From http://actflvideocontest.org
The 2012 ACTFL Video Contest is now open! The contest theme is 'Discover Languages…Discover the World!' The contest will run from November 1, 2011 to December 20, 2011.
Students across the country, from elementary school through college age, are encouraged to submit videos on how language learning has been important in their lives. The videos will be judged for originality and creativity by a celebrity panel of judges and cash and product prizes will be awarded to the students who produce the winning videos.
For full details go to http://actflvideocontest.org
November 27, 2011
Exchange Holiday Cards with Students Far Away
It’s the holiday season, and you can take advantage of this time of the year by having your students exchange holiday greeting cards with students in another country. Read a description of this project at http://media.iearn.org/projects/holidays
Read one teacher’s blog post about her experience with this project at http://www.edutopia.org/blog/global-ed-holiday-project-donna-roman
Read one teacher’s blog post about her experience with this project at http://www.edutopia.org/blog/global-ed-holiday-project-donna-roman
i2Speak: Online IPA Keyboard
From http://linguistlist.org/issues/22/22-4643.html
i2Speak is an online Smart IPA Keyboard that lets you quickly type IPA phonetics without the need to memorize any symbol code. For every Roman character you type, a popup menu displays a group of phonetic symbols that share the same sound or shape beneath typed character.
You can test the tool here: http://www.i2speak.com
i2Speak is a product by sciweavers.org, an academic network for scientists and researchers.
Chinese teachers will also be interested in online tools for BoPoMoFo, Pinyin, Cantonese, and Cangjie input methods.
There is also an input tool for Arabic script.
i2Speak is an online Smart IPA Keyboard that lets you quickly type IPA phonetics without the need to memorize any symbol code. For every Roman character you type, a popup menu displays a group of phonetic symbols that share the same sound or shape beneath typed character.
You can test the tool here: http://www.i2speak.com
i2Speak is a product by sciweavers.org, an academic network for scientists and researchers.
Chinese teachers will also be interested in online tools for BoPoMoFo, Pinyin, Cantonese, and Cangjie input methods.
There is also an input tool for Arabic script.
BBC’s Learning English Website
From http://www.bbc.co.uk/worldservice/learningenglish
Have you ever used the BBC’s Learning English website? Its resources are extensive: language lessons, news-based learning, audio and video resources, areas specific to business and sports, a page just for English teachers, a messageboard where learners can post questions, and much more.
Explore the BBC’s resources at http://www.bbc.co.uk/worldservice/learningenglish
Have you ever used the BBC’s Learning English website? Its resources are extensive: language lessons, news-based learning, audio and video resources, areas specific to business and sports, a page just for English teachers, a messageboard where learners can post questions, and much more.
Explore the BBC’s resources at http://www.bbc.co.uk/worldservice/learningenglish
2012 Calendar for Spanish Teachers
From http://zachary-jones.com/zambombazo/calendario-de-catrinas-2012-imprimir-gratis
¡Este año el artista mexicano Jesús Buenrostro Galicia con generosidad nos ha dado permiso para usar su serie de Catrinas! En este homenaje a José Guadalupe Posada, podemos apreciar a la Catrina portando indumentaria de varias regiones de México. ¡Una Catrina para cada mes del año!
Descarga este calendario 2012, imprímelo y compártelo con tus alumnos y tus colegas.
Available at http://zachary-jones.com/zambombazo/calendario-de-catrinas-2012-imprimir-gratis
¡Este año el artista mexicano Jesús Buenrostro Galicia con generosidad nos ha dado permiso para usar su serie de Catrinas! En este homenaje a José Guadalupe Posada, podemos apreciar a la Catrina portando indumentaria de varias regiones de México. ¡Una Catrina para cada mes del año!
Descarga este calendario 2012, imprímelo y compártelo con tus alumnos y tus colegas.
Available at http://zachary-jones.com/zambombazo/calendario-de-catrinas-2012-imprimir-gratis
Spanish Videos for Young Children
Access video clips from the Arte y más! series for young children to learn Spanish at http://www.teachersdomain.org/special/ketpdlc
Encuentros: Educational TV Channel in Argentina
From http://www.encuentro.gov.ar/seccion-110-Acerca-de-Encuentro.html
Encuentros is a TV channel created for educational purposes in Argentina. The channel’s website, available at http://www.encuentro.gov.ar , is full of video clips and articles about culture, the arts, and current issues in the news.
Encuentros is a TV channel created for educational purposes in Argentina. The channel’s website, available at http://www.encuentro.gov.ar , is full of video clips and articles about culture, the arts, and current issues in the news.
Podcasts Help French Immersion Students Develop Listening Strategies
This series of seven podcasts grounded in metacognitive and Second Language listening theory provides French Immersion students with strategies to enhance L2 listening ability and note-taking skills for academic learning lectures in French.
Available at http://www.olbi.uottawa.ca/en/podcasts.php
Available at http://www.olbi.uottawa.ca/en/podcasts.php
Conventiculum Dickinsoniense
From http://caneweb.org/CANEwp/?p=294
CONVENTICULUM DICKINSONIENSE
July 6-12, 2012
Dickinson College, Carlisle, Pennsylvania
The Conventiculum Dickinsoniense is a total immersion seminar in active Latin. It is specifically designed for all cultivators of Latin who wish to gain some ability to express themselves ex-tempore in correct Latin. A wide range of people can benefit from the seminar, provided that anyone who considers applying has a solid understanding of the grammatical essentials of the Latin language. A minimum requirement for participation is knowledge of Latin grammar and the ability to read a Latin text of average complexity, even if using a dictionary often. But no previous experience in speaking Latin is necessary.
Deadline for applications in May 1, 2012. A maximum of 40 participants will be selected.
Learn more at http://caneweb.org/CANEwp/?p=294
CONVENTICULUM DICKINSONIENSE
July 6-12, 2012
Dickinson College, Carlisle, Pennsylvania
The Conventiculum Dickinsoniense is a total immersion seminar in active Latin. It is specifically designed for all cultivators of Latin who wish to gain some ability to express themselves ex-tempore in correct Latin. A wide range of people can benefit from the seminar, provided that anyone who considers applying has a solid understanding of the grammatical essentials of the Latin language. A minimum requirement for participation is knowledge of Latin grammar and the ability to read a Latin text of average complexity, even if using a dictionary often. But no previous experience in speaking Latin is necessary.
Deadline for applications in May 1, 2012. A maximum of 40 participants will be selected.
Learn more at http://caneweb.org/CANEwp/?p=294
Online Latin Course: Latin for Mountain Men
Here is what the course author says about this online resource:
“My explicit aim in this course is to enable you to decipher short Latin phrases, such as the Latin names, abbreviations, and nomenclature in biology, astronomy, medicine, law, and scholarly work. …These lessons are meant to be done in your spare time, and enjoyed. …
“I have used real Latin, written by native speakers, throughout the course, rather than the doubtful stuff created by our contemporaries, especially me. Toward the end of the course there are some more extended selections from authors not usually included in Latin courses, the engineers Vitruvius and Frontinus, who are both educated and intelligent men with interesting things to say. A song from Carmina Burana is translated, that you can hear sung in Latin in a recent CD by Charlotte Church. I have made a special effort to show you the power and beauty of Latin by these examples. … The Latin in these lessons is that of the first century, regarded by those whose opinions may be valued as the purest and most pleasing, which is why it is called classic.”
Access this series of lessons at http://mysite.du.edu/~etuttle/classics/latin/learnlat.htm
“My explicit aim in this course is to enable you to decipher short Latin phrases, such as the Latin names, abbreviations, and nomenclature in biology, astronomy, medicine, law, and scholarly work. …These lessons are meant to be done in your spare time, and enjoyed. …
“I have used real Latin, written by native speakers, throughout the course, rather than the doubtful stuff created by our contemporaries, especially me. Toward the end of the course there are some more extended selections from authors not usually included in Latin courses, the engineers Vitruvius and Frontinus, who are both educated and intelligent men with interesting things to say. A song from Carmina Burana is translated, that you can hear sung in Latin in a recent CD by Charlotte Church. I have made a special effort to show you the power and beauty of Latin by these examples. … The Latin in these lessons is that of the first century, regarded by those whose opinions may be valued as the purest and most pleasing, which is why it is called classic.”
Access this series of lessons at http://mysite.du.edu/~etuttle/classics/latin/learnlat.htm
UGA Latin/Classics Summer Institute for Teachers
From http://rogueclassicism.com/2011/11/16/ed-uga-latinclassics-summer-institute-for-teachers-graduate-students-et-al
UGA Latin/Classics Summer Institute for Teachers, Graduate Students, et al.
Department of Classics
University of Georgia
Each year the Institute offers a variety of undergraduate and graduate Latin and Classics courses, including, in odd-numbered years, a methods course for Latin teachers and Intensive Beginning Greek and, in even-numbered years, Intensive Beginning Latin. The Institute curriculum is supplemented by workshops and guest lectures by visiting master teachers and scholars. The program is designed especially for Latin teachers who wish to continue their education or earn a Master’s degree in Latin on a summers-only basis.
Here are the offerings for the summer of 2012:
First Short Session – June 11 – June 29, exam on July 2
LATN 2050 – Intensive Latin I 1:30 – 4:15 pm Park Hall 225 Dr. Christine Albright
LATN 4/6220 – Ovid 10:30 am – 1:15 pm Park Hall 114 Dr. Christine Albright
Second Short Session – July 3 – July 24, exam on July 25
LATN 2060 – Intensive Latin II 1:30 – 4:15 pm Park Hall 225 Mr. Randy Fields
LATN 4/6300 – Archaeology of Caesar’s Gaul 9:15 am – 12:00 noon Park Hall 113 Dr. Naomi Norman
Through Session – June 11 – July 23, exam on July 24
LATN 6100 – Suetonius: Caesar 2:00 – 3:15 pm Park Hall 115 Dr. John Nicholson
CLAS 8000 – Proseminar 3:30 – 6:00 pm • Mondays Only Park Hall 228 Staff
For full details go to http://rogueclassicism.com/2011/11/16/ed-uga-latinclassics-summer-institute-for-teachers-graduate-students-et-al
UGA Latin/Classics Summer Institute for Teachers, Graduate Students, et al.
Department of Classics
University of Georgia
Each year the Institute offers a variety of undergraduate and graduate Latin and Classics courses, including, in odd-numbered years, a methods course for Latin teachers and Intensive Beginning Greek and, in even-numbered years, Intensive Beginning Latin. The Institute curriculum is supplemented by workshops and guest lectures by visiting master teachers and scholars. The program is designed especially for Latin teachers who wish to continue their education or earn a Master’s degree in Latin on a summers-only basis.
Here are the offerings for the summer of 2012:
First Short Session – June 11 – June 29, exam on July 2
LATN 2050 – Intensive Latin I 1:30 – 4:15 pm Park Hall 225 Dr. Christine Albright
LATN 4/6220 – Ovid 10:30 am – 1:15 pm Park Hall 114 Dr. Christine Albright
Second Short Session – July 3 – July 24, exam on July 25
LATN 2060 – Intensive Latin II 1:30 – 4:15 pm Park Hall 225 Mr. Randy Fields
LATN 4/6300 – Archaeology of Caesar’s Gaul 9:15 am – 12:00 noon Park Hall 113 Dr. Naomi Norman
Through Session – June 11 – July 23, exam on July 24
LATN 6100 – Suetonius: Caesar 2:00 – 3:15 pm Park Hall 115 Dr. John Nicholson
CLAS 8000 – Proseminar 3:30 – 6:00 pm • Mondays Only Park Hall 228 Staff
For full details go to http://rogueclassicism.com/2011/11/16/ed-uga-latinclassics-summer-institute-for-teachers-graduate-students-et-al
Free 1-Hour Workshop on Japanese Language and Culture
Come join The Japan Foundation, New York and The Nippon Club for a fun and exciting workshop, Tips for Socializing in Japanese - Language and Culture- on Dec. 8 at 6:30 pm at The Nippon Club (145 West 57th Street, New York, NY 10019). In this 1-hour workshop you will learn to exchange greetings verbally and with business cards, as well as essential expressions to introduce yourself in Japanese. You will also learn common manners and useful phrases in business/social settings to communicate with Japanese customers, clients, colleagues and friends through film clips and hands-on exercises. Space is limited. Please RSVP by Dec. 5 to culture at nipponclub dot org or call 212-581-2223.
NEWS FROM THE JAPAN FOUNDATION NEW YORK AND CGP. Japan Foundation New York listserv (newsletter@jfny.org, 17 Nov 2011).
NEWS FROM THE JAPAN FOUNDATION NEW YORK AND CGP. Japan Foundation New York listserv (newsletter@jfny.org, 17 Nov 2011).
Exhibition at the MET: Storytelling in Japanese Art
From http://www.metmuseum.org/exhibitions/listings/2011/storytelling-in-japanese-art
Storytelling in Japanese Art
November 19, 2011–May 6, 2012
Japan has a long and rich history of pairing narrative texts with elaborate illustrations—a tradition that continues to this day with manga and other popular forms of animation. Featuring more than sixty works of art in a range of mediums and formats, this exhibition invites you to explore myriad subjects that have preoccupied the Japanese imagination for centuries—Buddhist and Shinto miracle tales; the romantic adventures of legendary heroes and their feats at times of war; animals and fantastical creatures that cavort within the human realm; and the ghoulish antics of ghosts and monsters.
Learn more about the exhibition at http://www.metmuseum.org/exhibitions/listings/2011/storytelling-in-japanese-art
Storytelling in Japanese Art
November 19, 2011–May 6, 2012
Japan has a long and rich history of pairing narrative texts with elaborate illustrations—a tradition that continues to this day with manga and other popular forms of animation. Featuring more than sixty works of art in a range of mediums and formats, this exhibition invites you to explore myriad subjects that have preoccupied the Japanese imagination for centuries—Buddhist and Shinto miracle tales; the romantic adventures of legendary heroes and their feats at times of war; animals and fantastical creatures that cavort within the human realm; and the ghoulish antics of ghosts and monsters.
Learn more about the exhibition at http://www.metmuseum.org/exhibitions/listings/2011/storytelling-in-japanese-art
Ting: Chinese English Dictionary and Study Center
Ting is an online Chinese English dictionary site that also houses games, stories, flashcard practice, and cultural information. It is available at http://hua.umf.maine.edu/Chinese/welcome.html
Blog: Learn Kyrgyz
Learn Kyrgyz (http://www.learnkyrgyz.com ) is a blog that discusses the Kyrgyz language, including translation, policy, and teaching and learning resources. Find posts specifically about the language at http://www.learnkyrgyz.com/category/kyrgyz-language
Host a Chinese or Arabic Teacher in 2012-13
From http://www.americancouncils.org/TCLP
Teachers of Critical Languages Program (TCLP) is a multi-layered cross-cultural program funded by the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State and administered by American Councils for International Education. TCLP is designed to increase the number of Americans teaching and studying Arabic and Mandarin.
As part of this program your school can host a Chinese or Arabic teacher next year.
Learn more at http://www.americancouncils.org/TCLP
The deadline to apply for this program is January 9, 2012.
Teachers of Critical Languages Program (TCLP) is a multi-layered cross-cultural program funded by the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State and administered by American Councils for International Education. TCLP is designed to increase the number of Americans teaching and studying Arabic and Mandarin.
As part of this program your school can host a Chinese or Arabic teacher next year.
Learn more at http://www.americancouncils.org/TCLP
The deadline to apply for this program is January 9, 2012.
Hebrew Resources at Stanford University
Access video clips, an online dictionary, a chance to practice listening to and leaving phone messages, Israeli portraits, information about literature and film, grammar drills, and more at http://www.stanford.edu/class/hebrew/mmedia/index.html
Lushootseed Immersion Week
From http://pages.uoregon.edu/nwili/summer-institute/lushootseed-immersion-program
Lushootseed Immersion Week
August 8-15, 2012
University of Oregon
The Northwest Indian Language Institute (NILI) and the University of Oregon is offering a one week Lushootseed full-immersion course. Students will be fully immersed in Lushootseed (Puget Salish) for seven days. All participants will be staying on the same floor of a dormitory, living, eating, and sleeping Lushootseed. Classes will include art, games, stories, and more.
For more details go to http://pages.uoregon.edu/nwili/summer-institute/lushootseed-immersion-program
Lushootseed Immersion Week
August 8-15, 2012
University of Oregon
The Northwest Indian Language Institute (NILI) and the University of Oregon is offering a one week Lushootseed full-immersion course. Students will be fully immersed in Lushootseed (Puget Salish) for seven days. All participants will be staying on the same floor of a dormitory, living, eating, and sleeping Lushootseed. Classes will include art, games, stories, and more.
