From http://foreignlanguagefun.com
Here are blogger and language teacher Diane’s favorite iPad apps for recording speech and encouraging oral skills in any language: http://foreignlanguagefun.com/2012/01/ipad-apps-to-record-voices-and-encourage-language-acquisition-in-kids
January 29, 2012
Promote Language Learning: What Careers Require Language Skills?
From http://thelanguageflagship.org
Are you recruiting more students for your and your colleagues’ language programs? Advocating for language learning to school administrators or community leaders? For a short article about the sorts of careers that require language skills, see this page on the Language Flagship website: http://thelanguageflagship.org/students-a-parents/careers
Are you recruiting more students for your and your colleagues’ language programs? Advocating for language learning to school administrators or community leaders? For a short article about the sorts of careers that require language skills, see this page on the Language Flagship website: http://thelanguageflagship.org/students-a-parents/careers
Websites for English Language Learners To Explore Art
Here are several Web sites that can be used to explore art as well as the language of the art in an ESL context: http://langcanada.ca/blog/index.php/2012/01/18/exploring-the-world-and-language-of-art
Football Vocabulary in Spanish
From http://spanish.about.com
The Superbowl is coming up! Here is a list of football vocabulary in Spanish: http://spanish.about.com/od/wordlists/a/football.htm?nl=1
The Superbowl is coming up! Here is a list of football vocabulary in Spanish: http://spanish.about.com/od/wordlists/a/football.htm?nl=1
Free French Crepe Lesson for la Chandeleur
From http://foreignlanguagefun.com
February is la Chandeleur, Crepe Day in France. Here is a recent post on the Foreign Language Fun blog with a few links and a lesson plan: http://foreignlanguagefun.com/2012/01/free-french-crepe-lesson-for-la-chandeleur
February is la Chandeleur, Crepe Day in France. Here is a recent post on the Foreign Language Fun blog with a few links and a lesson plan: http://foreignlanguagefun.com/2012/01/free-french-crepe-lesson-for-la-chandeleur
Siege of the 'Iliad': Article about Multiple Translations
From http://chronicle.com/article/Siege-of-the-Iliad/130381
Siege of the 'Iliad'
By Willis G. Regier
January 22, 2012
According to The Oxford Guide to Literature in English Translation, the Iliad is among the most translated works in English, and English has more versions than any other language.
In the depths of digital libraries lie dead Iliads. Who remembers the English translations of William Sotheby (1831), J. Henry Dart (1865), or Charles Bagot Cayley (1876)? And I doubt we will ever see another like The Iliad of Homer in the Spenserian stanza by Philip Stanhope Worsley and John Conington (1866-68). Samuel Butler's prose Iliad (1898) still gains praise, and T.E. Lawrence's Iliad (1932) has its following, while the couplets of Edgar Alfred Tibbetts (1907) and hexameters of George Ernle (1922) gather dust. For those that fall, new Iliads rush in.
Three Iliads have recently appeared. Stephen Mitchell's (Free Press) and Anthony Verity's (Oxford University Press) are new to the battle for market share. The late Richmond Lattimore's (University of Chicago Press) Iliad first stepped onto the field in 1951 and now returns with a storied shield and dazzling armor, provided by Richard P. Martin of Stanford University: a longer, stronger, updated introduction and a vastly improved set of notes.
Read the full article at http://chronicle.com/article/Siege-of-the-Iliad/130381
Siege of the 'Iliad'
By Willis G. Regier
January 22, 2012
According to The Oxford Guide to Literature in English Translation, the Iliad is among the most translated works in English, and English has more versions than any other language.
In the depths of digital libraries lie dead Iliads. Who remembers the English translations of William Sotheby (1831), J. Henry Dart (1865), or Charles Bagot Cayley (1876)? And I doubt we will ever see another like The Iliad of Homer in the Spenserian stanza by Philip Stanhope Worsley and John Conington (1866-68). Samuel Butler's prose Iliad (1898) still gains praise, and T.E. Lawrence's Iliad (1932) has its following, while the couplets of Edgar Alfred Tibbetts (1907) and hexameters of George Ernle (1922) gather dust. For those that fall, new Iliads rush in.
Three Iliads have recently appeared. Stephen Mitchell's (Free Press) and Anthony Verity's (Oxford University Press) are new to the battle for market share. The late Richmond Lattimore's (University of Chicago Press) Iliad first stepped onto the field in 1951 and now returns with a storied shield and dazzling armor, provided by Richard P. Martin of Stanford University: a longer, stronger, updated introduction and a vastly improved set of notes.
Read the full article at http://chronicle.com/article/Siege-of-the-Iliad/130381
CARLA Seeks Teachers to Pilot Online Rater Training Modules
The CARLA Assessment Project is recruiting teachers to use and provide feedback on the new online Rater Training for Proficiency Modules. The modules, developed to provide teachers online access to professional development on rating for proficiency, are in the second phase of piloting and will be available to all teachers once the piloting has been completed.
Teachers of French, German, and Spanish are invited to:
participate in rater training using the online rater training modules;
provide feedback on the modules for the FAQ page; and
participate in a short pre- and post use survey.
Special bonus!! Each participating teacher will have free use of all components of the online Minnesota Language Proficiency Assessments to assess their students’ proficiency. Detailed information about the MLPA can be found at: http://www.carla.umn.edu/assessment/MLPA.html
To sign up, please email Ursula Lentz at lentz003 at umn dot edu
CARLA Update - Winter 2012 (carla@umn.edu, 13 Jan 2012).
Teachers of French, German, and Spanish are invited to:
participate in rater training using the online rater training modules;
provide feedback on the modules for the FAQ page; and
participate in a short pre- and post use survey.
Special bonus!! Each participating teacher will have free use of all components of the online Minnesota Language Proficiency Assessments to assess their students’ proficiency. Detailed information about the MLPA can be found at: http://www.carla.umn.edu/assessment/MLPA.html
To sign up, please email Ursula Lentz at lentz003 at umn dot edu
CARLA Update - Winter 2012 (carla@umn.edu, 13 Jan 2012).
Chinese Grammar Wiki
From http://www.sinosplice.com/life/archives/2012/01/22/a-new-resource-for-chinese-grammar
The AllSet Learning Grammar Wiki is a mini-Wikipedia devoted entirely to Chinese grammar. It has recently been made publicly available, and is organized according to the following principles:
Organized by Level. The Chinese Grammar Wiki was designed to be useful to learners of all levels, but with special consideration for the beginner. The Chinese Grammar Wiki organizes grammar points by level, and then also ties them all together with lots of links.
Organized by Book. AllSet Learning has built up a decent library of Chinese textbooks and grammar books. These are the books cited as references when editing the wiki. Where possible, they’ve also tried to link textbooks’ contents back into the Chinese Grammar Wiki content.
Always Referenced. Editors cite the resources they use, which can give learners some ideas for useful print resources.
The wiki is available at http://resources.allsetlearning.com/chinese/grammar
The AllSet Learning Grammar Wiki is a mini-Wikipedia devoted entirely to Chinese grammar. It has recently been made publicly available, and is organized according to the following principles:
Organized by Level. The Chinese Grammar Wiki was designed to be useful to learners of all levels, but with special consideration for the beginner. The Chinese Grammar Wiki organizes grammar points by level, and then also ties them all together with lots of links.
Organized by Book. AllSet Learning has built up a decent library of Chinese textbooks and grammar books. These are the books cited as references when editing the wiki. Where possible, they’ve also tried to link textbooks’ contents back into the Chinese Grammar Wiki content.
Always Referenced. Editors cite the resources they use, which can give learners some ideas for useful print resources.
The wiki is available at http://resources.allsetlearning.com/chinese/grammar
Resources for Online Thai
From http://www.bbc.co.uk/languages/other/thai/guide
The BBC has a webpage called A Guide to Thai - Facts, key phrases and the Thai alphabet. Resources and links include language facts, basic words and phrases, a bank of audio clips, vocabulary games, and pictures and translations of Thai signs.
Browse these resources at http://www.bbc.co.uk/languages/other/thai/guide
The BBC has a webpage called A Guide to Thai - Facts, key phrases and the Thai alphabet. Resources and links include language facts, basic words and phrases, a bank of audio clips, vocabulary games, and pictures and translations of Thai signs.
Browse these resources at http://www.bbc.co.uk/languages/other/thai/guide
Mwana Simba: Swahili Grammar Resource
Swahili grammar, conjugation tables, and English-Swahili lexicon, Swahili proverbs and songs, and more are available at this website: http://mwanasimba.online.fr/E_index.html
2012 Lakota Summer Institute
From http://linguistlist.org/issues/23/23-355.html
6th Lakota Summer Institute
Date: 04-Jun-2012 - 22-Jun-2012
Location: Fort Yates, ND
The Lakota Summer Institute is the premier Lakota and Dakota language teacher professional development event in the country- with courses ranging from Lakota teaching methods to Lakota morphology and syntax. LSI also focuses on intensive language training and is also well known as a place for people interested in learning Lakota. LSI is open to all participants.
Visit the institute website for more information: http://www.regonline.com/builder/site/Default.aspx?EventID=1054949
The registration deadline is May 15, 2012.
6th Lakota Summer Institute
Date: 04-Jun-2012 - 22-Jun-2012
Location: Fort Yates, ND
The Lakota Summer Institute is the premier Lakota and Dakota language teacher professional development event in the country- with courses ranging from Lakota teaching methods to Lakota morphology and syntax. LSI also focuses on intensive language training and is also well known as a place for people interested in learning Lakota. LSI is open to all participants.
Visit the institute website for more information: http://www.regonline.com/builder/site/Default.aspx?EventID=1054949
The registration deadline is May 15, 2012.
Native American Languages Could Count For Class Credit in Colorado
From http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223
Native American Languages Could Count For Class Credit
By Carol Berry
January 19, 2012
Under a proposed new program in Colorado, European and Asian tongues would remain options for foreign language credit in high school, but Native languages from federally recognized tribes could also be offered for that purpose.
The plan is described in a bill filed January 13 for submission to the Colorado General Assembly by Sen. Suzanne Williams (D-Aurora), a member of the Comanche Nation, and co-sponsor Rep. J. Paul Brown (R-Ignacio).
Space is carved out in the proposal for teachers to obtain authorization for Native American language teaching without being required to complete a teacher preparation program or to have a baccalaureate degree, Williams said. The Colorado Board of Education would establish criteria for the authorization.
Read more: http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223
Native American Languages Could Count For Class Credit
By Carol Berry
January 19, 2012
Under a proposed new program in Colorado, European and Asian tongues would remain options for foreign language credit in high school, but Native languages from federally recognized tribes could also be offered for that purpose.
The plan is described in a bill filed January 13 for submission to the Colorado General Assembly by Sen. Suzanne Williams (D-Aurora), a member of the Comanche Nation, and co-sponsor Rep. J. Paul Brown (R-Ignacio).
Space is carved out in the proposal for teachers to obtain authorization for Native American language teaching without being required to complete a teacher preparation program or to have a baccalaureate degree, Williams said. The Colorado Board of Education would establish criteria for the authorization.
Read more: http://indiancountrytodaymedianetwork.com/2012/01/19/native-american-languages-could-count-for-class-credit-73223
Minneapolis Schools Chart Language-Infused Path of Success for American Indian Students
From http://www.startribune.com/local/minneapolis/137830763.html
Minneapolis schools set path of success for Indian students
by Steve Brandt
January 21, 2012
In its bid to raise dismal school outcomes for Indian students, the Minneapolis School District is staking money and staff on techniques such as those that Paul Bownik and fellow teachers employ at mostly native Anishinabe Academy.
The district and Indian leaders this month approved a new five-year agreement with specific student achievement goals, which is a change from their first such pact.
The pact designates three schools where research-backed best practices for educating Indian students will be emphasized. Teachers will weave native culture and language into district standards for effective teaching.
Researchers found a positive correlation between using those techniques in the classroom and student academic growth and focus. A teacher might use a native-language translation of a familiar story, then ask questions for comprehension. The prekindergarten classes operate in native languages for several hours daily, something that attracts notice at home.
Read the full article at http://www.startribune.com/local/minneapolis/137830763.html?page=1&c=y
Minneapolis schools set path of success for Indian students
by Steve Brandt
January 21, 2012
In its bid to raise dismal school outcomes for Indian students, the Minneapolis School District is staking money and staff on techniques such as those that Paul Bownik and fellow teachers employ at mostly native Anishinabe Academy.
The district and Indian leaders this month approved a new five-year agreement with specific student achievement goals, which is a change from their first such pact.
The pact designates three schools where research-backed best practices for educating Indian students will be emphasized. Teachers will weave native culture and language into district standards for effective teaching.
Researchers found a positive correlation between using those techniques in the classroom and student academic growth and focus. A teacher might use a native-language translation of a familiar story, then ask questions for comprehension. The prekindergarten classes operate in native languages for several hours daily, something that attracts notice at home.
Read the full article at http://www.startribune.com/local/minneapolis/137830763.html?page=1&c=y
Editorial: Why Wisconsin Went Global
From http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world
So many jobs—from manufacturing to the innovation economy—are inherently global. It’s hard to imagine that a person’s first experience working with an international counterpart must wait until one’s professional career starts. Many states have forged international exchange programs to ensure students have not only global knowledge and skills, but also experiences, which will prepare them for the future workplace. Asia Society has asked Gerhard Fischer from the Wisconsin Department of Public Instruction to share why and how his state went global. Read his essay at http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world
So many jobs—from manufacturing to the innovation economy—are inherently global. It’s hard to imagine that a person’s first experience working with an international counterpart must wait until one’s professional career starts. Many states have forged international exchange programs to ensure students have not only global knowledge and skills, but also experiences, which will prepare them for the future workplace. Asia Society has asked Gerhard Fischer from the Wisconsin Department of Public Instruction to share why and how his state went global. Read his essay at http://asiasociety.org/education/policy-initiatives/state-initiatives/wisconsin-world
Spanish Teacher Wins Prize for Lesson on Text Messaging
From http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html
Shaker Heights Middle School teacher earns $5,000 prize for classroom by text messaging
By Pat Hyland
January 6, 2012
Seventh-grade Spanish teacher Ellen Roberts recently won a $5,000 prize to purchase any technology-related items for her classroom — plus $1,000 cash for herself. The awards came from a competition among the Shaker schools faculty to find the best ways to measure the effectiveness of technology in the classroom.
Roberts’ project studied the use of text messaging to aid her students’ retention of vocabulary words. Daily text messages were sent to students’ cell phones during after-school hours. They contained Spanish vocabulary words and their English translations in a short message service format. Three text messages were sent per day using three different vocabulary words. Students were then tested on their ability to produce the vocabulary terms on short quizzes during regular class times.
The test results showed students who received the text messages were able to produce the terms with 18 percent greater frequency than those who did not receive the messages. After adding an interactive element (asking students to respond to her texts) in the final phase of the study, Roberts found that gap grew to 31 percent.
Read the full article at http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html
Shaker Heights Middle School teacher earns $5,000 prize for classroom by text messaging
By Pat Hyland
January 6, 2012
Seventh-grade Spanish teacher Ellen Roberts recently won a $5,000 prize to purchase any technology-related items for her classroom — plus $1,000 cash for herself. The awards came from a competition among the Shaker schools faculty to find the best ways to measure the effectiveness of technology in the classroom.
Roberts’ project studied the use of text messaging to aid her students’ retention of vocabulary words. Daily text messages were sent to students’ cell phones during after-school hours. They contained Spanish vocabulary words and their English translations in a short message service format. Three text messages were sent per day using three different vocabulary words. Students were then tested on their ability to produce the vocabulary terms on short quizzes during regular class times.
The test results showed students who received the text messages were able to produce the terms with 18 percent greater frequency than those who did not receive the messages. After adding an interactive element (asking students to respond to her texts) in the final phase of the study, Roberts found that gap grew to 31 percent.
