This site contains hundreds of visual aids (illustrations) that can be used to support instructional tasks such as describing objects and people (i.e., teaching vocabulary) or describing entire events and situations (i.e., teaching grammar).
Learn more about the creation of the visuals and either search or browse the extensive collection at http://images.library.pitt.edu/v/visuals
February 27, 2012
From http://www.bbc.co.uk/news/uk-17107435
How do you become fluent in 11 languages?
February 21, 2012
Twenty-year-old Alex Rawlings has won a national competition to find the UK's most multi-lingual student.
The Oxford University undergraduate can currently speak 11 languages - English, Greek, German, Spanish, Russian, Dutch, Afrikaans, French, Hebrew, Catalan and Italian.
Entrants in the competition run by the publishers Collins had to be aged between 16 and 22 and conversant in multiple languages.
Alex drew on all his skills to tell BBC News about his passion for learning languages and how he came to speak so many.
Watch a video in which Alex talks the languages he speaks and how he learns best, in different languages. http://www.bbc.co.uk/news/uk-17107435
Read a related article about another polyglot and polyglots in general at http://www.bbc.co.uk/news/magazine-17101370
How do you become fluent in 11 languages?
February 21, 2012
Twenty-year-old Alex Rawlings has won a national competition to find the UK's most multi-lingual student.
The Oxford University undergraduate can currently speak 11 languages - English, Greek, German, Spanish, Russian, Dutch, Afrikaans, French, Hebrew, Catalan and Italian.
Entrants in the competition run by the publishers Collins had to be aged between 16 and 22 and conversant in multiple languages.
Alex drew on all his skills to tell BBC News about his passion for learning languages and how he came to speak so many.
Watch a video in which Alex talks the languages he speaks and how he learns best, in different languages. http://www.bbc.co.uk/news/uk-17107435
Read a related article about another polyglot and polyglots in general at http://www.bbc.co.uk/news/magazine-17101370
Immigrant Archive Project: Immigrants’ Stories on Video
From http://www.immigrantarchiveproject.com/pages/about
The Immigrant Archive Project is an independent national initiative dedicated to preserving the life stories of America's immigrant population. This is accomplished by recording, in their own words, the intimate stories of immigrants of all nations. The content of these interviews will be shared with listeners via radio, television, internet, and traveling educational as well as art installations.
You can watch videotaped interviews at the Immigrant Archive Project website: http://www.immigrantarchiveproject.com
These stories may be especially good input for English and Spanish language learners, (most stories are either in English or in Spanish with English subtitles), but all students will benefit from hearing about these immigrants’ experiences.
The Immigrant Archive Project is an independent national initiative dedicated to preserving the life stories of America's immigrant population. This is accomplished by recording, in their own words, the intimate stories of immigrants of all nations. The content of these interviews will be shared with listeners via radio, television, internet, and traveling educational as well as art installations.
You can watch videotaped interviews at the Immigrant Archive Project website: http://www.immigrantarchiveproject.com
These stories may be especially good input for English and Spanish language learners, (most stories are either in English or in Spanish with English subtitles), but all students will benefit from hearing about these immigrants’ experiences.
Children’s Songs in Spanish
A collection of Spanish language children’s rhymes, with English translations, explanations of the context of each song, and some audio recordings, is available at https://www.tsl.state.tx.us/ld/projects/ninos/songsrhymes.html
Spanish Immersion Day in Dayton, Ohio
Spanish Immersion Day is on Saturday, March 17th from 10am-2pm at Kettering Fairmont High School. All Spanish 2, 3, 4, and 5 students from area schools are invited to attend this fun, interactive day. Students will have the opportunity to play games such as El Juego Loco, El Frenesi Familiar, Te Toca A Ti, Las Estrellas del Cine, and more. An authentic Mexican lunch will be served and all of the students will sing, learn cultural topics, and reinforce grammar and vocabulary topics while enjoying activities that are geared to their levels. Please encourage interested students to attend. The forms for Spanish Immersion Day are attached to this email. Please contact Amy Haney or Katie Acosta at the following email addresses if you would like to attend or if you have questions.
amy.dunaway-haney at ketteringschools dot org
kacosta at carrollhs dot org
Immersion Day forms and $15 per student are due by Friday, March 3rd. After this date, the cost goes up to $20 per student.
Gracias de antemano,
Amy Haney and Katie Acosta
http://www.sparkenthusiasm.com
Haney, A. [OFLA] Spanish Immersion Day in Dayton, Ohio. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 25 Feb 2012).
amy.dunaway-haney at ketteringschools dot org
kacosta at carrollhs dot org
Immersion Day forms and $15 per student are due by Friday, March 3rd. After this date, the cost goes up to $20 per student.
Gracias de antemano,
Amy Haney and Katie Acosta
http://www.sparkenthusiasm.com
Haney, A. [OFLA] Spanish Immersion Day in Dayton, Ohio. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 25 Feb 2012).
Canadian French Teacher: New Blog for Elementary French Immersion and Core French
This is a new site for teachers of Early French Immersion and Core French. The first articles are being written now. All the ideas, strategies and survival tips come from teachers currently working in the field.
Visit the blog, participate in sharing ideas and resources, and look for new posts at http://canadianfrenchteacher.com
Visit the blog, participate in sharing ideas and resources, and look for new posts at http://canadianfrenchteacher.com
Daily and Weekly French Resources
From http://glclk.about.com
This webpage offers links to and descriptions of various daily and weekly French websites: http://glclk.about.com/?zi=12/FGkY
This webpage offers links to and descriptions of various daily and weekly French websites: http://glclk.about.com/?zi=12/FGkY
Position Paper: The Role of Latin In American Education
From http://www.ncssfl.org
The National Council of State Supervisors for Languages endorses and encourages the teaching of Latin in American schools. Read their position paper at http://www.ncssfl.org/papers/index.php?latin
Browse other NCSSFL publications at http://www.ncssfl.org/papers/index.php?papers_index
The National Council of State Supervisors for Languages endorses and encourages the teaching of Latin in American schools. Read their position paper at http://www.ncssfl.org/papers/index.php?latin
Browse other NCSSFL publications at http://www.ncssfl.org/papers/index.php?papers_index
Next Week Is National Latin Teacher Recruitment Week
From http://www.promotelatin.org/index.php?option=com_content&view=article&id=53&Itemid=53
March 5-9, 2012, is National Latin Teacher Recruitment Week. This effort, a cooperative venture of the American Classical League, the American Philological Association, and various regional and state classical organizations, seeks to engage all Classicists at all levels of instruction in the business of insuring that our Latin, Greek, and Classics pre-college classrooms have the teachers they need.
To see what is underway explore the NLTRW website: http://www.promotelatin.org/index.php?option=com_content&view=article&id=53&Itemid=53
March 5-9, 2012, is National Latin Teacher Recruitment Week. This effort, a cooperative venture of the American Classical League, the American Philological Association, and various regional and state classical organizations, seeks to engage all Classicists at all levels of instruction in the business of insuring that our Latin, Greek, and Classics pre-college classrooms have the teachers they need.
To see what is underway explore the NLTRW website: http://www.promotelatin.org/index.php?option=com_content&view=article&id=53&Itemid=53
German Verb Conjugation Tables
An online German verb conjugation table is available at http://conjd.cactus2000.de
Film Archive of the Goethe-Institut Boston
From http://www.goethe.de/ins/us/lp/prj/flm/ang/enindex.htm
The Goethe-Institut Boston Film Archive contains a comprehensive survey of German film history, from expressionist films to the most recent features of contemporary German cinema.
All films are stored at the Goethe-Institut Boston and are available as either 16mm prints or as DVDs, sometimes both formats of the same film are available. 16mm prints have English subtitles, films on DVD have English, Spanish and almost always German subtitles. The films are available for rental for non-commercial screenings by all cultural and educational institutions within the United States. Films cannot be rented to individuals.
Rental fee
Your institution will be charged a handling fee of $20 per DVD and $ 50 per print, which will be billed to you after the screening.
Other services
• Suggestions for retrospectives on a certain subject or filmmaker
• Film screenings in the auditorium of the Goethe-Institut Boston (DVD and 16mm)
• Rentals of the Goethe-Institut Boston Auditorium
For more details and to search for films go to http://www.goethe.de/ins/us/lp/prj/flm/enindex.htm
The Goethe-Institut Boston Film Archive contains a comprehensive survey of German film history, from expressionist films to the most recent features of contemporary German cinema.
All films are stored at the Goethe-Institut Boston and are available as either 16mm prints or as DVDs, sometimes both formats of the same film are available. 16mm prints have English subtitles, films on DVD have English, Spanish and almost always German subtitles. The films are available for rental for non-commercial screenings by all cultural and educational institutions within the United States. Films cannot be rented to individuals.
Rental fee
Your institution will be charged a handling fee of $20 per DVD and $ 50 per print, which will be billed to you after the screening.
Other services
• Suggestions for retrospectives on a certain subject or filmmaker
• Film screenings in the auditorium of the Goethe-Institut Boston (DVD and 16mm)
• Rentals of the Goethe-Institut Boston Auditorium
For more details and to search for films go to http://www.goethe.de/ins/us/lp/prj/flm/enindex.htm
Website: Facts about Germany
From http://www.tatsachen-ueber-deutschland.de/en/head-navi/about-us.html
The website Facts about Germany invites you to get to know Germany. It offers profound basic knowledge and guidance – especially designed for readers abroad whose interest in the course of time in Germany extends beyond the casual flood of the daily news.
Throughout 11 chapters, nine distinguished authors engage in the most important political, societal and economic trends in Germany.
The website is available in several different languages, including English and (of course!) German. It is available at http://www.tatsachen-ueber-deutschland.de/en/head-navi/home.html
The website Facts about Germany invites you to get to know Germany. It offers profound basic knowledge and guidance – especially designed for readers abroad whose interest in the course of time in Germany extends beyond the casual flood of the daily news.
Throughout 11 chapters, nine distinguished authors engage in the most important political, societal and economic trends in Germany.
The website is available in several different languages, including English and (of course!) German. It is available at http://www.tatsachen-ueber-deutschland.de/en/head-navi/home.html
Wochi Kochi: Online Magazine about Japanese Culture
From http://www.wochikochi.jp/english/about.php
Wochi Kochi is a web magazine for disseminating information about Japanese culture. Wochikochi Magazine carries interviews, contributed articles and serialized stories written by experts in a variety of professional and academic fields on a special topic each month. The website also includes a search engine to find past articles.
The magazine is available in Japanese at http://www.wochikochi.jp , and it is also newly available in English at http://www.wochikochi.jp/english
Wochi Kochi is a web magazine for disseminating information about Japanese culture. Wochikochi Magazine carries interviews, contributed articles and serialized stories written by experts in a variety of professional and academic fields on a special topic each month. The website also includes a search engine to find past articles.
The magazine is available in Japanese at http://www.wochikochi.jp , and it is also newly available in English at http://www.wochikochi.jp/english
Arabic Classical and Medieval Lit on the Web Guide
The “Arabic classical and medieval literature-on-Web guide” (Guide de la littérature arabe médiévale et classique-sur-Web) is now online (http://www.mom.fr/guides/litterature.pdf). It has been written by Katia Zakharia, Professor of Arabic literature and civilization at the University of Lyon 2 and member of the GREMMO (Group for research and studies about the Mediterranean area and the Middle East).
This guide presents websites providing primary sources in Arabic from the Abbassid period up to the Nahda (included) (8th-19th centuries) and websites providing the necessary tools to read these sources, understand them and study them. It concerns any Internet user, especially University students in Arabic departments.
It is the 13th issue of the series of “Guides for research-on-Web” published online by the Maison de l’Orient et de la Méditerranée (University of Lyon 2 and CNRS i.e. the French National Center of Scientific Research) and directed by Jean-François Legrain (http://www.mom.fr/-Guides-de-la-recherche-sur-Web-.html). Next to 11 guides devoted to countries or current events and to a guide concerning Internet and Social Sciences, this new guide inaugurates the series of Guides dedicated to a discipline. Even if they are in French, all of these guides may help you or help your students (list of the guides on http://www.mom.fr/Liste-et-consultation-des-Guides.html).
Zakharia, K. Arabic-L:LIT:Arabic Classical and Medieval Lit on the Web Guide. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 24 Feb 2012).
This guide presents websites providing primary sources in Arabic from the Abbassid period up to the Nahda (included) (8th-19th centuries) and websites providing the necessary tools to read these sources, understand them and study them. It concerns any Internet user, especially University students in Arabic departments.
It is the 13th issue of the series of “Guides for research-on-Web” published online by the Maison de l’Orient et de la Méditerranée (University of Lyon 2 and CNRS i.e. the French National Center of Scientific Research) and directed by Jean-François Legrain (http://www.mom.fr/-Guides-de-la-recherche-sur-Web-.html). Next to 11 guides devoted to countries or current events and to a guide concerning Internet and Social Sciences, this new guide inaugurates the series of Guides dedicated to a discipline. Even if they are in French, all of these guides may help you or help your students (list of the guides on http://www.mom.fr/Liste-et-consultation-des-Guides.html).
Zakharia, K. Arabic-L:LIT:Arabic Classical and Medieval Lit on the Web Guide. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 24 Feb 2012).
Article: Newly Unveiled Talking Dictionaries Aim To Document, Preserve Endangered Languages
From http://www.winnipegfreepress.com/arts-and-life/entertainment/books/newly-unveiled-talking-dictionaries-aim-to-document-preserve-endangered-languages-139527703.html
Newly unveiled talking dictionaries aim to document, preserve endangered languages
By: The Canadian Press
February 17, 2012
Linguists at National Geographic are taking the digital route in their efforts to both document and help preserve endangered languages.
Eight new talking dictionaries were unveiled at the annual meeting of the American Association for the Advancement of Science in Vancouver on Friday.
The dictionaries contain more than 32,000 word entries in eight endangered languages. They comprise more than 24,000 audio recordings of native speakers pronouncing words and sentences, along with photos of cultural objects.