For more details go to http://pages.uoregon.edu/nwili/summer-institute/lushootseed-immersion-program
Article: Educator Develops Multimedia Tools To Share, Preserve Ojibwe Language
From http://www.mnn.com/lifestyle/arts-culture/stories/new-home-movies-resurrect-endangered-native-american-language
New home movies resurrect endangered Native American language
Educator develops multimedia tools to share, preserve Ojibwe language.
November 21, 2011
University of Minnesota Duluth education professor Mary Hermes says saving an endangered language goes beyond just enriching the people who speak it.
With support from the National Science Foundation (NSF), Hermes is combining the skills of native speakers with video technology to help others, young and old, learn the language in the most natural way. She's doing it by videotaping short movies of everyday situations, from going to a rummage sale to planting a garden to helping out a sick relative.
Besides the videos, Hermes has worked to create immersion schools for the language and helped arrange workshops to boost interest in Ojibwe, and other endangered languages.
Read the full article at http://www.mnn.com/lifestyle/arts-culture/stories/new-home-movies-resurrect-endangered-native-american-language
New home movies resurrect endangered Native American language
Educator develops multimedia tools to share, preserve Ojibwe language.
November 21, 2011
University of Minnesota Duluth education professor Mary Hermes says saving an endangered language goes beyond just enriching the people who speak it.
With support from the National Science Foundation (NSF), Hermes is combining the skills of native speakers with video technology to help others, young and old, learn the language in the most natural way. She's doing it by videotaping short movies of everyday situations, from going to a rummage sale to planting a garden to helping out a sick relative.
Besides the videos, Hermes has worked to create immersion schools for the language and helped arrange workshops to boost interest in Ojibwe, and other endangered languages.
Read the full article at http://www.mnn.com/lifestyle/arts-culture/stories/new-home-movies-resurrect-endangered-native-american-language
Controversy Continues over Ethnic Studies Courses in Arizona
From http://www.latimes.com/news/nationworld/nation/la-na-ethnic-studies-20111120,0,5116540.story?page=1&obref=obnetwork
Arizona educators clash over Mexican American studies
A new Arizona law aims to ban ethnic studies classes deemed to be divisive, and the state's schools superintendent says Tucson's program is in violation. Teachers and students are fighting back.
By Stephen Ceasar
November 20, 2011
A state law adopted this year aims to outlaw divisive ethnic studies, and Arizona's public schools chief John Huppenthal will soon decide whether the Tucson district's program violates the law and should be eliminated. In a state known for cultural clashes, the debate over the future of Mexican American studies in Tucson is particularly charged, prompting raucous protests and a host of accusations — of brainwashing, of sloppy academics, of racism.
Program proponents say the classes push Latino students to excel and teach a long-neglected slice of America's cultural heritage — Chicano perspectives on literature, history and social justice.
Its critics — led by Huppenthal, a veteran state senator elected superintendent of public instruction last year — say that framing historical events in racial terms "to create a sense of solidarity" promotes groupthink and victim hood.
Read the full article at http://www.latimes.com/news/nationworld/nation/la-na-ethnic-studies-20111120,0,5116540.story?page=1&obref=obnetwork
Arizona educators clash over Mexican American studies
A new Arizona law aims to ban ethnic studies classes deemed to be divisive, and the state's schools superintendent says Tucson's program is in violation. Teachers and students are fighting back.
By Stephen Ceasar
November 20, 2011
A state law adopted this year aims to outlaw divisive ethnic studies, and Arizona's public schools chief John Huppenthal will soon decide whether the Tucson district's program violates the law and should be eliminated. In a state known for cultural clashes, the debate over the future of Mexican American studies in Tucson is particularly charged, prompting raucous protests and a host of accusations — of brainwashing, of sloppy academics, of racism.
Program proponents say the classes push Latino students to excel and teach a long-neglected slice of America's cultural heritage — Chicano perspectives on literature, history and social justice.
Its critics — led by Huppenthal, a veteran state senator elected superintendent of public instruction last year — say that framing historical events in racial terms "to create a sense of solidarity" promotes groupthink and victim hood.
Read the full article at http://www.latimes.com/news/nationworld/nation/la-na-ethnic-studies-20111120,0,5116540.story?page=1&obref=obnetwork
Job: Internet Editor, Goethe Institut
From http://www.goethe.de/ins/us/ney/uun/job/en8442493.htm
Job offer -- Internet Editor
Main Tasks
• Conceptual and editorial organization of the country-wide web portal for the U.S.
• Coordination of the country-wide web portals for the North American region (U.S., Canada, Mexico)
Qualifications
• Completed certified training as an online editor and/or many years of professional experience in an online editorial capacity
• Proven intensive practical experience and significant expertise in Social Media/Web 2.0
• Excellent command of MS-Office Applications, image editing, HTML programming, Content Management Systems
• Confidence in editing and proofreading skills
• Native-speaker level command of both German and English
• Solid knowledge of the German and U.S. American cultural scenes, interested in foreign cultural policy
• Capacity for teamwork, high level of willingness to cooperate, strong communication skills
Offered:
• Employment: full time, permanent
Applications will be accepted until November 30, 2011.
View the full job posting at http://www.goethe.de/ins/us/ney/uun/job/en8442493.htm
Job offer -- Internet Editor
Main Tasks
• Conceptual and editorial organization of the country-wide web portal for the U.S.
• Coordination of the country-wide web portals for the North American region (U.S., Canada, Mexico)
Qualifications
• Completed certified training as an online editor and/or many years of professional experience in an online editorial capacity
• Proven intensive practical experience and significant expertise in Social Media/Web 2.0
• Excellent command of MS-Office Applications, image editing, HTML programming, Content Management Systems
• Confidence in editing and proofreading skills
• Native-speaker level command of both German and English
• Solid knowledge of the German and U.S. American cultural scenes, interested in foreign cultural policy
• Capacity for teamwork, high level of willingness to cooperate, strong communication skills
Offered:
• Employment: full time, permanent
Applications will be accepted until November 30, 2011.
View the full job posting at http://www.goethe.de/ins/us/ney/uun/job/en8442493.htm
Job: Instructional Technologist (Foreign Language), Reed University
From http://www.reed.edu/cis/about/jobs/flit.html
The Foreign Language Instructional Technologist maintains close collaboration with foreign language faculty, students, and the Instructional Technology Manager to facilitate selection, creation, and effective use of current and new technologies in support of teaching and learning. She/he consults with faculty to understand their needs and to assess the outcomes of using specific technologies for language learning. She/he works closely with other CIS staff to customize and test instructional tools and plays a major role in providing documentation and training for these tools.
View the full job posting at http://www.reed.edu/cis/about/jobs/flit.html
The Foreign Language Instructional Technologist maintains close collaboration with foreign language faculty, students, and the Instructional Technology Manager to facilitate selection, creation, and effective use of current and new technologies in support of teaching and learning. She/he consults with faculty to understand their needs and to assess the outcomes of using specific technologies for language learning. She/he works closely with other CIS staff to customize and test instructional tools and plays a major role in providing documentation and training for these tools.
View the full job posting at http://www.reed.edu/cis/about/jobs/flit.html
Job: Assistant Professor of Classics Pedagogy, University of Georgia
From http://rogueclassicism.com
The DEPARTMENT OF CLASSICS at the UNIVERSITY OF GEORGIA is seeking to appoint a tenure-track Assistant Professor in Classics, with special interest in the pedagogy of classical languages.
The department seeks a broadly-trained classicist who, in addition to supervising the elementary Latin program, can teach across the classics curriculum at all levels, including courses in translation. The teaching load is six courses over two semesters: two of the courses are in pedagogy. The successful candidate will be expected to conduct independent research and publish on pedagogy and student engagement and to participate fully in departmental activities.
The Ph.D. in Classics or any related field is required at the time of appointment (1 August 2012).
View the full job posting at http://rogueclassicism.com/2011/11/19/job-classical-languages-pedagogy-uga-tenure-track-2
The DEPARTMENT OF CLASSICS at the UNIVERSITY OF GEORGIA is seeking to appoint a tenure-track Assistant Professor in Classics, with special interest in the pedagogy of classical languages.
The department seeks a broadly-trained classicist who, in addition to supervising the elementary Latin program, can teach across the classics curriculum at all levels, including courses in translation. The teaching load is six courses over two semesters: two of the courses are in pedagogy. The successful candidate will be expected to conduct independent research and publish on pedagogy and student engagement and to participate fully in departmental activities.
The Ph.D. in Classics or any related field is required at the time of appointment (1 August 2012).
View the full job posting at http://rogueclassicism.com/2011/11/19/job-classical-languages-pedagogy-uga-tenure-track-2
Blakemore Freeman Fellowships and Blakemore Refresher Grants for East or Southeast Asian Language Study
From http://www.blakemorefoundation.org/default.htm
Blakemore Freeman Fellowships fund a year of advanced language study abroad for college graduates using an East or Southeast Asian language in their careers
Blakemore Refresher Grants are short-term grants available to former Blakemore Freeman Fellows and other post-graduate professionals.
The next deadline for language grant applications will be December 30, 2011.
Learn more and apply at http://www.blakemorefoundation.org/default.htm
Blakemore Freeman Fellowships fund a year of advanced language study abroad for college graduates using an East or Southeast Asian language in their careers
Blakemore Refresher Grants are short-term grants available to former Blakemore Freeman Fellows and other post-graduate professionals.
The next deadline for language grant applications will be December 30, 2011.
Learn more and apply at http://www.blakemorefoundation.org/default.htm
UW-Madison Arabic, Persian, and Turkish Language Immersion Institute
From http://aptlii.global.wisc.edu
The UW-Madison Arabic, Persian, and Turkish Language Immersion Institute (APTLII) is an eight-week intensive summer language immersion program for undergraduates, graduate students, and professionals. Courses are offered for academic credit at the beginner, intermediate, and advanced levels (depending on sufficient enrollment). Outside of the classroom, students commit to using their target language at all times - in their shared living space on campus, at meals, and at co-curricular activities that combine to create a language immersion experience.
Learn more and register at http://aptlii.global.wisc.edu
The UW-Madison Arabic, Persian, and Turkish Language Immersion Institute (APTLII) is an eight-week intensive summer language immersion program for undergraduates, graduate students, and professionals. Courses are offered for academic credit at the beginner, intermediate, and advanced levels (depending on sufficient enrollment). Outside of the classroom, students commit to using their target language at all times - in their shared living space on campus, at meals, and at co-curricular activities that combine to create a language immersion experience.
Learn more and register at http://aptlii.global.wisc.edu
American Academy in Rome Classical Summer School 2012
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/american_academy_in_rome_classical_summer_school_2012
The 2012 Classical Summer School of the American Academy in Rome under the direction of Prof. Susann Lusnia, FAAR '96 (Tulane University) is taking applications for next summer's session. The program seeks qualified graduate students, advanced undergraduates, and secondary teachers in the areas of classical studies, ancient history, Latin, and archaeology. Participants may take the course for graduate credit; details will be supplied to those interested in this option. Numerous scholarships and grants are available for use in this program. Check with local classical clubs and teaching organizations, as well as the AAR website. The deadline for applications is January 13, 2012. For more information, please see the AAR's website, under "Summer Programs" (http://aarome.org/apply/summer-programs-0 ), or contact Prof. Susann Lusnia (lusnia.aarcss at gmail dot com or slusnia at tulane dot edu).
The 2012 Classical Summer School of the American Academy in Rome under the direction of Prof. Susann Lusnia, FAAR '96 (Tulane University) is taking applications for next summer's session. The program seeks qualified graduate students, advanced undergraduates, and secondary teachers in the areas of classical studies, ancient history, Latin, and archaeology. Participants may take the course for graduate credit; details will be supplied to those interested in this option. Numerous scholarships and grants are available for use in this program. Check with local classical clubs and teaching organizations, as well as the AAR website. The deadline for applications is January 13, 2012. For more information, please see the AAR's website, under "Summer Programs" (http://aarome.org/apply/summer-programs-0 ), or contact Prof. Susann Lusnia (lusnia.aarcss at gmail dot com or slusnia at tulane dot edu).
Call for Papers: Chinese as a Second Language Research Journal
From http://linguistlist.org/issues/22/22-4569.html
CASLAR is a bilingual, double peer-reviewed journal that publishes papers both in Chinese and English. It is the first bilingual journal (Chinese - English) published by a Western publisher. The journal will publish 3 papers in Chinese and 3 papers in English in each issue starting with 2 issues in 2012. Each paper in the journal will have a summary in both Chinese and English. The journal will provide a forum for scholars interested in Chinese as a Second Language Research and focus on research on the acquisition, development and use of Chinese as a Second Language. It supports interaction and scholarly debate between researchers representing different subfields of linguistics with a focus on Chinese as a Second Language. The journal intends to be a forum for researchers who are looking for new tools and methods to investigate and better understand CSL.
The editors are especially interested in publishing articles and research papers that
- address major issues of second language acquisition from the perspective of CSL,
- explore the implications of CSL research for theoretical developments and practical applications,
- focus on the acquisition, development and use of varieties of CSL,
- study the nature of interaction between native speakers and non-native speakers of Chinese,
- investigate how SLA theories can advance and develop better Chinese language teaching methodologies,
- analyze the ways in which language is both shaped by culture and is the medium through which culture is created,
- investigate how CSL research can support Chinese as a Second Language teaching.
View the full call for papers at http://linguistlist.org/issues/22/22-4569.html
CASLAR is a bilingual, double peer-reviewed journal that publishes papers both in Chinese and English. It is the first bilingual journal (Chinese - English) published by a Western publisher. The journal will publish 3 papers in Chinese and 3 papers in English in each issue starting with 2 issues in 2012. Each paper in the journal will have a summary in both Chinese and English. The journal will provide a forum for scholars interested in Chinese as a Second Language Research and focus on research on the acquisition, development and use of Chinese as a Second Language. It supports interaction and scholarly debate between researchers representing different subfields of linguistics with a focus on Chinese as a Second Language. The journal intends to be a forum for researchers who are looking for new tools and methods to investigate and better understand CSL.
The editors are especially interested in publishing articles and research papers that
- address major issues of second language acquisition from the perspective of CSL,
- explore the implications of CSL research for theoretical developments and practical applications,
- focus on the acquisition, development and use of varieties of CSL,
- study the nature of interaction between native speakers and non-native speakers of Chinese,
- investigate how SLA theories can advance and develop better Chinese language teaching methodologies,
- analyze the ways in which language is both shaped by culture and is the medium through which culture is created,
- investigate how CSL research can support Chinese as a Second Language teaching.
View the full call for papers at http://linguistlist.org/issues/22/22-4569.html
Call for Papers: Association for Language Awareness 11th Conference
From http://doe.concordia.ca/ala2012
From July 8-10, 2012, the Department of Education at Concordia University in Montreal will host the 11th International Conference of the Association for Language Awareness. This year’s theme is Language Awareness for our Multicultural World.
Proposals are welcome in any of the following topic strands
Language Awareness in Language Learning and Language Teaching
Language Awareness in the Workplace and Other Settings
Language Awareness and the Use of Media/Technology
Language Awareness and Literacy
Intercultural Awareness in Language Learning and Language Teaching
Intercultural Awareness in the Workplace and Other Settings
Intercultural Awareness and the Use of Media/Technology
Critical Language Awareness
Abstract submission deadline: January 9, 2012
View the full call for papers at http://doe.concordia.ca/ala2012/callforproposals.html
From July 8-10, 2012, the Department of Education at Concordia University in Montreal will host the 11th International Conference of the Association for Language Awareness. This year’s theme is Language Awareness for our Multicultural World.
Proposals are welcome in any of the following topic strands
Language Awareness in Language Learning and Language Teaching
Language Awareness in the Workplace and Other Settings
Language Awareness and the Use of Media/Technology
Language Awareness and Literacy
Intercultural Awareness in Language Learning and Language Teaching
Intercultural Awareness in the Workplace and Other Settings
Intercultural Awareness and the Use of Media/Technology
Critical Language Awareness
Abstract submission deadline: January 9, 2012
View the full call for papers at http://doe.concordia.ca/ala2012/callforproposals.html
Call for Papers: 2nd Conference on Chinese as a Second Language Research
From http://linguistlist.org/callconf/browse-conf-action.cfm?ConfID=140124
2nd Conference on Chinese as a Second Language Research
Taipei, Taiwan
17-Aug-2012 - 19-Aug-2012
CASLAR is a biennial conference with the goal to bring together scholars from all over the world whose research focuses on the acquisition, development and use of Chinese as a second language to survey available knowledge in the field, exchange ideas and initiate research projects. The conference is a part of the CASLAR movement that aims to transform a field from a primarily experienced-and practice-based discipline into a discipline based on and supported by research and theory.
