - squeegee - Plymouth Rock - charades - heat wave - daylight savings time - apron - Drano - piñata - strings attached - Oscar - polar bear - lunch box - hot air balloon - pretzel
Ladd, R. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Sep 2011).
---
Deb Blaz contributes:
Of course, you can always have them give clues for the regular unit vocabulary, but with my upper level kids I especially like to give aspects of US culture that they might actually HAVE to explain some day to someone...
For example, I used to have them explain what a brownie is. [Other culturally-embedded suggestions include] hay ride, Christian music, Prom, Homecoming, Groundhog Day, [and] learner's permit (for driving).
Blaz, D. Re: [FLTEACH] Circumlocution. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Sep 2011).
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