Read the entire article at http://www.winnipegfreepress.com/arts-and-life/entertainment/books/newly-unveiled-talking-dictionaries-aim-to-document-preserve-endangered-languages-139527703.html
Read a related article about the talking dictionaries and social media use for language revitalization at http://www.bbc.co.uk/news/science-environment-17081573
Read another article about social media and endangered languages at http://www.huffingtonpost.co.uk/2012/02/18/facebook-and-twitter-could-save-rare-languages_n_1286587.html
Read more about social media and Ojibwe or Anishinaabemowin in particular at http://www.healthcanal.com/life-style-fitness/26778-How-social-media-help-save-endangered-language.html
One more related article with a special focus on YouTube is available at http://www.care2.com/causes/3-endangered-languages-preserved-on-youtube-video-slideshow.html
Newly unveiled talking dictionaries aim to document, preserve endangered languages
By: The Canadian Press
February 17, 2012
Linguists at National Geographic are taking the digital route in their efforts to both document and help preserve endangered languages.
Eight new talking dictionaries were unveiled at the annual meeting of the American Association for the Advancement of Science in Vancouver on Friday.
The dictionaries contain more than 32,000 word entries in eight endangered languages. They comprise more than 24,000 audio recordings of native speakers pronouncing words and sentences, along with photos of cultural objects.
Read the entire article at http://www.winnipegfreepress.com/arts-and-life/entertainment/books/newly-unveiled-talking-dictionaries-aim-to-document-preserve-endangered-languages-139527703.html
Read a related article about the talking dictionaries and social media use for language revitalization at http://www.bbc.co.uk/news/science-environment-17081573
Read another article about social media and endangered languages at http://www.huffingtonpost.co.uk/2012/02/18/facebook-and-twitter-could-save-rare-languages_n_1286587.html
Read more about social media and Ojibwe or Anishinaabemowin in particular at http://www.healthcanal.com/life-style-fitness/26778-How-social-media-help-save-endangered-language.html
One more related article with a special focus on YouTube is available at http://www.care2.com/causes/3-endangered-languages-preserved-on-youtube-video-slideshow.html
Arizona Superintendent Promotes Native Culture
From http://indiancountrytodaymedianetwork.com/2012/02/23/arizona-superintendent-promotes-native-culture-99610
Arizona Superintendent Promotes Native Culture
By ICTMN Staff
February 23, 2012
Arizona Superintendent of Public Instruction John Huppenthal may be taking flack for cutting the Mexican American Studies program at the Tucson Unified School District (TUSD), but he spent February 21 and 22 telling educators and students on the Navajo Nation that the state of Arizona wants to help them teach language and cultures.
He told the gathered participants at Chinle that Native language and culture classes would not be banned like Mexican American Studies has been at TUSD.
“We don’t anticipate any fallout to other cultural studies programs,” Huppenthal said, according to Navajo Times. “The challenges associated with that (Mexican American Studies) program are isolated to that program, that school district and that environment.”
But how does Huppenthal plan on helping tribes teach their language and culture? He said the Arizona Department of Education (ADE) is revising requirements for those who teach tribal culture and language.
“We’re already taking steps to cut down on the regulations that make it difficult to bring in Native speakers to teach language,” Navajo Times reported Huppenthal said.
Read more: http://indiancountrytodaymedianetwork.com/2012/02/23/arizona-superintendent-promotes-native-culture-99610
Read a related article about Huppenthal’s visit to the Navajo Nation at http://navajotimes.com/education/2012/0212/022312hup.php
Arizona Superintendent Promotes Native Culture
By ICTMN Staff
February 23, 2012
Arizona Superintendent of Public Instruction John Huppenthal may be taking flack for cutting the Mexican American Studies program at the Tucson Unified School District (TUSD), but he spent February 21 and 22 telling educators and students on the Navajo Nation that the state of Arizona wants to help them teach language and cultures.
He told the gathered participants at Chinle that Native language and culture classes would not be banned like Mexican American Studies has been at TUSD.
“We don’t anticipate any fallout to other cultural studies programs,” Huppenthal said, according to Navajo Times. “The challenges associated with that (Mexican American Studies) program are isolated to that program, that school district and that environment.”
But how does Huppenthal plan on helping tribes teach their language and culture? He said the Arizona Department of Education (ADE) is revising requirements for those who teach tribal culture and language.
“We’re already taking steps to cut down on the regulations that make it difficult to bring in Native speakers to teach language,” Navajo Times reported Huppenthal said.
Read more: http://indiancountrytodaymedianetwork.com/2012/02/23/arizona-superintendent-promotes-native-culture-99610
Read a related article about Huppenthal’s visit to the Navajo Nation at http://navajotimes.com/education/2012/0212/022312hup.php
Article: Learning Your Native Language Is Tricky, Say Adult Offspring of Immigrants
From http://www.thestar.com/news/canada/article/1133451--learning-your-native-language-is-tricky-say-adult-offspring-of-immigrants
Learning your native language is tricky, say adult offspring of immigrants
By Oakland Ross
February 17, 2012
Behold the sometimes tongue-tied world of the language-deprived.
That, at least, is how they see themselves — the offspring of immigrants who now must struggle to hold their own in the language of their parents, one that should have been theirs as a birthright.
To make things up, more often than not, they have to go back to school and start all over again, practically from scratch.
“We notice it a lot,” says Maria Figueredo at the department of languages, literature and linguistics at York University. “They still maintain a link with their background. It’s a matter of maintaining a sense of identity.”
Anne-Marie Vettorel’s is an oft-told tale — a chronicle of betrayal, remorse and at least partial vindication that is shared, probably, by millions.
Read the full article at http://www.thestar.com/news/canada/article/1133451--learning-your-native-language-is-tricky-say-adult-offspring-of-immigrants
Learning your native language is tricky, say adult offspring of immigrants
By Oakland Ross
February 17, 2012
Behold the sometimes tongue-tied world of the language-deprived.
That, at least, is how they see themselves — the offspring of immigrants who now must struggle to hold their own in the language of their parents, one that should have been theirs as a birthright.
To make things up, more often than not, they have to go back to school and start all over again, practically from scratch.
“We notice it a lot,” says Maria Figueredo at the department of languages, literature and linguistics at York University. “They still maintain a link with their background. It’s a matter of maintaining a sense of identity.”
Anne-Marie Vettorel’s is an oft-told tale — a chronicle of betrayal, remorse and at least partial vindication that is shared, probably, by millions.
Read the full article at http://www.thestar.com/news/canada/article/1133451--learning-your-native-language-is-tricky-say-adult-offspring-of-immigrants
Editorial: Children Can, and Should, Learn More Than One Language
From http://www.chron.com/opinion/editorials/article/Children-can-and-should-learn-more-than-one-3337685.php
Editorial: Children can, and should, learn more than one language
February 16, 2012
Houston schools chief Terry Grier has his work cut out trying to boost the vexingly low graduation rate - 30 percent - for students who speak limited English. So it's crucial that the district, and HISD parents too, parse the problem correctly.
In truth, this majority-Hispanic district faces two distinct language challenges. The toughest is educating non-English speakers entering U.S. schools in middle school and high school. Often coming in with severe economic and cultural deficits too, only a third of these youngsters graduate on time.
The district's other challenge, however, is in fact a vast opportunity. Elementary school students who start off as non-English speakers have actually responded resoundingly well to the district's bilingual teaching. As the Chronicle's Ericka Mellon recently reported ("Language barrier still vexes HISD," Page A1, Feb. 2), a healthy 79 percent of these students end up graduating on time.
In fact, longitudinal studies across the state show that kids in at least one type of dual-language program do just as well in English - and better in Spanish - with bilingual education rather than immersion in full-time English-only programs.
Read the full article at http://www.chron.com/opinion/editorials/article/Children-can-and-should-learn-more-than-one-3337685.php
Editorial: Children can, and should, learn more than one language
February 16, 2012
Houston schools chief Terry Grier has his work cut out trying to boost the vexingly low graduation rate - 30 percent - for students who speak limited English. So it's crucial that the district, and HISD parents too, parse the problem correctly.
In truth, this majority-Hispanic district faces two distinct language challenges. The toughest is educating non-English speakers entering U.S. schools in middle school and high school. Often coming in with severe economic and cultural deficits too, only a third of these youngsters graduate on time.
The district's other challenge, however, is in fact a vast opportunity. Elementary school students who start off as non-English speakers have actually responded resoundingly well to the district's bilingual teaching. As the Chronicle's Ericka Mellon recently reported ("Language barrier still vexes HISD," Page A1, Feb. 2), a healthy 79 percent of these students end up graduating on time.
In fact, longitudinal studies across the state show that kids in at least one type of dual-language program do just as well in English - and better in Spanish - with bilingual education rather than immersion in full-time English-only programs.
Read the full article at http://www.chron.com/opinion/editorials/article/Children-can-and-should-learn-more-than-one-3337685.php
Job: Russian-German Tenure-Track Position in Pennsylvania
BLOOMSBURG UNIVERSITY OF PENNSYLVANIA
ASSISTANT PROFESSOR OF RUSSIAN, TENURE-TRACK
Ability to teach basic undergraduate German also required.
The Department of Languages and Cultures offers a position to teach Russian and German –all levels of Russian, elementary to intermediate German language, and Russian and German Culture and Civilization in English. Starting fall 2012. The candidate is expected to develop Russian offerings into a minor or a language-track commensurate with needs.
Cover letter addressing the qualifications and experience for the position, CV, unofficial transcripts, three letters of recommendation, and names, phone numbers, and emails for three professional references should be sent to: Dr. P. Dórame-Holoviak, Chair, Search and Screen Committee, Department of Languages and Cultures, Bloomsburg University of Pennsylvania, 400 E. 2nd Street, Bloomsburg, PA 17815.
Application deadline: 3/15/12; position will remain open until filled.
Speh, A. [SEELANGS] Russian -German tenure track position. SEELANGS listserv (SEELANGS@bama.ua.edu, 19 Feb 2012).
ASSISTANT PROFESSOR OF RUSSIAN, TENURE-TRACK
Ability to teach basic undergraduate German also required.
The Department of Languages and Cultures offers a position to teach Russian and German –all levels of Russian, elementary to intermediate German language, and Russian and German Culture and Civilization in English. Starting fall 2012. The candidate is expected to develop Russian offerings into a minor or a language-track commensurate with needs.
Cover letter addressing the qualifications and experience for the position, CV, unofficial transcripts, three letters of recommendation, and names, phone numbers, and emails for three professional references should be sent to: Dr. P. Dórame-Holoviak, Chair, Search and Screen Committee, Department of Languages and Cultures, Bloomsburg University of Pennsylvania, 400 E. 2nd Street, Bloomsburg, PA 17815.
Application deadline: 3/15/12; position will remain open until filled.
Speh, A. [SEELANGS] Russian -German tenure track position. SEELANGS listserv (SEELANGS@bama.ua.edu, 19 Feb 2012).
Employment Opportunities at French Immersion Public Charter School in Portland, Oregon
From http://lemondeimmersion.org
Le Monde French Immersion Public Charter School is currently accepting cover letters and resumes for several positions for the 2012-13 school year. Positions include the following:
Head of School
Teacher, First Grade
Teacher, Kindergarten
Classroom Assistant, Kindergarten
Teacher, English Language Arts Specialist
For full job descriptions and application instructions go to lemondeimmersion.org/employment.htm
Le Monde French Immersion Public Charter School is currently accepting cover letters and resumes for several positions for the 2012-13 school year. Positions include the following:
Head of School
Teacher, First Grade
Teacher, Kindergarten
Classroom Assistant, Kindergarten
Teacher, English Language Arts Specialist
For full job descriptions and application instructions go to lemondeimmersion.org/employment.htm
Mini Grants and Awards for Missouri Language Teachers
Each year the Foreign Language Association of Missouri awards a $1,000 grant and a $500 grant. Each year FLAM also recognizes students, educators, and community members for their commitment to foreign language study and education. Grant applications and award nominations are due by March 31st.
Go to http://www.flamnet.org/joomla/index.php?option=com_content&view=article&id=10:apply-for-a-flam-mini-grant-for-teaching&catid=16:awards&Itemid=34 for information on the mini grants and to apply.
Go to http://www.flamnet.org/joomla/index.php?option=com_content&view=article&id=9:flams-five-awards&catid=16:awards&Itemid=32 for more information about FLAM’s five awards.
Go to http://www.flamnet.org/joomla/index.php?option=com_content&view=article&id=10:apply-for-a-flam-mini-grant-for-teaching&catid=16:awards&Itemid=34 for information on the mini grants and to apply.
Go to http://www.flamnet.org/joomla/index.php?option=com_content&view=article&id=9:flams-five-awards&catid=16:awards&Itemid=32 for more information about FLAM’s five awards.
Summer Institute for the Languages of the Muslim World
From http://silmw.linguistics.uiuc.edu/index.html
The Department of Linguistics at the University of Illinois in Urbana-Champaign in collaboration with the Center for South Asian and Middle Eastern Studies , Center for African Studies, CIBER, Center for Global Studies, European Union Center and REEEC is pleased to host the 4th Summer Institute for the Languages of the Muslim World in summer 2012 (June 11 - August 4, 2012).
SILMW is offering intensive courses in a variety of Muslim world languages, including Arabic, Arabic Translation, Persian, Swahili, Turkish, Wolof, Pashto and Urdu.
SILMW provides a unique opportunity to explore the languages and cultures of the Muslim World and interact with experts in this region. In addition to classroom instruction, SILMW will offer a variety of extracurricular activities designed to enhance classroom instruction, provide additional channels for language contact and practice, and expose learners to the traditions of the Muslim World communities. These extracurricular activities include research forums, picnics, conversation tables, cooking classes, music & dance performances, movie screenings, field trips, lectures and other cultural activities.
For full details go to http://silmw.linguistics.uiuc.edu/index.html
The Department of Linguistics at the University of Illinois in Urbana-Champaign in collaboration with the Center for South Asian and Middle Eastern Studies , Center for African Studies, CIBER, Center for Global Studies, European Union Center and REEEC is pleased to host the 4th Summer Institute for the Languages of the Muslim World in summer 2012 (June 11 - August 4, 2012).
SILMW is offering intensive courses in a variety of Muslim world languages, including Arabic, Arabic Translation, Persian, Swahili, Turkish, Wolof, Pashto and Urdu.