CASLAR 2012 invites proposals for presentations that are related to research, and theory in any area of Chinese as a Second Language (CSL).
Suggested Topic Areas:
- Acquisition and development of CSL (Chinese as a Second Language)
- Role of culture in the acquisition of CSL
- Pedagogies and Teaching Chinese as a second/foreign language
- Pragmatics of using Chinese as a second language
- Cognitive aspects of CSL acquisition
- Technology and CSL
- Computer-mediated communication in CSL
- Acquisition of Chinese grammar, vocabulary
- Chinese character acquisition and recognition
- Discourse in CSL
- Designing materials for CSL instruction
- Conceptual socialization in the process of developing CSL
- Application of linguistic theories to Chinese L2 data
- Motivation to learn Chinese
- Effect of CSL on L1
- Assessment of proficiency in CSL
Abstract submission deadline: January 31, 2012
View the full call for papers at http://linguistlist.org/callconf/call-action.cfm?ConfID=140124
2nd Conference on Chinese as a Second Language Research
Taipei, Taiwan
17-Aug-2012 - 19-Aug-2012
CASLAR is a biennial conference with the goal to bring together scholars from all over the world whose research focuses on the acquisition, development and use of Chinese as a second language to survey available knowledge in the field, exchange ideas and initiate research projects. The conference is a part of the CASLAR movement that aims to transform a field from a primarily experienced-and practice-based discipline into a discipline based on and supported by research and theory.
CASLAR 2012 invites proposals for presentations that are related to research, and theory in any area of Chinese as a Second Language (CSL).
Suggested Topic Areas:
- Acquisition and development of CSL (Chinese as a Second Language)
- Role of culture in the acquisition of CSL
- Pedagogies and Teaching Chinese as a second/foreign language
- Pragmatics of using Chinese as a second language
- Cognitive aspects of CSL acquisition
- Technology and CSL
- Computer-mediated communication in CSL
- Acquisition of Chinese grammar, vocabulary
- Chinese character acquisition and recognition
- Discourse in CSL
- Designing materials for CSL instruction
- Conceptual socialization in the process of developing CSL
- Application of linguistic theories to Chinese L2 data
- Motivation to learn Chinese
- Effect of CSL on L1
- Assessment of proficiency in CSL
Abstract submission deadline: January 31, 2012
View the full call for papers at http://linguistlist.org/callconf/call-action.cfm?ConfID=140124
Call for Papers: Third International Conference on Filipino as an International Language
From http://www.scribd.com/doc/72125229/3rd-International-Conference-on-Filipino-as-Global-Language-Call-for-Papers
Third International Conference on Filipino as an International Language
August 3-5, 2012
Manila, Philippines
Theme: Filipino Language and Culture – Issues and Challenges for the 21stCentury
Conference theme includes (but not limited to) issues, trends on teaching Filipino language, literature and culture as well as research. New ideas that challenge the old issues arising from language-related research are also welcome. Submissions can be a research, case studies, teaching demos or even viewpoints backed by data.
Deadline for all abstract submission is January 30, 2012.
View the full call for papers at http://www.scribd.com/doc/72125229/3rd-International-Conference-on-Filipino-as-Global-Language-Call-for-Papers
Third International Conference on Filipino as an International Language
August 3-5, 2012
Manila, Philippines
Theme: Filipino Language and Culture – Issues and Challenges for the 21stCentury
Conference theme includes (but not limited to) issues, trends on teaching Filipino language, literature and culture as well as research. New ideas that challenge the old issues arising from language-related research are also welcome. Submissions can be a research, case studies, teaching demos or even viewpoints backed by data.
Deadline for all abstract submission is January 30, 2012.
View the full call for papers at http://www.scribd.com/doc/72125229/3rd-International-Conference-on-Filipino-as-Global-Language-Call-for-Papers
Heritage Language Journal, Volume 8, Issue 3 Has Been Published
Volume 8, Issue 3 of the Heritage Language Journal is now on line (http://www.heritagelanguages.org). This general issue offers four papers and a book review:
Critical Pedagogy Beyond the Classroom Walls: Community Service-learning and Spanish Heritage Language Education
Practical and Theoretical Issues in the Study of Heritage Language Acquisition
Chinese Language Learning Motivation: A Comparative Study of Heritage and Non-heritage Learners
Stakeholder Views on the Roles, Challenges, and Future Prospects of Korean and Chinese Heritage Language-Community Language Schools in Phoenix: A Comparative Study
Book Review: Sustaining Linguistic Diversity: Endangered and Minority Languages and Language Varieties
Access to the journal is free but requires subscribers to log in using their user name and password.
Critical Pedagogy Beyond the Classroom Walls: Community Service-learning and Spanish Heritage Language Education
Practical and Theoretical Issues in the Study of Heritage Language Acquisition
Chinese Language Learning Motivation: A Comparative Study of Heritage and Non-heritage Learners
Stakeholder Views on the Roles, Challenges, and Future Prospects of Korean and Chinese Heritage Language-Community Language Schools in Phoenix: A Comparative Study
Book Review: Sustaining Linguistic Diversity: Endangered and Minority Languages and Language Varieties
Access to the journal is free but requires subscribers to log in using their user name and password.
November 20, 2011
More Ideas for Teaching and Practicing Numbers
Last week we shared several teachers’ ideas for teaching and practicing numbers. Here are some more:
---
An oral activity my students like is guessing a number. I select a number and give them the range (0 to 20, 0 to 60, 0 to 100 or whatever you decide). I call on a student to guess a number and I say "plus" or "moins" (mas, menos or any other language). For example if the range is 0 to 20 and I selected 14, if the first student says "8", I reply "plus.” It's higher than 8. The next student should select a number between 8 and 20 and so on. Whoever guesses the number comes to the front of the class. I have the student write the number he chose on a piece of paper so I can make sure no mistake is being made. It's a great activity to do at the end of class when there are a couple minutes left. At the beginning, the numbers can be written on a piece of paper so students can cross them out instead of keeping track of them in their head.
Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
In groups of 2, I use dice. The students take turns rolling one die and saying the number. Then they add both dice to say the number. Then they make a double digit with the two dice. They enjoy this, but are forewarned that if the rolling gets crazy, we will move onto something else.
Stegeman, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
Make them say and write down their phone numbers.
Make them stand up and say the numbers from 1 to 100. Each student says a number (in a row). Whenever a number can be divided by 7 or the number includes a 7 (17, 37 etc.) the student has to say "BEEP". If one does not pay attention he has to sit down and so on. It’s funny when you come to 70...
Let them speak one after another. Each student adds e.g. 3 to the number mentioned before: 1,4,7,10,13 etc.
Make a tandem worksheet: One student has the number on his side, the other has the word and so they check themselves:
A: 11 B: once
A: cincuenta y siete B: 57 etc.
Bohrer, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Oct 2011).
---
I use playing cards and divide the students into fours. They turn over the cards (10 each) and add their values (face cards are 10s, I also teach them subtraction (The next student takes the sum and subtracts each card until they get to zero). I have them take the sum and divide it by the number of cards. I also have them multiply 4 cards. This helps them with math as well as German.
I also make PowerPoint's with the NFL/NBA/NHL players from our local team (and other superstars). We go up and down the row and say the number of the player's jerseys.
Sometimes I play Yahtzee however they need to speak only German using words/phrases they learned.
Snyder, John. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
Doing a version of Bingo with French letters and numbers is a great way to get students to memorize their numbers, especially if there are small prizes involved. You can set it up 0 - 100, and they can maybe have a cheat sheet with all the numbers and French words for them on it for the first few times but then have to do it without the cheat sheet. Remember to make the students call out their numbers in French if they think they have won! You could even have the students calling out the numbers if you want to make it more involved.
Re: [FLTEACH] Teaching Numbers en francais. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Nov 2011).
---
One activity that takes no set up is to put students in pairs, threes, or fours with a deck of cards (take out the face cards.) One person lays down the card, go around the circle saying the value. Pass the deck to the next person, now put down two cards. If there is a 2 and a 5; it's 25. I even do this with 3 or 4 cards or more for the advanced levels. See how far they can get! It's simple, but it works! 10 minutes maybe.
Another activity that takes a little set up is to make A/B sheets of math problems. Top row is addition, next subtraction, multiplication and division - 4 rows. The student READS the problem to the partner (without showing them the paper), the listener writes it down (scratch paper or you can collect), makes the calculation, and shows the written answer to the speaker and says it in the target language (no English!)
WARNING: I had to put the correct answer on for the reader as some are quite math challenged .
Example: one reads an addition problem, the other writes, figures the answer and shows while saying answer aloud, then swap. 3-4 problems of each type is plenty. It'll take 20 minutes for them to read them all and figure them. It gets interesting when they come up with the wrong answer. Did the partner say the wrong thing, did they hear the wrong thing or did they mess up on the math?
Rensi, Dana. Re: [FLTEACH] FLTEACH Digest - 25 Oct 2011 to 26 Oct 2011 (#2011-300). FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Oct 2011).
---
An oral activity my students like is guessing a number. I select a number and give them the range (0 to 20, 0 to 60, 0 to 100 or whatever you decide). I call on a student to guess a number and I say "plus" or "moins" (mas, menos or any other language). For example if the range is 0 to 20 and I selected 14, if the first student says "8", I reply "plus.” It's higher than 8. The next student should select a number between 8 and 20 and so on. Whoever guesses the number comes to the front of the class. I have the student write the number he chose on a piece of paper so I can make sure no mistake is being made. It's a great activity to do at the end of class when there are a couple minutes left. At the beginning, the numbers can be written on a piece of paper so students can cross them out instead of keeping track of them in their head.
Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
In groups of 2, I use dice. The students take turns rolling one die and saying the number. Then they add both dice to say the number. Then they make a double digit with the two dice. They enjoy this, but are forewarned that if the rolling gets crazy, we will move onto something else.
Stegeman, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
Make them say and write down their phone numbers.
Make them stand up and say the numbers from 1 to 100. Each student says a number (in a row). Whenever a number can be divided by 7 or the number includes a 7 (17, 37 etc.) the student has to say "BEEP". If one does not pay attention he has to sit down and so on. It’s funny when you come to 70...
Let them speak one after another. Each student adds e.g. 3 to the number mentioned before: 1,4,7,10,13 etc.
Make a tandem worksheet: One student has the number on his side, the other has the word and so they check themselves:
A: 11 B: once
A: cincuenta y siete B: 57 etc.
Bohrer, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Oct 2011).
---
I use playing cards and divide the students into fours. They turn over the cards (10 each) and add their values (face cards are 10s, I also teach them subtraction (The next student takes the sum and subtracts each card until they get to zero). I have them take the sum and divide it by the number of cards. I also have them multiply 4 cards. This helps them with math as well as German.
I also make PowerPoint's with the NFL/NBA/NHL players from our local team (and other superstars). We go up and down the row and say the number of the player's jerseys.
Sometimes I play Yahtzee however they need to speak only German using words/phrases they learned.
Snyder, John. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
Doing a version of Bingo with French letters and numbers is a great way to get students to memorize their numbers, especially if there are small prizes involved. You can set it up 0 - 100, and they can maybe have a cheat sheet with all the numbers and French words for them on it for the first few times but then have to do it without the cheat sheet. Remember to make the students call out their numbers in French if they think they have won! You could even have the students calling out the numbers if you want to make it more involved.
Re: [FLTEACH] Teaching Numbers en francais. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Nov 2011).
---
One activity that takes no set up is to put students in pairs, threes, or fours with a deck of cards (take out the face cards.) One person lays down the card, go around the circle saying the value. Pass the deck to the next person, now put down two cards. If there is a 2 and a 5; it's 25. I even do this with 3 or 4 cards or more for the advanced levels. See how far they can get! It's simple, but it works! 10 minutes maybe.
Another activity that takes a little set up is to make A/B sheets of math problems. Top row is addition, next subtraction, multiplication and division - 4 rows. The student READS the problem to the partner (without showing them the paper), the listener writes it down (scratch paper or you can collect), makes the calculation, and shows the written answer to the speaker and says it in the target language (no English!)
WARNING: I had to put the correct answer on for the reader as some are quite math challenged .
Example: one reads an addition problem, the other writes, figures the answer and shows while saying answer aloud, then swap. 3-4 problems of each type is plenty. It'll take 20 minutes for them to read them all and figure them. It gets interesting when they come up with the wrong answer. Did the partner say the wrong thing, did they hear the wrong thing or did they mess up on the math?
Rensi, Dana. Re: [FLTEACH] FLTEACH Digest - 25 Oct 2011 to 26 Oct 2011 (#2011-300). FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Oct 2011).
Revised 2012 ACTFL Proficiency Guidelines
Download the ACTFL Proficiency Guidelines - Speaking, Writing, Listening, and Reading, revised for 2012, at http://www.actfl.org/i4a/pages/index.cfm?pageid=5305
2011 High School Essay Contest: The United States and the European Union
From http://www.euc.illinois.edu/essaycontest2011
The European Union Center (EUC) at the University of Illinois, in cooperation with Illinois State University’s EU Week, announces its eighth annual high school essay contest. The topic is “The United States and the European Union: Seeking Sustainable and Secure Connections in Food, Energy & Governance.”
The contest is open to high school students in the United States.
First place winner will receive a $500 cash price, and the student’s teacher will win a place on a 6-day study tour to Europe in Summer 2012 with state legislators, journalists and other teachers, organized by the EUC. The student's teacher must be a high school teacher in the state of Illinois to be eligible to participate in the study tour in 2012. If a non-Illinois student is selected for the first-place award, the student's teacher will win a place on a study tour to Europe in Summer 2013.
Second place winner will a $250 cash prize
Third place winner will win a $150 cash prize
Student finalists and teachers will be recognized at the EUC’s annual EU-Day in early March 2012, which includes a luncheon with ambassadors and consular officials from European Union Member States.
The contest deadline is December 16, 2011.
For full details go to http://www.euc.illinois.edu/essaycontest2011
The European Union Center (EUC) at the University of Illinois, in cooperation with Illinois State University’s EU Week, announces its eighth annual high school essay contest. The topic is “The United States and the European Union: Seeking Sustainable and Secure Connections in Food, Energy & Governance.”
The contest is open to high school students in the United States.
First place winner will receive a $500 cash price, and the student’s teacher will win a place on a 6-day study tour to Europe in Summer 2012 with state legislators, journalists and other teachers, organized by the EUC. The student's teacher must be a high school teacher in the state of Illinois to be eligible to participate in the study tour in 2012. If a non-Illinois student is selected for the first-place award, the student's teacher will win a place on a study tour to Europe in Summer 2013.
Second place winner will a $250 cash prize
Third place winner will win a $150 cash prize
Student finalists and teachers will be recognized at the EUC’s annual EU-Day in early March 2012, which includes a luncheon with ambassadors and consular officials from European Union Member States.
The contest deadline is December 16, 2011.
For full details go to http://www.euc.illinois.edu/essaycontest2011
Radio Archive: Source of English Spoken Word Radio Broadcasts Online
Radio Archive is a website where members can upload free-to-air broadcasts so that others can access them. English teachers who are looking for more listening material will find a wide variety of spoken word sound files.
The site is available at http://radioarchive.cc/index.php
The site is available at http://radioarchive.cc/index.php
Nation's Report Card: How ELLs Fared in 2011
From http://blogs.edweek.org/edweek/learning-the-language/2011/11/nations_report_card_how_ells_f.html
Nation's Report Card: How ELLs Fared in 2011
By Lesli Maxwell
November 2, 2011
The 2011 NAEP results are out and the news is somewhat promising in math and disappointing in reading.
Let's take a look at how English-language learners fared on this year's exam. In 4th-grade reading, 70 percent of ELLs scored below basic and 7 percent were at or above proficient, an ever so slight uptick from 2009 when those percentages were 71 and 6, respectively. In 8th grade reading, 71 percent of ELLs were below basic and just 3 percent scored at or above proficient. In 2009, 75 percent of 8th grade ELLs were below basic, with 3 percent scoring at or above proficient.