Read the full article at http://www.cleveland.com/shaker-heights/index.ssf/2012/01/shaker_heights_middle_school_t.html
Job at CASLS: Online Curriculum Developer and Teacher
From http://casls.uoregon.edu/pages/about/hermesposition.php
The Center for Applied Second Language Studies (CASLS) at the University of Oregon has an opening for an online curriculum developer and teacher. This position will assist CASLS' content development team in designing and developing content and materials for an online, asynchronous Chinese 1 course set for deployment in Oregon school districts in fall 2012. This individual should also be able to deliver and administer an online foreign language course.
Essential Qualifications
Experience teaching Mandarin at the high school level
Experience in developing Mandarin classroom instructional materials and curriculum for Mandarin instruction
Preferred Qualifications
Current State of Oregon licensing credentials for secondary education
Online teaching experience
Period of Appointment: February 1, 2012 - May 31, 2012
Pending funding, this position may be extended into the fall of 2012.
Salary: $30,000 - $40,000 annual rate
View the full job posting at http://casls.uoregon.edu/pages/about/hermesposition.php
The Center for Applied Second Language Studies (CASLS) at the University of Oregon has an opening for an online curriculum developer and teacher. This position will assist CASLS' content development team in designing and developing content and materials for an online, asynchronous Chinese 1 course set for deployment in Oregon school districts in fall 2012. This individual should also be able to deliver and administer an online foreign language course.
Essential Qualifications
Experience teaching Mandarin at the high school level
Experience in developing Mandarin classroom instructional materials and curriculum for Mandarin instruction
Preferred Qualifications
Current State of Oregon licensing credentials for secondary education
Online teaching experience
Period of Appointment: February 1, 2012 - May 31, 2012
Pending funding, this position may be extended into the fall of 2012.
Salary: $30,000 - $40,000 annual rate
View the full job posting at http://casls.uoregon.edu/pages/about/hermesposition.php
Job Seekers: Join CASLS’ Applicant Pool
From http://jobs.uoregon.edu/unclassified.php?id=3737
The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing.
Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience.
Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2013. Screening of applicants will take place as positions become available and continue until positions are filled.
Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development.
For full details and application information go to http://jobs.uoregon.edu/unclassified.php?id=3737
The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing.
Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience.
Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2013. Screening of applicants will take place as positions become available and continue until positions are filled.
Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development.
For full details and application information go to http://jobs.uoregon.edu/unclassified.php?id=3737
Job: American Sign Language Lecturer, UCLA
From http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627
UCLA has recently approved the introduction of ASL courses into its undergraduate curriculum. The UCLA Department of Linguistics invites applications for a two-year half time lecturer position in American Sign Language (ASL) starting Fall 2012. This is a teaching position that will involve designing and teaching a one year (three quarter) sequence of ASL instruction (one course per quarter). The salary for the position will range between $27,000-$30,000, and position comes with full UCLA benefits. The position requires native or near- native ASL skills and a strong background in ASL teaching.
The individual appointed may also have the possibility of teaching an 8 week intensive summer course in ASL, if there is sufficient enrollment for the course. This 8 week course will carry a salary in the range of $8,000-$9,000.
Application deadline: UCLA will start evaluating applications starting February 20, 2011, but the position is open until filled.
View the full job posting at http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627
UCLA has recently approved the introduction of ASL courses into its undergraduate curriculum. The UCLA Department of Linguistics invites applications for a two-year half time lecturer position in American Sign Language (ASL) starting Fall 2012. This is a teaching position that will involve designing and teaching a one year (three quarter) sequence of ASL instruction (one course per quarter). The salary for the position will range between $27,000-$30,000, and position comes with full UCLA benefits. The position requires native or near- native ASL skills and a strong background in ASL teaching.
The individual appointed may also have the possibility of teaching an 8 week intensive summer course in ASL, if there is sufficient enrollment for the course. This 8 week course will carry a salary in the range of $8,000-$9,000.
Application deadline: UCLA will start evaluating applications starting February 20, 2011, but the position is open until filled.
View the full job posting at http://linguistlist.org/jobs/get-jobs.cfm?JobID=93600&SubID=4539627
Internships at the Center for Applied Linguistics
INTERNSHIP
LANGUAGE TESTING DIVISION (LTD)
Psychometrics/ Research Team
As part of its annual summer internship program, the Center for Applied Linguistics is looking for highly qualified graduate students interested in measurement and assessment issues related to language. The interns will work closely with the Psychometrics/Research team on projects that provide hands-on experience in applying measurement techniques to real-world language assessment issues, and specifically issues in linking assessments. Advanced graduate students may also be able to conduct their own research using CAL data. Interns will be paid a stipend of $5000.
The dates for the summer internship are flexible, but should fall between June 1 and August 31, 2012. To apply, submit the following information to the above address ATTN: Intern, LTD/Psych/Research or via e-mail to David MacGregor (dmacgregor at cal dot org):
· Detailed resume and cover letter explaining your interest in this position
· List of relevant courses taken (an official transcript is not necessary)
· Dates of availability
Deadline for submission for this position: March 8, 2012
Final decisions for the summer intern program will be made by April 2, 2012. Preference will be given to candidates with demonstrated interest in applying quantitative skills to language-related issues. For further information on all internship programs at CAL, visit http://www.cal.org/about/internships.html. For questions regarding the Psychometrics/Research internship only, contact David MacGregor (dmacgregor at cal dot org). For questions regarding other internships, contact Phyllis Pointer-Tate (ptate at cal dot org).
NOTE: The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with INS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
David MacGregor, Ph.D.
Manager, Academic Language Testing Research and Development Team
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016-1859
Direct: (202) 355-1514
CAL: (202) 362-0700
Fax: (202) 362-3740
MacGregor, D. [LTEST-L] Summer internship at the Center for Applied Linguistics. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 23 Jan 2012).
LANGUAGE TESTING DIVISION (LTD)
Psychometrics/ Research Team
As part of its annual summer internship program, the Center for Applied Linguistics is looking for highly qualified graduate students interested in measurement and assessment issues related to language. The interns will work closely with the Psychometrics/Research team on projects that provide hands-on experience in applying measurement techniques to real-world language assessment issues, and specifically issues in linking assessments. Advanced graduate students may also be able to conduct their own research using CAL data. Interns will be paid a stipend of $5000.
The dates for the summer internship are flexible, but should fall between June 1 and August 31, 2012. To apply, submit the following information to the above address ATTN: Intern, LTD/Psych/Research or via e-mail to David MacGregor (dmacgregor at cal dot org):
· Detailed resume and cover letter explaining your interest in this position
· List of relevant courses taken (an official transcript is not necessary)
· Dates of availability
Deadline for submission for this position: March 8, 2012
Final decisions for the summer intern program will be made by April 2, 2012. Preference will be given to candidates with demonstrated interest in applying quantitative skills to language-related issues. For further information on all internship programs at CAL, visit http://www.cal.org/about/internships.html. For questions regarding the Psychometrics/Research internship only, contact David MacGregor (dmacgregor at cal dot org). For questions regarding other internships, contact Phyllis Pointer-Tate (ptate at cal dot org).
NOTE: The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with INS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
David MacGregor, Ph.D.
Manager, Academic Language Testing Research and Development Team
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016-1859
Direct: (202) 355-1514
CAL: (202) 362-0700
Fax: (202) 362-3740
MacGregor, D. [LTEST-L] Summer internship at the Center for Applied Linguistics. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 23 Jan 2012).
Scholarships for Concordia Language Villages
From http://www.concordialanguagevillages.org/newsite/index.php
For 50 years, Concordia Language Villages, in the North Woods of Minnesota, has been introducing learners to the languages and cultures of our world. Their flagship program focuses on youth ages 7-18, although they continue to expand their offerings.
Summer youth scholarships are available for ALL languages. The majority of scholarships are need-based awards. CLV encourage all families, regardless of financial need, to apply.
The deadline for most scholarships is February 29, 2012.
Find out more about scholarships at http://www.concordialanguagevillages.org/newsite/Registration/scholarships1.php
For 50 years, Concordia Language Villages, in the North Woods of Minnesota, has been introducing learners to the languages and cultures of our world. Their flagship program focuses on youth ages 7-18, although they continue to expand their offerings.
Summer youth scholarships are available for ALL languages. The majority of scholarships are need-based awards. CLV encourage all families, regardless of financial need, to apply.
The deadline for most scholarships is February 29, 2012.
Find out more about scholarships at http://www.concordialanguagevillages.org/newsite/Registration/scholarships1.php
Educational Opportunity: TESOL’s Online Grammar Course "Phrasal Structures and Multiclause Structures"
Educational Opportunity: TESOL’s Online Grammar Course "Phrasal Structures and Multiclause Structures"
Dates: Monday, 13 February – Sunday, 11 March 2012
Registration Deadline: Monday, 6 February 2012.
Do you feel confident discussing grammar? If not, TESOL has two online courses to help you develop the competence and confidence necessary to discuss grammar in the classroom. These courses will help you identify the structures that are most likely to cause problems for your students and suggest activities for practicing those structures.
TESOL: Grammar Course 1 - Phrasal Structures
After you take this course, you will be able to
define basic grammatical terms
identify grammatical structures
write teaching plans for grammar points
incorporate communicative practice into your teaching plans
explain the structure of noun phrases and verb phrases
TESOL: Grammar Course 2 - Multiclause Structures
After you take this course, you will be able to
speak to the use of participial phrases in sentences
explain the function of subjunctive mood in hypothetical conditional clauses as well as in its other uses
demonstrate the uses of passive voice, transitional phrases, conjunctions, subordinating conjunctions, and conjunctive adverbs to create cohesion in writing.
You will also learn a few tricks to help your grammar lessons run smoothly.
Do these sound like the classes you need? Then, register now! Space is limited to 18 students per course. You will earn 4 Continuing Education Units upon completion of each course at no extra charge.
If you have any questions, please contact edprograms at tesol dot org or call 703-518-2516
Educational Opportunity: TESOL’s Online Grammar Courses "Phrasal Structures" and "Multicluase Structures". NCELA List (NCELA@HERMES.GWU.EDU, 24 Jan 2012).
Dates: Monday, 13 February – Sunday, 11 March 2012
Registration Deadline: Monday, 6 February 2012.
Do you feel confident discussing grammar? If not, TESOL has two online courses to help you develop the competence and confidence necessary to discuss grammar in the classroom. These courses will help you identify the structures that are most likely to cause problems for your students and suggest activities for practicing those structures.
TESOL: Grammar Course 1 - Phrasal Structures
After you take this course, you will be able to
define basic grammatical terms
identify grammatical structures
write teaching plans for grammar points
incorporate communicative practice into your teaching plans
explain the structure of noun phrases and verb phrases
TESOL: Grammar Course 2 - Multiclause Structures
After you take this course, you will be able to
speak to the use of participial phrases in sentences
explain the function of subjunctive mood in hypothetical conditional clauses as well as in its other uses
demonstrate the uses of passive voice, transitional phrases, conjunctions, subordinating conjunctions, and conjunctive adverbs to create cohesion in writing.
You will also learn a few tricks to help your grammar lessons run smoothly.
Do these sound like the classes you need? Then, register now! Space is limited to 18 students per course. You will earn 4 Continuing Education Units upon completion of each course at no extra charge.
If you have any questions, please contact edprograms at tesol dot org or call 703-518-2516
Educational Opportunity: TESOL’s Online Grammar Courses "Phrasal Structures" and "Multicluase Structures". NCELA List (NCELA@HERMES.GWU.EDU, 24 Jan 2012).
Baden-Württemberg Seminar for American Faculty in German and German Studies 2012
From http://www.fulbright.de/togermany/grants/bw-seminar2012.html
The Baden-Württemberg Seminar offers a two-week networking seminar for German instructors of U.S. universities. The seminar is based at Tübingen University but includes visits to other universities in the state.
The seminar will take place June 10 - 23, 2012.
Please note that the application deadline is tomorrow, January 31, 2012.
For full details go to http://www.fulbright.de/togermany/grants/bw-seminar2012.html
The Baden-Württemberg Seminar offers a two-week networking seminar for German instructors of U.S. universities. The seminar is based at Tübingen University but includes visits to other universities in the state.
The seminar will take place June 10 - 23, 2012.
Please note that the application deadline is tomorrow, January 31, 2012.
For full details go to http://www.fulbright.de/togermany/grants/bw-seminar2012.html
1st Northwest Conference on Japanese Pedagogy
From http://depts.washington.edu/nwjapan/index.html
The 1st Northwest Conference on Japanese Pedagogy will be held at the University of Washington on April 21-22, 2012. (http://depts.washington.edu/nwjapan/index.html ) The conference is open to college-level and secondary school teachers. The conference theme is “Current Approaches to Japanese Language Assessment”, with presentations by the following keynote speakers:
Dr. Yuri Kumagai (Smith College) and Dr. Shinji Sato (Princeton University)
『社会参加をめざす日本語教育と評価』
Dr. Fumiko Nazikian (Columbia University)
『日本語教育におけるプロジェクト：その目的とアセスメント』
Visit the conference website at http://depts.washington.edu/nwjapan/index.html
The 1st Northwest Conference on Japanese Pedagogy will be held at the University of Washington on April 21-22, 2012. (http://depts.washington.edu/nwjapan/index.html ) The conference is open to college-level and secondary school teachers. The conference theme is “Current Approaches to Japanese Language Assessment”, with presentations by the following keynote speakers:
Dr. Yuri Kumagai (Smith College) and Dr. Shinji Sato (Princeton University)
『社会参加をめざす日本語教育と評価』
Dr. Fumiko Nazikian (Columbia University)
『日本語教育におけるプロジェクト：その目的とアセスメント』
Visit the conference website at http://depts.washington.edu/nwjapan/index.html
Alabama Association of Foreign Language Teachers Conference
From http://www.aaflt.org
The 2012 AAFLT Convention will take place February 3-4 at Auburn University Montgomery. Learn more at http://www.aaflt.org/conference
The 2012 AAFLT Convention will take place February 3-4 at Auburn University Montgomery. Learn more at http://www.aaflt.org/conference
2012 South Carolina Foreign Language Teachers’ Association Conference
From http://www.scflta.org
2012 SCFLTA Conference
February 11, 2012
Columbia, SC
"Got Connections? Communicate, Collaborate, and Innovate!"
Conference workshop information: The focus of the workshops conducted by John De Mado centers on core language acquisition issues: how the human mind creates language, how to assess language performance, how to include more students in the process, distinguishing between ‘proficiency’ and ‘mastery’, the role of ‘error’ in the language acquisition process, literacy, etc.
Visit the conference website for more information at http://www.scflta.org/conf_wkshps/Conf%2012/conference2012.html
2012 SCFLTA Conference
February 11, 2012
Columbia, SC
"Got Connections? Communicate, Collaborate, and Innovate!"
Conference workshop information: The focus of the workshops conducted by John De Mado centers on core language acquisition issues: how the human mind creates language, how to assess language performance, how to include more students in the process, distinguishing between ‘proficiency’ and ‘mastery’, the role of ‘error’ in the language acquisition process, literacy, etc.
Visit the conference website for more information at http://www.scflta.org/conf_wkshps/Conf%2012/conference2012.html
Call for Papers: Arizona Working Papers in SLA & Teaching
From http://linguistlist.org/issues/23/23-347.html
The Arizona Working Papers in Second Language Acquisition and Teaching is a publication of the University of Arizona Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT). The Working Papers were thus conceived as an opportunity for doctoral students in the field of second language studies to experience the publishing process as well as an outlet for established second language researchers to present work in progress.
The Arizona Working Papers invites students and scholars in applied linguistics, second language acquisition and teaching, TESOL, and related fields to submit papers to the Arizona Working Papers, 2012, Volume 19.
Papers must be research studies (i.e., with data analysis, either involving subjects or corpus data) and should focus on issues related to the following four areas: L2 Pedagogy and Program Administration, L2 Use, L2 Processes, and L2 Analysis. First language studies with relevance to second language acquisition and teaching may also be submitted. Submissions are accepted in English and other widely spoken languages (Spanish, French, Italian, German, Russian, etc).