SILMW provides a unique opportunity to explore the languages and cultures of the Muslim World and interact with experts in this region. In addition to classroom instruction, SILMW will offer a variety of extracurricular activities designed to enhance classroom instruction, provide additional channels for language contact and practice, and expose learners to the traditions of the Muslim World communities. These extracurricular activities include research forums, picnics, conversation tables, cooking classes, music & dance performances, movie screenings, field trips, lectures and other cultural activities.
For full details go to http://silmw.linguistics.uiuc.edu/index.html
2012 Summer Intensive Elementary Polish at Loyola University Chicago
The Polish Studies Program at Loyola University Chicago, through generous support by American Council of Learned Societies, is pleased to announce that it will be offering Intensive Elementary Polish for Research Purposes in Summer 2012. The course is designed for students (graduate and undergraduate) specializing in a host of disciplines in which Poland and/ or Polish plays a part. Intensive Elementary Polish is designed to enable students to acquire a functional reading and speaking knowledge of the language while introducing them to Polish Culture. The course will utilize a host of media catered to the academic interests of the students. Loyola University Chicago is ideally located on the north shore of Lake Michigan and is a very strong presence in Chicago’s large Polish Community.
Tuition for the course is waived for graduate students specializing in Central/ Eastern European Studies. There are no prerequisites for this course. It assumes no prior knowledge of the Polish language. Class size is limited and admission is competitive. Class meets 5 hours per day, Monday through Friday, for total of 90 contact hours. Students will receive 6 credits upon successful completion of the course.
Course dates: June 25th – August 17th
For more information contact B. Nowicka McLees at (773) 508-2850 or bmclees at luc dot edu.
Houle, E. [SEELANGS] 2012 Summer Intensive Elementary Polish at Loyola University Chicago. SEELANGS listserv (SEELANGS@bama.ua.edu, 17 Feb 2012).
Tuition for the course is waived for graduate students specializing in Central/ Eastern European Studies. There are no prerequisites for this course. It assumes no prior knowledge of the Polish language. Class size is limited and admission is competitive. Class meets 5 hours per day, Monday through Friday, for total of 90 contact hours. Students will receive 6 credits upon successful completion of the course.
Course dates: June 25th – August 17th
For more information contact B. Nowicka McLees at (773) 508-2850 or bmclees at luc dot edu.
Houle, E. [SEELANGS] 2012 Summer Intensive Elementary Polish at Loyola University Chicago. SEELANGS listserv (SEELANGS@bama.ua.edu, 17 Feb 2012).
International Conference & Workshops on Technology & Chinese Language Teaching
From http://nflrc.hawaii.edu/TCLT7
Co-sponsored with Hamilton College, the National Foreign Language Resource Center (NFLRC) and the National Resource Center East Asia (NRCEA) at the University of Hawai‘i at Manoa are pleased to host the 7th International Conference and Workshops on Technology and Chinese Language Teaching in the 21st Century (TCLT7) from May 25 through 27, 2012 at the Hawai‘i Imin International Conference Center at the University of Hawai‘i at Manoa in Honolulu, Hawai‘i. Initiated by Hamilton College in 2000, this biennial conference aims to bridge the gap between technology and teaching methodology and curriculum as well as to enhance the exchange on technology-based Chinese language learning and instruction. The combination of in-depth panel discussions and hands-on workshops on technology-enhanced Chinese language teaching is a hallmark of TCLT conferences, which have contributed a great deal to the field of Teaching Chinese as a Second Language.
TCLT7 will place emphases on frontier research topics such as mobile learning, cloud technology, the digital classroom, and computational linguistics, as well as on general topics on the integration of technology in day-to-day usage. The program will include keynote speeches, paper presentations and panel discussions, hands-on workshops, computer program demonstration, and a technology-based educational product exhibition. Supported by more than 200 institutions worldwide, TCLT7 will bring together about 250 academics for discussion.
Visit the conference website at http://nflrc.hawaii.edu/TCLT7
Co-sponsored with Hamilton College, the National Foreign Language Resource Center (NFLRC) and the National Resource Center East Asia (NRCEA) at the University of Hawai‘i at Manoa are pleased to host the 7th International Conference and Workshops on Technology and Chinese Language Teaching in the 21st Century (TCLT7) from May 25 through 27, 2012 at the Hawai‘i Imin International Conference Center at the University of Hawai‘i at Manoa in Honolulu, Hawai‘i. Initiated by Hamilton College in 2000, this biennial conference aims to bridge the gap between technology and teaching methodology and curriculum as well as to enhance the exchange on technology-based Chinese language learning and instruction. The combination of in-depth panel discussions and hands-on workshops on technology-enhanced Chinese language teaching is a hallmark of TCLT conferences, which have contributed a great deal to the field of Teaching Chinese as a Second Language.
TCLT7 will place emphases on frontier research topics such as mobile learning, cloud technology, the digital classroom, and computational linguistics, as well as on general topics on the integration of technology in day-to-day usage. The program will include keynote speeches, paper presentations and panel discussions, hands-on workshops, computer program demonstration, and a technology-based educational product exhibition. Supported by more than 200 institutions worldwide, TCLT7 will bring together about 250 academics for discussion.
Visit the conference website at http://nflrc.hawaii.edu/TCLT7
Call for Papers: 2013 Central States Conference on the Teaching of Foreign Languages
From http://www.csctfl.org/conferences/2013conference.html
Call for Papers: 2013 Central States Conference on the Teaching of Foreign Languages
MultiTasks, MultiSkills, MultiConnections
March 14 - 16, 2013
Hilton Columbus Downtown
Columbus, OH
Deadline: April 15, 2012
Submit a proposal at https://www.web-reg.com/csc-prop
Call for Papers: 2013 Central States Conference on the Teaching of Foreign Languages
MultiTasks, MultiSkills, MultiConnections
March 14 - 16, 2013
Hilton Columbus Downtown
Columbus, OH
Deadline: April 15, 2012
Submit a proposal at https://www.web-reg.com/csc-prop
Call for Papers: Journal of the National Council of Less Commonly Taught Languages
Journal of the National Council of Less Commonly Taught Languages
Call Deadline: 01-May-2012
The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at NCOLCTL's annual conference will be considered for publication, but additional manuscripts from members of the profession are also welcome.
The general editorial focus is on policy, education, programs, advocacy, and research in the field of Less commonly Taught Languages (LCTLs). The envisioned coverage of the journal is as follows:
Methodology and Technology
Academia
Beyond Academia
Social Bmbeddedness
The Journal of the National Council of Less Commonly Taught Languages shall include papers focusing on broader theoretical and technological issues in all fields of LCTL's along with reports about research and teaching in academia, at both the K-12 and collegiate levels. Also to be included are papers addressing research and teaching in government and industry and issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation in the USA.
Submitted Manuscripts
In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA); see http://www.apastyle.org/manual/index.aspx
Manuscripts should be:
- A maximum of 20 pages (excluding references, charts, notes, etc.) and submitted electronically via word (1997-2003)-document e-mail attachment.
- Double-line spaced throughout, including notes, references, and tables, using 12-point Times New Roman font with a 1.5 inch left margin. (Please ensure that this specified formatting is followed).
- Accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author. (Because the manuscript will be blind reviewed, identifying information should be on the cover sheet only, and not appear in the manuscript).
All Manuscripts should be electronically submitted to the editor at: Danko.Sipka at asu dot edu and copied to the Secretariat at: ncolctl at mailplus dot wisc dot edu.
Deadline: While submissions are welcome at any point, only manuscripts received by May 1, 2012 will be considered for the 2012 issue of the journal.
Danko Sipka
Titular Professor in the Republic of Poland
Professor of Slavic Languages and Applied Linguistics
Coordinator of Slavic Languages and Cultures
SILC, Arizona State University
http://www.public.asu.edu/~dsipka
Editor, Journal of the NCOLCTL
http://www.ncolctl.org/resources-links/jncolctl-links
Sipka, D. [SEELANGS] Journal of the NCOLCTL Call for Papers. SEELANGS listserv (SEELANGS@bama.ua.edu, 23 Feb 2012).
Call Deadline: 01-May-2012
The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Papers presented at NCOLCTL's annual conference will be considered for publication, but additional manuscripts from members of the profession are also welcome.
The general editorial focus is on policy, education, programs, advocacy, and research in the field of Less commonly Taught Languages (LCTLs). The envisioned coverage of the journal is as follows:
Methodology and Technology
Academia
Beyond Academia
Social Bmbeddedness
The Journal of the National Council of Less Commonly Taught Languages shall include papers focusing on broader theoretical and technological issues in all fields of LCTL's along with reports about research and teaching in academia, at both the K-12 and collegiate levels. Also to be included are papers addressing research and teaching in government and industry and issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation in the USA.
Submitted Manuscripts
In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA); see http://www.apastyle.org/manual/index.aspx
Manuscripts should be:
- A maximum of 20 pages (excluding references, charts, notes, etc.) and submitted electronically via word (1997-2003)-document e-mail attachment.
- Double-line spaced throughout, including notes, references, and tables, using 12-point Times New Roman font with a 1.5 inch left margin. (Please ensure that this specified formatting is followed).
- Accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author. (Because the manuscript will be blind reviewed, identifying information should be on the cover sheet only, and not appear in the manuscript).
All Manuscripts should be electronically submitted to the editor at: Danko.Sipka at asu dot edu and copied to the Secretariat at: ncolctl at mailplus dot wisc dot edu.
Deadline: While submissions are welcome at any point, only manuscripts received by May 1, 2012 will be considered for the 2012 issue of the journal.
Danko Sipka
Titular Professor in the Republic of Poland
Professor of Slavic Languages and Applied Linguistics
Coordinator of Slavic Languages and Cultures
SILC, Arizona State University
http://www.public.asu.edu/~dsipka
Editor, Journal of the NCOLCTL
http://www.ncolctl.org/resources-links/jncolctl-links
Sipka, D. [SEELANGS] Journal of the NCOLCTL Call for Papers. SEELANGS listserv (SEELANGS@bama.ua.edu, 23 Feb 2012).
Language Learning & Technology Issue 16:1 (February 2012)
Volume 16 Number 1 of Language Learning & Technology is now available at http://llt.msu.edu.
FEATURE ARTICLES -----
Blogging to Learn: Becoming EFL Academic Writers Through Collaborative Dialogues
by Yu-Chih Sun and Yu-jung Chang
The Types and Effects of Peer Native Speakers’ Feedback on CMC
by María Belén Díez-Bedmar and Pascual Pérez-Paredes
Collaborative Writing among Second Language Learners in Academic Web-Based Projects
by Greg Kessler, Dawn Bikowski, and Jordan Boggs
Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, and Chun-Wen Chen
COLUMNS -----
Emerging Technologies
Digital Video Revisited: Storytelling, Conferencing, Remixing
by Robert Godwin-Jones
Action Research
Edited by Philip Hubbard
Fostering Computer-Mediated L2 Interaction Beyond the Classroom
by Keith Barrs
REVIEWS -----
Language and Learning in the Digital Age
James Paul Gee and Elisabeth R. Hayes
Reviewed by Paul Rama
Technology-Mediated Learning Environments for Young English Learners
L. Leann Parker (Ed.)
Reviewed by Brenna Rivas
Teaching and Researching Computer-Assisted Language Learning (2nd Edition)
Ken Beatty
Reviewed by Sarah E. Springer
Language Learning & Technology Issue 16:1 (February 2012) is now available. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 14 Feb 2012).
FEATURE ARTICLES -----
Blogging to Learn: Becoming EFL Academic Writers Through Collaborative Dialogues
by Yu-Chih Sun and Yu-jung Chang
The Types and Effects of Peer Native Speakers’ Feedback on CMC
by María Belén Díez-Bedmar and Pascual Pérez-Paredes
Collaborative Writing among Second Language Learners in Academic Web-Based Projects
by Greg Kessler, Dawn Bikowski, and Jordan Boggs
Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, and Chun-Wen Chen
COLUMNS -----
Emerging Technologies
Digital Video Revisited: Storytelling, Conferencing, Remixing
by Robert Godwin-Jones
Action Research
Edited by Philip Hubbard
Fostering Computer-Mediated L2 Interaction Beyond the Classroom
by Keith Barrs
REVIEWS -----
Language and Learning in the Digital Age
James Paul Gee and Elisabeth R. Hayes
Reviewed by Paul Rama
Technology-Mediated Learning Environments for Young English Learners
L. Leann Parker (Ed.)
Reviewed by Brenna Rivas
Teaching and Researching Computer-Assisted Language Learning (2nd Edition)
Ken Beatty
Reviewed by Sarah E. Springer
Language Learning & Technology Issue 16:1 (February 2012) is now available. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 14 Feb 2012).
February 26, 2012
Book: Multilingual Aspects of Speech Sound Disorders in Children
From http://www.multilingual-matters.com/display.asp?isb=9781847695123
Multilingual Aspects of Speech Sound Disorders in Children
By Sharynne McLeod and Brian Goldstein
Published by Multilingual Matters
Summary: Multilingual Aspects of Speech Sound Disorders in Children explores both multilingual and multicultural aspects of children with speech sound disorders. The 30 chapters have been written by 44 authors from 16 different countries about 112 languages and dialects. The book is designed to translate research into clinical practice. It is divided into three sections: (1) Foundations, (2) Multilingual speech acquisition, (3) Speech-language pathology practice. An introductory chapter discusses cross-linguistic and multilingual aspects of speech sound disorders in children. Subsequent chapters address speech sound acquisition, how the disorder manifests in different languages, cultural contexts, and speakers, and addresses diagnosis, assessment and intervention. The research chapters synthesize available research across a wide range of languages. A unique feature of this book are the chapters that translate research into clinical practice. These chapters provide real-life vignettes for specific geographical or linguistic contexts.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847695123
Multilingual Aspects of Speech Sound Disorders in Children
By Sharynne McLeod and Brian Goldstein
Published by Multilingual Matters
Summary: Multilingual Aspects of Speech Sound Disorders in Children explores both multilingual and multicultural aspects of children with speech sound disorders. The 30 chapters have been written by 44 authors from 16 different countries about 112 languages and dialects. The book is designed to translate research into clinical practice. It is divided into three sections: (1) Foundations, (2) Multilingual speech acquisition, (3) Speech-language pathology practice. An introductory chapter discusses cross-linguistic and multilingual aspects of speech sound disorders in children. Subsequent chapters address speech sound acquisition, how the disorder manifests in different languages, cultural contexts, and speakers, and addresses diagnosis, assessment and intervention. The research chapters synthesize available research across a wide range of languages. A unique feature of this book are the chapters that translate research into clinical practice. These chapters provide real-life vignettes for specific geographical or linguistic contexts.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847695123
Book: Research Methods for Applied Language Studies
From http://www.routledge.com/books/details/9780415551410
Research Methods for Applied Language Studies: An Advanced Resource Book for Students
By Keith Richards, Steven John Ross, and Paul Seedhouse
Published by Routledge
Description: Research Methods for Applied Language Studies
-Provides an advanced introduction to quantitative and qualitative research methods used in second and foreign language learning, teaching and assessment
-Takes readers step by step through the processes of research, from formulating research questions to writing up a dissertation or report.