In 4th grade math, 42 percent of ELLs were below basic (compared to 43 percent in 2009) while 14 percent were at or above proficient (compared to 12 percent in 2009). In 8th grade, 72 percent scored below basic and 5 percent were at or above proficient, which represents no change from 2009.
But just how reflective of the overall ELL population were NAEP test takers in 2011?
Read on at http://blogs.edweek.org/edweek/learning-the-language/2011/11/nations_report_card_how_ells_f.html
Nation's Report Card: How ELLs Fared in 2011
By Lesli Maxwell
November 2, 2011
The 2011 NAEP results are out and the news is somewhat promising in math and disappointing in reading.
Let's take a look at how English-language learners fared on this year's exam. In 4th-grade reading, 70 percent of ELLs scored below basic and 7 percent were at or above proficient, an ever so slight uptick from 2009 when those percentages were 71 and 6, respectively. In 8th grade reading, 71 percent of ELLs were below basic and just 3 percent scored at or above proficient. In 2009, 75 percent of 8th grade ELLs were below basic, with 3 percent scoring at or above proficient.
In 4th grade math, 42 percent of ELLs were below basic (compared to 43 percent in 2009) while 14 percent were at or above proficient (compared to 12 percent in 2009). In 8th grade, 72 percent scored below basic and 5 percent were at or above proficient, which represents no change from 2009.
But just how reflective of the overall ELL population were NAEP test takers in 2011?
Read on at http://blogs.edweek.org/edweek/learning-the-language/2011/11/nations_report_card_how_ells_f.html
A British Perspective: How to succeed with EAL students in the classroom
From http://www.guardian.co.uk/teacher-network/2011/nov/07/eal-students-classroom-teaching-resources?newsfeed=true
How to succeed with EAL students in the classroom
Fantastic top tips and practical ideas on communicating with students for whom English is an additional language
by Mike Gershon
November 7, 2011
Good teaching of students for whom English is an additional language (EAL) is simply good teaching; the communication of ideas and information still relies on thoughtful and effective pedagogy. The cornerstone of this ought to be a consideration of the student's point of view.
By making the imaginative leap into the position of linguistic stranger, we can start to envisage some of the difficulties one new to a language might come up against.
Read some of Mr. Gershon’s tips for teaching English language learners at http://www.guardian.co.uk/teacher-network/2011/nov/07/eal-students-classroom-teaching-resources?newsfeed=true
How to succeed with EAL students in the classroom
Fantastic top tips and practical ideas on communicating with students for whom English is an additional language
by Mike Gershon
November 7, 2011
Good teaching of students for whom English is an additional language (EAL) is simply good teaching; the communication of ideas and information still relies on thoughtful and effective pedagogy. The cornerstone of this ought to be a consideration of the student's point of view.
By making the imaginative leap into the position of linguistic stranger, we can start to envisage some of the difficulties one new to a language might come up against.
Read some of Mr. Gershon’s tips for teaching English language learners at http://www.guardian.co.uk/teacher-network/2011/nov/07/eal-students-classroom-teaching-resources?newsfeed=true
El Museo Latino in Omaha
From http://www.elmuseolatino.org
Nebraska Spanish teachers, are you looking for more cultural resources or a great idea for a field trip? El Museo Latino in Omaha is one of only eleven Latino museums in the United States.
In conjunction to its exhibits, El Museo Latino develops educational programs that include lectures, slide presentations, films, art classes, workshops, demonstrations, art history classes, gallery talks, guided visits, and dance classes. Some of the programs are age specific for K-12, some for post secondary students, and others are for an adult audience. In addition, El Museo Latino is a resource and a center for Latino studies in the Midwest.
Visit the museum’s website at http://www.elmuseolatino.org
Nebraska Spanish teachers, are you looking for more cultural resources or a great idea for a field trip? El Museo Latino in Omaha is one of only eleven Latino museums in the United States.
In conjunction to its exhibits, El Museo Latino develops educational programs that include lectures, slide presentations, films, art classes, workshops, demonstrations, art history classes, gallery talks, guided visits, and dance classes. Some of the programs are age specific for K-12, some for post secondary students, and others are for an adult audience. In addition, El Museo Latino is a resource and a center for Latino studies in the Midwest.
Visit the museum’s website at http://www.elmuseolatino.org
Project Explores Spanish as It Is Spoken in Texas
From http://sites.la.utexas.edu/spanishtx/about-the-project
The purpose of “Spanish in Texas” is to make available authentic knowledge about the diversity of Spanish and speakers of the Spanish language in Texas for the improvement of educational programs in the state of Texas and beyond.
The Center for Open Educational Resources and Language Learning (COERLL)’s team of Spanish-English bilingual undergraduates from UT have recorded more than 45 interviews and conversations with Spanish speakers throughout the state. Click on the “Videos” link to see closed captioned [CC] extracts from some of these interviews. The project directors are working with bilingual specialists and educators to develop instructional materials based on the video corpus for use by student, educators, researchers and the general public.
Materials already available include links to videos of Spanish speakers from Texas with comments about the language you’ll hear and why it takes the form that it does; links to the “Linguistic Landscape” of Texas with images of signs that reflect the unique nature of a bilingual Texas; and facts about Spanish speakers in the United States that may help people to reconsider many of the myths people tell about Spanish speakers in the United States.
The project website is available at http://sites.la.utexas.edu/spanishtx
The purpose of “Spanish in Texas” is to make available authentic knowledge about the diversity of Spanish and speakers of the Spanish language in Texas for the improvement of educational programs in the state of Texas and beyond.
The Center for Open Educational Resources and Language Learning (COERLL)’s team of Spanish-English bilingual undergraduates from UT have recorded more than 45 interviews and conversations with Spanish speakers throughout the state. Click on the “Videos” link to see closed captioned [CC] extracts from some of these interviews. The project directors are working with bilingual specialists and educators to develop instructional materials based on the video corpus for use by student, educators, researchers and the general public.
Materials already available include links to videos of Spanish speakers from Texas with comments about the language you’ll hear and why it takes the form that it does; links to the “Linguistic Landscape” of Texas with images of signs that reflect the unique nature of a bilingual Texas; and facts about Spanish speakers in the United States that may help people to reconsider many of the myths people tell about Spanish speakers in the United States.
The project website is available at http://sites.la.utexas.edu/spanishtx
Jigsaw Puzzles with Spanish Art
From http://zachary-jones.com
Zachary Jones has been busy adding more jigsaw puzzles of Spanish and Latin American pieces of art to his Zambombazo website. See what’s there at http://zachary-jones.com/spanish/art-puzzles
Zachary Jones has been busy adding more jigsaw puzzles of Spanish and Latin American pieces of art to his Zambombazo website. See what’s there at http://zachary-jones.com/spanish/art-puzzles
NEH Summer Institute: Roman Comedy in Performance
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/neh_summer_institute_roman_comedy_in_performance
An NEH Summer Institute for College and University Faculty, "Roman Comedy in Performance," will be held in Chapel Hill, North Carolina from June 24th through July 20th, 2012. Co-directed by Professors Sharon L. James (University of North Carolina at Chapel Hill) and Timothy J. Moore (University of Texas at Austin), the NEH Summer Institute will give NEH Summer Scholars (twenty-two university or college faculty members and three graduate students) the opportunity to learn about the performance practice and social significance of Roman Comedy from leading experts in the field and to practice scholarship through performance, producing their own performances of scenes from the plays of Plautus and Terence. The NEH Summer Scholars for this Institute will include non-classicists as well as classicists. Applications are due by March 1, 2012. For more information, consult http://nehsummer2012romancomedy.web.unc.edu or write to either co-director: sljames at email dot unc dot edu or timmoore at mail dot utexas dot edu.
An NEH Summer Institute for College and University Faculty, "Roman Comedy in Performance," will be held in Chapel Hill, North Carolina from June 24th through July 20th, 2012. Co-directed by Professors Sharon L. James (University of North Carolina at Chapel Hill) and Timothy J. Moore (University of Texas at Austin), the NEH Summer Institute will give NEH Summer Scholars (twenty-two university or college faculty members and three graduate students) the opportunity to learn about the performance practice and social significance of Roman Comedy from leading experts in the field and to practice scholarship through performance, producing their own performances of scenes from the plays of Plautus and Terence. The NEH Summer Scholars for this Institute will include non-classicists as well as classicists. Applications are due by March 1, 2012. For more information, consult http://nehsummer2012romancomedy.web.unc.edu or write to either co-director: sljames at email dot unc dot edu or timmoore at mail dot utexas dot edu.
Students Learn Latin through Virtual Role-Playing Game
From http://mindshift.kqed.org/2011/11/can-an-online-game-crack-the-code-to-language-learning
Can an Online Game Crack the Code to Language Learning?
by Tina Barseghian
November 10, 2011
What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini.
Ballestrini has turned his introductory Latin class at Connecticut’s Norwich Free Academy into an alternate reality. The students’ job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society.
“It’s a mix of a role-playing game and an alternate reality game,” Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.
Using an online portal, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries.
In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site.
Read the full article at http://mindshift.kqed.org/2011/11/can-an-online-game-crack-the-code-to-language-learning
Can an Online Game Crack the Code to Language Learning?
by Tina Barseghian
November 10, 2011
What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini.
Ballestrini has turned his introductory Latin class at Connecticut’s Norwich Free Academy into an alternate reality. The students’ job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society.
“It’s a mix of a role-playing game and an alternate reality game,” Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.
Using an online portal, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries.
In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site.
Read the full article at http://mindshift.kqed.org/2011/11/can-an-online-game-crack-the-code-to-language-learning
How To Wear a Toga
From http://blogs.getty.edu/iris/how-to-wear-a-toga-the-ancient-roman-way
How to Wear a Toga the Ancient Roman Way
By Annelisa Stephan
November 9, 2011
In ancient Rome, togas were no laughing matter. They were the fashion must-have for all male citizens, but men hated them: they were heavy, made your left arm as useful as a T. Rex’s, and required a team of highly trained slaves to put on and take off. Also, they were made of wool, which was great for preventing dreaded slippage, but not so great for Mediterranean summers in the pre-antiperspirant era.
Read more and watch a video of toga application at http://blogs.getty.edu/iris/how-to-wear-a-toga-the-ancient-roman-way
How to Wear a Toga the Ancient Roman Way
By Annelisa Stephan
November 9, 2011
In ancient Rome, togas were no laughing matter. They were the fashion must-have for all male citizens, but men hated them: they were heavy, made your left arm as useful as a T. Rex’s, and required a team of highly trained slaves to put on and take off. Also, they were made of wool, which was great for preventing dreaded slippage, but not so great for Mediterranean summers in the pre-antiperspirant era.
Read more and watch a video of toga application at http://blogs.getty.edu/iris/how-to-wear-a-toga-the-ancient-roman-way
Article: German Students in Ohio High School Connect with Students in Germany
Are you looking for ways to motivate your students? Read about a letter-exchange program that German students are participating in at Highlands High School in Ohio: http://news.cincinnati.com/apps/pbcs.dll/article?AID=%2FAB%2F20111102%2FNEWS%2F311020027%2F
New Free Quarterly Publication: Jewish Voice from Germany
Jewish Voice from Germany, a quarterly newspaper edited by one of Germany's premier novelists and political commentators, Rafael Seligmann, will begin publication in January 2012 and will be entirely free of charge for subscribers all over the world. Go to http://www.germany.info/Vertretung/usa/en/__pr/GKs/BOST/2011/11/04__JewishNews__PR.html to subscribe and to download more information.
Curriculum for French, Spanish, and German Films
From http://www.routesintolanguages.ac.uk/east/resources
Routes into Languages East has commissioned a collection of materials to use with year 9. The materials consist of about one hour's pre-teaching for the film and one hour's teaching after watching the film.
Packets are available for the following three films:
German: Netto
French: Kirikou et la sorcière
Spanish: Valentín
Download the materials at http://www.routesintolanguages.ac.uk/east/resources
Routes into Languages East has commissioned a collection of materials to use with year 9. The materials consist of about one hour's pre-teaching for the film and one hour's teaching after watching the film.
Packets are available for the following three films:
German: Netto
French: Kirikou et la sorcière
Spanish: Valentín
Download the materials at http://www.routesintolanguages.ac.uk/east/resources
Art in Russia: New Website
From http://www.sras.org/november_2011
Art in Russia is a student-powered project dedicated to educating English-speakers about achievements in the arts made in Russia and countries of the former USSR. Art in Russia facilitates and encourages students to study art at home and abroad as part of a study abroad program. Art in Russia is hosted and sponsored by The School of Russian and Asian Studies.
Visit the new website at http://artinrussia.org
Art in Russia is a student-powered project dedicated to educating English-speakers about achievements in the arts made in Russia and countries of the former USSR. Art in Russia facilitates and encourages students to study art at home and abroad as part of a study abroad program. Art in Russia is hosted and sponsored by The School of Russian and Asian Studies.
Visit the new website at http://artinrussia.org
Chinese CLASS Resources: Teaching Aids and Training
From https://chineseclassresources.osu.edu
Chinese CLASS Resources (CCR) is an online archive of teaching aids and teacher training materials. It is a collaborative endeavor of the Chinese Language Association of Secondary-Elementary Schools (CLASS), the National East Asian Languages Resource Center (NEALRC), the Department of East Asian Languages and Literatures (DEALL), and the Chinese Flagship Program at the Ohio State University.
The website supports various formats (video, image, ppt, pdf, sound clips, etc.) of teaching demonstrations, conference presentations, lesson plans, illustrations, and photographs.
Explore the available resources at https://chineseclassresources.osu.edu
Chinese CLASS Resources (CCR) is an online archive of teaching aids and teacher training materials. It is a collaborative endeavor of the Chinese Language Association of Secondary-Elementary Schools (CLASS), the National East Asian Languages Resource Center (NEALRC), the Department of East Asian Languages and Literatures (DEALL), and the Chinese Flagship Program at the Ohio State University.
The website supports various formats (video, image, ppt, pdf, sound clips, etc.) of teaching demonstrations, conference presentations, lesson plans, illustrations, and photographs.
Explore the available resources at https://chineseclassresources.osu.edu
Online Resource for Chinese Teachers: The Mandarin Center
From http://themandarincenter.org/frontpage
The Mandarin Center is a free website for everyone who is passionate about teaching and learning Chinese language and culture. Find teacher-created lesson plans, member-reviewed classroom tools, and job opportunities. Exchange teaching ideas with other members and discover new ways to make Chinese education fun.
Browse the site and join at http://themandarincenter.org/frontpage
The Mandarin Center is a free website for everyone who is passionate about teaching and learning Chinese language and culture. Find teacher-created lesson plans, member-reviewed classroom tools, and job opportunities. Exchange teaching ideas with other members and discover new ways to make Chinese education fun.
Browse the site and join at http://themandarincenter.org/frontpage
16th Boston Turkish Festival
The 16th Boston Turkish Festival has been going on since October 29th and will continue through December 15th this year. The Festival theme, “Colors of Anatolia,” reflects the diversity and richness of Turkish culture, ranging from art exhibits, workshops, gastronomic presentations and concerts to Turkish cinema. The festival program also includes screenings of the Boston Turkish Festival International Documentary and Short Film Competition.
Visit the festival website at http://www.bostonturkishfestival.org
Visit the festival website at http://www.bostonturkishfestival.org
Apache Language in the News
Apache language revitalization efforts have been in the news twice lately:
Tribe focuses on preservation of Apache language
(http://www.silverbelt.com/v2_news_articles.php?heading=0&page=77&story_id=3115)
Apaches work to save language
(http://www.alamogordonews.com/ci_19318722)
Tribe focuses on preservation of Apache language
(http://www.silverbelt.com/v2_news_articles.php?heading=0&page=77&story_id=3115)
Apaches work to save language
(http://www.alamogordonews.com/ci_19318722)
Two Positions: Second Language Acquisition: Assistant Professor, University of Hawaii at Manoa
From http://linguistlist.org/issues/22/22-4516.html
Assistant Professor, with specialization in second language acquisition, two positions (position numbers 82418 and 82462), University of Hawai'i at Manoa College of Languages, Linguistics and Literature, full-time, tenure track.
Duties and responsibilities: The Department seeks to hire two faculty members at the assistant professor level in the area of second language acquisition to teach courses at the undergraduate and graduate levels in the area of SLA, with opportunities to teach in other areas of the Department's curriculum as appropriate.
Of particular interest are candidates whose research focuses on one or more of the following areas: acquisition of SL phonology; bilingualism in social and cognitive contexts; cognitive, sociocultural, neurological and ecological perspectives in SL learning; heritage language learners; identity and SLA; individual differences in SLA; instructed SLA; multilingual literacy development; technology and SLA; young learners.