Submission Deadline: February 15, 2012.
For further details, visit the website: http://slat.arizona.edu/arizona-working-papers/call-submissions
The Arizona Working Papers in Second Language Acquisition and Teaching is a publication of the University of Arizona Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT). The Working Papers were thus conceived as an opportunity for doctoral students in the field of second language studies to experience the publishing process as well as an outlet for established second language researchers to present work in progress.
The Arizona Working Papers invites students and scholars in applied linguistics, second language acquisition and teaching, TESOL, and related fields to submit papers to the Arizona Working Papers, 2012, Volume 19.
Papers must be research studies (i.e., with data analysis, either involving subjects or corpus data) and should focus on issues related to the following four areas: L2 Pedagogy and Program Administration, L2 Use, L2 Processes, and L2 Analysis. First language studies with relevance to second language acquisition and teaching may also be submitted. Submissions are accepted in English and other widely spoken languages (Spanish, French, Italian, German, Russian, etc).
Submission Deadline: February 15, 2012.
For further details, visit the website: http://slat.arizona.edu/arizona-working-papers/call-submissions
Call for Papers: Conference on Formal Approaches to Heritage Language
From http://linguistlist.org/issues/23/23-359.html
Conference on Formal Approaches to Heritage Language
Date: 20-Apr-2012 - 21-Apr-2012
Location: Amherst, Massachusetts
'Heritage speakers' have been described by Polinsky and Kagan (2007) as people raised in a home where one language is spoken, but who subsequently switch to another dominant language. This conference aims to explore the formal properties of Heritage Speaker grammars and where they diverge from both native 'baseline' and L2 speaker grammars. The program will also include a workshop on research techniques for heritage languages.
Call Deadline: 29-Feb-2012
View the full call for papers at http://linguistlist.org/issues/23/23-359.html
Conference on Formal Approaches to Heritage Language
Date: 20-Apr-2012 - 21-Apr-2012
Location: Amherst, Massachusetts
'Heritage speakers' have been described by Polinsky and Kagan (2007) as people raised in a home where one language is spoken, but who subsequently switch to another dominant language. This conference aims to explore the formal properties of Heritage Speaker grammars and where they diverge from both native 'baseline' and L2 speaker grammars. The program will also include a workshop on research techniques for heritage languages.
Call Deadline: 29-Feb-2012
View the full call for papers at http://linguistlist.org/issues/23/23-359.html
Call for Papers: University of Wisconsin-Madison Classics Graduate Colloquium
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_university_of_wisconsin-madison_classics_graduate_colloquium
CFP: University of Wisconsin-Madison Classics Graduate Colloquium
And Now for Something Completely Different: Transformation and Transcendence in Antiquity
Madison, WI; October 5-6, 2012
The organizers invite papers from current graduate students on topics concerning altered states or the concept of change itself. Examples include:
Corporeal: metamorphosis, shape-shifting, disguise
Psychological: insanity, intoxication and drug use, dreams and visions
Divine: prophetic or poetic inspiration, religious ecstasy, apotheosis
Political: revolution and regime change, colonization
Environmental: natural disasters, landscape development and building projects
Material: graffiti, palimpsests, destruction or alteration of works of art
Graduate students wishing to present a paper at the colloquium should submit a titled abstract by April 15, 2012.
View the full call for papers at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_university_of_wisconsin-madison_classics_graduate_colloquium
CFP: University of Wisconsin-Madison Classics Graduate Colloquium
And Now for Something Completely Different: Transformation and Transcendence in Antiquity
Madison, WI; October 5-6, 2012
The organizers invite papers from current graduate students on topics concerning altered states or the concept of change itself. Examples include:
Corporeal: metamorphosis, shape-shifting, disguise
Psychological: insanity, intoxication and drug use, dreams and visions
Divine: prophetic or poetic inspiration, religious ecstasy, apotheosis
Political: revolution and regime change, colonization
Environmental: natural disasters, landscape development and building projects
Material: graffiti, palimpsests, destruction or alteration of works of art
Graduate students wishing to present a paper at the colloquium should submit a titled abstract by April 15, 2012.
View the full call for papers at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_university_of_wisconsin-madison_classics_graduate_colloquium
Now Available in Print: Working with Spoken Chinese
From http://calper.la.psu.edu/publication.php?page=wsc
Working with Spoken Chinese
Author: Hongyin Tao
Publisher: CALPER
Working with Spoken Chinese is designed for intermediate to advanced learners (ACTFL Proficiency Guidelines) who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse. Each unit is accompanied by detailed transcripts, line-by-line commentaries, vocabulary lists, concordances and an audio clip, which are available for free on the companion website to the book.
These materials have been available online for several years, but now you can purchase the print version: http://calper.la.psu.edu/publication.php?page=wsc
Working with Spoken Chinese
Author: Hongyin Tao
Publisher: CALPER
Working with Spoken Chinese is designed for intermediate to advanced learners (ACTFL Proficiency Guidelines) who want to improve their speaking and listening skills in conversational Chinese. It consists of ten units, which highlight important interactive aspects of the language and provide activities and exercises on the grammar of spoken language, the lexicon, and critical features of spoken discourse. Each unit is accompanied by detailed transcripts, line-by-line commentaries, vocabulary lists, concordances and an audio clip, which are available for free on the companion website to the book.
These materials have been available online for several years, but now you can purchase the print version: http://calper.la.psu.edu/publication.php?page=wsc
Book: Teaching Languages to Students with Specific Learning Differences
From http://www.multilingual-matters.com/display.asp?isb=9781847696199
Teaching Languages to Students with Specific Learning Differences
By Judit Kormos and Anne Margaret Smith
Published by Multilingual Matters
Summary: This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847696199
Teaching Languages to Students with Specific Learning Differences
By Judit Kormos and Anne Margaret Smith
Published by Multilingual Matters
Summary: This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847696199
Report: What Business Wants: Language Needs in the 21st Century
From http://thelanguageflagship.org
The Language Flagship has undertaken one of the most systematic efforts, to date, to assess and understand the needs for global skills in business. Over the past three years, this effort engaged over one hundred business leaders to identify the role and value of languages and cultural skills to business’ bottom line. Equally important it identified potential roles for business as an integral part of a dynamic that will bring significant change to language education in the United States. The resulting report, “What Business Wants: Language Needs in the 21st Century” summarizes the findings that companies do need language and cultural skills on their staff for improving global business practices and for serving a domestically based multi-lingual workforce and clientele.
Read about the key findings here: http://thelanguageflagship.org/business/what-business-wants
You can download the report from http://thelanguageflagship.org/images/documents/what_business_wants_report_final_7_09.pdf
The Language Flagship has undertaken one of the most systematic efforts, to date, to assess and understand the needs for global skills in business. Over the past three years, this effort engaged over one hundred business leaders to identify the role and value of languages and cultural skills to business’ bottom line. Equally important it identified potential roles for business as an integral part of a dynamic that will bring significant change to language education in the United States. The resulting report, “What Business Wants: Language Needs in the 21st Century” summarizes the findings that companies do need language and cultural skills on their staff for improving global business practices and for serving a domestically based multi-lingual workforce and clientele.
Read about the key findings here: http://thelanguageflagship.org/business/what-business-wants
You can download the report from http://thelanguageflagship.org/images/documents/what_business_wants_report_final_7_09.pdf
January 22, 2012
Tool Lets You Make a QR Code That Links to an Audio Clip
Here’s what the online QR Voice tool does in a nutshell:
1) You type a 100-character-or-less message in one of about 40 languages.
2) The tool generates a QR code (a two-dimensional bar code that can be read by a QR scanner smartphone application).
3) Meanwhile, your text goes through a text-to-speech application to generate an audio clip.
4) When someone scans the QR code (you select the size and print it), their smartphone says the message that you had typed.
Using this tool and a smartphone or other device with a QR code scanner, you can put labels all over your classroom, put messages in cards and on homework assignments, or even send your students on a listening treasure hunt, where each QR code leads to another code in another location.
To test this application, your InterCom editor (who doesn’t have a smartphone) had to use an online QR code reader: once I generated the QR code, I saved the image to my computer and then uploaded it to this free application: http://www.onlinebarcodereader.com , which generated a link to the actual audio clip.
Here is the link to the QR Voice tool itself: http://qrvoice.net
Here is a review of this tool: http://www.freetech4teachers.com/2012/01/create-mobile-language-lesson-with-qr.html
1) You type a 100-character-or-less message in one of about 40 languages.
2) The tool generates a QR code (a two-dimensional bar code that can be read by a QR scanner smartphone application).
3) Meanwhile, your text goes through a text-to-speech application to generate an audio clip.
4) When someone scans the QR code (you select the size and print it), their smartphone says the message that you had typed.
Using this tool and a smartphone or other device with a QR code scanner, you can put labels all over your classroom, put messages in cards and on homework assignments, or even send your students on a listening treasure hunt, where each QR code leads to another code in another location.
To test this application, your InterCom editor (who doesn’t have a smartphone) had to use an online QR code reader: once I generated the QR code, I saved the image to my computer and then uploaded it to this free application: http://www.onlinebarcodereader.com , which generated a link to the actual audio clip.
Here is the link to the QR Voice tool itself: http://qrvoice.net
Here is a review of this tool: http://www.freetech4teachers.com/2012/01/create-mobile-language-lesson-with-qr.html
Photo Pin: Another Source for Images
From http://www.freetech4teachers.com/2012/01/photo-pin-royalty-free-image-search.html
Photo Pin is a new website offering images that can be re-used for blog entries, video productions, slideshows, and print media. Photo Pin uses a combination of Flickr's API for Creative Commons search and Fotolia's image library to serve-up royalty-free images. The search results page on Photo Pin clearly delineates between images that are free to use and images that you have to purchase.
Photo Pin is available at http://photopin.com
Photo Pin is a new website offering images that can be re-used for blog entries, video productions, slideshows, and print media. Photo Pin uses a combination of Flickr's API for Creative Commons search and Fotolia's image library to serve-up royalty-free images. The search results page on Photo Pin clearly delineates between images that are free to use and images that you have to purchase.
Photo Pin is available at http://photopin.com
Suggestions for Maintaining Language Skills
From http://thelanguageflagship.org
If you teach language in the early grades, or if you have students who participate in summer programs like STARTALK, or if your school has limited language offerings, you and your students may wonder how they can maintain and improve on their language skills until they once again have an opportunity for language study. Here are some suggestions, aimed at teenagers but applicable to a wider age range, from the Language Flagship: http://thelanguageflagship.org/students-a-parents/improve-upon-and-maintain-language-skills
If you teach language in the early grades, or if you have students who participate in summer programs like STARTALK, or if your school has limited language offerings, you and your students may wonder how they can maintain and improve on their language skills until they once again have an opportunity for language study. Here are some suggestions, aimed at teenagers but applicable to a wider age range, from the Language Flagship: http://thelanguageflagship.org/students-a-parents/improve-upon-and-maintain-language-skills
AccELLerate! 4.2 Focuses on Young English Language Learners
NCELA Quarterly Review: AccELLerate! 4.2.
Winter 2012 - Volume 4: Issue 2
This issue focuses on young English learners. These children come from linguistically and ethnically diverse backgrounds and are learning a second language while still acquiring their first language. Working with these children in an environment that is empowering and supportive of their home culture and language is essential for their academic success and growth into knowledgeable, skilled, and confident citizens of the 21st century. The National Clearinghouse for English Language Acquisition offers a collection of papers presenting specific practices and new ideas for both novice and experienced teachers.
In this issue:
August, Artzi, Haynes, & Corwin - Developing Oral Proficiency in Dual Language Learners: The Vocabulary Improvement and Oral Language Enrichment and Literacy through Stories (VIOLETS) Program
Ballantyne - The More We Get Together: Social Development in a New Language
Connors & Brown - Supporting Parents to Prepare Young Dual Language Learners for School
Erdemir - Facilitating Vocabulary Learning of EL and Bilingual Children in Preschool and Kindergarten Classrooms: Practical Recommendations
Grassi & Barker - Involving Parents of Young Culturally and Linguistically Diverse Exceptional Students
McCrary, Sennette, & Brown - One Institution’s Journey: Training Teachers of Young English Learners
Peña, Bedore, & Gibson - Bilingual Language Assessment in Educational Contexts
Rivas & Ware - Assessment with Cultural Context in Mind: Recommendations for Community-Based Programs that Serve Young English Learners
Robbins & Chamot - Young EL Learning Strategies: From Abstract Concepts to Concrete Tools
Also in this issue
Editor’s Notes
Success Stories: González; McWilliams, Maldonado, & Szczepaniak
askNCELA’s Inbox: How many young ELs are there?
Information Piece: Websites Offering Learning Activities for Young ELs
You can read AccELLerate! 4.2. on the NCWELA website in pdf format at:
http://www.ncela.gwu.edu/files/uploads/17/Accellerate4_2.pdf
Winter 2012 - Volume 4: Issue 2
This issue focuses on young English learners. These children come from linguistically and ethnically diverse backgrounds and are learning a second language while still acquiring their first language. Working with these children in an environment that is empowering and supportive of their home culture and language is essential for their academic success and growth into knowledgeable, skilled, and confident citizens of the 21st century. The National Clearinghouse for English Language Acquisition offers a collection of papers presenting specific practices and new ideas for both novice and experienced teachers.
In this issue:
August, Artzi, Haynes, & Corwin - Developing Oral Proficiency in Dual Language Learners: The Vocabulary Improvement and Oral Language Enrichment and Literacy through Stories (VIOLETS) Program
Ballantyne - The More We Get Together: Social Development in a New Language
Connors & Brown - Supporting Parents to Prepare Young Dual Language Learners for School
Erdemir - Facilitating Vocabulary Learning of EL and Bilingual Children in Preschool and Kindergarten Classrooms: Practical Recommendations
Grassi & Barker - Involving Parents of Young Culturally and Linguistically Diverse Exceptional Students
McCrary, Sennette, & Brown - One Institution’s Journey: Training Teachers of Young English Learners
Peña, Bedore, & Gibson - Bilingual Language Assessment in Educational Contexts
Rivas & Ware - Assessment with Cultural Context in Mind: Recommendations for Community-Based Programs that Serve Young English Learners
Robbins & Chamot - Young EL Learning Strategies: From Abstract Concepts to Concrete Tools
Also in this issue
Editor’s Notes
Success Stories: González; McWilliams, Maldonado, & Szczepaniak
askNCELA’s Inbox: How many young ELs are there?
Information Piece: Websites Offering Learning Activities for Young ELs
You can read AccELLerate! 4.2. on the NCWELA website in pdf format at:
http://www.ncela.gwu.edu/files/uploads/17/Accellerate4_2.pdf
ClubEFL: Resource for EFL/ESL Teachers and Students
From http://larryferlazzo.edublogs.org/2012/01/08/clubefl-is-a-fantastic-site-for-eflesl-teachers-students
Larry Ferlazzo recently praised the clubEFL website:
ClubEFL has fantastic resources for EFL/ESL students and teachers, including:
* a Picture Dictionary and a Talking Dictionary
* short video clips along with lots of interactive reinforcement exercises (students could use them at home, too): Gogo’s Adventure with English, Learn English through Movies
* Aesop’s Fables in English for language learners
* Very Short Stories and Verses For Children
Read Mr. Ferlazzo’s full review of this website at http://larryferlazzo.edublogs.org/2012/01/08/clubefl-is-a-fantastic-site-for-eflesl-teachers-students
ClubEFL is available at http://clubefl.gr
Larry Ferlazzo recently praised the clubEFL website:
ClubEFL has fantastic resources for EFL/ESL students and teachers, including:
* a Picture Dictionary and a Talking Dictionary
* short video clips along with lots of interactive reinforcement exercises (students could use them at home, too): Gogo’s Adventure with English, Learn English through Movies
* Aesop’s Fables in English for language learners
* Very Short Stories and Verses For Children
Read Mr. Ferlazzo’s full review of this website at http://larryferlazzo.edublogs.org/2012/01/08/clubefl-is-a-fantastic-site-for-eflesl-teachers-students
ClubEFL is available at http://clubefl.gr
Editorial: Reform for English Language Learners
From http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/reform_for_english_language_learners.html
Reform for English Language Learners
By Patricia Dickenson
January 19, 2012
Patricia Dickenson, a former elementary school teacher in Los Angeles, is guest posting a series on English language learners on the Education Week “Straight Up” blog.