-Employs a wide variety of carefully structured tasks and discussion points to guide the reader through the key themes, frameworks and procedures of applied language research, including ethnography, conversation analysis and quasi-experimental designs.
-Engages students in readings and tasks on articles from leading names in the field, including Alison Mackey, Roy Lyster, Angela Creese, Junko Mori, Rod Ellis and Diane Larsen-Freeman.
-Is supported by a Companion Website, including data sets for practice and guides to writing a proposal, making recordings, conducting interviews, producing questionnaires and organizing a dissertation.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415551410
Research Methods for Applied Language Studies: An Advanced Resource Book for Students
By Keith Richards, Steven John Ross, and Paul Seedhouse
Published by Routledge
Description: Research Methods for Applied Language Studies
-Provides an advanced introduction to quantitative and qualitative research methods used in second and foreign language learning, teaching and assessment
-Takes readers step by step through the processes of research, from formulating research questions to writing up a dissertation or report.
-Employs a wide variety of carefully structured tasks and discussion points to guide the reader through the key themes, frameworks and procedures of applied language research, including ethnography, conversation analysis and quasi-experimental designs.
-Engages students in readings and tasks on articles from leading names in the field, including Alison Mackey, Roy Lyster, Angela Creese, Junko Mori, Rod Ellis and Diane Larsen-Freeman.
-Is supported by a Companion Website, including data sets for practice and guides to writing a proposal, making recordings, conducting interviews, producing questionnaires and organizing a dissertation.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415551410
Turkish Flagship Program at Indiana University
From http://thelanguageflagship.org/turkish
The Turkish Flagship Program at Indiana University is an undergraduate program designed for learners of Turkish who seek to achieve ACTFL Superior Level proficiency while pursuing degrees in the academic majors of their choice. The program offers an innovative curriculum in Turkish language and culture designed to produce graduates with strength both in Turkish language proficiency and their chosen career fields.
For more information about the Turkish Language Flagship Program at Indiana University, please contact:
Turkish Flagship Program
Öner Özçelik
E-mail: oozcelik at indiana dot edu
Read an article about the establishment of the program at http://newsinfo.iu.edu/news/page/normal/19849.html
The Turkish Flagship Program at Indiana University is an undergraduate program designed for learners of Turkish who seek to achieve ACTFL Superior Level proficiency while pursuing degrees in the academic majors of their choice. The program offers an innovative curriculum in Turkish language and culture designed to produce graduates with strength both in Turkish language proficiency and their chosen career fields.
For more information about the Turkish Language Flagship Program at Indiana University, please contact:
Turkish Flagship Program
Öner Özçelik
E-mail: oozcelik at indiana dot edu
Read an article about the establishment of the program at http://newsinfo.iu.edu/news/page/normal/19849.html
Maryland Day Open House – Arabic and Persian Flagship Programs
From http://www.languages.umd.edu/specialprograms/events/index.html
Maryland Day Open House – Arabic and Persian Flagship Programs
The University of Maryland
Arabic and Persian Flagship Programs - Open House
Susquehanna Hall, University of Maryland, College Park
April 28th, 2012 – 10:00a.m. - 4:00p.m.
Come visit the University of Maryland’s Arabic and Persian Flagship Programs! Faculty, Staff, and Students will be introducing you to different aspects of Arabic and Persian language and culture through introductory language classes, and Flagship alumni will discuss their careers and the opportunities critical languages bring. You may also participate in Flagship ICONS interactive simulations, culturally authentic meals, and other events and activities.
Learn more about the Arabic Flagship Program here: http://www.languages.umd.edu/arabic/flagship/index.html
Learn more about the Persian Flagship Program here: http://www.languages.umd.edu/persian/flagship/index.html
Maryland Day Open House – Arabic and Persian Flagship Programs
The University of Maryland
Arabic and Persian Flagship Programs - Open House
Susquehanna Hall, University of Maryland, College Park
April 28th, 2012 – 10:00a.m. - 4:00p.m.
Come visit the University of Maryland’s Arabic and Persian Flagship Programs! Faculty, Staff, and Students will be introducing you to different aspects of Arabic and Persian language and culture through introductory language classes, and Flagship alumni will discuss their careers and the opportunities critical languages bring. You may also participate in Flagship ICONS interactive simulations, culturally authentic meals, and other events and activities.
Learn more about the Arabic Flagship Program here: http://www.languages.umd.edu/arabic/flagship/index.html
Learn more about the Persian Flagship Program here: http://www.languages.umd.edu/persian/flagship/index.html
University of Michigan Summer Arabic Program
The UM Department of Near Eastern Studies and The Arabic Language Flagship Program announce the following Intensive Arabic courses during Summer 2012:
AAPTIS 103: This intensive course meets the needs of students who want to cover the equivalence of one year by studying Arabic intensively during the spring/summer terms. AAPTIS 103 is a 10-credit intensive course equivalent in content, objectives, requirements and credits to the non-intensive two semester sequence AAPTIS 101-102. It provides an accelerated introduction to the phonology and script of modern standard Arabic and its basic vocabulary and fundamental structures.
Emphasis is placed on developing listening, speaking, reading, and writing skills through simple short dialogues, texts, interactive communicative activities, and grammatical explanations supported by drill practice.
Intended audience: Undergraduates concentrating in Arabic and those who want to study Arabic for academic and research purposes.
Course Requirements: Regular class attendance and participation, quizzes, mid-term and a final examination including an oral component.
Primary Instructor: Mohammad Alhawary
Class Format: Mon through Fri, 9am-1pm June 6- August 15.
AAPTIS 205: AAPTIS 205 is a 10-credit intensive course equivalent in content, objectives, requirements and credits to the non-intensive two semester sequence AAPTIS 201-202. It continues the development of listening, speaking, reading, and writing skills through texts, and practice, focusing on the newly introduced vocabulary and grammatical structures. Use of Arabic is emphasized throughout the course. The students who successfully complete this course will be able to:
participate in simple conversations with educated Arabs about personal accommodation needs; elicit and supply biographical information and provide short description of people, places, and things; read, comprehend and translate short printed passages including news items, simple narratives and descriptions; and write notes and short personal letters to friends as well as short descriptions.
Intended audience: Undergraduates concentrating in Arabic, or those who want to study Arabic for academic and research purposes.
Course Requirements: Regular class attendance and participation, quizzes, mid-term and a final examination including an oral component.
Primary Instructor: Hani Sabbagh
Class Format: Mon through Fri, 9am-1pm June 6- August 15.
AAPTIS 403-404: Intensive Advance Arabic Modern Standard Arabic: This sequence will be offered to students who wish to continue Arabic study for both academic and professional purposes. The course covers a wide range of authentic texts, including short stories, essays, poems, plays, as well as commercial advertisements, business correspondence, banking documents and transactions, economic reports and articles. The media component of the course exposes students to political, economic, historical and social contemporary issues in the Arab world. The course follows the communicative-proficiency, learner-centered approach to language learning and teaching. The class meets five days per week, four hours per day for eight credits and is entirely conducted in Arabic.
Intended Audience: undergraduate and graduate students
Prerequisites: AAPTIS 202,204 or equivalent Course requirements: Regular class attendance and participation, weekly tests, mid-term and a final examination including an oral component.
Primary Instructor: Raji M Rammuny
Class Format: Mon through Fri, 9am-1pm June 27- August 14.
In addition, the UM Arabic summer courses feature:
1. Daily conversation practice,
2. Cultural trips to the Arab American National Museum, Arab Community Centers, bookstores and shops in Dearborn, Michigan,
3. Occasional guest lectures in Arabic on topics of interest to students.
Arabic-L:PEDA:U of Michigan Summer Arabic Program. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 24 Feb 2012).
For more information about the Arabic Language Flagship Program at UM, go to http://lsa.umich.edu/neareast/arabicflagshipprogram
AAPTIS 103: This intensive course meets the needs of students who want to cover the equivalence of one year by studying Arabic intensively during the spring/summer terms. AAPTIS 103 is a 10-credit intensive course equivalent in content, objectives, requirements and credits to the non-intensive two semester sequence AAPTIS 101-102. It provides an accelerated introduction to the phonology and script of modern standard Arabic and its basic vocabulary and fundamental structures.
Emphasis is placed on developing listening, speaking, reading, and writing skills through simple short dialogues, texts, interactive communicative activities, and grammatical explanations supported by drill practice.
Intended audience: Undergraduates concentrating in Arabic and those who want to study Arabic for academic and research purposes.
Course Requirements: Regular class attendance and participation, quizzes, mid-term and a final examination including an oral component.
Primary Instructor: Mohammad Alhawary
Class Format: Mon through Fri, 9am-1pm June 6- August 15.
AAPTIS 205: AAPTIS 205 is a 10-credit intensive course equivalent in content, objectives, requirements and credits to the non-intensive two semester sequence AAPTIS 201-202. It continues the development of listening, speaking, reading, and writing skills through texts, and practice, focusing on the newly introduced vocabulary and grammatical structures. Use of Arabic is emphasized throughout the course. The students who successfully complete this course will be able to:
participate in simple conversations with educated Arabs about personal accommodation needs; elicit and supply biographical information and provide short description of people, places, and things; read, comprehend and translate short printed passages including news items, simple narratives and descriptions; and write notes and short personal letters to friends as well as short descriptions.
Intended audience: Undergraduates concentrating in Arabic, or those who want to study Arabic for academic and research purposes.
Course Requirements: Regular class attendance and participation, quizzes, mid-term and a final examination including an oral component.
Primary Instructor: Hani Sabbagh
Class Format: Mon through Fri, 9am-1pm June 6- August 15.
AAPTIS 403-404: Intensive Advance Arabic Modern Standard Arabic: This sequence will be offered to students who wish to continue Arabic study for both academic and professional purposes. The course covers a wide range of authentic texts, including short stories, essays, poems, plays, as well as commercial advertisements, business correspondence, banking documents and transactions, economic reports and articles. The media component of the course exposes students to political, economic, historical and social contemporary issues in the Arab world. The course follows the communicative-proficiency, learner-centered approach to language learning and teaching. The class meets five days per week, four hours per day for eight credits and is entirely conducted in Arabic.
Intended Audience: undergraduate and graduate students
Prerequisites: AAPTIS 202,204 or equivalent Course requirements: Regular class attendance and participation, weekly tests, mid-term and a final examination including an oral component.
Primary Instructor: Raji M Rammuny
Class Format: Mon through Fri, 9am-1pm June 27- August 14.
In addition, the UM Arabic summer courses feature:
1. Daily conversation practice,
2. Cultural trips to the Arab American National Museum, Arab Community Centers, bookstores and shops in Dearborn, Michigan,
3. Occasional guest lectures in Arabic on topics of interest to students.
Arabic-L:PEDA:U of Michigan Summer Arabic Program. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 24 Feb 2012).
For more information about the Arabic Language Flagship Program at UM, go to http://lsa.umich.edu/neareast/arabicflagshipprogram
February 16, 2012
Nominations Open for ACTFL Awards
From http://www.actfl.org/i4a/pages/index.cfm?pageid=3305
The ACTFL Awards Program recognizes outstanding contributions to field of foreign language education. ACTFL is now accepting 2012 nominations for the following awards:
ACTFL Edwin Cudecki Award for Support for Language Education
ACTFL-MLJ Emma Marie Birkmaier Award for Doctoral Dissertation Research in Foreign Language Education
ACTFL Award for Excellence in Foreign Language Instruction Using Technology with IALLT (K-12)
ACTFL/Cengage Learning Faculty Development Programs Award for Excellence in Foreign Language Instruction Using Technology with IALLT (Postsecondary)
ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Education
ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education
ACTFL Florence Steiner Award for Leadership in Foreign Language Education (K-12)
ACTFL Wilga Rivers Award for Leadership in Foreign Language Education (Postsecondary)
ACTFL Melba D. Woodruff Award for Exemplary Elementary Foreign Language Program
ACTFL Nelson Brooks Award for Excellence in the Teaching of Culture
For details about each award and deadlines, go to http://www.actfl.org/i4a/pages/index.cfm?pageid=3307
The ACTFL Awards Program recognizes outstanding contributions to field of foreign language education. ACTFL is now accepting 2012 nominations for the following awards:
ACTFL Edwin Cudecki Award for Support for Language Education
ACTFL-MLJ Emma Marie Birkmaier Award for Doctoral Dissertation Research in Foreign Language Education
ACTFL Award for Excellence in Foreign Language Instruction Using Technology with IALLT (K-12)
ACTFL/Cengage Learning Faculty Development Programs Award for Excellence in Foreign Language Instruction Using Technology with IALLT (Postsecondary)
ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Education
ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education
ACTFL Florence Steiner Award for Leadership in Foreign Language Education (K-12)
ACTFL Wilga Rivers Award for Leadership in Foreign Language Education (Postsecondary)
ACTFL Melba D. Woodruff Award for Exemplary Elementary Foreign Language Program
ACTFL Nelson Brooks Award for Excellence in the Teaching of Culture
For details about each award and deadlines, go to http://www.actfl.org/i4a/pages/index.cfm?pageid=3307
Summer Linguistic Institute for Youth Scholars
SLIYS '12: Summer Linguistics Institute for Youth Scholars
July 8-13 or July 15-20, 2012
Ohio State University
The OSU Department of Linguistics will be holding a Summer Linguistics Institute for Youth Scholars (SLIYS, pronounced "slice") for high school students. This is a week-long summer event designed for students interested in the study of language. There will be two sessions held on OSU's main campus during July 2012.