Minimum qualifications: Doctorate in second language studies, applied linguistics, or closely related field by August 2012. Demonstrated ability to carry out research in the applicant's major areas of specialization, as evidenced by publication.
View the full job posting at http://linguistlist.org/issues/22/22-4516.html
Assistant Professor, with specialization in second language acquisition, two positions (position numbers 82418 and 82462), University of Hawai'i at Manoa College of Languages, Linguistics and Literature, full-time, tenure track.
Duties and responsibilities: The Department seeks to hire two faculty members at the assistant professor level in the area of second language acquisition to teach courses at the undergraduate and graduate levels in the area of SLA, with opportunities to teach in other areas of the Department's curriculum as appropriate.
Of particular interest are candidates whose research focuses on one or more of the following areas: acquisition of SL phonology; bilingualism in social and cognitive contexts; cognitive, sociocultural, neurological and ecological perspectives in SL learning; heritage language learners; identity and SLA; individual differences in SLA; instructed SLA; multilingual literacy development; technology and SLA; young learners.
Minimum qualifications: Doctorate in second language studies, applied linguistics, or closely related field by August 2012. Demonstrated ability to carry out research in the applicant's major areas of specialization, as evidenced by publication.
View the full job posting at http://linguistlist.org/issues/22/22-4516.html
Job: Chinese Language: Rank Open, Michigan State University
From http://linguistlist.org/issues/22/22-4553.html
Michigan State University seeks to fill a tenure system (rank open) position in Chinese language. This person will coordinate the Chinese Language Program in the Department of Linguistics and Germanic, Slavic, Asian and African Languages in the College of Arts & Letters beginning August 16, 2012. Salary commensurate with qualifications. PhD required. The selection committee seeks candidates with primary interests and experience in the teaching and learning of Chinese language. The successful candidate will bring innovative ideas and language program experience to develop and coordinate a growing university-level Chinese language program and to provide guidance for emerging study abroad programs in China.
View the full job posting at http://linguistlist.org/issues/22/22-4553.html
Michigan State University seeks to fill a tenure system (rank open) position in Chinese language. This person will coordinate the Chinese Language Program in the Department of Linguistics and Germanic, Slavic, Asian and African Languages in the College of Arts & Letters beginning August 16, 2012. Salary commensurate with qualifications. PhD required. The selection committee seeks candidates with primary interests and experience in the teaching and learning of Chinese language. The successful candidate will bring innovative ideas and language program experience to develop and coordinate a growing university-level Chinese language program and to provide guidance for emerging study abroad programs in China.
View the full job posting at http://linguistlist.org/issues/22/22-4553.html
Distinguished Fulbright Awards in Teaching: Study Abroad and Action-Based Research Opportunities
From http://www.fulbrightteacherexchange.org/dteIndex.cfm
Sponsored by the Bureau of Educational and Cultural Affairs, U.S. Department of State, the Distinguished Fulbright Awards in Teaching program recognizes and encourages excellence in teaching in the U.S. and abroad. The program sends highly accomplished primary and secondary teachers from the U.S. abroad and brings international teachers to the U.S for a three to six month long program. Participating countries in 2012-2013 are: Argentina, Finland, India, Israel, Mexico, Morocco, Singapore, South Africa, and the United Kingdom.
This highly prestigious program will provide U.S. award recipients with the opportunity to study in an overseas research center or university. International participants will gather at a single U.S. university college of education which will provide a broad range of education classes and faculty support. Participants can take advanced undergraduate or graduate level classes, conduct research, design and lead seminars for host country teachers and students, and engage in other teaching related activities. Grantees will propose an action-based research project at the time of application that should encourage cross-cultural dialogue, reflection, and support teaching activities. In conjunction with a host institution mentor, each grantee will design program activities that will enhance the action-based research project and contribute to its successful completion. Upon returning home, teachers will be expected to share the knowledge and experience gained on the program with teachers and students in their home schools and within their communities.
Program costs such as tuition, room and board, and transportation are covered by the grant; participants will receive a maintenance allowance designed to assist with the costs of food and lodging during the program. Distinguished Teachers will also have the opportunity to apply for professional development funds to support development and research, or cover the expenses of attending a conference or workshop related to their fields of teaching expertise.
The next deadline for applications is December 15, 2011. For more details and to apply, go to http://www.fulbrightteacherexchange.org/dteIndex.cfm
Sponsored by the Bureau of Educational and Cultural Affairs, U.S. Department of State, the Distinguished Fulbright Awards in Teaching program recognizes and encourages excellence in teaching in the U.S. and abroad. The program sends highly accomplished primary and secondary teachers from the U.S. abroad and brings international teachers to the U.S for a three to six month long program. Participating countries in 2012-2013 are: Argentina, Finland, India, Israel, Mexico, Morocco, Singapore, South Africa, and the United Kingdom.
This highly prestigious program will provide U.S. award recipients with the opportunity to study in an overseas research center or university. International participants will gather at a single U.S. university college of education which will provide a broad range of education classes and faculty support. Participants can take advanced undergraduate or graduate level classes, conduct research, design and lead seminars for host country teachers and students, and engage in other teaching related activities. Grantees will propose an action-based research project at the time of application that should encourage cross-cultural dialogue, reflection, and support teaching activities. In conjunction with a host institution mentor, each grantee will design program activities that will enhance the action-based research project and contribute to its successful completion. Upon returning home, teachers will be expected to share the knowledge and experience gained on the program with teachers and students in their home schools and within their communities.
Program costs such as tuition, room and board, and transportation are covered by the grant; participants will receive a maintenance allowance designed to assist with the costs of food and lodging during the program. Distinguished Teachers will also have the opportunity to apply for professional development funds to support development and research, or cover the expenses of attending a conference or workshop related to their fields of teaching expertise.
The next deadline for applications is December 15, 2011. For more details and to apply, go to http://www.fulbrightteacherexchange.org/dteIndex.cfm
Now is a good time to think about applying for one of the great scholarships available through OFLA. There are scholarships for study abroad programs, for world language teachers as well as several scholarships which provide opportunities for students and new language teachers to attend the annual OFLA conference in the spring.
You will find updated forms, application information and deadlines on the OFLA website: http://www.ofla-online.org/index.php/awards/scholarship
Please note the deadline for scholarship applications is January 15, 2012.
Ballah, J. [OFLA] OFLA Scholarships. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 13 Nov 2011).
You will find updated forms, application information and deadlines on the OFLA website: http://www.ofla-online.org/index.php/awards/scholarship
Please note the deadline for scholarship applications is January 15, 2012.
Ballah, J. [OFLA] OFLA Scholarships. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 13 Nov 2011).
Grants Available for Foreign Language Faculty To Teach and Do Research in a Business Context
From http://www.mctlc.org/News_blog?mode=PostView&bmi=750032
Faculty, doctoral students and language professionals are invited to apply for the 2012 BLRT grants. Application deadline is December 1, 2011. Proposed projects can range from research on business foreign languages and language learners to creating materials or developing innovative teaching techniques for business foreign languages.
Three awards will be made in the following categories:
One $3,000 grant for a project in a less commonly taught foreign language* or in a critical language.
Two $2,500 grants for projects in any foreign language (ESL and ASL are not applicable).
Learn more at http://www.mctlc.org/News_blog?mode=PostView&bmi=750032
Faculty, doctoral students and language professionals are invited to apply for the 2012 BLRT grants. Application deadline is December 1, 2011. Proposed projects can range from research on business foreign languages and language learners to creating materials or developing innovative teaching techniques for business foreign languages.
Three awards will be made in the following categories:
One $3,000 grant for a project in a less commonly taught foreign language* or in a critical language.
Two $2,500 grants for projects in any foreign language (ESL and ASL are not applicable).
Learn more at http://www.mctlc.org/News_blog?mode=PostView&bmi=750032
SALVI Full-Immersion Latin Seminars for Summer 2012
SALVI (Septentrionale Americanum Latinitatis Vivae Institutum or North American Institute for Living Latin Studies) is pleased to announce two full-immersion Latin seminars for Summer 2012:
Septimana Californiana, July 2-9, 2012, in Los Angeles, California
Septimana Californiana, based on the lovely campus of Loyola Marymount University, is a full-immersion Latin workshop offering thought-provoking discussions, readings from Latin literature, Latin composition exercises, communal meals (most of which are included in the price), and informative lectures given by expert Latin speakers on a variety of topics. Participants will also enjoy guided tours, given in Latin, to many of Los Angeles' world-famous sights. Excursions include the Santa Monica Pier, Venice Beach, Griffith Observatory, the Los Angeles Museum of Contemporary Art, and the Getty Villa.
Rusticatio, July 12-19, 2012, in Charles Town, West Virginia
Rusticatio is a full-immersion Latin workshop offering high-energy conversation exercises and readings from Latin literature. In a supportive, intimidation-free environment, Rusticatio participants live together for seven days while they speak, read, write, cook and relax—all while communicating entirely in Latin. Through a variety of exchanges, including instructional sessions, a common kitchen, daily shared tasks, down-time, and excellent food and wine (which are abundant and included in the price), Rusticatio participants enjoy a feeling of camaraderie while they experience first-hand various teaching methods that are directly applicable to teaching Latin in the classroom.
For more information and applications, please visit the "Programs" section of the SALVI web site at http://www.latin.org
Myers, J. [Latinteach] SALVI Summer Latin Workshops. Latinteach listserv (latinteach@nxport.com, 10 Nov 2011).
Septimana Californiana, July 2-9, 2012, in Los Angeles, California
Septimana Californiana, based on the lovely campus of Loyola Marymount University, is a full-immersion Latin workshop offering thought-provoking discussions, readings from Latin literature, Latin composition exercises, communal meals (most of which are included in the price), and informative lectures given by expert Latin speakers on a variety of topics. Participants will also enjoy guided tours, given in Latin, to many of Los Angeles' world-famous sights. Excursions include the Santa Monica Pier, Venice Beach, Griffith Observatory, the Los Angeles Museum of Contemporary Art, and the Getty Villa.
Rusticatio, July 12-19, 2012, in Charles Town, West Virginia
Rusticatio is a full-immersion Latin workshop offering high-energy conversation exercises and readings from Latin literature. In a supportive, intimidation-free environment, Rusticatio participants live together for seven days while they speak, read, write, cook and relax—all while communicating entirely in Latin. Through a variety of exchanges, including instructional sessions, a common kitchen, daily shared tasks, down-time, and excellent food and wine (which are abundant and included in the price), Rusticatio participants enjoy a feeling of camaraderie while they experience first-hand various teaching methods that are directly applicable to teaching Latin in the classroom.
For more information and applications, please visit the "Programs" section of the SALVI web site at http://www.latin.org
Myers, J. [Latinteach] SALVI Summer Latin Workshops. Latinteach listserv (latinteach@nxport.com, 10 Nov 2011).
National TPRS Conference
Registration is now open for the12th annual National TPR Storytelling Conference.
JULY 23 - JULY 27, 2012
Las Vegas, Nevada
Visit the conference website at http://www.ntprs.org/ntprs.org/HOME.html
JULY 23 - JULY 27, 2012
Las Vegas, Nevada
Visit the conference website at http://www.ntprs.org/ntprs.org/HOME.html
2012 Summer Fellowship in Korean Studies for American Educators
From http://www.koreasociety.org/korean_studies/fellowships
The Korea Society is pleased to announce openings for American educators to participate in the 2012 Summer Fellowship in Korean Studies to be held in Korea in June and July of 2012. The application deadline is January 16, 2012. Fellows participate in a 16-day, expenses-paid study tour of Korea during which they visit a foreign language high school, museums, and sites of historical and cultural interest. Lectures on Korea history, culture, politics, economics, arts, and language are provided by university faculty. This unparalleled learning experience and unique opportunity for extensive travel within Korea is open to social studies professionals, including middle school and high school classroom teachers, administrators, and professors or instructors in schools of education.
Learn more and apply at http://www.koreasociety.org/korean_studies/fellowships
The Korea Society is pleased to announce openings for American educators to participate in the 2012 Summer Fellowship in Korean Studies to be held in Korea in June and July of 2012. The application deadline is January 16, 2012. Fellows participate in a 16-day, expenses-paid study tour of Korea during which they visit a foreign language high school, museums, and sites of historical and cultural interest. Lectures on Korea history, culture, politics, economics, arts, and language are provided by university faculty. This unparalleled learning experience and unique opportunity for extensive travel within Korea is open to social studies professionals, including middle school and high school classroom teachers, administrators, and professors or instructors in schools of education.
Learn more and apply at http://www.koreasociety.org/korean_studies/fellowships
Teacher Study Abroad Scholarships from the National Spanish Examination
STUDY ABROAD SCHOLARSHIPS FOR TEACHERS
National Spanish Examinations is pleased to announce that it has increased the number of Teacher Study Abroad Scholarships to FIVE (5). The scholarship is for study in Spain and Costa Rica and is awarded through MLSA (Modern Language Studies Abroad). The deadline to apply is January 15, 2012.
Each scholarship covers the cost of a four-week study abroad program in either Spain or Costa Rica during the summer of 2012. Information about these scholarships is posted at http://nationalspanishexam.org/images/pdf/stdyabrd.pdf
National Spanish Examinations is pleased to announce that it has increased the number of Teacher Study Abroad Scholarships to FIVE (5). The scholarship is for study in Spain and Costa Rica and is awarded through MLSA (Modern Language Studies Abroad). The deadline to apply is January 15, 2012.
Each scholarship covers the cost of a four-week study abroad program in either Spain or Costa Rica during the summer of 2012. Information about these scholarships is posted at http://nationalspanishexam.org/images/pdf/stdyabrd.pdf
Call for Papers: International Conference on Chinese as a Second Language
From http://www.umdcsl.umd.edu/call.html
The Ph.D. Program in Second Language Acquisition and the Confucius Institute at the University of Maryland will host their first international conference on Chinese as a Second Language (CSL) on November 10 and 11, 2012 on the College Park campus. The past decade has witnessed a rapid growth in the learning and teaching of Chinese as a second language around the globe. Set in this context, this conference is intended to facilitate scholarly exchanges of research ideas and findings; encourage interdisciplinary collaborations, and promote research on the understanding of linguistic, psycholinguistic, and socio-cultural processes involved in the learning and teaching of Chinese as a Second Language (CSL). While all papers are welcome that are related to CSL learning and teaching, the organizers are particularly interested in research that focuses on the following topics:
Pronunciation, vocabulary, and syntax acquisition by CSL learners
The development of listening, speaking, reading/literacy, and writing skills by CSL learners
Characterizing CSL learner language and competence
Psycholinguistic and neurolinguistic study of phonological, lexical, syntactic/sentence processing by non-native speakers of Chinese
Instruction and CSL acquisition
CSL in K-12
CSL in intensive and immersion programs
Language acquisition by Chinese heritage learners
CSL in Study Abroad contexts
Abstracts of 400-500 words in either English or Chinese on any topics related to CSL learning and teaching are welcome. Please send the abstracts to cslconference at umd dot edu by May 31, 2012. The conference languages are English and Mandarin Chinese. More information about the conference and online registration will become available at http://www.umdcsl.umd.edu soon.
The Ph.D. Program in Second Language Acquisition and the Confucius Institute at the University of Maryland will host their first international conference on Chinese as a Second Language (CSL) on November 10 and 11, 2012 on the College Park campus. The past decade has witnessed a rapid growth in the learning and teaching of Chinese as a second language around the globe. Set in this context, this conference is intended to facilitate scholarly exchanges of research ideas and findings; encourage interdisciplinary collaborations, and promote research on the understanding of linguistic, psycholinguistic, and socio-cultural processes involved in the learning and teaching of Chinese as a Second Language (CSL). While all papers are welcome that are related to CSL learning and teaching, the organizers are particularly interested in research that focuses on the following topics:
Pronunciation, vocabulary, and syntax acquisition by CSL learners
The development of listening, speaking, reading/literacy, and writing skills by CSL learners
Characterizing CSL learner language and competence
Psycholinguistic and neurolinguistic study of phonological, lexical, syntactic/sentence processing by non-native speakers of Chinese
Instruction and CSL acquisition
CSL in K-12
CSL in intensive and immersion programs
Language acquisition by Chinese heritage learners
CSL in Study Abroad contexts
Abstracts of 400-500 words in either English or Chinese on any topics related to CSL learning and teaching are welcome. Please send the abstracts to cslconference at umd dot edu by May 31, 2012. The conference languages are English and Mandarin Chinese. More information about the conference and online registration will become available at http://www.umdcsl.umd.edu soon.