In her first post, she addressed educational drawbacks that English language learners may encounter in schools: Justice for English Language Learners http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/justice_for_english_language_learners.html )
In her second she addresses how schools and districts can be more resourceful in closing the achievement gap: Reform for English Language Learners (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/reform_for_english_language_learners.html )
In her third she shares her experiences as a teacher in South Central, Los Angeles and explores what teachers of English language learners can do within the classroom: Driven by Competition...Compelled by the Heart (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/driven_by_competitioncompelled_by_the_heart.html )
Reform for English Language Learners
By Patricia Dickenson
January 19, 2012
Patricia Dickenson, a former elementary school teacher in Los Angeles, is guest posting a series on English language learners on the Education Week “Straight Up” blog.
In her first post, she addressed educational drawbacks that English language learners may encounter in schools: Justice for English Language Learners http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/justice_for_english_language_learners.html )
In her second she addresses how schools and districts can be more resourceful in closing the achievement gap: Reform for English Language Learners (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/reform_for_english_language_learners.html )
In her third she shares her experiences as a teacher in South Central, Los Angeles and explores what teachers of English language learners can do within the classroom: Driven by Competition...Compelled by the Heart (http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/driven_by_competitioncompelled_by_the_heart.html )
Investors Backed by Publishing Giant Team Up with California University To Start a Bilingual College
From http://chronicle.com/article/Investorsa-Calif/130367
Investors Backed by Publishing Giant Team Up With Calif. University to Start a Bilingual College
By Goldie Blumenstyk
January 17, 2012
A $100-million investment fund backed by the German publishing and media giant Bertelsmann and the endowment for two Texas public university systems is jumping into higher education with two ventures aimed key markets.
One is a new bilingual college aimed at Hispanic students, in partnership with an affiliate of Chapman University.
For the yet-to-be-named Hispanic-serving college, the new fund, called University Ventures, will form a partnership with Brandman University, an 11,000-student nonprofit institution now known for serving working adult students at its 25 campuses in California (plus one in Washington State) through online and face-to-face courses.
The program will be aimed at the many students from Spanish-speaking homes who have learned enough English to graduate from high school but either are too intimidated or too inadequately prepared to get through traditional college programs taught fully in English.
Read the full article at http://chronicle.com/article/Investorsa-Calif/130367
Investors Backed by Publishing Giant Team Up With Calif. University to Start a Bilingual College
By Goldie Blumenstyk
January 17, 2012
A $100-million investment fund backed by the German publishing and media giant Bertelsmann and the endowment for two Texas public university systems is jumping into higher education with two ventures aimed key markets.
One is a new bilingual college aimed at Hispanic students, in partnership with an affiliate of Chapman University.
For the yet-to-be-named Hispanic-serving college, the new fund, called University Ventures, will form a partnership with Brandman University, an 11,000-student nonprofit institution now known for serving working adult students at its 25 campuses in California (plus one in Washington State) through online and face-to-face courses.
The program will be aimed at the many students from Spanish-speaking homes who have learned enough English to graduate from high school but either are too intimidated or too inadequately prepared to get through traditional college programs taught fully in English.
Read the full article at http://chronicle.com/article/Investorsa-Calif/130367
Receive a Free Monthly Bilingual Spanish-English Book
From http://www.spanglishbaby.com/2011/12/read-conmigo-sends-you-free-bilingual-books
Infinity Insurance is the resource behind a new program called Read Conmigo, a bilingual literacy program intended to support Spanish literacy by helping parents get past one of the greatest barriers: access to developmentally appropriate Spanish literature. Via their Club Read program, anyone can receive FREE K-5 bilingual books in the mail.
Sign up at http://www.readconmigo.org/club-read
Infinity Insurance is the resource behind a new program called Read Conmigo, a bilingual literacy program intended to support Spanish literacy by helping parents get past one of the greatest barriers: access to developmentally appropriate Spanish literature. Via their Club Read program, anyone can receive FREE K-5 bilingual books in the mail.
Sign up at http://www.readconmigo.org/club-read
Kids Do Ecology Website - ¡En Español!
From http://teachinglearningspanish.blogspot.com/2012/01/kids-do-ecology-in-spanish.html
Are you doing a thematic unit on biodiversity, ecosystems, or the natural environment? Here’s a good kid-friendly resource:
On Kids Do Ecology you’ll find information about biomes (aquatic & land), marine mammals, endangered animals, the scientific method and much more: http://kids.nceas.ucsb.edu/sp/index.html
Are you doing a thematic unit on biodiversity, ecosystems, or the natural environment? Here’s a good kid-friendly resource:
On Kids Do Ecology you’ll find information about biomes (aquatic & land), marine mammals, endangered animals, the scientific method and much more: http://kids.nceas.ucsb.edu/sp/index.html
Paris-Themed Online Exercises
From http://www.camsoftpartners.co.uk/websites.htm#french
Here is a website that contains over 40 interactive exercises relating to Paris, all created by Christophe Laroy with Hot Potatoes. There are exercises for intermediate to advanced level: http://users.skynet.be/christophelaroy/exercices.htm
Here is a website that contains over 40 interactive exercises relating to Paris, all created by Christophe Laroy with Hot Potatoes. There are exercises for intermediate to advanced level: http://users.skynet.be/christophelaroy/exercices.htm
Classical Widgets for Your Webpage
A widget is a small application that you can embed in your web page (including blogs and wikis) - for example, a countdown clock, or a quotation or photo of the day. Laura Gibbs has been creating Classics-oriented javascript widgets for years, and you can read about them and access them at http://schoolhousewidgets.blogspot.com
Linked Ancient World Data Institute
From http://wiki.digitalclassicist.org/Main_Page
New York University’s Institute for the Study of the Ancient World (ISAW) will host the Linked Ancient World Data Institute (LAWDI) from May 31st to June 2nd, 2012 in New York City. “Linked Open Data” is an approach to the creation of digital resources that emphasizes connections between diverse information on the basis of published and stable web addresses (URIs) that identify common concepts and individual items. LAWDI, funded by the Office of Digital Humanities of the National Endowment for Humanities, will bring together an international faculty of practitioners working in the field of Linked Data with twenty attendees who are implementing or planning the creation of digital resources.
LAWDI’s intellectual scope is the Ancient Mediterranean and Ancient Near East, two fields in which a large and increasing number of digital resources is available, with rich coverage of the archaeology, literature and history of these regions. Many of these resources publish stable URIs for their content and so are enabling links and re-use that create a varied research and publication environment. LAWDI attendees will learn how to take advantage of these resources and also how to contribute to the growing network of linked scholarly materials.
The organizers encourage applications from faculty, university staff, graduate students, librarians, museum professionals, archivists and others with a serious interest in creating digital resources for the study of the Ancient World.
The application deadline is February 17, 2012.
For full details go to http://wiki.digitalclassicist.org/Linked_Ancient_World_Data_Institute
New York University’s Institute for the Study of the Ancient World (ISAW) will host the Linked Ancient World Data Institute (LAWDI) from May 31st to June 2nd, 2012 in New York City. “Linked Open Data” is an approach to the creation of digital resources that emphasizes connections between diverse information on the basis of published and stable web addresses (URIs) that identify common concepts and individual items. LAWDI, funded by the Office of Digital Humanities of the National Endowment for Humanities, will bring together an international faculty of practitioners working in the field of Linked Data with twenty attendees who are implementing or planning the creation of digital resources.
LAWDI’s intellectual scope is the Ancient Mediterranean and Ancient Near East, two fields in which a large and increasing number of digital resources is available, with rich coverage of the archaeology, literature and history of these regions. Many of these resources publish stable URIs for their content and so are enabling links and re-use that create a varied research and publication environment. LAWDI attendees will learn how to take advantage of these resources and also how to contribute to the growing network of linked scholarly materials.
The organizers encourage applications from faculty, university staff, graduate students, librarians, museum professionals, archivists and others with a serious interest in creating digital resources for the study of the Ancient World.
The application deadline is February 17, 2012.
For full details go to http://wiki.digitalclassicist.org/Linked_Ancient_World_Data_Institute
50 Years of the Welsh Language Society - Series of Articles
Here is a series of articles up at http://clickonwales.org, celebrating the 50th anniversary of the Welsh language pressure group Cymdeithas yr Iaith Gymraeg (The Welsh Language Society).
http://www.clickonwales.org/2012/01/cymdeithas-at-50-half-a-century-ago
'Cymdeithas at 50: Half a century ago'. John Davies looks back at an era when the Welsh language was virtually invisible.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-when-dreams-become-reality
'Cymdeithas at 50: When dreams become reality'. Angharad Tomos looks back at a lifetime of campaigning.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-attaining-psychological-freedom
'Cymdeithas at 50: Attaining psychological freedom'. Menna Machreth explains how non-violent direct action can become a way of life.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-how-devolution-is-changing-the-campaign
'Cymdeithas at 50: How devolution is changing the campaign'. Simon Brooks argues that today the language needs constitutional pressure group.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-making-the-campaign-fit-for-the-future
'Cymdeithas at 50: Making the campaign fit for the future'. Huw Lewis says Cymdeithas faces questions about its organisation, methods and policy.
Sayers, D. 50 years of the Welsh Language Society. ENDANGERED-LANGUAGES-L listserv (ENDANGERED-LANGUAGES-L@LISTSERV.LINGUISTLIST.ORG, 17 Jan 2012).
http://www.clickonwales.org/2012/01/cymdeithas-at-50-half-a-century-ago
'Cymdeithas at 50: Half a century ago'. John Davies looks back at an era when the Welsh language was virtually invisible.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-when-dreams-become-reality
'Cymdeithas at 50: When dreams become reality'. Angharad Tomos looks back at a lifetime of campaigning.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-attaining-psychological-freedom
'Cymdeithas at 50: Attaining psychological freedom'. Menna Machreth explains how non-violent direct action can become a way of life.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-how-devolution-is-changing-the-campaign
'Cymdeithas at 50: How devolution is changing the campaign'. Simon Brooks argues that today the language needs constitutional pressure group.
http://www.clickonwales.org/2012/01/cymdeithas-at-50-making-the-campaign-fit-for-the-future
'Cymdeithas at 50: Making the campaign fit for the future'. Huw Lewis says Cymdeithas faces questions about its organisation, methods and policy.
Sayers, D. 50 years of the Welsh Language Society. ENDANGERED-LANGUAGES-L listserv (ENDANGERED-LANGUAGES-L@LISTSERV.LINGUISTLIST.ORG, 17 Jan 2012).
Japanese Language Education Assistants Program
This two-year program is designed to pair a currently teaching K-12 Japanese language teacher with an assistant teacher from Japan. These young, assistant teachers have training in teaching Japanese as a foreign language and are eager to work with teachers in the U.S. Application deadline is January 24, 2012. For more information, please see the Japan Foundation website: http://www.jflalc.org.vhost.zerolag.com/jle-j-leap.html
Education Funding for Foreign Languages Cut
From http://www.usnews.com/education/blogs/high-school-notes/2012/01/16/education-funding-for-foreign-languages-cut
Education Funding for Foreign Languages Cut
By Jason Koebler
January 16, 2012
The Department of Education program that funded $27 million worth of foreign language education grants—which were split by a mix of 55 charter schools, school districts, and states—was cut in the recent budget bill, leaving the future of foreign language classes at these schools in jeopardy.
"What this cut does is pull the rug out from these programs," Martha Abbott, executive director of the American Council on the Teaching of Foreign Languages (ACTFA), says. Because the Foreign Language Assistance Program (FLAP) grants were awarded in three- or five-year increments, affected schools will have to scramble to find funding.
FLAP's absence might affect more than the schools that were being funded. Abbott says that the money was often used to pilot new foreign language classes that could then be emulated in other schools in each district. Pilot program teachers would then train other teachers to multiply each grant's effect.
Read the full article at http://www.usnews.com/education/blogs/high-school-notes/2012/01/16/education-funding-for-foreign-languages-cut
Education Funding for Foreign Languages Cut
By Jason Koebler
January 16, 2012
The Department of Education program that funded $27 million worth of foreign language education grants—which were split by a mix of 55 charter schools, school districts, and states—was cut in the recent budget bill, leaving the future of foreign language classes at these schools in jeopardy.
"What this cut does is pull the rug out from these programs," Martha Abbott, executive director of the American Council on the Teaching of Foreign Languages (ACTFA), says. Because the Foreign Language Assistance Program (FLAP) grants were awarded in three- or five-year increments, affected schools will have to scramble to find funding.
FLAP's absence might affect more than the schools that were being funded. Abbott says that the money was often used to pilot new foreign language classes that could then be emulated in other schools in each district. Pilot program teachers would then train other teachers to multiply each grant's effect.
Read the full article at http://www.usnews.com/education/blogs/high-school-notes/2012/01/16/education-funding-for-foreign-languages-cut
TV Series on Endangered Languages
From http://linguistlist.org/issues/23/23-325.html
“While endangered plants and animals are protected by law, who is looking out for the cultures and ways of life held in these words? That is the heart and mission of this series.” Encounter the distinct cultures and peoples of West Africa, Asia and the Middle East in the three-part documentary On the Road with Bob Holman and discover ancient languages on the brink of extinction. Each of the half-hour shows, produced by Rattapallax in association with Bowery Arts and Science, will air on Link TV, which is available on local cable channels, DVD, online, and on DirectTV channel 375 and Dish Network channel 9410.
Learn more about the series and how to access it at http://rattapallax.com/blog/on_the_road
“While endangered plants and animals are protected by law, who is looking out for the cultures and ways of life held in these words? That is the heart and mission of this series.” Encounter the distinct cultures and peoples of West Africa, Asia and the Middle East in the three-part documentary On the Road with Bob Holman and discover ancient languages on the brink of extinction. Each of the half-hour shows, produced by Rattapallax in association with Bowery Arts and Science, will air on Link TV, which is available on local cable channels, DVD, online, and on DirectTV channel 375 and Dish Network channel 9410.
Learn more about the series and how to access it at http://rattapallax.com/blog/on_the_road
Editorial: Are We Really Monolingual?
From http://www.nytimes.com/2012/01/15/opinion/sunday/are-we-really-monolingual.html?_r=1
Are We Really Monolingual?
By MICHAEL ERARD
January 14, 2012
The widespread assumption is that few Americans speak more than one language, compared with citizens of other nations — and that we have little interest in learning to speak another. But is this true?
The celebrated multilingualism of not just Europe but also the rest of the world may be exaggerated. The hand-wringing about America’s supposed linguistic weakness is often accompanied by the claim that monolinguals make up a small worldwide minority.
Multilinguals may outnumber monolinguals, but it’s not clear by how much. The average American may be no more monolingual or less multilingual than any other average person elsewhere on the planet. At the very least, we can’t say for sure — not in any language.
Read Mr. Erard’s editorial at http://www.nytimes.com/2012/01/15/opinion/sunday/are-we-really-monolingual.html?_r=1
Are We Really Monolingual?
By MICHAEL ERARD
January 14, 2012
The widespread assumption is that few Americans speak more than one language, compared with citizens of other nations — and that we have little interest in learning to speak another. But is this true?
The celebrated multilingualism of not just Europe but also the rest of the world may be exaggerated. The hand-wringing about America’s supposed linguistic weakness is often accompanied by the claim that monolinguals make up a small worldwide minority.