SLIYS '12 is open to high school students from entering freshmen to seniors who are interested in foreign languages. An exciting program has been developed filled with activities aimed at helping participants become better students of language and linguistics.
The deadline for applications is May 31, and applications for SLIYS received before March 31 will be given priority. For more information, visit the SLIYS website at http://linguistics.osu.edu/SLIYS or contact Dr. Julia McGory at mcgory.1 at osu dot edu.
Johnson, C. [OFLA] SLIYS '12: Summer Linguistics Institute for Youth Scholars. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 9 Feb 2012).
July 8-13 or July 15-20, 2012
Ohio State University
The OSU Department of Linguistics will be holding a Summer Linguistics Institute for Youth Scholars (SLIYS, pronounced "slice") for high school students. This is a week-long summer event designed for students interested in the study of language. There will be two sessions held on OSU's main campus during July 2012.
SLIYS '12 is open to high school students from entering freshmen to seniors who are interested in foreign languages. An exciting program has been developed filled with activities aimed at helping participants become better students of language and linguistics.
The deadline for applications is May 31, and applications for SLIYS received before March 31 will be given priority. For more information, visit the SLIYS website at http://linguistics.osu.edu/SLIYS or contact Dr. Julia McGory at mcgory.1 at osu dot edu.
Johnson, C. [OFLA] SLIYS '12: Summer Linguistics Institute for Youth Scholars. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 9 Feb 2012).
Six Ed-tech Resources for ELL/ESL Instruction
From http://www.eschoolnews.com/2012/02/10/six-ed-tech-resources-for-ellesl-instruction
Six ed-tech resources for ELL/ESL instruction
Readers chime in with their suggestions for how ed tech can make a real difference in teaching English as a second language
By Meris Stansbury
February 10, 2012
From award-winning software, to a teacher-created program that needs peer input, our readers offered some useful ways in which technology can help English-language learners and those for whom English is a second language. Here are six of the best responses (edited for brevity):
http://www.eschoolnews.com/2012/02/10/six-ed-tech-resources-for-ellesl-instruction
Six ed-tech resources for ELL/ESL instruction
Readers chime in with their suggestions for how ed tech can make a real difference in teaching English as a second language
By Meris Stansbury
February 10, 2012
From award-winning software, to a teacher-created program that needs peer input, our readers offered some useful ways in which technology can help English-language learners and those for whom English is a second language. Here are six of the best responses (edited for brevity):
http://www.eschoolnews.com/2012/02/10/six-ed-tech-resources-for-ellesl-instruction
Radio Ambulante: Spanish Language Radio Program
Here is a desription of Radio Ambulante from their website:
Radio Ambulante es un nuevo programa de radio que contará historias latinoamericanas provenientes de todos los países de habla hispana, incluyendo a Estados Unidos. Buscamos llevar la estética de la buena crónica de prensa escrita a la radio.
Nuestro podcast podrá ser escuchado pronto desde nuestra web en cualquier parte del mundo. Además crearemos alianzas con emisoras en Latinoamérica y Estados Unidos, para alcanzar una audiencia de habla hispana en todo el continente.
Nuestra meta es crear una comunidad de cronistas de radio en distintas partes del continente, aprovechando los avances tecnológicos para producir, distribuir, e intercambiar historias.
Radio Ambulante is available at http://radioambulante.org/index.html
Radio Ambulante es un nuevo programa de radio que contará historias latinoamericanas provenientes de todos los países de habla hispana, incluyendo a Estados Unidos. Buscamos llevar la estética de la buena crónica de prensa escrita a la radio.
Nuestro podcast podrá ser escuchado pronto desde nuestra web en cualquier parte del mundo. Además crearemos alianzas con emisoras en Latinoamérica y Estados Unidos, para alcanzar una audiencia de habla hispana en todo el continente.
Nuestra meta es crear una comunidad de cronistas de radio en distintas partes del continente, aprovechando los avances tecnológicos para producir, distribuir, e intercambiar historias.
Radio Ambulante is available at http://radioambulante.org/index.html
Poesie Française: French Poetry Website
Access an extensive collection of classical French poetry along with poetry submitted by contemporary French-speaking amateur poets at http://poesie.webnet.fr/home/index.html
Brief: French Heritage Language Schools in the United States
The Alliance for the Advancement of Heritage Languages published a new brief in December 2011: French Heritage Language Schools in the United States. Download this and other briefs at http://www.cal.org/heritage/research/briefs.html
Finding Rhyming Words in French
If you are looking for rhyming words in French, there are a number of e-tools that can help you do that. See the annotated list compiled at LangCanada at http://langcanada.ca/blog/index.php/2012/02/08/finding-rhyming-words-in-french
“Adventure German - The Mystery of Nebra” - Role Playing Game for German Learners
From http://www.goethe.de/lrn/duw/lad/en8443825.htm
“German: A Learning Adventure – The Mystery of the Nebra Sky Disc” is a “serious game” for learning German as a foreign language. The game makes use of the classical motifs of an adventure game. The players must contact other figures on various levels who aid art expert Vincent Mirano in solving the mystery of the Sky Disc. They assemble objects and words with the purpose of putting them to meaningful use elsewhere.
The players interact in dialogues with various figures and control the course of the action, and thus enter a simulation space that realistically recreates every-day situations. Here, knowledge of German as a foreign language can be put to practical use. As in all adventure games, the search for and combining of game elements is an important ingredient, but without the German language as sole means of communication that produces results, the mystery of the Sky Disc cannot be solved.
Learn more about and play the game at http://www.goethe.de/lrn/duw/lad/enindex.htm
“German: A Learning Adventure – The Mystery of the Nebra Sky Disc” is a “serious game” for learning German as a foreign language. The game makes use of the classical motifs of an adventure game. The players must contact other figures on various levels who aid art expert Vincent Mirano in solving the mystery of the Sky Disc. They assemble objects and words with the purpose of putting them to meaningful use elsewhere.
The players interact in dialogues with various figures and control the course of the action, and thus enter a simulation space that realistically recreates every-day situations. Here, knowledge of German as a foreign language can be put to practical use. As in all adventure games, the search for and combining of game elements is an important ingredient, but without the German language as sole means of communication that produces results, the mystery of the Sky Disc cannot be solved.
Learn more about and play the game at http://www.goethe.de/lrn/duw/lad/enindex.htm
BEOLINGUS: Online German-English Dictionary
BEOLINGUS is an online German-English dictionary with extra tools like a vocabulary trainer, grammatical hints, thematic wordlists, and more. It is available at http://dict.tu-chemnitz.de
Commercials Encourage Young English-Speakers To Learn German
From http://www.germany.info/Vertretung/usa/en/11__Campaign/Do__Deutsch__GIC__CW/DoDeutschGICvideosABC7.html
German is related to English, so you may already speak some German. And if you pursue advanced German throughout your academic career, it could help you land a great job in the near future.
These are the messages behind a do Deutsch advertising campaign the German Embassy has launched in cooperation with ABC 7 (WJLA) in Washington, DC.
Two separate sets of television advertisements - one aimed at a young audience of kids just starting to learn their first foreign languages at school, another aimed at college students just starting out in life and thinking about how to stand out from the crowd in their first job searches - have aired recently on Channel 7 (ABC) in the Washington area.
The ads were sponsored by the German Information Center USA, the public diplomacy department of the German Embassy in Washington.
Learn more about the ads and see them at http://www.germany.info/Vertretung/usa/en/11__Campaign/Do__Deutsch__GIC__CW/DoDeutschGICvideosABC7.html
If the links don’t work, here are the two ads on YouTube: http://www.youtube.com/watch?feature=player_embedded&v=DV4GULprq8o and http://www.youtube.com/watch?feature=player_embedded&v=OOb71pW9SB8
German is related to English, so you may already speak some German. And if you pursue advanced German throughout your academic career, it could help you land a great job in the near future.
These are the messages behind a do Deutsch advertising campaign the German Embassy has launched in cooperation with ABC 7 (WJLA) in Washington, DC.
Two separate sets of television advertisements - one aimed at a young audience of kids just starting to learn their first foreign languages at school, another aimed at college students just starting out in life and thinking about how to stand out from the crowd in their first job searches - have aired recently on Channel 7 (ABC) in the Washington area.
The ads were sponsored by the German Information Center USA, the public diplomacy department of the German Embassy in Washington.
Learn more about the ads and see them at http://www.germany.info/Vertretung/usa/en/11__Campaign/Do__Deutsch__GIC__CW/DoDeutschGICvideosABC7.html
If the links don’t work, here are the two ads on YouTube: http://www.youtube.com/watch?feature=player_embedded&v=DV4GULprq8o and http://www.youtube.com/watch?feature=player_embedded&v=OOb71pW9SB8
Article: Purists Disapprove of Inner-City Youths’ German
From http://www.economist.com/node/21547298
Teenagers’ argot
Purists may disapprove, but multi-ethnic dialects are spreading
February 11, 2012
THIRTEEN languages in Germany are on UNESCO’s endangered list. Kiezdeutsch, the argot of inner-city teenagers, is not one. “Morgen ich geh Kino,” meaning “Tomorrow I’m going to the cinema,” a young Kreuzberger may say. In standard German that would be “Morgen gehe ich ins Kino”, with the verb restored to second place and a missing “to the” added. Words borrowed from Turkish (lan, meaning dude) and Arabic (yalla!, or come on!) might also intrude.
You will hear such language in Berlin and other big cities. Most Germans assume that the speakers are immigrants or their children. Not necessarily, says Heike Wiese, a linguist at the University of Potsdam who has written a new book on the topic. “All types of kids in multilingual areas,” including those with German roots, speak Kiezdeutsch. There are foreign analogues: straattaal (street language) in the Netherlands; Rinkeby-svenska, named for a multi-ethnic Stockholm neighbourhood in Sweden.
Kiezdeutsch is not a dialect but a style of speaking, says Helmut Glück, professor of German at the University of Bamberg. Such patois often develops among students, soldiers and other groups to foster a sense of belonging. Purists complain of its shrunken grammar and vocabulary. Yet Kiezdeutsch is not “broken German”, insists Ms Wiese, though she thinks teenagers should speak the standard language, too. It encourages mixing of people of different origins, not exclusion.
Read the full article at http://www.economist.com/node/21547298
Teenagers’ argot
Purists may disapprove, but multi-ethnic dialects are spreading
February 11, 2012
THIRTEEN languages in Germany are on UNESCO’s endangered list. Kiezdeutsch, the argot of inner-city teenagers, is not one. “Morgen ich geh Kino,” meaning “Tomorrow I’m going to the cinema,” a young Kreuzberger may say. In standard German that would be “Morgen gehe ich ins Kino”, with the verb restored to second place and a missing “to the” added. Words borrowed from Turkish (lan, meaning dude) and Arabic (yalla!, or come on!) might also intrude.
You will hear such language in Berlin and other big cities. Most Germans assume that the speakers are immigrants or their children. Not necessarily, says Heike Wiese, a linguist at the University of Potsdam who has written a new book on the topic. “All types of kids in multilingual areas,” including those with German roots, speak Kiezdeutsch. There are foreign analogues: straattaal (street language) in the Netherlands; Rinkeby-svenska, named for a multi-ethnic Stockholm neighbourhood in Sweden.
Kiezdeutsch is not a dialect but a style of speaking, says Helmut Glück, professor of German at the University of Bamberg. Such patois often develops among students, soldiers and other groups to foster a sense of belonging. Purists complain of its shrunken grammar and vocabulary. Yet Kiezdeutsch is not “broken German”, insists Ms Wiese, though she thinks teenagers should speak the standard language, too. It encourages mixing of people of different origins, not exclusion.
Read the full article at http://www.economist.com/node/21547298
Czech Is the Alliance for the Advancement of Heritage Languages’ February Spotlight
The Alliance for the Advancement of Heritage Languages periodically creates Heritage Language Spotlight web pages focused on select heritage languages. This month, they highlight the Czech language.
You can see the resources that the Alliance has put together for Czech at http://www.cal.org/heritage/czech.html
You can see the resources that the Alliance has put together for Czech at http://www.cal.org/heritage/czech.html
American Association of Teachers of Turkic Languages
From http://www.princeton.edu/~turkish/aatt
THE AMERICAN ASSOCIATION OF TEACHERS OF TURKIC LANGUAGES, founded in 1985 as the American Association of Teachers of Turkish, is a private, non-profit, non-political organization of individuals interested in the languages of the Turks. The objective of the Association is to advance and improve the teaching of the languages of the Turks; to promote study, criticism, and research in the field of the languages and literatures of the Turks; and to further the common interests of teachers of these subjects.
Based on priorities established by the membership, AATT has worked on developing proficiency guidelines for Turkish, a language learning framework for the teaching of Turkish in American academic institutions, and is currently actively promoting use of instructional technology and the Internet to improve the teaching and learning of the languages of the Turks.
Access the proficiency guidelines, learning framework, and more at the AATT website: http://www.princeton.edu/~turkish/aatt
THE AMERICAN ASSOCIATION OF TEACHERS OF TURKIC LANGUAGES, founded in 1985 as the American Association of Teachers of Turkish, is a private, non-profit, non-political organization of individuals interested in the languages of the Turks. The objective of the Association is to advance and improve the teaching of the languages of the Turks; to promote study, criticism, and research in the field of the languages and literatures of the Turks; and to further the common interests of teachers of these subjects.
Based on priorities established by the membership, AATT has worked on developing proficiency guidelines for Turkish, a language learning framework for the teaching of Turkish in American academic institutions, and is currently actively promoting use of instructional technology and the Internet to improve the teaching and learning of the languages of the Turks.