Call for Papers: The 15th International CALL Research Conference
From http://www.cs.pu.edu.tw/~2012call
The editor, associate editors and editorial board of Computer Assisted Language Learning: an International Journal (Taylor and Francis) extend a cordial invitation to attend the XVth International CALL Research Conference at Providence University, Taichung, Taiwan, May 25-27, 2012.
The series of biennial conferences was launched at Exeter University by Keith Cameron, former editor and now honorary editor. Jozef Colpaert took over the editorship in 2002, and has, since then, organized five ‘Antwerp CALL Conferences’. Given the nature and scope of the CALL Journal (interdisciplinary and intercontinental), this year the organizers are embarking on a new path to expanding the conference venues beyond western Europe.
Deadline for submission of abstracts: November 30, 2011.
For full details go to http://www.cs.pu.edu.tw/~2012call
The editor, associate editors and editorial board of Computer Assisted Language Learning: an International Journal (Taylor and Francis) extend a cordial invitation to attend the XVth International CALL Research Conference at Providence University, Taichung, Taiwan, May 25-27, 2012.
The series of biennial conferences was launched at Exeter University by Keith Cameron, former editor and now honorary editor. Jozef Colpaert took over the editorship in 2002, and has, since then, organized five ‘Antwerp CALL Conferences’. Given the nature and scope of the CALL Journal (interdisciplinary and intercontinental), this year the organizers are embarking on a new path to expanding the conference venues beyond western Europe.
Deadline for submission of abstracts: November 30, 2011.
For full details go to http://www.cs.pu.edu.tw/~2012call
Call for Papers: International Journal of Computer-Assisted Language Learning and Teaching
From http://linguistlist.org/issues/22/22-4533.html
The Editor-in-Chief of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) would like to invite you to consider submitting a manuscript for inclusion in this scholarly journal.
Topics to be discussed in this journal include (but are not limited to) the following:
- CALL and second language acquisition
- Computer games in language learning and teaching
- Corpora
- Courseware design
- Distance language education
- Evaluation of CALL program
- Intelligence in CALL
- Language testing in CALL environments
- Mobile learning and teaching
- Monitoring and assessment in online collaborative learning
- Multimedia language learning and teaching
- Research methodology in CALL
- Social networking in language learning and teaching
- Software programs for language learning and teaching
- Teacher education
- Teaching approaches in the CALL context
Call Deadline: 01-Feb-2012
View the full call for papers at http://linguistlist.org/issues/22/22-4533.html
The Editor-in-Chief of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) would like to invite you to consider submitting a manuscript for inclusion in this scholarly journal.
Topics to be discussed in this journal include (but are not limited to) the following:
- CALL and second language acquisition
- Computer games in language learning and teaching
- Corpora
- Courseware design
- Distance language education
- Evaluation of CALL program
- Intelligence in CALL
- Language testing in CALL environments
- Mobile learning and teaching
- Monitoring and assessment in online collaborative learning
- Multimedia language learning and teaching
- Research methodology in CALL
- Social networking in language learning and teaching
- Software programs for language learning and teaching
- Teacher education
- Teaching approaches in the CALL context
Call Deadline: 01-Feb-2012
View the full call for papers at http://linguistlist.org/issues/22/22-4533.html
Call for Papers: 5th International Turkish Language Teaching Conference
From http://www.uteo2012.info
The 5th International Turkish Language Teaching Conference will take place July 5-6, 2012, in Mersin, Turkey
The Organizing Committee welcomes submissions of original studies in topics concerning aspects of Turkish Language Teaching.
The abstract submission deadline is January 30, 2012.
View the full call for papers at http://www.uteo2012.info
The 5th International Turkish Language Teaching Conference will take place July 5-6, 2012, in Mersin, Turkey
The Organizing Committee welcomes submissions of original studies in topics concerning aspects of Turkish Language Teaching.
The abstract submission deadline is January 30, 2012.
View the full call for papers at http://www.uteo2012.info
November 2011 Issue of NCLRC Newsletter
From http://www.nclrc.org
The November 2011 issue of the National Capital Resource Center’s newsletter is available online at http://www.nclrc.org/newsletter.html
The theme for this month’s newsletter is Communication. The Guest Feature Author, Peggy Boyles, shares exciting and fun ways to engage students of all levels in communication. YANA suggests ways to help students maintain control of their communication efforts. Tech4Teachers is a lesson in how to use Google Forms and Google Voice to communicate with our students. A communication activity, a rubric, and tips for evaluating come from CAL.
Read the full newsletter at http://www.nclrc.org/newsletter.html
The November 2011 issue of the National Capital Resource Center’s newsletter is available online at http://www.nclrc.org/newsletter.html
The theme for this month’s newsletter is Communication. The Guest Feature Author, Peggy Boyles, shares exciting and fun ways to engage students of all levels in communication. YANA suggests ways to help students maintain control of their communication efforts. Tech4Teachers is a lesson in how to use Google Forms and Google Voice to communicate with our students. A communication activity, a rubric, and tips for evaluating come from CAL.
Read the full newsletter at http://www.nclrc.org/newsletter.html
The November 2011 edition of The International Journal of Foreign Language Teaching
The November 2011 edition of The International Journal of Foreign Language Teaching is available for download at http://www.tprstories.com/ijflt
In this issue:
-Integrating One Hour of In-School Weekly SSR: Effects on Proficiency and Spelling
by Ken Smith
-Impressive Gains on the TOEIC after One Year of Comprehensible Input, with no Output or Grammar Study
by Beniko Mason
-Is Phonemic Awareness Training Necessary in Second Language Literacy Development? Is it Even Useful?
by Stephen Krashen & Ashley Hastings
-Read More of the Book, Understand More of the Movie
by Kyung-Sook Cho
-Can We Make English Audio-books More Comprehensible for Second Language Acquirers?
by Kyung-Sook Cho
-Multistory Construction
by Carol Gaab
-How well do junior high TPRS German students do on the AATG level 2 exam? Answer: Not bad!
by Michael Miller
-The Monitor Model and Me
by Alex Poole
A Personal Journey into English Through Reading
by Leonie Overbeek
In this issue:
-Integrating One Hour of In-School Weekly SSR: Effects on Proficiency and Spelling
by Ken Smith
-Impressive Gains on the TOEIC after One Year of Comprehensible Input, with no Output or Grammar Study
by Beniko Mason
-Is Phonemic Awareness Training Necessary in Second Language Literacy Development? Is it Even Useful?
by Stephen Krashen & Ashley Hastings
-Read More of the Book, Understand More of the Movie
by Kyung-Sook Cho
-Can We Make English Audio-books More Comprehensible for Second Language Acquirers?
by Kyung-Sook Cho
-Multistory Construction
by Carol Gaab
-How well do junior high TPRS German students do on the AATG level 2 exam? Answer: Not bad!
by Michael Miller
-The Monitor Model and Me
by Alex Poole
A Personal Journey into English Through Reading
by Leonie Overbeek
November 13, 2011
Colorado Congress of Foreign Language Teachers Listserv
Colorado language teachers, you can keep up with the activities of your state organization on their listserv.
Colorado Congress of Foreign Language Teachers, Inc., is organized for the purpose of the advancement of the study and teaching of foreign languages in the schools, colleges and universities of the State of Colorado.
CCFLT strives:
• to provide high quality professional growth opportunites for its members;
• to secure broad membership among foreign language teachers in Colorado;
• to advance the interests and status of foreign language study; and
• to network with members and other professionals at local and global levels.
Subscribe to the listserv at http://groups.yahoo.com/group/CCFLT
The CCFLT website is available at http://www.ccflt.org
Colorado Congress of Foreign Language Teachers, Inc., is organized for the purpose of the advancement of the study and teaching of foreign languages in the schools, colleges and universities of the State of Colorado.
CCFLT strives:
• to provide high quality professional growth opportunites for its members;
• to secure broad membership among foreign language teachers in Colorado;
• to advance the interests and status of foreign language study; and
• to network with members and other professionals at local and global levels.
Subscribe to the listserv at http://groups.yahoo.com/group/CCFLT
The CCFLT website is available at http://www.ccflt.org
Activities for Teaching Descriptions
From http://evasimkesyan.edublogs.org
Read an English teacher’s ideas for activities you can use when students are learning to describe people, things, and events at http://evasimkesyan.edublogs.org/2011/10/17/describe
Read an English teacher’s ideas for activities you can use when students are learning to describe people, things, and events at http://evasimkesyan.edublogs.org/2011/10/17/describe
Teaching and Learning Resources for the Global Classroom
From http://www.ascd.org/publications/newsletters/education-update/nov11/vol53/num11/Teaching-and-Learning-Resources-for-the-Global-Classroom.aspx
Teaching and Learning Resources for the Global Classroom
Willona M. Sloan
November 2011
Educators don't have to break the bank to provide students with access to world-class lessons about global issues, or connect with learners and teachers in other countries. Free software like Skype allows students to participate in face-to-face language lessons; the Smithsonian offers free videos, lectures, and online exhibitions; and National Geographic's website has a wealth of multimedia resources designed to take students on exciting adventures.
If you want to knock down your classroom's walls and free yourself of geographical boundaries, check out these teaching and learning resources: http://www.ascd.org/publications/newsletters/education-update/nov11/vol53/num11/Teaching-and-Learning-Resources-for-the-Global-Classroom.aspx
Teaching and Learning Resources for the Global Classroom
Willona M. Sloan
November 2011
Educators don't have to break the bank to provide students with access to world-class lessons about global issues, or connect with learners and teachers in other countries. Free software like Skype allows students to participate in face-to-face language lessons; the Smithsonian offers free videos, lectures, and online exhibitions; and National Geographic's website has a wealth of multimedia resources designed to take students on exciting adventures.
If you want to knock down your classroom's walls and free yourself of geographical boundaries, check out these teaching and learning resources: http://www.ascd.org/publications/newsletters/education-update/nov11/vol53/num11/Teaching-and-Learning-Resources-for-the-Global-Classroom.aspx
Teachers on FLTEACH have been sharing their ideas for teaching and practicing numbers. Here are some of them:
---
Here are several things I do to teach numbers in Chinese:
1. Toss a yarn ball around a small circle; each time you catch it, you have to say the subsequent number. In larger classes, we race. I set the timer for 2 min. and the group that gets to the highest number wins.
2. When they get good at that, start counting by 2s, 3s, etc., backwards...
3. Don't just add the dice, multiply them.
4. Use more dice to add and/ or multiply.
5. Play the 24 game; teach the words for +, -, x, /, and = to go with it. [editor’s note: see explanation at http://en.wikipedia.org/wiki/24_Game]
6. For the lower numbers, I also have them play Go Fish, teaching them the vocabulary to go with it.
7. Play any card game involving numbers, essentially.
8. Play Buzz/ Bizz Buzz: in a cirlce (more than one if your class is big). Set the multiple for "buzz" (i.e. 3). Each person says 1 number: 1, 2, "buzz" whenever you get to a multiple of 3. Bizz is for numbers that have a 3 in them, but aren't multiples of 3 (i.e. 13).
9. Play any elementary math game.
10. If you have a Smartboard/ Promethean board, use the dice roller function, increasing the # of dice as they get better, and use other math operations. Add to it by having them use those numbers as repetitions of exercises (i.e. jumping jacks, jumps from side to side, etc.).
11. Get an inflatable ball/ cube with multiplication facts written on it (or make one yourself). Toss it around- when you catch it, you have to say the fact and answer on which your right thumb landed.
B. Hsu-Miller. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Oct 2011).
---
Chris Biffle has a game called Superspeed Numbers; you can download the instructions from http://www.hemetusd.k12.ca.us/edserv/cur_inst/elem_resource/strat/pt/pt_ss_num.pdf
---
An idea that I obtained from the [FLTEACH] archives is to white-out all the numbers of a connect the dots picture, put numbers I want them to practice. On another sheet of paper, put the answer key or the numbers in order to make the picture. Then it becomes a paired activity. One student reads the numbers out loud to another student who connect the dots to make the picture.
Another activity my kids love to play is Manotazo. It is a game played in Mexico and South America by children. My instructions are below: I use 1-15, but really you could have them count by tens.
1. Obtain playing cards
2. Deal an even number of cards to each player, there shouldn’t be any remaining. Players do not look at the cards.
3. The person to the right of the dealer begins by placing one card face up and saying “uno”
4. The next person lays down a card and says “dos” and third does the same saying “tres”
5. When the number of the card matches the number said, all the players must hit the pile of cards, the last person that hits the cards must take all of the pile.
6. When you no longer have any cards, you must continue playing by paying attention until the next “hit”.
Winner is declared by the player who runs out of cards.
Villegas, C. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
Here are two activities specifically for French:
http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1671987405/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1242881421/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
---
An old FLTEACH post from 2003 describes the game “99.” You can read a description of it in the FLTEACH archives: http://listserv.buffalo.edu/cgi-bin/wa?A2=ind0304&L=FLTEACH&P=R20534
---
We’ll feature more ideas for working with numbers in next week’s InterCom.
---
Here are several things I do to teach numbers in Chinese:
1. Toss a yarn ball around a small circle; each time you catch it, you have to say the subsequent number. In larger classes, we race. I set the timer for 2 min. and the group that gets to the highest number wins.
2. When they get good at that, start counting by 2s, 3s, etc., backwards...
3. Don't just add the dice, multiply them.
4. Use more dice to add and/ or multiply.
5. Play the 24 game; teach the words for +, -, x, /, and = to go with it. [editor’s note: see explanation at http://en.wikipedia.org/wiki/24_Game]
6. For the lower numbers, I also have them play Go Fish, teaching them the vocabulary to go with it.
7. Play any card game involving numbers, essentially.
8. Play Buzz/ Bizz Buzz: in a cirlce (more than one if your class is big). Set the multiple for "buzz" (i.e. 3). Each person says 1 number: 1, 2, "buzz" whenever you get to a multiple of 3. Bizz is for numbers that have a 3 in them, but aren't multiples of 3 (i.e. 13).
9. Play any elementary math game.
10. If you have a Smartboard/ Promethean board, use the dice roller function, increasing the # of dice as they get better, and use other math operations. Add to it by having them use those numbers as repetitions of exercises (i.e. jumping jacks, jumps from side to side, etc.).
11. Get an inflatable ball/ cube with multiplication facts written on it (or make one yourself). Toss it around- when you catch it, you have to say the fact and answer on which your right thumb landed.
B. Hsu-Miller. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Oct 2011).
---
Chris Biffle has a game called Superspeed Numbers; you can download the instructions from http://www.hemetusd.k12.ca.us/edserv/cur_inst/elem_resource/strat/pt/pt_ss_num.pdf
---
An idea that I obtained from the [FLTEACH] archives is to white-out all the numbers of a connect the dots picture, put numbers I want them to practice. On another sheet of paper, put the answer key or the numbers in order to make the picture. Then it becomes a paired activity. One student reads the numbers out loud to another student who connect the dots to make the picture.
Another activity my kids love to play is Manotazo. It is a game played in Mexico and South America by children. My instructions are below: I use 1-15, but really you could have them count by tens.
1. Obtain playing cards
2. Deal an even number of cards to each player, there shouldn’t be any remaining. Players do not look at the cards.
3. The person to the right of the dealer begins by placing one card face up and saying “uno”
4. The next person lays down a card and says “dos” and third does the same saying “tres”
5. When the number of the card matches the number said, all the players must hit the pile of cards, the last person that hits the cards must take all of the pile.
6. When you no longer have any cards, you must continue playing by paying attention until the next “hit”.
Winner is declared by the player who runs out of cards.
Villegas, C. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011).
---
Here are two activities specifically for French:
http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1671987405/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1242881421/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
---
An old FLTEACH post from 2003 describes the game “99.” You can read a description of it in the FLTEACH archives: http://listserv.buffalo.edu/cgi-bin/wa?A2=ind0304&L=FLTEACH&P=R20534
---
We’ll feature more ideas for working with numbers in next week’s InterCom.