Multilinguals may outnumber monolinguals, but it’s not clear by how much. The average American may be no more monolingual or less multilingual than any other average person elsewhere on the planet. At the very least, we can’t say for sure — not in any language.
Read Mr. Erard’s editorial at http://www.nytimes.com/2012/01/15/opinion/sunday/are-we-really-monolingual.html?_r=1
Job: AP Curriculum and Content Development, World Languages Position
The College Board, a national education organization, is conducting a search for a Director of Curriculum and Content Development for AP® World Languages and Cultures. This position can be based out of either the New York, N.Y., or Duluth, Ga., offices.
The Director of Curriculum and Content Development for AP World Languages and Cultures is responsible for preserving and improving the quality and validity of the AP Program's core deliverables: the course curriculum, the exam and the teacher support content. The Director works closely with expert teams of college professors and AP teachers to accomplish the AP Program's goals, managing multiple ongoing projects and initiatives. The Director must present to and engage with large academic and membership audiences to ensure that change and improvement within AP world languages and cultures courses and exams garners acceptance and support.
Learn more about the position, including minimum job qualifications, at http://noreply.collegeboard.org/14d98d5a9layfousiahodavyaaaaaabc4chxqow4xguyaaaaa
The Director of Curriculum and Content Development for AP World Languages and Cultures is responsible for preserving and improving the quality and validity of the AP Program's core deliverables: the course curriculum, the exam and the teacher support content. The Director works closely with expert teams of college professors and AP teachers to accomplish the AP Program's goals, managing multiple ongoing projects and initiatives. The Director must present to and engage with large academic and membership audiences to ensure that change and improvement within AP world languages and cultures courses and exams garners acceptance and support.
Learn more about the position, including minimum job qualifications, at http://noreply.collegeboard.org/14d98d5a9layfousiahodavyaaaaaabc4chxqow4xguyaaaaa
Grants to Build Arabic and Chinese Language Programs
American Councils for International Education would like to share information about two programs that expose K-12 schools and students to Arabic and Chinese language and culture. Both programs are fully funded through the U.S. State Department.
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Host a Guest Teacher from China or Egypt
The Teachers of Critical Languages Program (TCLP) provides U.S. K-12 schools with the opportunity to host fully funded exchange teachers from Egypt and China for an entire academic year in order to begin or further grow an Arabic or Mandarin program. Public, private, or religious schools from all corners of the nation are encouraged to apply. Bring the world to your school by introducing Arabic or Chinese language and culture to your students.
TCLP provides teachers’ salaries, healthcare, roundtrip airfare, training, professional development funds, and ongoing program support. To increase the number of Americans teaching and learning these critical languages, selected host schools also receive access to grant opportunities to support language learning projects.
To learn more about the program benefits and requirements, please read about the Program Timeline and Details, or check out ACIE’s introduction video.
To apply, please visit http://www.tclprogram.org or email tclp at americancouncils dot org.
Extended Program Application Deadline: February 1, 2012
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Study Language in China or Egypt
Intensive Summer Language Institutes (ISLI) provides fellowships for U.S. classroom teachers to spend six weeks overseas studying intermediate and advanced-level Arabic in Alexandria, Egypt, and Chinese in Changchun, China. Current K-12 teachers, community college instructors of Arabic and Mandarin Chinese, and students enrolled in education programs who intend to teach these languages can apply. Participants earn ten hours of graduate credit through Bryn Mawr College, and are provided with peer tutors and roundtrip airfare. All travel and study-related costs are fully covered. For more information, please visit http://www.americancouncils.org/isli or email isli at americancouncils dot org.
Program Application Deadline: March 2, 2012
Sincerely,
Stephanie Heard
Program Officer
American Councils for International Education
1828 L Street , N.W. Suite 1200
Washington, D.C. 20036
Tel: 202-833-7522
Fax: 202-833.7523
http://www.tclprogram.org
Leicester, E. [ASIATEACH] FW: Grants to Build Arabic & Chinese Language Programs. ASIATEACH listserv (ASIATEACH@NEWLISTS.SSCNET.UCLA.EDU, 11 Jan 2012).
---
Host a Guest Teacher from China or Egypt
The Teachers of Critical Languages Program (TCLP) provides U.S. K-12 schools with the opportunity to host fully funded exchange teachers from Egypt and China for an entire academic year in order to begin or further grow an Arabic or Mandarin program. Public, private, or religious schools from all corners of the nation are encouraged to apply. Bring the world to your school by introducing Arabic or Chinese language and culture to your students.
TCLP provides teachers’ salaries, healthcare, roundtrip airfare, training, professional development funds, and ongoing program support. To increase the number of Americans teaching and learning these critical languages, selected host schools also receive access to grant opportunities to support language learning projects.
To learn more about the program benefits and requirements, please read about the Program Timeline and Details, or check out ACIE’s introduction video.
To apply, please visit http://www.tclprogram.org or email tclp at americancouncils dot org.
Extended Program Application Deadline: February 1, 2012
---
Study Language in China or Egypt
Intensive Summer Language Institutes (ISLI) provides fellowships for U.S. classroom teachers to spend six weeks overseas studying intermediate and advanced-level Arabic in Alexandria, Egypt, and Chinese in Changchun, China. Current K-12 teachers, community college instructors of Arabic and Mandarin Chinese, and students enrolled in education programs who intend to teach these languages can apply. Participants earn ten hours of graduate credit through Bryn Mawr College, and are provided with peer tutors and roundtrip airfare. All travel and study-related costs are fully covered. For more information, please visit http://www.americancouncils.org/isli or email isli at americancouncils dot org.
Program Application Deadline: March 2, 2012
Sincerely,
Stephanie Heard
Program Officer
American Councils for International Education
1828 L Street , N.W. Suite 1200
Washington, D.C. 20036
Tel: 202-833-7522
Fax: 202-833.7523
http://www.tclprogram.org
Leicester, E. [ASIATEACH] FW: Grants to Build Arabic & Chinese Language Programs. ASIATEACH listserv (ASIATEACH@NEWLISTS.SSCNET.UCLA.EDU, 11 Jan 2012).
Freie Universität Berlin Invites Student Applications
Freie Universität Berlin invites applications for its undergraduate FU-BEST (Berlin European Studies) program for Fall 2012 and beyond.
* Based on the U.S. academic calendar, FU-BEST offers a strong intensive German language program as well as an exciting menu of content courses taught mostly in English but also in part in German.
* There is no language prerequisite for participation in this program, but all participants are obligated to enroll on-site in German language training at their particular level.
* The content courses cover topics from a variety of disciplines, ranging from political science, history, philosophy, and sociology to music history, architecture, film studies, marketing/management, environmental studies, sociology, and art history.
* The program has hosted participants from a wide range of mostly U.S. colleges and universities, featuring a growing number of formal institutional partnerships. Student feedback has been very positive.
* Every semester features a week-long off-site excursion (in the case of Fall 2012, the participant group will be divided in two and will travel to Krakow/Warsaw and to Munich/Vienna, respectively), as well as local field-trips and cultural events.
· Participants are housed in homestays or single-occupancy apartments, but may also opt out of these choices if they set up their own housing sufficiently in advance of the program.
* Starting with the Fall 2012 semester, the program adds a new course to its curriculum: "History of Modern European Diplomacy". For a full listing of courses, please follow this link: http://www.fu-berlin.de/en/sites/fubest/prog/courses/index.html .
The application deadline for participation in the Fall 2012 semester is April 1, and October 15 for the Spring 2013 semester.
Students may apply directly to FU-BEST (after approval at their home institution) or via their home college/university (especially where an institutional partnership exists).
For full details on courses as well as other features of the program and application materials, please visit http://www.fubest.org and click on the many links to all the information and documents (including course syllabi).
FUBEST. [AATG-L] FU-BEST in Berlin invites student applications. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 18 Jan 2012).
* Based on the U.S. academic calendar, FU-BEST offers a strong intensive German language program as well as an exciting menu of content courses taught mostly in English but also in part in German.
* There is no language prerequisite for participation in this program, but all participants are obligated to enroll on-site in German language training at their particular level.
* The content courses cover topics from a variety of disciplines, ranging from political science, history, philosophy, and sociology to music history, architecture, film studies, marketing/management, environmental studies, sociology, and art history.
* The program has hosted participants from a wide range of mostly U.S. colleges and universities, featuring a growing number of formal institutional partnerships. Student feedback has been very positive.
* Every semester features a week-long off-site excursion (in the case of Fall 2012, the participant group will be divided in two and will travel to Krakow/Warsaw and to Munich/Vienna, respectively), as well as local field-trips and cultural events.
· Participants are housed in homestays or single-occupancy apartments, but may also opt out of these choices if they set up their own housing sufficiently in advance of the program.
* Starting with the Fall 2012 semester, the program adds a new course to its curriculum: "History of Modern European Diplomacy". For a full listing of courses, please follow this link: http://www.fu-berlin.de/en/sites/fubest/prog/courses/index.html .
The application deadline for participation in the Fall 2012 semester is April 1, and October 15 for the Spring 2013 semester.
Students may apply directly to FU-BEST (after approval at their home institution) or via their home college/university (especially where an institutional partnership exists).
For full details on courses as well as other features of the program and application materials, please visit http://www.fubest.org and click on the many links to all the information and documents (including course syllabi).
FUBEST. [AATG-L] FU-BEST in Berlin invites student applications. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 18 Jan 2012).
NEH Institute: Working with Text in a Digital Age
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/neh_institute_working_with_text_in_a_digital_age
Tufts University invites applications to “Working with Text in a Digital Age”, a three-week NEH Institute for Advanced Technology in the Digital Humanities (July 23-August 10, 2012) that combines traditional topics such as TEI Markup with training in methods from Information Retrieval, Visualization, and Corpus and Computational Linguistics. Faculty, graduate students, and library professionals are encouraged to apply. Applicants should submit proposals by February 15, 2012. Participant proposals must include CVs and statements of purpose (no more than 1,000 words) describing how they will be able to use participation in the Institute to advance their subsequent careers. Participants must be committed to collaborative work and to publication of results from this Institute under a Creative Commons license. Participants should identify source materials with which they propose to work during the Institute and which must be in the public domain or available under a suitable license. In an ideal case, source materials would include both texts for intensive analysis and annotation and one or more larger corpora to be mined and analyzed more broadly. Statements of purpose must describe initial goals for the Institute. For more information or to submit applications, please contact lcerrato at perseus dot tufts dot edu.
The organizers particularly encourage participants who are committed to developing research agendas that integrate contributions and research by undergraduates, that expand the global presence of the Humanities, and that, in general, broaden access to and participation in the Humanities. Preference will be given to participants who are best prepared not only to apply new technologies but to do so as a means to transform their teaching and research and the relationship of their work to society beyond academia.
Read this post at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/neh_institute_working_with_text_in_a_digital_age
Tufts University invites applications to “Working with Text in a Digital Age”, a three-week NEH Institute for Advanced Technology in the Digital Humanities (July 23-August 10, 2012) that combines traditional topics such as TEI Markup with training in methods from Information Retrieval, Visualization, and Corpus and Computational Linguistics. Faculty, graduate students, and library professionals are encouraged to apply. Applicants should submit proposals by February 15, 2012. Participant proposals must include CVs and statements of purpose (no more than 1,000 words) describing how they will be able to use participation in the Institute to advance their subsequent careers. Participants must be committed to collaborative work and to publication of results from this Institute under a Creative Commons license. Participants should identify source materials with which they propose to work during the Institute and which must be in the public domain or available under a suitable license. In an ideal case, source materials would include both texts for intensive analysis and annotation and one or more larger corpora to be mined and analyzed more broadly. Statements of purpose must describe initial goals for the Institute. For more information or to submit applications, please contact lcerrato at perseus dot tufts dot edu.
The organizers particularly encourage participants who are committed to developing research agendas that integrate contributions and research by undergraduates, that expand the global presence of the Humanities, and that, in general, broaden access to and participation in the Humanities. Preference will be given to participants who are best prepared not only to apply new technologies but to do so as a means to transform their teaching and research and the relationship of their work to society beyond academia.
Read this post at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/neh_institute_working_with_text_in_a_digital_age
Bilingual Education (NABE) Indigenous Bilingual Pre-Conference Institute
“Linking the past with the Future: Using Heritage Languages and Cultures to Promote Academic English Proficiency for Success in School, Higher Education and Careers” is the theme for the National Association for Bilingual Education (NABE) 2012 Indigenous Bilingual Education Pre-Conference Institute this year. Focusing on the Title III Native American and Alaska Native Children in School program (NAM), the institute will feature several exemplary NAM projects and will take place on February 15, 2012.
More information on the preconference institute can be found at http://www.ncela.gwu.edu/meetings/nabe2012preconferenc , and the full agenda is available at http://www.ncela.gwu.edu/files/uploads/45/NABE2012IndigenousBilingual.pdf
You must register for the NABE conference to attend the Indigenous Bilingual Education Pre-conference institute. Conference registration and lodging information is available on the NABE website at http://www.nabe.org/conference.html
Information on the NABE conference program is available at http://www.nabe.org/program.html
NCELA List. Educational Opportunity: NABE 2012 Indigenous Bilingual Education Pre-Conference Institute. NCELA List (NCELA@HERMES.GWU.EDU, 18 Jan 2012).
More information on the preconference institute can be found at http://www.ncela.gwu.edu/meetings/nabe2012preconferenc , and the full agenda is available at http://www.ncela.gwu.edu/files/uploads/45/NABE2012IndigenousBilingual.pdf
You must register for the NABE conference to attend the Indigenous Bilingual Education Pre-conference institute. Conference registration and lodging information is available on the NABE website at http://www.nabe.org/conference.html
Information on the NABE conference program is available at http://www.nabe.org/program.html
NCELA List. Educational Opportunity: NABE 2012 Indigenous Bilingual Education Pre-Conference Institute. NCELA List (NCELA@HERMES.GWU.EDU, 18 Jan 2012).
CALPER 2012 Summer Workshops
From http://calper.la.psu.edu/profdev.php?page=workshops
CALPER Summer Workshops for Teachers - Registration is now open.
Compiling and Analyzing Your Own Learner Corpus
Presenter: Xiaofei Lu, CALPER
July 16, 17, 18
Language e-Portfolios
Presenters: Gabi Appel, CALPER & Mary Toulouse, Lafayette College
July 16, 17, 18
The Interface of Language and Culture
Presenter: Jim Lantolf, CALPER
July 19, 20
Language Socialization in Study Abroad
Presenter: Celeste Kinginger, CALPER
July 19, 20
Discourse Analysis and L2 Teaching and Materials Development
Presenter: Susan Strauss, CALPER
July 23, 24
Dynamic Assessment
Presenter: Matt Poehner, CALPER
July 23, 24, 25
All workshops will be conducted from 9:30am - 4:30pm with an hour break for lunch.
For detailed descriptions see the summer workshop webpage: http://calper.la.psu.edu/profdev.php?page=workshops
CALPER Summer Workshops for Teachers - Registration is now open.
Compiling and Analyzing Your Own Learner Corpus
Presenter: Xiaofei Lu, CALPER
July 16, 17, 18
Language e-Portfolios
Presenters: Gabi Appel, CALPER & Mary Toulouse, Lafayette College
July 16, 17, 18
The Interface of Language and Culture
Presenter: Jim Lantolf, CALPER
July 19, 20
Language Socialization in Study Abroad
Presenter: Celeste Kinginger, CALPER
July 19, 20
Discourse Analysis and L2 Teaching and Materials Development
Presenter: Susan Strauss, CALPER
July 23, 24
Dynamic Assessment
Presenter: Matt Poehner, CALPER
July 23, 24, 25
All workshops will be conducted from 9:30am - 4:30pm with an hour break for lunch.
For detailed descriptions see the summer workshop webpage: http://calper.la.psu.edu/profdev.php?page=workshops
Classical Association of New England Annual Meeting 2012
From https://www.stsebs.org/page.cfm?p=1302&LockSSL=true
The 106th Annual Meeting of CANE will take place at St. Sebastian’s School in Needham, Mass. on March 16-17, 2012.