Access the proficiency guidelines, learning framework, and more at the AATT website: http://www.princeton.edu/~turkish/aatt
Hanyu Shuiping Kaoshi, Chinese Proficiency Test To Be Administered at Brigham Young University
From http://hsk.byu.edu
The Hanyu Shuiping Kaoshi, also known as HSK or the Chinese Proficiency Test, is a national standardized test designed and developed to assess the Chinese language proficiency of non-native speakers including foreigners, overseas Chinese and students from Chinese national minorities.
The written test will be administered at BYU on March 17, 2012. See a more detailed test schedule and learn more about this and other Chinese proficiency tests at http://hsk.byu.edu and http://chineseflagship.byu.edu/chineseflagship/tests.html
The Hanyu Shuiping Kaoshi, also known as HSK or the Chinese Proficiency Test, is a national standardized test designed and developed to assess the Chinese language proficiency of non-native speakers including foreigners, overseas Chinese and students from Chinese national minorities.
The written test will be administered at BYU on March 17, 2012. See a more detailed test schedule and learn more about this and other Chinese proficiency tests at http://hsk.byu.edu and http://chineseflagship.byu.edu/chineseflagship/tests.html
University of Texas 2012 Arabic Summer Institute
The University of Texas at Austin’s Department of Middle Eastern Studies and Arabic Flagship Program are pleased to announce the summer 2012 Arabic Summer Institute.
The institute is open to all qualified applicants.
Program Highlights:
- An intensive ten-week summer program equivalent to one full academic year of study
- Elementary, intermediate, and advanced training combining instruction in MSA and colloquial Arabic
- An emphasis on communicative teaching methodology
- A focus on building listening comprehension skills through Arabic media and current events
- A fully incorporated cultural program with lectures, hands-on workshops, and guest speakers
- A resident advisor to provide tutoring, advice, and guidance
- Dedicated, supportive faculty trained in Arabic pedagogy
- Meets FLAS fellowship requirements (speak to your home institution about applying)
Program Details:
- 29 May – 3 Aug 2012
- 12 credit hours for Elementary and Intermediate students
- 10 credit hours for Advanced students
- 22 contact hours per week
- $3800 tuition for both in-state and non-resident students
Application Instructions:
- Visit http://utarabicflagship.org/summer-institute/ to download the application.
- Priority deadline is 1 Mar 2012.
Please email or call if you have questions: utsummerinstitutes at austin dot utexas dot edu
512. 471. 9950
Arabic-L:PEDA:U of Texas 2012 Arabic Summer Institute. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 14 Feb 2012).
The institute is open to all qualified applicants.
Program Highlights:
- An intensive ten-week summer program equivalent to one full academic year of study
- Elementary, intermediate, and advanced training combining instruction in MSA and colloquial Arabic
- An emphasis on communicative teaching methodology
- A focus on building listening comprehension skills through Arabic media and current events
- A fully incorporated cultural program with lectures, hands-on workshops, and guest speakers
- A resident advisor to provide tutoring, advice, and guidance
- Dedicated, supportive faculty trained in Arabic pedagogy
- Meets FLAS fellowship requirements (speak to your home institution about applying)
Program Details:
- 29 May – 3 Aug 2012
- 12 credit hours for Elementary and Intermediate students
- 10 credit hours for Advanced students
- 22 contact hours per week
- $3800 tuition for both in-state and non-resident students
Application Instructions:
- Visit http://utarabicflagship.org/summer-institute/ to download the application.
- Priority deadline is 1 Mar 2012.
Please email or call if you have questions: utsummerinstitutes at austin dot utexas dot edu
512. 471. 9950
Arabic-L:PEDA:U of Texas 2012 Arabic Summer Institute. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 14 Feb 2012).
Article: Bilingual Kids Gain Benefits in Literacy Skills
From http://www.cbc.ca/news/health/story/2012/02/08/bilingual-children-brain.html
Bilingual kids gain benefits in literacy skills
February 8, 2012
Bilingual children score higher on some cognitive tests than children who speak only English, a new Toronto study found.
It's known that children who grow up speaking two languages tend to be slower in picking up each language than children raised speaking just one, but the study suggests the benefits of bilingualism outweigh any drawbacks.
Bilingual children develop a deeper understanding of the structure of language, an important skill for literacy, researchers from York University said in Wednesday's online issue of the journal Child Development.
"People always ask if the languages themselves matter and now we can definitively say no," study co-author, Prof. Ellen Bialystok, of York's psychology department said in a release.
Read the full article at http://www.cbc.ca/news/health/story/2012/02/08/bilingual-children-brain.html
Read a recent blog post by a parent arguing for the benefits of bilingualism at http://multilingualmania.com/bilingualismbenefits
Bilingual kids gain benefits in literacy skills
February 8, 2012
Bilingual children score higher on some cognitive tests than children who speak only English, a new Toronto study found.
It's known that children who grow up speaking two languages tend to be slower in picking up each language than children raised speaking just one, but the study suggests the benefits of bilingualism outweigh any drawbacks.
Bilingual children develop a deeper understanding of the structure of language, an important skill for literacy, researchers from York University said in Wednesday's online issue of the journal Child Development.
"People always ask if the languages themselves matter and now we can definitively say no," study co-author, Prof. Ellen Bialystok, of York's psychology department said in a release.
Read the full article at http://www.cbc.ca/news/health/story/2012/02/08/bilingual-children-brain.html
Read a recent blog post by a parent arguing for the benefits of bilingualism at http://multilingualmania.com/bilingualismbenefits
Budget Cuts Threaten Milwaukee Immersion Programs
From http://www.jsonline.com/news/education/mpss-language-immersion-programs-face-cuts-ko4592p-139138234.html
MPS's language immersion programs face cuts
More school reductions translate to lesser quality, parents say
By Erin Richards
February 10, 2012
When Delara Chaoui travels with her family to Morocco or France, her third-grade son serves as the group translator, switching easily between English and French.
It's a skill he's developed at Milwaukee French Immersion School, one of a handful of language immersion programs in the city that are a magnet for many middle-class parents who value bilingualism, a world-focused curriculum and a diverse student body.
But a growing sense of concern about how another heavy round of budget cuts could affect the quality of the schools has moved Chaoui and other immersion parents to action in recent weeks, seeking greater public attention for programs they fear are threatened.
"We're in survival mode," Chaoui said. "But I hate to say our school deserves more than another school because a lot of it boils down to family and households and parents, and some schools don't have the luxury of having a lot of involved parents and volunteers."
The state's reductions in school spending and general aid and the loss of a class-size reduction program in French Immersion increased class sizes to 37 students in Chaoui's son's third-grade class.
In a letter a parent forwarded to the Journal Sentinel, Principal Virginia McFadden wrote to her superiors on Jan. 26 that she could not balance the school's projected budget for next year "and also sustain the integrity of the school's program."
Read the full article at http://www.jsonline.com/news/education/mpss-language-immersion-programs-face-cuts-ko4592p-139138234.html
MPS's language immersion programs face cuts
More school reductions translate to lesser quality, parents say
By Erin Richards
February 10, 2012
When Delara Chaoui travels with her family to Morocco or France, her third-grade son serves as the group translator, switching easily between English and French.
It's a skill he's developed at Milwaukee French Immersion School, one of a handful of language immersion programs in the city that are a magnet for many middle-class parents who value bilingualism, a world-focused curriculum and a diverse student body.
But a growing sense of concern about how another heavy round of budget cuts could affect the quality of the schools has moved Chaoui and other immersion parents to action in recent weeks, seeking greater public attention for programs they fear are threatened.
"We're in survival mode," Chaoui said. "But I hate to say our school deserves more than another school because a lot of it boils down to family and households and parents, and some schools don't have the luxury of having a lot of involved parents and volunteers."
The state's reductions in school spending and general aid and the loss of a class-size reduction program in French Immersion increased class sizes to 37 students in Chaoui's son's third-grade class.
In a letter a parent forwarded to the Journal Sentinel, Principal Virginia McFadden wrote to her superiors on Jan. 26 that she could not balance the school's projected budget for next year "and also sustain the integrity of the school's program."
Read the full article at http://www.jsonline.com/news/education/mpss-language-immersion-programs-face-cuts-ko4592p-139138234.html
Budget Presents Mixed Picture for International Education
From http://chronicle.com/article/Budget-Presents-Mixed-Picture/130766
Budget Presents Mixed Picture for International Education
By Ian Wilhelm
February 13, 2012
President Obama's budget for the 2013 fiscal year is a mixed bag for international educators.
While requesting an almost 9-percent increase for the Fulbright Program, the U.S. State Department's flagship academic-exchange opportunity, many other international programs either face cuts or only a slight rise in support.
Perhaps of greatest concern is the Title VI program, which is run by the U.S. Department of Education. Title VI supports more than 150 academic centers dedicated to the study of various regions of the world, languages like Bengali and Farsi that are rarely taught at universities, and other international subjects.
The Obama administration is seeking a small increase of $1.7-million for the program, primarily to help disadvantaged students develop "global competencies." However, the administration did not seek to restore the large cut that Title VI received in 2011, when it was reduced by some 40 percent.
Read the full article at http://chronicle.com/article/Budget-Presents-Mixed-Picture/130766
Budget Presents Mixed Picture for International Education
By Ian Wilhelm
February 13, 2012
President Obama's budget for the 2013 fiscal year is a mixed bag for international educators.
While requesting an almost 9-percent increase for the Fulbright Program, the U.S. State Department's flagship academic-exchange opportunity, many other international programs either face cuts or only a slight rise in support.
Perhaps of greatest concern is the Title VI program, which is run by the U.S. Department of Education. Title VI supports more than 150 academic centers dedicated to the study of various regions of the world, languages like Bengali and Farsi that are rarely taught at universities, and other international subjects.
The Obama administration is seeking a small increase of $1.7-million for the program, primarily to help disadvantaged students develop "global competencies." However, the administration did not seek to restore the large cut that Title VI received in 2011, when it was reduced by some 40 percent.
Read the full article at http://chronicle.com/article/Budget-Presents-Mixed-Picture/130766
Jobs: Arabic, Chinese, Russian, German, French, and Korean Teachers for Summer Academy in Georgia
Attention Arabic, Chinese, Russian, German, French, and Korean Teachers:
What: Teachings positions are available at North Georgia College & State University for the Foreign Language Service Academy (FSLA). We need outstanding, energetic, and dedicated teachers for our high school summer language academy.
Deadline for Teacher Application: April 1, 2012
Requirements: 1) advanced to superior proficiency; 2) Successful teaching experience with high school age students; 3) Experience with intensive language programs; 4) Evidence of active, engaged teaching strategies appropriate for high schools students in an intensive, three week language camp; 5) Experience using State Performance Standards; and 6) Evidence of successful integration of technology and culture into lessons.
Session Dates: Two cohort sessions of three week duration or 21 consecutive days. First Cohort: June 10-June 29; Second Cohort: July 08-July 27
Class Ratio: 16 students to one teacher; Two cadets (a cadet mentor proficient in target language and a cadet counselor in charge of discipline) will be assigned to each cohort language group.
Teacher Compensation: Free room and board provided (if desired); $1,000 per week ($6,000 total for two cohorts); Six days of instruction per week; Eight hours a day; Additional activities and study time will be planned for evenings.
Two Field Trips Per Session: 1) Teacher directed and language specific (First Saturday); 2) A consolidated adventure trip for all students (Second Saturday)
We will need the following documents to accompany your application:
1) Current Curriculum Vitae or Résumé
2) Copy of a state issued K-12 or 6-12 Teaching Certificate in Arabic, Chinese, Russian,, German, French, or Korean (preferred but not mandatory)
3) Essay - Complete a statement describing your teaching philosophy, and the methodology you will use if selected for an intensive three week language course.
If you are interested in applying, a link to the NGCSU Human Resources page can be found at the FSLA web site: http://www.northgeorgia.edu/summeracademy
The teacher application link is located at the top of the page.
For further questions or information, please contact:
John Wilson
jwilson at northgeorgia dot edu
Wilson, J. [FLTEACH] The FSLA at NGCSU: Language Teachers Wanted. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 12 Feb 2012).
What: Teachings positions are available at North Georgia College & State University for the Foreign Language Service Academy (FSLA). We need outstanding, energetic, and dedicated teachers for our high school summer language academy.
Deadline for Teacher Application: April 1, 2012
Requirements: 1) advanced to superior proficiency; 2) Successful teaching experience with high school age students; 3) Experience with intensive language programs; 4) Evidence of active, engaged teaching strategies appropriate for high schools students in an intensive, three week language camp; 5) Experience using State Performance Standards; and 6) Evidence of successful integration of technology and culture into lessons.
Session Dates: Two cohort sessions of three week duration or 21 consecutive days. First Cohort: June 10-June 29; Second Cohort: July 08-July 27
Class Ratio: 16 students to one teacher; Two cadets (a cadet mentor proficient in target language and a cadet counselor in charge of discipline) will be assigned to each cohort language group.
Teacher Compensation: Free room and board provided (if desired); $1,000 per week ($6,000 total for two cohorts); Six days of instruction per week; Eight hours a day; Additional activities and study time will be planned for evenings.
Two Field Trips Per Session: 1) Teacher directed and language specific (First Saturday); 2) A consolidated adventure trip for all students (Second Saturday)
We will need the following documents to accompany your application:
1) Current Curriculum Vitae or Résumé
2) Copy of a state issued K-12 or 6-12 Teaching Certificate in Arabic, Chinese, Russian,, German, French, or Korean (preferred but not mandatory)
3) Essay - Complete a statement describing your teaching philosophy, and the methodology you will use if selected for an intensive three week language course.
If you are interested in applying, a link to the NGCSU Human Resources page can be found at the FSLA web site: http://www.northgeorgia.edu/summeracademy
The teacher application link is located at the top of the page.
For further questions or information, please contact:
John Wilson
jwilson at northgeorgia dot edu
Wilson, J. [FLTEACH] The FSLA at NGCSU: Language Teachers Wanted. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 12 Feb 2012).
McCarthey Dressman Education Foundation Academic Enrichment Grants
From http://www.mccartheydressman.org/academic.html
The McCarthey Dressman Education Foundation offers Academic Enrichment Grants designed to develop in-class and extra-curricular programs that improve student learning. The Foundation considers proposals that foster understanding, deepen students’ knowledge, and provide opportunities to expand awareness of the world around them.