Find Clichés To Show Your English Students with Cliché Finder
Normally we try to avoid clichés, but their use can befuddle English language learners. On Cliché Finder you can enter a term (for example, “dog”) and the program will call up matching clichés from its database of over 3300 expressions that you can discuss with your students:
you could talk a dog off a meat wagon
let a sleeping dog lie
it's a dog eat dog world
every dog has its day
work like a dog
Cliché Finder is available at http://www.westegg.com/cliché
you could talk a dog off a meat wagon
let a sleeping dog lie
it's a dog eat dog world
every dog has its day
work like a dog
Cliché Finder is available at http://www.westegg.com/cliché
Your English Language Learners Can Learn about Holidays at the Holiday Zone
The Holiday Zone offers resources created especially for use in the ESL/EFL classroom. Resources include reading comprehension activities, holiday vocabulary guides, printable illustrated word wall cards, puzzles, worksheets, and discussion topics geared specifically toward English language learners (ELLs). Interactive reading comprehension tasks, interactive quizzes, and interactive puzzles are also being added for the benefit of English language learners who visit this site to learn about western holidays.
The website is available at http://www.theholidayzone.com
Garafalo, D. [nystesol-l] Weekly Update. NYSTESOL listserv (nystesol-l@nystesol.org, 4 Nov 2011).
The website is available at http://www.theholidayzone.com
Garafalo, D. [nystesol-l] Weekly Update. NYSTESOL listserv (nystesol-l@nystesol.org, 4 Nov 2011).
Eight Techniques To Help English Language Learners Clarify Their Explanations
Li-Shih Huang, Associate Professor at the University of Victoria, Canada, gives some practical suggestions and examples to apply techniques for students to practice clarifying their explanations outside of the English for Academic Purposes sphere. Read her blog post at http://oupeltglobalblog.com/2011/10/18/8-easy-techniques-to-help-learners-practice-clarifying-their-explanations
Article: What Teachers Can Learn from English-Language Learners
From http://blogs.edweek.org/edweek/learning-the-language/2011/11/english-language_learners_tell.html
What Teachers Can Learn from English-Language Learners
By Lesli Maxwell
November 4, 2011
Dr. Betty Smallwood from the Center on Applied Linguistics presented a fascinating video of students from Arlington County, Va., talking about what teachers can do better to teach them English. The video is part of a professional development program developed by the Center for Applied Linguistics.
Students were asked to explain what makes learning English easier, what makes it harder and what teachers can do to help them.
Read on to find out some of the things the students said at http://blogs.edweek.org/edweek/learning-the-language/2011/11/english-language_learners_tell.html
What Teachers Can Learn from English-Language Learners
By Lesli Maxwell
November 4, 2011
Dr. Betty Smallwood from the Center on Applied Linguistics presented a fascinating video of students from Arlington County, Va., talking about what teachers can do better to teach them English. The video is part of a professional development program developed by the Center for Applied Linguistics.
Students were asked to explain what makes learning English easier, what makes it harder and what teachers can do to help them.
Read on to find out some of the things the students said at http://blogs.edweek.org/edweek/learning-the-language/2011/11/english-language_learners_tell.html
Spanish Podcasts at ssl4you
An extensive series of podcasts in Spanish, intended for Spanish as a second language learners, is available at the ssl4you website at http://ssl4you.blogspot.com
New Canadian Website Supports Parents of French Immersion Students
From http://www.cbc.ca/news/canada/sudbury/story/2011/10/18/sby-french-immersion.html
Sudbury school board launches French homework website
October 18, 2011
The Rainbow District School Board has launched a new website designed to help French immersion students and their caregivers as they wade through French homework assignments.
The website features a pronunciation guide and videos that aim to assist people with their understanding of French. The board says the majority of its immersion students have Anglophone parents.
The website, www.FSLHomeworkToolbox.ca, features audio files in French and English, video clips demonstrating instructional strategies, a reference guide for specific topics, a list of French language learning websites and glossaries, general tips for learning French, tips for completing homework, learning skills and work habits, frequently asked questions, and popular French books and music.
Read the full article at http://www.cbc.ca/news/canada/sudbury/story/2011/10/18/sby-french-immersion.html
The new website is available at http://www.fslhomeworktoolbox.ca
Sudbury school board launches French homework website
October 18, 2011
The Rainbow District School Board has launched a new website designed to help French immersion students and their caregivers as they wade through French homework assignments.
The website features a pronunciation guide and videos that aim to assist people with their understanding of French. The board says the majority of its immersion students have Anglophone parents.
The website, www.FSLHomeworkToolbox.ca, features audio files in French and English, video clips demonstrating instructional strategies, a reference guide for specific topics, a list of French language learning websites and glossaries, general tips for learning French, tips for completing homework, learning skills and work habits, frequently asked questions, and popular French books and music.
Read the full article at http://www.cbc.ca/news/canada/sudbury/story/2011/10/18/sby-french-immersion.html
The new website is available at http://www.fslhomeworktoolbox.ca
Nova Roma: Organization Dedicated to Ancient Roman Culture
From http://novaroma.org/nr/Main_Page
Nova Roma is an international organization dedicated to the study and restoration of ancient Roman culture. Latin teachers who are looking for resources dealing with Roman culture may find these pages useful:
the Roman virtues: http://novaroma.org/nr/Roman_virtues
Roman cooking: http://novaroma.org/nr/Roman_cooking
Roman clothing and equipment: http://novaroma.org/nr/Category:Roman_Clothing_and_Equipment
an explanation of Roman names: http://novaroma.org/nr/Roman_name
reading lists: http://novaroma.org/nr/Category:Reading_list
Latin jokes: http://novaroma.org/nr/Latin_jokes
online resources for Latin: http://novaroma.org/nr/Online_resources_for_Latin
For more on this organization’s interpretation of the Roman Way, go to http://novaroma.org/nr/Via_Romana
Nova Roma is an international organization dedicated to the study and restoration of ancient Roman culture. Latin teachers who are looking for resources dealing with Roman culture may find these pages useful:
the Roman virtues: http://novaroma.org/nr/Roman_virtues
Roman cooking: http://novaroma.org/nr/Roman_cooking
Roman clothing and equipment: http://novaroma.org/nr/Category:Roman_Clothing_and_Equipment
an explanation of Roman names: http://novaroma.org/nr/Roman_name
reading lists: http://novaroma.org/nr/Category:Reading_list
Latin jokes: http://novaroma.org/nr/Latin_jokes
online resources for Latin: http://novaroma.org/nr/Online_resources_for_Latin
For more on this organization’s interpretation of the Roman Way, go to http://novaroma.org/nr/Via_Romana
American Philological Association Placement Service Now Online
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/placement_service_now_online
APA’s new Placement Service web site is now available at http://placement.apaclassics.org. The web site will permit both candidates and institutions to register and to submit scheduling information online and to see their schedules filled out as specific interview times are assigned. Registered candidates will also be able to see new position listings as soon as texts of those listings are received and reviewed. Please note that this new web site for registered candidates will only supplement – it will not replace – the traditional monthly listings of new positions that appear on the APA and AIA web sites.
Learn more about this new service at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/placement_service_now_online
APA’s new Placement Service web site is now available at http://placement.apaclassics.org. The web site will permit both candidates and institutions to register and to submit scheduling information online and to see their schedules filled out as specific interview times are assigned. Registered candidates will also be able to see new position listings as soon as texts of those listings are received and reviewed. Please note that this new web site for registered candidates will only supplement – it will not replace – the traditional monthly listings of new positions that appear on the APA and AIA web sites.
Learn more about this new service at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/placement_service_now_online
Curriculum Contest: Mikhail Lomonosov's Virtual Pantheon
From http://russkiy-mir.ucoz.com/index/our_projects/0-13
As the tri-centennial of Mikhail Lomonosov's birthday approaches, the "Russkiy Mir" Center is excited to announce an on-line contest for the best teaching module about this giant of Russian Enlightenment.
The duration of the contest: October 30, 2011 - December 19, 2011.
Eligibility: Any school/college/university teacher in the US who chooses to add this Russian element to his/her curriculum.
Learn more about the contest at http://russkiy-mir.ucoz.com/index/our_projects/0-13
As the tri-centennial of Mikhail Lomonosov's birthday approaches, the "Russkiy Mir" Center is excited to announce an on-line contest for the best teaching module about this giant of Russian Enlightenment.
The duration of the contest: October 30, 2011 - December 19, 2011.
Eligibility: Any school/college/university teacher in the US who chooses to add this Russian element to his/her curriculum.
Learn more about the contest at http://russkiy-mir.ucoz.com/index/our_projects/0-13
Chinese for Kids: Downloadable Lessons
From http://www.chinese4kids.net
The main part of the Chinese for Kids website contains lessons together with relevant worksheets, activities and sound files. The program is designed to introduce Chinese as a whole language to kids (elementary through high school) living outside China, through Chinese children's songs, rhymes, games and activities. All the materials are downloadable.
Access the lessons and support materials at http://www.chinese4kids.net/lesson.php
The main part of the Chinese for Kids website contains lessons together with relevant worksheets, activities and sound files. The program is designed to introduce Chinese as a whole language to kids (elementary through high school) living outside China, through Chinese children's songs, rhymes, games and activities. All the materials are downloadable.
Access the lessons and support materials at http://www.chinese4kids.net/lesson.php
Third Edition of Al-Kitaab Part One Available
From http://linguistlist.org/issues/22/22-4170.html
Al-Kitaab fii Tacallum al-cArabiyya
A Textbook for Beginning Arabic: Part One
Third Edition
by Kristen Brustad, Mahmoud Al-Batal, and Abbas Al-Tonsi
Published by Georgetown University Press
Al-Kitaab Part One is the second book in the Al-Kitaab Arabic language program and is now available in an extensively revised and reorganized third edition. This book with its companion website develops skills in formal and colloquial Arabic, including reading, listening, speaking, writing, and cultural knowledge, integrating materials in colloquial and formal/written Arabic. It provides a comprehensive program for students in the early stages of learning Arabic. Teachers should visit the book's website for Teacher Resources.
Visit the publisher’s website at http://www.press.georgetown.edu/book/al-kitaab/al-kitaab-fii-tasupcsupallum-al-supcsuparabiyya
Al-Kitaab fii Tacallum al-cArabiyya
A Textbook for Beginning Arabic: Part One
Third Edition
by Kristen Brustad, Mahmoud Al-Batal, and Abbas Al-Tonsi
Published by Georgetown University Press
Al-Kitaab Part One is the second book in the Al-Kitaab Arabic language program and is now available in an extensively revised and reorganized third edition. This book with its companion website develops skills in formal and colloquial Arabic, including reading, listening, speaking, writing, and cultural knowledge, integrating materials in colloquial and formal/written Arabic. It provides a comprehensive program for students in the early stages of learning Arabic. Teachers should visit the book's website for Teacher Resources.
Visit the publisher’s website at http://www.press.georgetown.edu/book/al-kitaab/al-kitaab-fii-tasupcsupallum-al-supcsuparabiyya
Website Devoted to Alutiiq Language
This website was created for educators, learners, and Elders to have one central location to pull resources from, find words and hear the language spoken, as well as help aid all organizations involved in revitalizing the Kodiak Alutiiq language.
Resources include online storybooks, a dictionary, songs and activities, and online language lessons.
Explore this website at http://www.alutiiqlanguage.org
Read a blog post about this website and other Alutiiq language initiatives at http://falmouthinstitute.com/language/2011/11/alutiiq-language-revitalization-efforts-stepped-up
Resources include online storybooks, a dictionary, songs and activities, and online language lessons.
Explore this website at http://www.alutiiqlanguage.org
Read a blog post about this website and other Alutiiq language initiatives at http://falmouthinstitute.com/language/2011/11/alutiiq-language-revitalization-efforts-stepped-up
Advocacy Kit for promoting Multilingual Education
From http://www.unesco.org/new/en/education/themes/strengthening-education-systems/languages-in-education/multilingual-education
UNESCO is developing a number of initiatives for the promotion of mother tongue instruction and bilingual or multilingual education to enhance quality education.
Advocacy Kit for promoting Multilingual Education: Including the Excluded
The kit is meant to raise awareness on the importance of mother-tongue-based multilingual education. It presents the value and benefits of mother tongue instruction and is targeting policy makers, education practitioners and specialists.
Download this kit at http://www.unesco.org/new/en/education/themes/strengthening-education-systems/languages-in-education/multilingual-education
UNESCO is developing a number of initiatives for the promotion of mother tongue instruction and bilingual or multilingual education to enhance quality education.
Advocacy Kit for promoting Multilingual Education: Including the Excluded
The kit is meant to raise awareness on the importance of mother-tongue-based multilingual education. It presents the value and benefits of mother tongue instruction and is targeting policy makers, education practitioners and specialists.
Download this kit at http://www.unesco.org/new/en/education/themes/strengthening-education-systems/languages-in-education/multilingual-education
Article: Colleges Move to Online Language Classes
From http://chronicle.com/article/Foreign-Language-Instruction/129604/?sid=gn&utm_source=gn&utm_medium=en
Foreign-Language Instruction, Digitally Speaking
By Marc Parry
November 6, 2011
Wylder Fondaw struggled with an online Latin class in high school. So when he arrived at the University of North Carolina at Chapel Hill this year, he hesitated at studying a language online. But the freshman had no choice: At his skill level, if he wanted to take introductory Spanish, an online class was the only option.
Instead of showing up in class four times a week, Mr. Fondaw conjugates verbs on a computer program in his sparsely furnished dorm room. He attends a live class every Tuesday afternoon—but it, too, is virtual. The class convenes via Web-conferencing software. If students want to answer a question, they click an icon that depicts a raised hand.
Even as online education booms, fully digital language classes like Mr. Fondaw's remain uncommon. But North Carolina's experiment¬—driven by growing demand for Spanish instruction, limited classroom space, a shortage of qualified instructors, pedagogical innovations, and cost savings—is one of several efforts nationwide that are starting to map an online future for teaching languages.
Read the full article at http://chronicle.com/article/Foreign-Language-Instruction/129604/?sid=gn&utm_source=gn&utm_medium=en
Foreign-Language Instruction, Digitally Speaking
By Marc Parry
November 6, 2011
Wylder Fondaw struggled with an online Latin class in high school. So when he arrived at the University of North Carolina at Chapel Hill this year, he hesitated at studying a language online. But the freshman had no choice: At his skill level, if he wanted to take introductory Spanish, an online class was the only option.
Instead of showing up in class four times a week, Mr. Fondaw conjugates verbs on a computer program in his sparsely furnished dorm room. He attends a live class every Tuesday afternoon—but it, too, is virtual. The class convenes via Web-conferencing software. If students want to answer a question, they click an icon that depicts a raised hand.
Even as online education booms, fully digital language classes like Mr. Fondaw's remain uncommon. But North Carolina's experiment¬—driven by growing demand for Spanish instruction, limited classroom space, a shortage of qualified instructors, pedagogical innovations, and cost savings—is one of several efforts nationwide that are starting to map an online future for teaching languages.
Read the full article at http://chronicle.com/article/Foreign-Language-Instruction/129604/?sid=gn&utm_source=gn&utm_medium=en
University of Wyoming Considers Adding Foreign Language Admissions Requirement
From http://www.therepublic.com/view/story/721dae7d02cd4d8392404228040aa75e/WY--UW-Admissions
Foreign language, more math among UW's possibilities for new admissions standards
November 5, 2011
The University of Wyoming is considering tougher admissions standards for new students, including a new foreign language requirement and requiring four years of math and science instead of three.
The university does not currently require new students to have studied a foreign language. If the changes were implemented, UW would also strongly encourage high school students to take additional coursework especially in visual or performing arts, behavioral or social sciences, humanities or foreign languages.
Read the full article at http://www.therepublic.com/view/story/721dae7d02cd4d8392404228040aa75e/WY--UW-Admissions
Foreign language, more math among UW's possibilities for new admissions standards
November 5, 2011
The University of Wyoming is considering tougher admissions standards for new students, including a new foreign language requirement and requiring four years of math and science instead of three.
The university does not currently require new students to have studied a foreign language. If the changes were implemented, UW would also strongly encourage high school students to take additional coursework especially in visual or performing arts, behavioral or social sciences, humanities or foreign languages.
Read the full article at http://www.therepublic.com/view/story/721dae7d02cd4d8392404228040aa75e/WY--UW-Admissions
Two ASL Jobs
Here are two job postings for post-secondary ASL instructors:
American Sign Language; Sign Linguistics: Rank Open, Gallaudet University, DC, USA
Qualifications:
- Experience and demonstrated excellence in teaching linguistics required.
- PhD in Linguistics, Psychology, Linguistic Anthropology, or closely related field.
- Ability to lecture in American Sign Language required.
- Substantial research and experience in sign language linguistics.
Responsibilities:
- Teach graduate courses in the MA and PhD Programs in Linguistics.
- Teach undergraduate courses in the undergraduate Minor in Linguistics.