For full details, a program, and to register, go to http://caneweb.org/CANEwp/?page_id=6
The 106th Annual Meeting of CANE will take place at St. Sebastian’s School in Needham, Mass. on March 16-17, 2012.
For full details, a program, and to register, go to http://caneweb.org/CANEwp/?page_id=6
Global Language Convention
From http://casieonline.org/events/glc
Join the Center for the Advancement and Study of International Education for the Global Language Convention on April 13-15, 2012 at Atlanta International School, Atlanta, GA, USA. The conference theme is “Language and Culture: How they form and inform identity”. Conference attendees will be teachers of languages in K-16 schools and beyond in public, private, charter and international schools across the world.
Visit the conference website at http://casieonline.org/events/glc
Join the Center for the Advancement and Study of International Education for the Global Language Convention on April 13-15, 2012 at Atlanta International School, Atlanta, GA, USA. The conference theme is “Language and Culture: How they form and inform identity”. Conference attendees will be teachers of languages in K-16 schools and beyond in public, private, charter and international schools across the world.
Visit the conference website at http://casieonline.org/events/glc
Language Flagship National Student Meeting
From http://thelanguageflagship.org/news-a-reports
The Language Flagship is hosting the first Flagship National Student Meeting March 4-6, 2012 at The University of Maryland. This gathering aims to bring together all critical elements of The Language Flagship to further The Language Flagship's goal of creating a new breed of global professionals who are fluent and knowledgeable of the world's critical languages and cultures.
Check the Language Flagship Events webpage: http://thelanguageflagship.org/news-a-reports
The Language Flagship is hosting the first Flagship National Student Meeting March 4-6, 2012 at The University of Maryland. This gathering aims to bring together all critical elements of The Language Flagship to further The Language Flagship's goal of creating a new breed of global professionals who are fluent and knowledgeable of the world's critical languages and cultures.
Check the Language Flagship Events webpage: http://thelanguageflagship.org/news-a-reports
Indiana Network for Early Language Learning 2012 Conference
From http://in-nell.org
IN-NELL 2012 Conference:
The ABC’s of TPRS
Saturday Mar 3, 2012
Eastwood Middle School
Indianapolis, IN
8:00 am-3:30pm
TPRS, Teaching Proficiency through Reading and Storytelling, is one of the best methods available for teaching World Languages. Come and learn the basics of the method from former IN-NELL Teacher of the Year Janet Holzer. Janet has been using TPRS exclusively in her classroom for many years. Participants will be given a demonstration of the method in action, learn how to implement the method in their classrooms, and have the opportunity to be coached while practicing the method. There will be something for everyone, regardless of your experience with TPRS.
In addition, there will be a swapshop—please bring 75 paper copies of your favorite activity to share.
There will be door prizes, awards, networking, and more.
Visit the IN-NELL website at http://in-nell.org to register.
IN-NELL 2012 Conference:
The ABC’s of TPRS
Saturday Mar 3, 2012
Eastwood Middle School
Indianapolis, IN
8:00 am-3:30pm
TPRS, Teaching Proficiency through Reading and Storytelling, is one of the best methods available for teaching World Languages. Come and learn the basics of the method from former IN-NELL Teacher of the Year Janet Holzer. Janet has been using TPRS exclusively in her classroom for many years. Participants will be given a demonstration of the method in action, learn how to implement the method in their classrooms, and have the opportunity to be coached while practicing the method. There will be something for everyone, regardless of your experience with TPRS.
In addition, there will be a swapshop—please bring 75 paper copies of your favorite activity to share.
There will be door prizes, awards, networking, and more.
Visit the IN-NELL website at http://in-nell.org to register.
Call for Papers: German Studies Consortium of Pennsylvania Conference
German Studies Consortium of Pennsylvania Conference
14-15 May 2012
Kutztown University of Pennsylvania
Call for Papers
Advances in online technology and the advantages of collaboration among universities have generated notable successes for the instruction of German. Proposals for formal presentations on pedagogy and research may address any topic germane to the foundation and development of the German Studies Consortium of Pennsylvania.
Deadline for submissions: February 15, 2012
Download a flyer with more information from http://tinyurl.com/7phmqjg
14-15 May 2012
Kutztown University of Pennsylvania
Call for Papers
Advances in online technology and the advantages of collaboration among universities have generated notable successes for the instruction of German. Proposals for formal presentations on pedagogy and research may address any topic germane to the foundation and development of the German Studies Consortium of Pennsylvania.
Deadline for submissions: February 15, 2012
Download a flyer with more information from http://tinyurl.com/7phmqjg
Call for Papers: Hispanic Linguistics Symposium 2012
From http://linguistlist.org/issues/23/23-147.html
The Hispanic Linguistics Symposium 2012 will be held October 25-28, 2012, at the University of Florida in Gainesville, Florida.
Papers are invited in any area of Hispanic Linguistics and Language Acquisition and in any theoretical or quantitative framework.
Call Deadline: 18-May-2012
View the full call for papers at http://linguistlist.org/issues/23/23-147.html
The Hispanic Linguistics Symposium 2012 will be held October 25-28, 2012, at the University of Florida in Gainesville, Florida.
Papers are invited in any area of Hispanic Linguistics and Language Acquisition and in any theoretical or quantitative framework.
Call Deadline: 18-May-2012
View the full call for papers at http://linguistlist.org/issues/23/23-147.html
Call for Contributions: Individual Differences, L2 Development & Language Program Administration
From http://linguistlist.org/issues/23/23-166.html
Call for Contributions
AAUSC 2013 Annual Volume
Individual Differences, L2 Development & Language Program
Administration: From Theory to Application
This volume will provide Language Program Directors (LPDs) with the means to transmit information to their instructors in effective ways so that the instructors develop a sophisticated understanding of individual differences, including learning disabilities, special needs, and strategies for dealing with diverse student populations. In addition, this volume will create a forum for reflections about and solutions to challenges related to diversity as it relates to individual differences.
Submission deadline for one-page abstracts is March 15, 2012, and for full manuscripts, September 1, 2012.
View the full call for contributions at http://linguistlist.org/issues/23/23-166.html
Call for Contributions
AAUSC 2013 Annual Volume
Individual Differences, L2 Development & Language Program
Administration: From Theory to Application
This volume will provide Language Program Directors (LPDs) with the means to transmit information to their instructors in effective ways so that the instructors develop a sophisticated understanding of individual differences, including learning disabilities, special needs, and strategies for dealing with diverse student populations. In addition, this volume will create a forum for reflections about and solutions to challenges related to diversity as it relates to individual differences.
Submission deadline for one-page abstracts is March 15, 2012, and for full manuscripts, September 1, 2012.
View the full call for contributions at http://linguistlist.org/issues/23/23-166.html
Call for Proposals: 6th CCSU Conference for Language
From http://www.modlang.ccsu.edu/html/Conference/Info.htm
CALL FOR PROPOSALS
6th CCSU CONFERENCE FOR LANGUAGE TEACHERS
“Language Connections: Trespassing Borders”
To be held at Central Connecticut State University, Student Center, Ella Grasso Boulevard, New Britain, Connecticut, 06050, on Saturday, March 10, 2012 from 8:00 a.m. to 4:00 p.m.
Proposals for all languages are welcome!
Presentations and workshops should be of interest to language teachers and should preferably be given in the target language. If dealing with general language topics, they should be given in English. Proposals may address theoretical, curricular, methodological or technical aspects related but not limited to the following suggested topics:
• Connecting disciplines through languages.
• Study abroad opportunities.
• Language needs for different professions: translation & interpretation, tourism, social work, law, business, etc.
• Language study by implementing interactions.
• Innovative approaches in Foreign Language teaching.
• Interdisciplinary study abroad programs.
• Internationalizing your school/campus.
• Incorporating film and new media into your language classroom.
To propose a presentation or a workshop, please use the enclosed submission form. Proposals will be accepted until January 31st, 2012.
For more information and to download the full call for proposals, go to http://www.modlang.ccsu.edu/html/Conference/Info.htm
CALL FOR PROPOSALS
6th CCSU CONFERENCE FOR LANGUAGE TEACHERS
“Language Connections: Trespassing Borders”
To be held at Central Connecticut State University, Student Center, Ella Grasso Boulevard, New Britain, Connecticut, 06050, on Saturday, March 10, 2012 from 8:00 a.m. to 4:00 p.m.
Proposals for all languages are welcome!
Presentations and workshops should be of interest to language teachers and should preferably be given in the target language. If dealing with general language topics, they should be given in English. Proposals may address theoretical, curricular, methodological or technical aspects related but not limited to the following suggested topics:
• Connecting disciplines through languages.
• Study abroad opportunities.
• Language needs for different professions: translation & interpretation, tourism, social work, law, business, etc.
• Language study by implementing interactions.
• Innovative approaches in Foreign Language teaching.
• Interdisciplinary study abroad programs.
• Internationalizing your school/campus.
• Incorporating film and new media into your language classroom.
To propose a presentation or a workshop, please use the enclosed submission form. Proposals will be accepted until January 31st, 2012.
For more information and to download the full call for proposals, go to http://www.modlang.ccsu.edu/html/Conference/Info.htm
January 2012 Issue of the NCLRC Language Resource Newsletter
From http://www.nclrc.org
The January 2012 issue of the National Capital Language Resource Center newsletter is available online. In this issue are a variety of observations and suggestions, with a focus on the Culture Standard. Patricia Thornton encourages us to think like a young learner to help students find their way out of their cultural cocoon through teaching what is of interest to them. Nada Salem introduces a series of articles about problems and solutions teachers encounter, this month focusing on teaching culture. Crossroads in the Classroom contributor Phil Yutzy shares how he gets his heritage speaking classes interested in reading plays. In her YANA column, Sheila W. Cockey offers some ideas on seamless integration of culture. Marcel LaVergne reflects on the inseparable nature of language and culture. Jill Robbins introduces us to the world of open-source software, and has a survey for you. Finally, Francesca DiSilvio provides us with a performance task for assessing culture.
Access the latest issue of the NCLRC Language Resource newsletter at http://www.nclrc.org/newsletter.html
The January 2012 issue of the National Capital Language Resource Center newsletter is available online. In this issue are a variety of observations and suggestions, with a focus on the Culture Standard. Patricia Thornton encourages us to think like a young learner to help students find their way out of their cultural cocoon through teaching what is of interest to them. Nada Salem introduces a series of articles about problems and solutions teachers encounter, this month focusing on teaching culture. Crossroads in the Classroom contributor Phil Yutzy shares how he gets his heritage speaking classes interested in reading plays. In her YANA column, Sheila W. Cockey offers some ideas on seamless integration of culture. Marcel LaVergne reflects on the inseparable nature of language and culture. Jill Robbins introduces us to the world of open-source software, and has a survey for you. Finally, Francesca DiSilvio provides us with a performance task for assessing culture.
Access the latest issue of the NCLRC Language Resource newsletter at http://www.nclrc.org/newsletter.html
Book: Comparative Perspectives on Language Acquisition
From http://www.multilingual-matters.com/display.asp?isb=9781847696038
Comparative Perspectives on Language Acquisition: A Tribute to Clive Perdue Marzena Edited by Sandra BenazzoWatorek and Maya Hickmann
Published by Multilingual Matters
Description: This volume aims to provide a broad view of second language acquisition, from initial to final stages. It does this within a comparative perspective that addresses results concerning adult and child learners across a variety of source and target languages, in order to assess the relative weight of cognitive and typological determinants during language learning.
Review: This well-edited collection of papers responds to the theoretical issues that concerned Clive Perdue throughout his productive career. The 29 chapters examine similarities and differences between monolinguals, childhood bilinguals, and adult and child learners of a second language. We see how learner productions are influenced by perceptual abilities, L1 transfer, and explicit learning as they operate across the lifespan, rather than some uniform expiration of a critical period. (Brian MacWhinney)
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847696038
Comparative Perspectives on Language Acquisition: A Tribute to Clive Perdue Marzena Edited by Sandra BenazzoWatorek and Maya Hickmann
Published by Multilingual Matters
Description: This volume aims to provide a broad view of second language acquisition, from initial to final stages. It does this within a comparative perspective that addresses results concerning adult and child learners across a variety of source and target languages, in order to assess the relative weight of cognitive and typological determinants during language learning.
Review: This well-edited collection of papers responds to the theoretical issues that concerned Clive Perdue throughout his productive career. The 29 chapters examine similarities and differences between monolinguals, childhood bilinguals, and adult and child learners of a second language. We see how learner productions are influenced by perceptual abilities, L1 transfer, and explicit learning as they operate across the lifespan, rather than some uniform expiration of a critical period. (Brian MacWhinney)
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847696038
Book: Bilingual Siblings: Language Use in Families
From http://www.multilingualmatters.com/display.asp?K=9781847693266
Bilingual Siblings: Language Use in Families
By Suzanne Barron-Hauwaert
Published by Multilingual Matters
Summary: How do bilingual brothers and sisters talk to each other? Sibling language use is an uncharted area in studies of bilingualism. From a perspective of independent researcher and parent of three bilingual children Suzanne Barron-Hauwaert discusses the issues of a growing bilingual or multilingual family. What happens when there are two or more children at different stages of language development? Do all the siblings speak the same languages? Which language(s) do the siblings prefer to speak together? Could one child refuse to speak one language while another child is fluently bilingual? How do the factors of birth order, personality or family size interact in language production? With data from over 100 international families this book investigates the reality of family life with two or more children and languages.
Visit the publisher’s website at http://www.multilingualmatters.com/display.asp?K=9781847693266
Read a review and excerpts of this book at http://www.multilingualliving.com/2012/01/12/bilingual-siblings-siblings-as-teachers
Bilingual Siblings: Language Use in Families
By Suzanne Barron-Hauwaert
Published by Multilingual Matters
Summary: How do bilingual brothers and sisters talk to each other? Sibling language use is an uncharted area in studies of bilingualism. From a perspective of independent researcher and parent of three bilingual children Suzanne Barron-Hauwaert discusses the issues of a growing bilingual or multilingual family. What happens when there are two or more children at different stages of language development? Do all the siblings speak the same languages? Which language(s) do the siblings prefer to speak together? Could one child refuse to speak one language while another child is fluently bilingual? How do the factors of birth order, personality or family size interact in language production? With data from over 100 international families this book investigates the reality of family life with two or more children and languages.
Visit the publisher’s website at http://www.multilingualmatters.com/display.asp?K=9781847693266
Read a review and excerpts of this book at http://www.multilingualliving.com/2012/01/12/bilingual-siblings-siblings-as-teachers
January 15, 2012
Free Professional Development from #LangChat for Language Educators
From http://blog.calicospanish.com/2012/01/06/free-professional-development-from-langchat-for-language-educators.html
#LangChat is an independent group of educators who get together every week on Twitter to discuss topics of interest to the world-language community.
Calico Spanish sponsors summaries of each week’s #LangChat as a service to the community. Now they are making available a series of e-books collecting the best suggestions from our participants since the beginning of #LangChat.
The first book is Web Tools for the 21st-Century World Language Classroom, and it brings together all the excellent tools and resources that world language colleagues have suggested since they began meeting in February 2011
The e-book is available free to all #LangChat participants and other world language enthusiasts; you have to sign up first at http://blog.calicospanish.com/2012/01/06/free-professional-development-from-langchat-for-language-educators.html
#LangChat is an independent group of educators who get together every week on Twitter to discuss topics of interest to the world-language community.
Calico Spanish sponsors summaries of each week’s #LangChat as a service to the community. Now they are making available a series of e-books collecting the best suggestions from our participants since the beginning of #LangChat.