The Academic Enrichment Grants provide funding for programs that nurture the intellectual, artistic and creative abilities of children from low-income households. The McCarthey Dressman Education Foundation awards grants to individuals in amounts up to $10,000 per year for a maximum of three years, provided the eligibility requirements continue to be met.
Applications can be submitted online between January 15 and April 15.
For full details go to http://www.mccartheydressman.org/academic.html
The McCarthey Dressman Education Foundation offers Academic Enrichment Grants designed to develop in-class and extra-curricular programs that improve student learning. The Foundation considers proposals that foster understanding, deepen students’ knowledge, and provide opportunities to expand awareness of the world around them.
The Academic Enrichment Grants provide funding for programs that nurture the intellectual, artistic and creative abilities of children from low-income households. The McCarthey Dressman Education Foundation awards grants to individuals in amounts up to $10,000 per year for a maximum of three years, provided the eligibility requirements continue to be met.
Applications can be submitted online between January 15 and April 15.
For full details go to http://www.mccartheydressman.org/academic.html
Pre-Conference Workshop: Supporting English Learners in Science: Strategies for Success
The Office of English Language Acquisition (OELA) is hosting a pre-conference professional development workshop at the 2012 National Science Teachers Association (NSTA) annual conference. The workshop will be held March 28 at the J.W. Marriot Hotel in Indianapolis, IN. OELA Director Dr. Rosalinda B. Barrera has prepared a letter of invitation for potential participants.
This one-day workshop will feature classroom practitioners that will share effective science instructional practices for English Learners (ELs). A major challenge for ELs in mastering science content is acquisition of the academic language reflected in science texts and other science instructional materials.
This workshop is geared toward middle- and high school science teachers seeking to learn techniques for teaching inclusive lessons for English Learners, as well as administrators wishing to share this information with their teachers.
For more information, visit http://www.ncela.gwu.edu/meetings/nsta2012
To register, visit http://bai-register.com/nsta2012
Office of English Language Acquisition--Supporting English Learners in Science: Strategies for Success. NCELA List (NCELA@HERMES.GWU.EDU, 7 Feb 2012).
This one-day workshop will feature classroom practitioners that will share effective science instructional practices for English Learners (ELs). A major challenge for ELs in mastering science content is acquisition of the academic language reflected in science texts and other science instructional materials.
This workshop is geared toward middle- and high school science teachers seeking to learn techniques for teaching inclusive lessons for English Learners, as well as administrators wishing to share this information with their teachers.
For more information, visit http://www.ncela.gwu.edu/meetings/nsta2012
To register, visit http://bai-register.com/nsta2012
Office of English Language Acquisition--Supporting English Learners in Science: Strategies for Success. NCELA List (NCELA@HERMES.GWU.EDU, 7 Feb 2012).
Conventiculum Bostoniense: Latin by the Sea
From http://caneweb.org/CANEwp/?p=424
Conventiculum Bostoniense: Latin by the Sea
July 28 – August 5, 2012
Held on the UMass Dartmouth campus, and sponsored by the Classics Department of UMass Boston
Vocamus vos, o magistri, ut linguam Latinam nobiscum in ora maritima colatis!
The application deadline is April 2, 2012. Applications received after this date will be considered if space is available.
For further details and application, please contact either Peter Barrios-Lech (Petrus) or Jim Dobreff (Jacobus) at:
Classics Department
UMass Boston
100 Morrissey Boulevard
Boston, MA 02125-3393
617.287.6121
peter.lech at umb dot edu; james.dobreff at umb dot edu
Conventiculum Bostoniense: Latin by the Sea
July 28 – August 5, 2012
Held on the UMass Dartmouth campus, and sponsored by the Classics Department of UMass Boston
Vocamus vos, o magistri, ut linguam Latinam nobiscum in ora maritima colatis!
The application deadline is April 2, 2012. Applications received after this date will be considered if space is available.
For further details and application, please contact either Peter Barrios-Lech (Petrus) or Jim Dobreff (Jacobus) at:
Classics Department
UMass Boston
100 Morrissey Boulevard
Boston, MA 02125-3393
617.287.6121
peter.lech at umb dot edu; james.dobreff at umb dot edu
National Association of District Supervisors of Foreign Languages Summer Leadership Academy
From http://www.nadsfl.org
Summer Leadership Academy
July 12-15, 2012
Princeton University
The 2012 NADSFL Summer Leadership Academy will be:
* An opportunity for supervisors to collaborate with leaders in the profession within a community of learners
* An opportunity for supervisors to network with other supervisors and develop personal learning communities
For more details go to http://www.nadsfl.org/events/summer-leadership-academy
Summer Leadership Academy
July 12-15, 2012
Princeton University
The 2012 NADSFL Summer Leadership Academy will be:
* An opportunity for supervisors to collaborate with leaders in the profession within a community of learners
* An opportunity for supervisors to network with other supervisors and develop personal learning communities
For more details go to http://www.nadsfl.org/events/summer-leadership-academy
2012 Summer ACTFL Oral Proficiency Assessment Workshops
From http://www.actfl.org
2012 Summer ACTFL Sponsored Workshop Schedule
OPI Assessment Workshop (4 days)
July 5-8, 2012
Middlebury at Mills College
Oakland, CA
ARABIC, JAPANESE, SPANISH
OPI Assessment Workshop (4 days)
July 19-22, 2012
Middlebury College
Middlebury, VT
CHINESE, FRENCH, GERMAN, HEBREW, PORTUGUESE, RUSSIAN, SPANISH
For full details and to register go to http://www.actfl.org/i4a/pages/index.cfm?pageid=3354
2012 Summer ACTFL Sponsored Workshop Schedule
OPI Assessment Workshop (4 days)
July 5-8, 2012
Middlebury at Mills College
Oakland, CA
ARABIC, JAPANESE, SPANISH
OPI Assessment Workshop (4 days)
July 19-22, 2012
Middlebury College
Middlebury, VT
CHINESE, FRENCH, GERMAN, HEBREW, PORTUGUESE, RUSSIAN, SPANISH
For full details and to register go to http://www.actfl.org/i4a/pages/index.cfm?pageid=3354
19th Stabilizing Indigenous Languages Symposium
From http://www.tru.ca/sils.html
19th Stabilizing Indigenous Languages Symposium
Thompson Rivers University, Kamloops, BC
May 17-19, 2012
The Evolving Story of Language Revitalization: From Oral Traditions to Technical Advances
The Continuing Cycle of Language Development: Maintaining the Integrity of Indigenous Languages.
Thursday, May 17 Pre-conference Tours
Friday, May 18 Conference Sessions
Saturday, May 19 Conference Sessions
Keynote Speakers
Local Indigenous Entertainment
Traditional Native Feast
Accommodation and Meals on campus at TRU
Pre-conference Tours to local Band schools and the Secwepemc Museum
Visit the conference website to learn more and register: http://www.tru.ca/sils.html
19th Stabilizing Indigenous Languages Symposium
Thompson Rivers University, Kamloops, BC
May 17-19, 2012
The Evolving Story of Language Revitalization: From Oral Traditions to Technical Advances
The Continuing Cycle of Language Development: Maintaining the Integrity of Indigenous Languages.
Thursday, May 17 Pre-conference Tours
Friday, May 18 Conference Sessions
Saturday, May 19 Conference Sessions
Keynote Speakers
Local Indigenous Entertainment
Traditional Native Feast
Accommodation and Meals on campus at TRU
Pre-conference Tours to local Band schools and the Secwepemc Museum
Visit the conference website to learn more and register: http://www.tru.ca/sils.html
Call for Papers: International Conference on Language Proficiency Testing in the Less Commonly Taught Languages
From http://www.stc.chula.ac.th/Conference.html
International Conference on Language Proficiency Testing in the Less Commonly Taught Languages
August 17-18, 2012
The Imperial Queen’s Park Hotel, Bangkok, Thailand
Call for Papers and Participation
The Sirindhorn Thai Language Center at Chulalongkorn University in Bangkok, Thailand is organizing the international conference on “Language Proficiency Testing in the Less Commonly Taught Languages to commemorate the 84th Birthday of His Majesty King Bhumibol Adulyadej, whose concern for the use of Thai language with carefulness and competence has been widely known among Thai people. The main goal of the conference is to promote the understanding and the use of language proficiency testing among Thai language professionals and to provide a venue for conference participants to exchange knowledge and experience in language instruction and language proficiency testing. The conference also aims to bring together language teachers, educators, administrators and other stakeholders especially in the Less Commonly Taught Languages to discuss, share research, theory, and best practices on current language proficiency testing, language teaching of the LCTL, both for native and non-native speakers.
For the purposes of this conference, a less commonly taught language is defined as any of the world’s languages except English, French, German and Spanish.
Abstract Submission: February 10 - April 30, 2012
View the full call for papers and participation at http://www.stc.chula.ac.th/Conference.html
International Conference on Language Proficiency Testing in the Less Commonly Taught Languages
August 17-18, 2012
The Imperial Queen’s Park Hotel, Bangkok, Thailand
Call for Papers and Participation
The Sirindhorn Thai Language Center at Chulalongkorn University in Bangkok, Thailand is organizing the international conference on “Language Proficiency Testing in the Less Commonly Taught Languages to commemorate the 84th Birthday of His Majesty King Bhumibol Adulyadej, whose concern for the use of Thai language with carefulness and competence has been widely known among Thai people. The main goal of the conference is to promote the understanding and the use of language proficiency testing among Thai language professionals and to provide a venue for conference participants to exchange knowledge and experience in language instruction and language proficiency testing. The conference also aims to bring together language teachers, educators, administrators and other stakeholders especially in the Less Commonly Taught Languages to discuss, share research, theory, and best practices on current language proficiency testing, language teaching of the LCTL, both for native and non-native speakers.
For the purposes of this conference, a less commonly taught language is defined as any of the world’s languages except English, French, German and Spanish.
Abstract Submission: February 10 - April 30, 2012
View the full call for papers and participation at http://www.stc.chula.ac.th/Conference.html
Call for Papers: La Cosecha - Dual Language Conference
From http://dlenm.org/lacosecha
The 17th Annual La Cosecha Dual Language Conference will take place November 7-10, 2012 at the Santa Fe Convention Center and La Fonda Hotel Santa Fe, New Mexico.
La Cosecha brings together educators, parents, researchers and the community that support dual language enrichment education. Come share your experience and knowledge, and "harvest" (network) the best of our multilingual/multicultural communities.
The Planning Committee for La Cosecha 2012 invites you to share your teaching strategies and dual language expertise with your colleagues by presenting at this year’s conference. The planning committee is particularly interested in having classroom teachers to share instructional best practices with conference attendees.
The deadline for submission of proposals for La Cosecha 2012 is May 18, 2012.
View the full call for papers at http://dlenm.org/lacosecha/proposals/2012index.html
The 17th Annual La Cosecha Dual Language Conference will take place November 7-10, 2012 at the Santa Fe Convention Center and La Fonda Hotel Santa Fe, New Mexico.
La Cosecha brings together educators, parents, researchers and the community that support dual language enrichment education. Come share your experience and knowledge, and "harvest" (network) the best of our multilingual/multicultural communities.
The Planning Committee for La Cosecha 2012 invites you to share your teaching strategies and dual language expertise with your colleagues by presenting at this year’s conference. The planning committee is particularly interested in having classroom teachers to share instructional best practices with conference attendees.
The deadline for submission of proposals for La Cosecha 2012 is May 18, 2012.
View the full call for papers at http://dlenm.org/lacosecha/proposals/2012index.html
22nd Annual International National Association for Multilingual Education Conference
From http://nameorg.org/plan-now-names-2012-conference-philly-1128-121/call-for-philly
22nd Annual International NAME Conference
November 28 – December 1, 2012
Philadelphia, Pennsylvania, U.S.A.
Deadline: Submit proposals online by Monday, April 23, 2012. SUBMISSION PORTAL will be available by February 21st.
The 22nd Annual International Conference of the National Association for Multicultural Education (NAME) will explore the role of multicultural education in movements toward equity and social justice at the local, national, and global levels. From pre-K to higher education, from classroom teaching to student support to school leadership to community advocacy to educational research, advocates and practitioners of multicultural education have long played and continue to play critical roles in movements to make our schools and societies better places for all. The 2012 Conference provides a rare and unique opportunity to share resources, build networks, confront challenges, and renew our senses of possibility and hope.
Go to http://nameorg.org/plan-now-names-2012-conference-philly-1128-121/call-for-philly to see the call for proposals.
22nd Annual International NAME Conference
November 28 – December 1, 2012
Philadelphia, Pennsylvania, U.S.A.
Deadline: Submit proposals online by Monday, April 23, 2012. SUBMISSION PORTAL will be available by February 21st.
The 22nd Annual International Conference of the National Association for Multicultural Education (NAME) will explore the role of multicultural education in movements toward equity and social justice at the local, national, and global levels. From pre-K to higher education, from classroom teaching to student support to school leadership to community advocacy to educational research, advocates and practitioners of multicultural education have long played and continue to play critical roles in movements to make our schools and societies better places for all. The 2012 Conference provides a rare and unique opportunity to share resources, build networks, confront challenges, and renew our senses of possibility and hope.
Go to http://nameorg.org/plan-now-names-2012-conference-philly-1128-121/call-for-philly to see the call for proposals.
Book: Paradigm Shift in Language Planning and Policy
From http://www.degruyter.com/view/product/42465?format=G
Paradigm Shift in Language Planning and Policy
Game-Theoretic Solutions
by Ettien Koffi
Published by de Gruyter
Description: The book proposes a paradigm shift in language planning and language policy in Africa. For the past fifty years, the dominant model has been the hegemonic model whereby a language of wider communication (LWC) is imposed on minority languages. It is now time for a paradigm shift in favor of a more egalitarian model in which all the languages spoken in the same country, irrespective of their size, are planned. The paradigm shift concerns four critical areas: status planning, cost-benefit planning, acquisition planning, and corpus planning.