- Supervise undergraduate and graduate students in linguistics.
- Undertake scholarly studies.
- Fulfill program, department and university committee assignments.
- Other duties as assigned by the chair.
View the full posting at http://linguistlist.org/issues/22/22-4183.html
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American Sign Language: Instructor, Carleton University, Ottawa, Canada
Carleton University's School of Linguistics and Language Studies invites applications for a preliminary, full-time tenure track position in American Sign Language at the level of Instructor I, commencing July 1, 2012. Native or native-like fluency in American Sign Language is required, and a Ph.D. or equivalent in Applied Linguistics or related area with a specialization in second or foreign language teaching and learning, language and identity, or discourse studies, is preferred.
The successful candidate will have a demonstrated excellence in teaching, and a permanent professional commitment to a career in teaching American Sign Language at the university level. S/he will be expected to teach undergraduate courses in American Sign Language (from introductory to advanced, as needed) to a culturally diverse student body, and to participate in the ongoing development of curriculum and of teaching and testing materials. There is a possibility of some teaching in the Applied Linguistics and Discourse Studies program, depending on qualifications, and collaboration with that program is strongly desired.
View the full job posting at http://linguistlist.org/issues/22/22-4228.html
American Sign Language; Sign Linguistics: Rank Open, Gallaudet University, DC, USA
Qualifications:
- Experience and demonstrated excellence in teaching linguistics required.
- PhD in Linguistics, Psychology, Linguistic Anthropology, or closely related field.
- Ability to lecture in American Sign Language required.
- Substantial research and experience in sign language linguistics.
Responsibilities:
- Teach graduate courses in the MA and PhD Programs in Linguistics.
- Teach undergraduate courses in the undergraduate Minor in Linguistics.
- Supervise undergraduate and graduate students in linguistics.
- Undertake scholarly studies.
- Fulfill program, department and university committee assignments.
- Other duties as assigned by the chair.
View the full posting at http://linguistlist.org/issues/22/22-4183.html
---
American Sign Language: Instructor, Carleton University, Ottawa, Canada
Carleton University's School of Linguistics and Language Studies invites applications for a preliminary, full-time tenure track position in American Sign Language at the level of Instructor I, commencing July 1, 2012. Native or native-like fluency in American Sign Language is required, and a Ph.D. or equivalent in Applied Linguistics or related area with a specialization in second or foreign language teaching and learning, language and identity, or discourse studies, is preferred.
The successful candidate will have a demonstrated excellence in teaching, and a permanent professional commitment to a career in teaching American Sign Language at the university level. S/he will be expected to teach undergraduate courses in American Sign Language (from introductory to advanced, as needed) to a culturally diverse student body, and to participate in the ongoing development of curriculum and of teaching and testing materials. There is a possibility of some teaching in the Applied Linguistics and Discourse Studies program, depending on qualifications, and collaboration with that program is strongly desired.
View the full job posting at http://linguistlist.org/issues/22/22-4228.html
Tenure-Track Assistant Professor Position in Russian, Purdue University
Purdue University's Department of Foreign Languages and Literatures is looking for a beginning tenure-track Assistant Professor in Modern Russian Literature and Culture to begin August 2012:
Purdue University
Department of Foreign Languages and Literatures
Assistant Professor in Modern Russian Literature and Culture
Beginning tenure-track Assistant Professor of Russian to begin August 2012. Duties: Responsibilities will include teaching undergraduate courses for the Russian major and contributing as needed to any of several interdisciplinary undergraduate and graduate degree programs such as comparative literature, women’s studies, philosophy and literature, Jewish studies; assist with and direct honors theses, master’s theses and dissertations; contribute to designing a curriculum in Russian studies; promote interest in Russian outside of the classroom; maintain an active research record. Background in Russian literature and culture of the modern period (ca. 1800 – present). Demonstrated excellence in teaching, evidence of research promise, native or near-native fluency in both Russian and English, and PhD in hand by August 2012. Review of applications will begin December 5, 2011. Please send a cover letter and CV, as well as three letters of reference addressing applicant’s teaching and research strengths, to Professor Adrian Del Caro, Department Head, Purdue University, Department of Foreign Languages and Literatures, 640 Oval Drive, West Lafayette, IN 47907. Email submissions are accepted. Email submissions to spencerc at purdue dot edu
Salary, benefits and teaching load are competitive.
Application Deadline: December 5, 2011, or until the position is filled. Please send letter of application, curriculum vitae, and three letters of recommendation (addressing candidate's research and teaching strengths) to Professor Adrian Del Caro, Head, Department of Foreign Languages and Literatures, Purdue University, 640 Oval Drive, West Lafayette, IN 47907-2039.
A background check will be required for employment in this position.
Purdue University is an Affirmative Action, Equal Opportunity, and Equal Access Employer fully committed to achieving a diverse workforce.
William, J. [SEELANGS] Tenure-Track Assistant Professor Position in Russian, Purdue University. SEELANGS listserv (SEELANGS@bama.ua.edu, 7 Nov 2011).
Purdue University
Department of Foreign Languages and Literatures
Assistant Professor in Modern Russian Literature and Culture
Beginning tenure-track Assistant Professor of Russian to begin August 2012. Duties: Responsibilities will include teaching undergraduate courses for the Russian major and contributing as needed to any of several interdisciplinary undergraduate and graduate degree programs such as comparative literature, women’s studies, philosophy and literature, Jewish studies; assist with and direct honors theses, master’s theses and dissertations; contribute to designing a curriculum in Russian studies; promote interest in Russian outside of the classroom; maintain an active research record. Background in Russian literature and culture of the modern period (ca. 1800 – present). Demonstrated excellence in teaching, evidence of research promise, native or near-native fluency in both Russian and English, and PhD in hand by August 2012. Review of applications will begin December 5, 2011. Please send a cover letter and CV, as well as three letters of reference addressing applicant’s teaching and research strengths, to Professor Adrian Del Caro, Department Head, Purdue University, Department of Foreign Languages and Literatures, 640 Oval Drive, West Lafayette, IN 47907. Email submissions are accepted. Email submissions to spencerc at purdue dot edu
Salary, benefits and teaching load are competitive.
Application Deadline: December 5, 2011, or until the position is filled. Please send letter of application, curriculum vitae, and three letters of recommendation (addressing candidate's research and teaching strengths) to Professor Adrian Del Caro, Head, Department of Foreign Languages and Literatures, Purdue University, 640 Oval Drive, West Lafayette, IN 47907-2039.
A background check will be required for employment in this position.
Purdue University is an Affirmative Action, Equal Opportunity, and Equal Access Employer fully committed to achieving a diverse workforce.
William, J. [SEELANGS] Tenure-Track Assistant Professor Position in Russian, Purdue University. SEELANGS listserv (SEELANGS@bama.ua.edu, 7 Nov 2011).
Wisconsin Association for Language Teachers Central States Extension Workshop Grant
From http://www.waflt.org/index.php?q=node/22
WAFLT Central States Extension Workshop Grant
Each year approximately 25 participants are selected to attend the CSC Extension Workshop during the annual meeting of Central States. They receive information and materials about recent trends in world language teaching with an emphasis on the practical application of new ideas for the classroom. Participants are then asked to conduct a similar Extension Workshop in their local area to bring their conference experience and its new and evolving ideas to a greater number of teachers locally.
WAFLT annually offers two grants for members to attend the Central States Extension Workshop. This year’s Workshop will be held on Thursday, March 8, 2012 in Milwaukee, WI. The topic for the Extension Workshop is "Making Sense of Writing" presented by Laura Terrill. It’s a great opportunity to: attend a free, full-day workshop at the Central States Conference; learn from experienced, well-known presenters; gain current, practical information on this year’s topic; and use the materials you receive to present a session at the WAFLT Fall Conference.
Applications must be received electronically by December 15.
For full details go to http://www.waflt.org/index.php?q=node/22#CS
WAFLT Central States Extension Workshop Grant
Each year approximately 25 participants are selected to attend the CSC Extension Workshop during the annual meeting of Central States. They receive information and materials about recent trends in world language teaching with an emphasis on the practical application of new ideas for the classroom. Participants are then asked to conduct a similar Extension Workshop in their local area to bring their conference experience and its new and evolving ideas to a greater number of teachers locally.
WAFLT annually offers two grants for members to attend the Central States Extension Workshop. This year’s Workshop will be held on Thursday, March 8, 2012 in Milwaukee, WI. The topic for the Extension Workshop is "Making Sense of Writing" presented by Laura Terrill. It’s a great opportunity to: attend a free, full-day workshop at the Central States Conference; learn from experienced, well-known presenters; gain current, practical information on this year’s topic; and use the materials you receive to present a session at the WAFLT Fall Conference.
Applications must be received electronically by December 15.
For full details go to http://www.waflt.org/index.php?q=node/22#CS
Scholarships Offered for Spanish teachers in the Central States Region
Do you know any Spanish teachers who would benefit from a summer study-abroad opportunity? The following organizations are offering study-abroad scholarships through Central States for the summer of 2012. Please note the deadline is December 15, 2011. If you could forward this information to your state organizations or colleagues, please do it ASAP!
Strangely enough, CSCTFL often does not get many applicants for these scholarships, and they go unused.
CSCTFL Scholarship Opportunities
Centro MundoLengua Scholarship for AP Teachers in Spain
http://www.centromundolengua.com
June 24 - July 7, 2012
This scholarship is intended to provide an immersion experience for an AP Spanish teacher in a public or private K-12 Spanish program who has shown professional commitment to, and sustained involvement in, the teaching of the Spanish language and culture. This scholarship includes two weeks of class instruction in Seville, Spain, full room and board with a Spanish family in a private room, class materials, certificate, cultural activities in Seville, and a welcome breakfast and farewell dinner. Note that the recipient of the scholarship is responsible for transportation to the study site and for personal expenses. Graduate credits are extra.
Centro MundoLengua AP Language or AP Literature Summer Institute
http://www.centromundolengua.com
June 24 - July 7, 2012
Centro MundoLengua is also offering a scholarship for the AP Language or for the AP Literature Summer Institute. Centro MundoLengua has provided the only accredited AP Summer Institute for Spanish language and literature teachers in Spain.
After completing either of these two programs, the recipient is required to present a session at the 2013 Central States Conference, sharing information and materials obtained from the experience.
Cemanahuac Educational Community in Mexico Scholarship
This scholarship is intended to provide an immersion experience for a teacher in a public or private K-12 Spanish program who has shown professional commitment to, and sustained involvement in, the teaching of Spanish language and culture. The dollar value of this award in 2012 will be $1083.00, and includes registration, tuition for two weeks, housing (double occupancy) with all meals, and one all-day field study trip. Other expenses, in addition to airfare, that the recipient would have to cover on his/her own would be transfer to Cuernavaca (about $15 each way), a textbook ($35) and personal expenses. The recipient can attend any program at the Cemanahuac Educational Community in Mexico anytime during 2012. After completing this experience, the recipient is required to present a session at the 2013 Central States Conference, sharing information and materials obtained from the experience. Preference for this award will be given to non-native speakers of Spanish.
Universidad Internacional: Center for Linguistic & Multicultural Studies
This scholarship is intended to provide an immersion experience for a teacher in a public or private K-12 Spanish program who has shown professional commitment to, and sustained involvement in, the teaching of Spanish language and culture. This scholarship includes the registration fee and two weeks of class instruction (3 hours per day) at the Universidad Internacional in Cuernavaca, Mexico. Note that the recipient of the scholarship is responsible for transportation to the study site, lodging and for personal expenses. The recipient can attend any program at the Universidad Internacional anytime during 2012. After completing this experience, the recipient is required to present a session at the 2013 Central States Conference, sharing information and materials obtained from the experience.
ELIGIBILITY FOR ALL CSCTFL SCHOLARSHIPS:
To be eligible for this scholarship, applicants must meet the following criteria:
1. be a practicing teacher with a teaching load of at least 50% in the foreign language department;
2. teach in the Central States Conference region;
3. be willing to present a 60-minute session at the 2013 Central States Conference.
Other selection criteria include:
1. professional commitment and significant involvement in the teaching of a foreign language (conference/workshop participation, curriculum development) listed in a current professional resume or curriculum vitae (Note: participation in the Central States organization and/or attendance at past conferences will be advantageous and should be noted);
2. evidence of how the experience will enhance his/her teaching explained in a written statement of not more than 200 words; and
3. evidence of institutional support in the form of a letter of endorsement from an administrator or department chairperson.
For more information, contact:
Lori Winne, Chair
CSCTFL Awards Committee
lwinne at frontier dot com
Applications (curriculum vitae/resume, personal statement (see above), and letter of endorsement must be submitted electronically by December 15, 2011, for consideration.
Andrews, B. [FLTEACH] Scholarships offered for Spanish teachers in the Central States region. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Nov 2011).
Strangely enough, CSCTFL often does not get many applicants for these scholarships, and they go unused.
CSCTFL Scholarship Opportunities
Centro MundoLengua Scholarship for AP Teachers in Spain
http://www.centromundolengua.com
June 24 - July 7, 2012
This scholarship is intended to provide an immersion experience for an AP Spanish teacher in a public or private K-12 Spanish program who has shown professional commitment to, and sustained involvement in, the teaching of the Spanish language and culture. This scholarship includes two weeks of class instruction in Seville, Spain, full room and board with a Spanish family in a private room, class materials, certificate, cultural activities in Seville, and a welcome breakfast and farewell dinner. Note that the recipient of the scholarship is responsible for transportation to the study site and for personal expenses. Graduate credits are extra.
Centro MundoLengua AP Language or AP Literature Summer Institute
http://www.centromundolengua.com
June 24 - July 7, 2012
Centro MundoLengua is also offering a scholarship for the AP Language or for the AP Literature Summer Institute. Centro MundoLengua has provided the only accredited AP Summer Institute for Spanish language and literature teachers in Spain.
After completing either of these two programs, the recipient is required to present a session at the 2013 Central States Conference, sharing information and materials obtained from the experience.
Cemanahuac Educational Community in Mexico Scholarship
This scholarship is intended to provide an immersion experience for a teacher in a public or private K-12 Spanish program who has shown professional commitment to, and sustained involvement in, the teaching of Spanish language and culture. The dollar value of this award in 2012 will be $1083.00, and includes registration, tuition for two weeks, housing (double occupancy) with all meals, and one all-day field study trip. Other expenses, in addition to airfare, that the recipient would have to cover on his/her own would be transfer to Cuernavaca (about $15 each way), a textbook ($35) and personal expenses. The recipient can attend any program at the Cemanahuac Educational Community in Mexico anytime during 2012. After completing this experience, the recipient is required to present a session at the 2013 Central States Conference, sharing information and materials obtained from the experience. Preference for this award will be given to non-native speakers of Spanish.
Universidad Internacional: Center for Linguistic & Multicultural Studies
This scholarship is intended to provide an immersion experience for a teacher in a public or private K-12 Spanish program who has shown professional commitment to, and sustained involvement in, the teaching of Spanish language and culture. This scholarship includes the registration fee and two weeks of class instruction (3 hours per day) at the Universidad Internacional in Cuernavaca, Mexico. Note that the recipient of the scholarship is responsible for transportation to the study site, lodging and for personal expenses. The recipient can attend any program at the Universidad Internacional anytime during 2012. After completing this experience, the recipient is required to present a session at the 2013 Central States Conference, sharing information and materials obtained from the experience.
ELIGIBILITY FOR ALL CSCTFL SCHOLARSHIPS:
To be eligible for this scholarship, applicants must meet the following criteria:
1. be a practicing teacher with a teaching load of at least 50% in the foreign language department;
2. teach in the Central States Conference region;
3. be willing to present a 60-minute session at the 2013 Central States Conference.
Other selection criteria include:
1. professional commitment and significant involvement in the teaching of a foreign language (conference/workshop participation, curriculum development) listed in a current professional resume or curriculum vitae (Note: participation in the Central States organization and/or attendance at past conferences will be advantageous and should be noted);
2. evidence of how the experience will enhance his/her teaching explained in a written statement of not more than 200 words; and
3. evidence of institutional support in the form of a letter of endorsement from an administrator or department chairperson.
For more information, contact:
Lori Winne, Chair
CSCTFL Awards Committee
lwinne at frontier dot com
Applications (curriculum vitae/resume, personal statement (see above), and letter of endorsement must be submitted electronically by December 15, 2011, for consideration.
Andrews, B. [FLTEACH] Scholarships offered for Spanish teachers in the Central States region. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Nov 2011).
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