The first book is Web Tools for the 21st-Century World Language Classroom, and it brings together all the excellent tools and resources that world language colleagues have suggested since they began meeting in February 2011
The e-book is available free to all #LangChat participants and other world language enthusiasts; you have to sign up first at http://blog.calicospanish.com/2012/01/06/free-professional-development-from-langchat-for-language-educators.html
Seterra: Free Map Quiz Game
From http://www.freetech4teachers.com/2012/01/seterra-geography-quizzes-to-play.html
Seterra is a large collection of free geography quizzes. The there are dozens of quizzes covering everything from country identification to identifying physical geographic features like mountains, rivers, and seas. There are seven categories of quizzes arranged by continent. Seterra's quizzes are available in sixteen languages.
Seterra's quizzes available as a free download for Windows computers. The games can also be played in an online version. If you download the quizzes you can keep track of your scores on your computer. The online version of the games do not allow you to keep track of your scores.
Go to http://www.seterra.net to learn more and to download the Windows version. The online version is available at http://online.seterra.net
Seterra is a large collection of free geography quizzes. The there are dozens of quizzes covering everything from country identification to identifying physical geographic features like mountains, rivers, and seas. There are seven categories of quizzes arranged by continent. Seterra's quizzes are available in sixteen languages.
Seterra's quizzes available as a free download for Windows computers. The games can also be played in an online version. If you download the quizzes you can keep track of your scores on your computer. The online version of the games do not allow you to keep track of your scores.
Go to http://www.seterra.net to learn more and to download the Windows version. The online version is available at http://online.seterra.net
Report: Relationships Among and Between ELL Status, Demographic Characteristics, Enrollment History, and School Persistence
From http://languagemagazine.com/?p=3154
The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles has released a new report comparing student enrollment history, achievement gaps, and persistence in school of English Language Learning (ELL) students to non-ELL students. The results show large achievement and socioeconomic gaps. A major question that arose is the difficulty of knowing when to exit an ELL student. Another important issue is the difficulty in providing sufficient English language proficiency (ELP) curriculum in mainstream classrooms. The report hopes to curb detriment that may result from reclassifying an ELL student earlier than necessary.
Download the report at http://www.cse.ucla.edu/products/reports.php ; it is Report #810.
The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles has released a new report comparing student enrollment history, achievement gaps, and persistence in school of English Language Learning (ELL) students to non-ELL students. The results show large achievement and socioeconomic gaps. A major question that arose is the difficulty of knowing when to exit an ELL student. Another important issue is the difficulty in providing sufficient English language proficiency (ELP) curriculum in mainstream classrooms. The report hopes to curb detriment that may result from reclassifying an ELL student earlier than necessary.
Download the report at http://www.cse.ucla.edu/products/reports.php ; it is Report #810.
Nous les Jeunes: Online French Magazine for Young People
From http://www.camsoftpartners.co.uk/websites.htm#multilingual
Nous les jeunes is an online youth magazine for native French speakers - and very useful for teenage learners of French too. It covers fashion, music and many other topics. The online magazine is available at http://www.nlj.free.fr
Nous les jeunes is an online youth magazine for native French speakers - and very useful for teenage learners of French too. It covers fashion, music and many other topics. The online magazine is available at http://www.nlj.free.fr
Books Look at the Dark Side of Rome
Read a review of several recent books covering the darker side of Rome: its founding, its “regular people,” and myths about its history: http://www.newyorker.com/arts/critics/atlarge/2012/01/09/120109crat_atlarge_kirsch
New AP German Planning and Pacing Guides
The College Board has posted new Planning and Pacing Guides on the AP Central German Language and Culture home page: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2257.html. Right now there are two guides available - one written by JC Morales and one by Peggy Grasso - and a third is on the way. These are far more detailed than sample syllabi and contain comprehensive instructional design that addresses all aspects of the Curriculum Framework. There is also commentary by both authors that provides insight into why materials and activities were chosen and how to apply them in the classroom. This is a rich, extensive resource that will be invaluable as you prepare your AP syllabus, get students ready for the new exam, or make your lesson plan for tomorrow's class.
Ashcraft, M. [AATG-L] New AP German Planning and Pacing Guides. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 9 Jan 2012).
Ashcraft, M. [AATG-L] New AP German Planning and Pacing Guides. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 9 Jan 2012).
Germany 2012: Four Events in a Tour of Discovery
From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/05__Germany2012__PR.html
A brief outlook of the year ahead in Germany includes at least four major events: Frederick the Great's birthday, the anniversary of Leipzig's St. Thomas Choir, documenta 13 in Kassel, and Berlin's 775th anniversary.
Learn more about each of these events at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/05__Germany2012__PR.html
A brief outlook of the year ahead in Germany includes at least four major events: Frederick the Great's birthday, the anniversary of Leipzig's St. Thomas Choir, documenta 13 in Kassel, and Berlin's 775th anniversary.
Learn more about each of these events at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/05__Germany2012__PR.html
Sinosplice Blog: Chinese Tone, Grammar, Writing, and More
Sinosplice is John Pasden’s blog about learning Chinese. Mr. Pasden is an applied linguist who works in Chinese language instruction. His blog posts often focus on tone in Chinese, and also discuss common difficulties in learning the language, available materials, methods, and grammar.
The Sinosplice blog is available at http://www.sinosplice.com
The Sinosplice blog is available at http://www.sinosplice.com
MandarinPoster: Free Resources on Chinese Radicals
A Chinese radicals database, a free downloadable poster of radicals, and practice sheets are available at http://mandarinposter.com/resources
Resources for Starting a Chinese Language Program
Recently, Improving Early Language Programs listserv members have suggested some resources for starting a Chinese language program (and for enhancing an existing one):
---
You will be able to find a lot of information from the following organizations:
1. Asia Society and College Board's Chinese Language Initiatives, regarding ways to start a Chinese program, teacher recruitment, curriculum design, assessment, etc. Both links are here for your reference: http://asiasociety.org/education/chinese-language-initiatives & http://professionals.collegeboard.com/k-12/awards/chinese .
2. Many universities have Confucius Institute, or Chinese flagship programs, where you might be able to obtain more assistance in starting a Chinese program. In Ohio, a lot of secondary schools rely on The Ohio State University's Chinese flagship program at http://k12chineseflagship.osu.edu.
3. A lot of state departments on education have already designed programs for Chinese, including curriculum and some lesson plans. Here is the link to Ohio Department of Education's Chinese program information: http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=50516&Content=110448. This particular one is for K-4 program, however, you or you Chinese teacher might be able to adapt it to high school levels.
4. At a national level, CLASS (Chinese Language Association of Secondary and Elementary Schools) is the only Chinese teachers' organization for secondary and elementary schools. You can post your job listing for a Chinese teacher through CLASS.
Ping Wu. Re: [nandu] Starting a Chinese Program. Improving Early Language Learning listserv (nandu@caltalk.cal.org, 8 Jan 2012).
---
You may have more success contacting Chinese language professionals directly at Chinese language associations. Some of these websites list telephone numbers and email addresses to contact:
I. CHINESE LANGUAGE PROFESSIONAL ORGANIZATIONS
1. CATA--Chinese American Teachers Association.
http://www.cateachers.org
2. CLTA--Chinese Language Teachers Association.
http://clta-us.org and the Greater New York chapter of CLTA:
http://www.clta-gny.org
Check for the CLTA chapter in your state.
3. CLASS--Chinese Language Association of Secondary-Elementary Schools.
http://classk12.org
4. NCACLS--National Council of Associations of Chinese Language Schools.
http://www.ncacls.org
5. TACT--The Association of Chinese Teachers.
http://www.tactsf.org
6. TCSOL--Teachers of Chinese to Speakers of Other Languages.
http://www.tcsol.us/research
II. Also, you can also check for Chinese language professionals at other language organization websites, such as the ACTFL or MLA.
III. Don't forget that you might be able to get "outside" funding for your program through Chinese businesses, chambers of commerce and trade associations from Mainland China, Taiwan, Hong Kong and Singapore--check out the TCSOL site to get more ideas.
IV. There are also the Chinese instructors/professors at local colleges and universities. They also have valuable contacts in academia, who just might "know someone who knows someone", who can help to fund your program and find teachers. Also, the foreign language departments of the universities can also work cooperatively with your school district, and supply advanced undergraduate and graduate students as teaching interns.
Dell, C. [nandu] Starting a Chinese Program. Improving Early Language Learning listserv (nandu@caltalk.cal.org, 9 Jan 2012).
---
You will be able to find a lot of information from the following organizations:
1. Asia Society and College Board's Chinese Language Initiatives, regarding ways to start a Chinese program, teacher recruitment, curriculum design, assessment, etc. Both links are here for your reference: http://asiasociety.org/education/chinese-language-initiatives & http://professionals.collegeboard.com/k-12/awards/chinese .
2. Many universities have Confucius Institute, or Chinese flagship programs, where you might be able to obtain more assistance in starting a Chinese program. In Ohio, a lot of secondary schools rely on The Ohio State University's Chinese flagship program at http://k12chineseflagship.osu.edu.
3. A lot of state departments on education have already designed programs for Chinese, including curriculum and some lesson plans. Here is the link to Ohio Department of Education's Chinese program information: http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=50516&Content=110448. This particular one is for K-4 program, however, you or you Chinese teacher might be able to adapt it to high school levels.
4. At a national level, CLASS (Chinese Language Association of Secondary and Elementary Schools) is the only Chinese teachers' organization for secondary and elementary schools. You can post your job listing for a Chinese teacher through CLASS.
Ping Wu. Re: [nandu] Starting a Chinese Program. Improving Early Language Learning listserv (nandu@caltalk.cal.org, 8 Jan 2012).
---
You may have more success contacting Chinese language professionals directly at Chinese language associations. Some of these websites list telephone numbers and email addresses to contact:
I. CHINESE LANGUAGE PROFESSIONAL ORGANIZATIONS
1. CATA--Chinese American Teachers Association.
http://www.cateachers.org
2. CLTA--Chinese Language Teachers Association.
http://clta-us.org and the Greater New York chapter of CLTA:
http://www.clta-gny.org
Check for the CLTA chapter in your state.
3. CLASS--Chinese Language Association of Secondary-Elementary Schools.
http://classk12.org
4. NCACLS--National Council of Associations of Chinese Language Schools.
http://www.ncacls.org
5. TACT--The Association of Chinese Teachers.
http://www.tactsf.org
6. TCSOL--Teachers of Chinese to Speakers of Other Languages.
http://www.tcsol.us/research
II. Also, you can also check for Chinese language professionals at other language organization websites, such as the ACTFL or MLA.
III. Don't forget that you might be able to get "outside" funding for your program through Chinese businesses, chambers of commerce and trade associations from Mainland China, Taiwan, Hong Kong and Singapore--check out the TCSOL site to get more ideas.
IV. There are also the Chinese instructors/professors at local colleges and universities. They also have valuable contacts in academia, who just might "know someone who knows someone", who can help to fund your program and find teachers. Also, the foreign language departments of the universities can also work cooperatively with your school district, and supply advanced undergraduate and graduate students as teaching interns.
Dell, C. [nandu] Starting a Chinese Program. Improving Early Language Learning listserv (nandu@caltalk.cal.org, 9 Jan 2012).
Yorùbá Open Access Textbook
From http://coerll.utexas.edu/coerll/taxonomy/term/629
Yorùbá Yé Mi is an interactive, communicative, introductory, multi-media program intended to provide college/university students with basic listening, speaking, reading, and writing skills of language learning in Yorùbá. It exposes the learner not only to Yorùbá language in meaningful situations but also to the culture of the Yorùbá-speaking people of South-western Nigeria. It contains effective techniques for teaching and learning Yorùbá including tones, and is user-friendly in its approach.
Yorùbá Yé Mi was initially sponsored by University of Texas at Austin College of Liberal Arts Instructional Technology Services. It is currently funded by the Center for Open Educational Resources and Language Learning, http://www.coerll.utexas.edu/ and the U.S. Department of Education Title VI Fund for the Improvement of Post-Secondary Education. Yorùbá Yé Mi is an open access site that does not require fees or password.
Access this textbook at http://coerll.utexas.edu/yemi
Yorùbá Yé Mi is an interactive, communicative, introductory, multi-media program intended to provide college/university students with basic listening, speaking, reading, and writing skills of language learning in Yorùbá. It exposes the learner not only to Yorùbá language in meaningful situations but also to the culture of the Yorùbá-speaking people of South-western Nigeria. It contains effective techniques for teaching and learning Yorùbá including tones, and is user-friendly in its approach.
Yorùbá Yé Mi was initially sponsored by University of Texas at Austin College of Liberal Arts Instructional Technology Services. It is currently funded by the Center for Open Educational Resources and Language Learning, http://www.coerll.utexas.edu/ and the U.S. Department of Education Title VI Fund for the Improvement of Post-Secondary Education. Yorùbá Yé Mi is an open access site that does not require fees or password.
Access this textbook at http://coerll.utexas.edu/yemi
Leech Lake School Immerses Students by Teaching Ojibwe
From http://www.duluthnewstribune.com/event/article/id/219221/group/News/
Leech Lake school immerses students by teaching Ojibwe
By: Anne Williams
January 7, 2012
Students in the Niigaane Ojibwemowin Immersion School, a K-6 school within the Bug O Nay Ge Shig School on the Leech Lake Reservation near Bena, know what it feels like to be movie stars.
They were featured on “First Speakers: Restoring the Ojibwe Language,” a documentary by Twin Cities Public Television that recently was honored with a Regional Emmy Award.
“First Speakers” follows the efforts of a new generation of Ojibwe scholars and educators attempting to save one of Minnesota’s native languages.
Anton Treuer, historian, author and professor of Ojibwe at Bemidji State University, also is featured in the documentary. He estimates there are fewer than 1,000 fluent Ojibwe speakers left in the United States.
The Niigaane Ojibwe Immersion School was developed in 2003 to revitalize the Ojibwe language on the Leech Lake Reservation.
“First Speakers” takes viewers inside the Ojibwe immersion school and filmed students being taught materials entirely in the Ojibwe language and within the values and traditional practices of the Ojibwe culture.
Read the full article at http://www.duluthnewstribune.com/event/article/id/219221/group/News
Leech Lake school immerses students by teaching Ojibwe
By: Anne Williams
January 7, 2012
Students in the Niigaane Ojibwemowin Immersion School, a K-6 school within the Bug O Nay Ge Shig School on the Leech Lake Reservation near Bena, know what it feels like to be movie stars.
They were featured on “First Speakers: Restoring the Ojibwe Language,” a documentary by Twin Cities Public Television that recently was honored with a Regional Emmy Award.
“First Speakers” follows the efforts of a new generation of Ojibwe scholars and educators attempting to save one of Minnesota’s native languages.
Anton Treuer, historian, author and professor of Ojibwe at Bemidji State University, also is featured in the documentary. He estimates there are fewer than 1,000 fluent Ojibwe speakers left in the United States.
The Niigaane Ojibwe Immersion School was developed in 2003 to revitalize the Ojibwe language on the Leech Lake Reservation.
“First Speakers” takes viewers inside the Ojibwe immersion school and filmed students being taught materials entirely in the Ojibwe language and within the values and traditional practices of the Ojibwe culture.
Read the full article at http://www.duluthnewstribune.com/event/article/id/219221/group/News
Rising Voices Call for Proposals for Citizen Media Outreach
http://rising.globalvoicesonline.org/blog/2012/01/10/rising-voices-call-for-microgrant-proposals-for-citizen-media-outreach
Rising Voices is pleased to announce the 2012 open call for microgrant proposals, and they are currently accepting project proposals for funding up to $4,000 USD for global projects.
Rising Voices seeks project proposals that share their mission of bringing voices from new communities, as well as underrepresented language groups to the online global conversation through the use of participatory citizen media. The project's primary activities should be to provide citizen media training workshops to the target community, as well vital ongoing support and mentoring.
Application Deadline: Friday, February 3, 2012
For full details go to http://rising.globalvoicesonline.org/blog/2012/01/10/rising-voices-call-for-microgrant-proposals-for-citizen-media-outreach
Rising Voices is pleased to announce the 2012 open call for microgrant proposals, and they are currently accepting project proposals for funding up to $4,000 USD for global projects.
Rising Voices seeks project proposals that share their mission of bringing voices from new communities, as well as underrepresented language groups to the online global conversation through the use of participatory citizen media. The project's primary activities should be to provide citizen media training workshops to the target community, as well vital ongoing support and mentoring.
Application Deadline: Friday, February 3, 2012
For full details go to http://rising.globalvoicesonline.org/blog/2012/01/10/rising-voices-call-for-microgrant-proposals-for-citizen-media-outreach
Tuscon Board Suspends Ethnic-Studies Program
From http://www.azcentral.com/news/articles/2012/01/10/20120110tucson-ethnic-studies-fate-weighed.html
Tucson board suspends ethnic-studies program
by Emily Gersema
January 11, 2012
Faced with slashing reductions in state funding, the Tucson Unified School District board Tuesday night voted to suspend its controversial Mexican-American studies program.
The district now will write new a curriculum to be integrated into a more general social studies program. Students currently enrolled in Mexican American studies classes will be transferred into other courses.
The board, which oversees the district of 3,100 teachers and more than 55,000 students, met to study its options for responding to the decision by state schools chief John Huppenthal to cut the TUSD budget by 10 percent each month until it modified or ended the Mexican-American studies classes. An administrative law judge last week affirmed Huppenthal's finding that the program was ethnically divisive and violated a state law restricting ethnic-studies courses.
Had the board defied Huppenthal, the district would have lost $4.9 million this month and as much as $14 million by the end of the fiscal year.
Read more: http://www.azcentral.com/news/articles/2012/01/10/20120110tucson-ethnic-studies-fate-weighed.html#ixzz1jGpBT4Jq
Read a related January 6th article about events leading up to the suspension article at http://www.latimes.com/news/nationworld/nation/la-na-ethnic-studies-20120107,0,5378689.story
Tucson board suspends ethnic-studies program
by Emily Gersema
January 11, 2012
Faced with slashing reductions in state funding, the Tucson Unified School District board Tuesday night voted to suspend its controversial Mexican-American studies program.
The district now will write new a curriculum to be integrated into a more general social studies program. Students currently enrolled in Mexican American studies classes will be transferred into other courses.
The board, which oversees the district of 3,100 teachers and more than 55,000 students, met to study its options for responding to the decision by state schools chief John Huppenthal to cut the TUSD budget by 10 percent each month until it modified or ended the Mexican-American studies classes. An administrative law judge last week affirmed Huppenthal's finding that the program was ethnically divisive and violated a state law restricting ethnic-studies courses.
Had the board defied Huppenthal, the district would have lost $4.9 million this month and as much as $14 million by the end of the fiscal year.
Read more: http://www.azcentral.com/news/articles/2012/01/10/20120110tucson-ethnic-studies-fate-weighed.html#ixzz1jGpBT4Jq
Read a related January 6th article about events leading up to the suspension article at http://www.latimes.com/news/nationworld/nation/la-na-ethnic-studies-20120107,0,5378689.story
Foreign Language, Civics, History, and Economics Lose in Federal Budget
From http://www.edweek.org/ew/articles/2012/01/11/15budget-curriculum.h31.html
Literacy Wins, History Loses in Federal Budget
Foreign-language, civics, economics aid also scrapped
By Erik W. Robelen
January 6, 2012
The budget compromise recently hammered out in Washington breathes new life into a major literacy initiative at the U.S. Department of Education, but wipes out federal aid for some other department programs targeting aspects of the curriculum, including instruction in American history and foreign languages.
Among programs that were eliminated was the $27 million Foreign Language Assistance program, first established two decades ago.
"We are extremely disheartened that in the final budget deal, Congress zeroed out the funding for [foreign languages]," said Martha G. Abbott, the executive director of the American Council on the Teaching of Foreign Languages, based in Alexandria, Va. "Now, there is no funding for foreign language K-12 programs from the U.S. Department of Education in an era when our nation's language capacity is so greatly in need of strengthening."
Ms. Abbott noted that some grant recipients are in the middle of multiyear commitments that will be cut short.
Read the full article at http://www.edweek.org/ew/articles/2012/01/11/15budget-curriculum.h31.html?tkn=XWCFATQu%2BNZlT6TxCZ9TPXXHORwx88RHqDpH&cmp=clp-sb-ascd
Literacy Wins, History Loses in Federal Budget
Foreign-language, civics, economics aid also scrapped
By Erik W. Robelen
January 6, 2012
The budget compromise recently hammered out in Washington breathes new life into a major literacy initiative at the U.S. Department of Education, but wipes out federal aid for some other department programs targeting aspects of the curriculum, including instruction in American history and foreign languages.
Among programs that were eliminated was the $27 million Foreign Language Assistance program, first established two decades ago.
"We are extremely disheartened that in the final budget deal, Congress zeroed out the funding for [foreign languages]," said Martha G. Abbott, the executive director of the American Council on the Teaching of Foreign Languages, based in Alexandria, Va. "Now, there is no funding for foreign language K-12 programs from the U.S. Department of Education in an era when our nation's language capacity is so greatly in need of strengthening."
Ms. Abbott noted that some grant recipients are in the middle of multiyear commitments that will be cut short.
Read the full article at http://www.edweek.org/ew/articles/2012/01/11/15budget-curriculum.h31.html?tkn=XWCFATQu%2BNZlT6TxCZ9TPXXHORwx88RHqDpH&cmp=clp-sb-ascd
Dual-language Classes on the Rise in Central Florida
From http://www.orlandosentinel.com/features/education/os-dual-language-20120106,0,597945.story
Dual-language classes on the rise in Central Florida
Educators say children who know Spanish and English perform better academically
By Erica Rodriguez
January 6, 2012
When it comes time for math and phonics at Spring Lake Elementary School, first-graders in an experimental classroom stop speaking English and start learning in a language that's foreign to many of them.
For about an hour a day, students at the Seminole County school who have never spoken Spanish will learn their numbers and letters, sing and play games completely in Spanish.
The goal is ambitious: Teachers aim to have each student speaking, reading and writing both English and Spanish equally by the end of the year with the hope of giving English-speakers a leg up on a new language while helping Spanish-speakers keep theirs.
The program is just a few months old in Seminole, where students learning English are only about 4 percent of the district population. Seminole's fledgling dual-language program is part of a small but increasingly popular way schools locally and across the country are trying to bridge the gap between English and Spanish speakers while boosting academics.
Read the full article at http://www.orlandosentinel.com/features/education/os-dual-language-20120106,0,597945.story
Dual-language classes on the rise in Central Florida
Educators say children who know Spanish and English perform better academically
By Erica Rodriguez
January 6, 2012
When it comes time for math and phonics at Spring Lake Elementary School, first-graders in an experimental classroom stop speaking English and start learning in a language that's foreign to many of them.
For about an hour a day, students at the Seminole County school who have never spoken Spanish will learn their numbers and letters, sing and play games completely in Spanish.
The goal is ambitious: Teachers aim to have each student speaking, reading and writing both English and Spanish equally by the end of the year with the hope of giving English-speakers a leg up on a new language while helping Spanish-speakers keep theirs.
The program is just a few months old in Seminole, where students learning English are only about 4 percent of the district population. Seminole's fledgling dual-language program is part of a small but increasingly popular way schools locally and across the country are trying to bridge the gap between English and Spanish speakers while boosting academics.
Read the full article at http://www.orlandosentinel.com/features/education/os-dual-language-20120106,0,597945.story
Article: Learning a Language May Come Down to Gestures
From http://www.washingtonpost.com/national/health-science/learning-a-language-may-come-down-to-gestures/2012/01/03/gIQAJ5fFmP_story.html
Learning a language may come down to gestures
January 9, 2012
Language classes of the future might come with a physical workout because people learn a new tongue more easily when words are accompanied by movement.
Manuela Macedonia and Thomas Knoesche at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, enrolled 20 volunteers in a six-day course to learn “Vimmi”, a phony language designed to make study results easier to interpret. Half of the material was taught using only spoken and written instructions and exercises, while the other half was taught with body movements to accompany each word, which the students were asked to act out.
Students remembered significantly more of the words taught with movement, and they used them more readily when creating sentences, according to the researchers.
Read the full article at http://www.washingtonpost.com/national/health-science/learning-a-language-may-come-down-to-gestures/2012/01/03/gIQAJ5fFmP_story.html
Access the study at http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01129.x/abstract;jsessionid=5C1B0B2CDDCF3652BE22217B828C807C.d01t01
Learning a language may come down to gestures
January 9, 2012
Language classes of the future might come with a physical workout because people learn a new tongue more easily when words are accompanied by movement.
Manuela Macedonia and Thomas Knoesche at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, enrolled 20 volunteers in a six-day course to learn “Vimmi”, a phony language designed to make study results easier to interpret. Half of the material was taught using only spoken and written instructions and exercises, while the other half was taught with body movements to accompany each word, which the students were asked to act out.
Students remembered significantly more of the words taught with movement, and they used them more readily when creating sentences, according to the researchers.
Read the full article at http://www.washingtonpost.com/national/health-science/learning-a-language-may-come-down-to-gestures/2012/01/03/gIQAJ5fFmP_story.html
Access the study at http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01129.x/abstract;jsessionid=5C1B0B2CDDCF3652BE22217B828C807C.d01t01
Summer Job: Instructors of Bosnian/Croatian/Serbian and Russian
Here are two summer teaching opportunities for Slavicists at Indiana University:
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The Indiana University Summer Language (SWSEEL) has openings for instructors of second-year Bosnian/Croatian/Serbian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. Teachers are expected on campus no later than June 3, when the appointment begins. Duties include classroom instruction 4 hours per day, Monday through Friday, lesson preparation, and grading. Instructors are also responsible for one evening program (film and discussion, lecture, etc.). Salary is commensurate with academic level. Hiring will be contingent on instructor submission of course syllabus by April 15, 2012. The SWSEEL Director may assist first-time summer intensive instructor applicants in formulating the syllabus based on course content from previous summers.
Please send a cover letter, two letters of reference , and CV to SWSEEL Director (swseel at indiana dot edu, 1020 E. Kirkwood Avenue, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 5, 2012. The search will remain open until the position is filled.
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The Indiana University Summer Language Workshop (SWSEEL) has openings for Russian phonetics instructors for first through sixth year Russian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. The appointment starts June 3, 2012. Duties include classroom instruction three hours per day, Monday through Thursday, lesson preparation, and grading. Salary is commensurate with academic level.
Please send a cover letter, two letters of reference (these may be written in English or Russian), and CV to SWSEEL Director (swseel at indiana dot edu, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 15, 2012. The search will remain open until the position is filled.
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Indiana University is an Equal Employment Affirmative Action Employer. The University is strongly committed to achieving excellence through cultural diversity and actively encourages applications and nominations of women, minorities, and persons with disabilities.
Stern-Gottschalk, A. Intermediate BCS teaching position in SWSEEL 2012 / Russian phonetics position at Indiana University (SWSEEL) Summer, 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 10 Jan 2012).
---
The Indiana University Summer Language (SWSEEL) has openings for instructors of second-year Bosnian/Croatian/Serbian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. Teachers are expected on campus no later than June 3, when the appointment begins. Duties include classroom instruction 4 hours per day, Monday through Friday, lesson preparation, and grading. Instructors are also responsible for one evening program (film and discussion, lecture, etc.). Salary is commensurate with academic level. Hiring will be contingent on instructor submission of course syllabus by April 15, 2012. The SWSEEL Director may assist first-time summer intensive instructor applicants in formulating the syllabus based on course content from previous summers.
Please send a cover letter, two letters of reference , and CV to SWSEEL Director (swseel at indiana dot edu, 1020 E. Kirkwood Avenue, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 5, 2012. The search will remain open until the position is filled.
---
The Indiana University Summer Language Workshop (SWSEEL) has openings for Russian phonetics instructors for first through sixth year Russian. The Workshop is an eight week intensive language course from June 4-July 27, 2012. The appointment starts June 3, 2012. Duties include classroom instruction three hours per day, Monday through Thursday, lesson preparation, and grading. Salary is commensurate with academic level.
Please send a cover letter, two letters of reference (these may be written in English or Russian), and CV to SWSEEL Director (swseel at indiana dot edu, 502 Ballantine Hall, Bloomington, IN 47405). Review of applications will begin January 15, 2012. The search will remain open until the position is filled.
---
Indiana University is an Equal Employment Affirmative Action Employer. The University is strongly committed to achieving excellence through cultural diversity and actively encourages applications and nominations of women, minorities, and persons with disabilities.
Stern-Gottschalk, A. Intermediate BCS teaching position in SWSEEL 2012 / Russian phonetics position at Indiana University (SWSEEL) Summer, 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 10 Jan 2012).
Grants for Schools, Programs, and Arabic Teachers from Qatar Foundation International
From http://www.qfi.org/list/87/5/Applying-for-a-Grant
Qatar Foundation International is now accepting applications online for the following grants: Teacher Initiative Grants, Curriculum Development Grants, and Grants to Schools.
Teacher Initiative Grants
To enhance Arabic programs and promote excellence in the classroom, QFI plans to award at least fifteen Classroom Grants (maximum award: $5,000) to teachers of Arabic currently teaching in public or public charter schools in the United States. Grant funds may be used to finance cultural or community events; development of instructional units and materials; the purchase of books, videos, and other materials; or participation of teachers in professional development. Awards will be made on the basis of classroom impact to Arabic language and culture. The deadline for application is January 17, 2012.
Curriculum Development Grants
To advance the teaching of Arabic language and culture in U.S. public and public charter schools, QFI plans to make four awards (up to $25,000 each) to support the development—and sharing—of curricula, learning modules, lesson plans and any related materials. Priority will be given to articulated programs for middle and high schools. Universities and colleges are welcome to apply, but curriculum development grants are not intended to support college-level Arabic. Awards will be made to schools, colleges and universities, and not-for-profit organizations rather than to individuals. The deadline for application is February 1, 2012.
Grants to Schools
To support and promote the teaching of Arabic in U.S. public and public charter schools, QFI will make one-time matching grants of up to $25,000 each to support existing credit-bearing Arabic programs in U.S. public and public charter schools. Priority will be given to schools not previously supported by QFI. Sustainability of the program must be demonstrated. The deadline for application will be February 29, 2012.
For full details go to http://www.qfi.org/list/87/5/Applying-for-a-Grant
Qatar Foundation International is now accepting applications online for the following grants: Teacher Initiative Grants, Curriculum Development Grants, and Grants to Schools.
Teacher Initiative Grants
To enhance Arabic programs and promote excellence in the classroom, QFI plans to award at least fifteen Classroom Grants (maximum award: $5,000) to teachers of Arabic currently teaching in public or public charter schools in the United States. Grant funds may be used to finance cultural or community events; development of instructional units and materials; the purchase of books, videos, and other materials; or participation of teachers in professional development. Awards will be made on the basis of classroom impact to Arabic language and culture. The deadline for application is January 17, 2012.
Curriculum Development Grants
To advance the teaching of Arabic language and culture in U.S. public and public charter schools, QFI plans to make four awards (up to $25,000 each) to support the development—and sharing—of curricula, learning modules, lesson plans and any related materials. Priority will be given to articulated programs for middle and high schools. Universities and colleges are welcome to apply, but curriculum development grants are not intended to support college-level Arabic. Awards will be made to schools, colleges and universities, and not-for-profit organizations rather than to individuals. The deadline for application is February 1, 2012.
Grants to Schools
To support and promote the teaching of Arabic in U.S. public and public charter schools, QFI will make one-time matching grants of up to $25,000 each to support existing credit-bearing Arabic programs in U.S. public and public charter schools. Priority will be given to schools not previously supported by QFI. Sustainability of the program must be demonstrated. The deadline for application will be February 29, 2012.
For full details go to http://www.qfi.org/list/87/5/Applying-for-a-Grant
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