Visit the publisher’s website at http://www.degruyter.com/view/product/42465?format=G
Paradigm Shift in Language Planning and Policy
Game-Theoretic Solutions
by Ettien Koffi
Published by de Gruyter
Description: The book proposes a paradigm shift in language planning and language policy in Africa. For the past fifty years, the dominant model has been the hegemonic model whereby a language of wider communication (LWC) is imposed on minority languages. It is now time for a paradigm shift in favor of a more egalitarian model in which all the languages spoken in the same country, irrespective of their size, are planned. The paradigm shift concerns four critical areas: status planning, cost-benefit planning, acquisition planning, and corpus planning.
Visit the publisher’s website at http://www.degruyter.com/view/product/42465?format=G
February 12, 2012
Talkabout Primary Languages: Online Network for Teaching Children Languages
Talkabout Primary Languages bills itself as “For anyone teaching languages in a Primary school; a place to share worries, successes and resources with supportive colleagues.” This European-oriented network may also be useful for language teachers in the United States - extensive French resources but also resources for other languages and thematically oriented resources on the wiki section (https://talkaboutprimarymfl.wikispaces.com ), an area for sharing games (http://talkaboutgames.wikispaces.com ), and more. The main page is available at http://primarymfl.ning.com
Article: How To Get the Most out of a Study Trip
From http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign
Find the Familiar in the Foreign
by Jeff Wang
We often prepare our students for so-called culture shock, but in a certain sense, we are also training them to spot and perhaps focus too much on the differences. Even if great distances separate societies, we’re connected in a globalized age and by citizens who increasingly share similar aspirations for a better future.
How do we, as educators, help students have experiences that celebrate their shared thinking and experiences, particularly during very short study trips?
Two factors compel students to notice the differences versus things that are familiar.
One comes from the brevity of most exchange visits. Unlike their Chinese counterparts, the majority of whom spent years in American schools and universities, most American students in China are there for a relatively short time, say ten days to a couple of weeks; some may stay for a semester.
Another factor often comes from the hosts and the program designers’ kind-hearted but misdirected effort to showcase local traditions and culture.
What’s the remedy then? One obvious possibility is to travel more frequently and make each stay longer than the last. That will cost more and require a greater commitment from teachers, administrators, students, and parents alike. While encouraging more American students to spend more time in China is absolutely worthy of investment, we can do more to make existing exchange trips to China more meaningful.
Read the full article at http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign
Find the Familiar in the Foreign
by Jeff Wang
We often prepare our students for so-called culture shock, but in a certain sense, we are also training them to spot and perhaps focus too much on the differences. Even if great distances separate societies, we’re connected in a globalized age and by citizens who increasingly share similar aspirations for a better future.
How do we, as educators, help students have experiences that celebrate their shared thinking and experiences, particularly during very short study trips?
Two factors compel students to notice the differences versus things that are familiar.
One comes from the brevity of most exchange visits. Unlike their Chinese counterparts, the majority of whom spent years in American schools and universities, most American students in China are there for a relatively short time, say ten days to a couple of weeks; some may stay for a semester.
Another factor often comes from the hosts and the program designers’ kind-hearted but misdirected effort to showcase local traditions and culture.
What’s the remedy then? One obvious possibility is to travel more frequently and make each stay longer than the last. That will cost more and require a greater commitment from teachers, administrators, students, and parents alike. While encouraging more American students to spend more time in China is absolutely worthy of investment, we can do more to make existing exchange trips to China more meaningful.
Read the full article at http://asiasociety.org/education/chinese-language-initiatives/find-familiar-foreign
Article: Using Texts Constructively
From http://www.teachingenglish.org.uk/articles
Using texts constructively: what are texts for?
Submitted by Michael Swan on 1 February, 2012
Texts – by which I mean the relatively short spoken and written passages that come in textbooks and other teaching materials – can, if they are used properly, play an important part in the learning process.
A properly-balanced language-teaching programme, will have three ingredients – extensive, intensive and analysed – at both input and output stages. Texts can contribute in various ways to this three-part process.
Read more about how texts can be used constructively at http://www.teachingenglish.org.uk/articles/using-texts-constructively-what-are-texts
Using texts constructively: what are texts for?
Submitted by Michael Swan on 1 February, 2012
Texts – by which I mean the relatively short spoken and written passages that come in textbooks and other teaching materials – can, if they are used properly, play an important part in the learning process.
A properly-balanced language-teaching programme, will have three ingredients – extensive, intensive and analysed – at both input and output stages. Texts can contribute in various ways to this three-part process.
Read more about how texts can be used constructively at http://www.teachingenglish.org.uk/articles/using-texts-constructively-what-are-texts
Draft report: Exploring Approaches to Setting English Language Proficiency (ELP) Performance Criteria and Monitoring English Learner Progress
U.S. Department of Education: New Report Examines Criteria for Measuring the Progress of English Learners
The U.S. Department of Education released a draft report today examining approaches to setting criteria for measuring the progress of English learners in classrooms as part of a four-year project led by American Institutes for Research (AIR). The final fully-formatted version of the report will be posted on the ED website in early March of 2012. The report, National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress, provides examples of various ways states can use enhanced data systems to address key questions like:
What does English language proficiency mean?
How long does it take to become English proficient?
How do we take into account the English language proficiency level in setting academic progress for proficiency expectations?
The report describes several empirical methods and conceptual/theoretical rationales to help state policymakers, standard-setting panels, and the technical advisory panels and assistance providers supporting them. The report was a collaborative effort among Gary Cook of the Wisconsin Center for Educational Research, Robert Linquanti of WestEd, and AIR staff led by Marjorie Chinen.
The four-year project funded through the U.S. Department of Education, Policy and Program Studies Service, and led by a team of experts from AIR is evaluating Part A of the Title III Program, which provides federal grants to assist states and local governments in addressing the needs of limited English proficient children and immigrant youth. Three additional reports will be issued in the coming months.
For more information about the National Evaluation of Title III Implementation, please contact James Taylor (jtaylor at air dot org) at AIR or Andrew Abrams (Andrew.abrams at ed dot gov) at the U.S. Department of Education, Policy and Program Studies Service.
The report is available at http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#titleiii
The U.S. Department of Education released a draft report today examining approaches to setting criteria for measuring the progress of English learners in classrooms as part of a four-year project led by American Institutes for Research (AIR). The final fully-formatted version of the report will be posted on the ED website in early March of 2012. The report, National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress, provides examples of various ways states can use enhanced data systems to address key questions like:
What does English language proficiency mean?
How long does it take to become English proficient?
How do we take into account the English language proficiency level in setting academic progress for proficiency expectations?
The report describes several empirical methods and conceptual/theoretical rationales to help state policymakers, standard-setting panels, and the technical advisory panels and assistance providers supporting them. The report was a collaborative effort among Gary Cook of the Wisconsin Center for Educational Research, Robert Linquanti of WestEd, and AIR staff led by Marjorie Chinen.
The four-year project funded through the U.S. Department of Education, Policy and Program Studies Service, and led by a team of experts from AIR is evaluating Part A of the Title III Program, which provides federal grants to assist states and local governments in addressing the needs of limited English proficient children and immigrant youth. Three additional reports will be issued in the coming months.
For more information about the National Evaluation of Title III Implementation, please contact James Taylor (jtaylor at air dot org) at AIR or Andrew Abrams (Andrew.abrams at ed dot gov) at the U.S. Department of Education, Policy and Program Studies Service.
The report is available at http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#titleiii
Ten Suggestions To Help English Language Learners
From http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html?
Helen Janc Malone, a student of educational policy at Harvard University, writes about her experiences as a Serbo-Croatian newcomer to American schools. She includes 10 suggestions, informed by her own experiences, for how to support English-language learners.
Access the article at http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html?tkn=ZXYF0DJU7rAoxVO1pcHdOHM4OwMxZYKVn/hX&cmp=clp-edweek
Helen Janc Malone, a student of educational policy at Harvard University, writes about her experiences as a Serbo-Croatian newcomer to American schools. She includes 10 suggestions, informed by her own experiences, for how to support English-language learners.
Access the article at http://www.edweek.org/ew/articles/2012/02/08/20malone_ep.h31.html?tkn=ZXYF0DJU7rAoxVO1pcHdOHM4OwMxZYKVn/hX&cmp=clp-edweek
Article: Mexican Government Provides College-Bound Curriculum for American Students
From http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story
Bilingual classes try to push Latinos toward college
Four high schools in Southern California are offering math and science courses using online curriculum from Mexico to get more Latino students to meet requirements to go to college.
By Matt Stevens and Dalina Castellanos
February 4, 2012
At Sylmar High and three other high schools in Southern California, instructors are running some of the state's only rigorous bilingual math and science classes using online curriculum from Mexico. The idea: to get more Latino students to take and pass the courses they need to go to college.
Project SOL (Secondary Online Learning) is a collaborative effort between UCLA professor Patricia Gandara, the University of California system and the Mexican Colegio de Bachilleres, which developed the digital math and science curriculum.
The program began at four high schools in 2008 with $1.2 million in grants. Besides Sylmar, the other schools involved are Franklin in East Los Angeles, Brawley Union in Imperial County and Chula Vista in San Diego County. So far, nearly 500 students have enrolled in at least one of seven bilingual courses. The program accounts for about 18% of all high school students in the state learning in a primary language.
Though more than half of California's schoolchildren are Latino, Gandara said research shows that only about 13% of them nationwide will earn a bachelor's degree.
"We want to be the same as the other students," said Sylmar senior Karla Ibarra, 18. "Even better than the other students — to show them that we can do it."
Researchers say rigorous math and science courses are seldom available to students learning English, even though such courses are required for admission to four-year universities.
Read the full article at http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story
Bilingual classes try to push Latinos toward college
Four high schools in Southern California are offering math and science courses using online curriculum from Mexico to get more Latino students to meet requirements to go to college.
By Matt Stevens and Dalina Castellanos
February 4, 2012
At Sylmar High and three other high schools in Southern California, instructors are running some of the state's only rigorous bilingual math and science classes using online curriculum from Mexico. The idea: to get more Latino students to take and pass the courses they need to go to college.
Project SOL (Secondary Online Learning) is a collaborative effort between UCLA professor Patricia Gandara, the University of California system and the Mexican Colegio de Bachilleres, which developed the digital math and science curriculum.
The program began at four high schools in 2008 with $1.2 million in grants. Besides Sylmar, the other schools involved are Franklin in East Los Angeles, Brawley Union in Imperial County and Chula Vista in San Diego County. So far, nearly 500 students have enrolled in at least one of seven bilingual courses. The program accounts for about 18% of all high school students in the state learning in a primary language.
Though more than half of California's schoolchildren are Latino, Gandara said research shows that only about 13% of them nationwide will earn a bachelor's degree.
"We want to be the same as the other students," said Sylmar senior Karla Ibarra, 18. "Even better than the other students — to show them that we can do it."
Researchers say rigorous math and science courses are seldom available to students learning English, even though such courses are required for admission to four-year universities.
Read the full article at http://www.latimes.com/news/local/la-me-bilingual-20120129,0,3710148.story
Spanish4Teachers: Resources for Your Spanish Class
Spanish teachers can find a variety of useful resources: lesson plans, songs and videos, interactive activities, culture, literature, reading, and more at the Spanish4Teachers website: http://www.spanish4teachers.org
Survey: Spanish Academic Language Standards & Assessment
From http://wida.us/standards/salsa.aspx#survey
World-class Instructional Design and Assessment is conducting a research study called “Exploratory study of expressive language domains in academic Spanish” as part of the SALSA grant project. The general purpose of this study is to examine the typical linguistic density and complexity of academic Spanish used by beginning, intermediate, and advanced Spanish language learners in the areas of language arts and mathematics.
As part of this research, WIDA invites all educators who are familiar with students receiving content instruction in Spanish to participate in an online survey to provide feedback on speaking and writing prompts related to the areas of language arts and mathematics. These prompts are written in Spanish and survey participants will have the option of selecting the grade levels with which they have experience. This voluntary survey is available to all educators in the United States that meet the following criteria:
Are bilingual (Spanish/English)
Have Spanish literacy skills
Have K-12 teaching experience in the U.S.
Have experience working with Spanish language learners
Based on the survey results, the prompts will be modified as needed and administered to students participating in the study. Data collected in this study will help inform performance criteria for academic Spanish language development.
Although the study targets Spanish language learners in Kindergarten, 2nd, 5th, 8th, and 12th grades in Colorado, Illinois, New Mexico, and Wisconsin, the results will impact everyone who uses the Spanish language development standards being developed.
The survey will be available until February 17, 2012.
Learn more about the SALSA project and take the survey at http://wida.us/standards/salsa.aspx#survey
World-class Instructional Design and Assessment is conducting a research study called “Exploratory study of expressive language domains in academic Spanish” as part of the SALSA grant project. The general purpose of this study is to examine the typical linguistic density and complexity of academic Spanish used by beginning, intermediate, and advanced Spanish language learners in the areas of language arts and mathematics.
As part of this research, WIDA invites all educators who are familiar with students receiving content instruction in Spanish to participate in an online survey to provide feedback on speaking and writing prompts related to the areas of language arts and mathematics. These prompts are written in Spanish and survey participants will have the option of selecting the grade levels with which they have experience. This voluntary survey is available to all educators in the United States that meet the following criteria:
Are bilingual (Spanish/English)
Have Spanish literacy skills
Have K-12 teaching experience in the U.S.
Have experience working with Spanish language learners
Based on the survey results, the prompts will be modified as needed and administered to students participating in the study. Data collected in this study will help inform performance criteria for academic Spanish language development.
Although the study targets Spanish language learners in Kindergarten, 2nd, 5th, 8th, and 12th grades in Colorado, Illinois, New Mexico, and Wisconsin, the results will impact everyone who uses the Spanish language development standards being developed.
The survey will be available until February 17, 2012.
Learn more about the SALSA project and take the survey at http://wida.us/standards/salsa.aspx#survey
New Fables at FluencyProf
Five new audio recordings of fables for Spanish learners have been added to the FluencyProf website: http://www.fluencyprof.com/free-spanish-audio.html
Read a past InterCom article about FluencyProf at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=12816
Read a past InterCom article about FluencyProf at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=12816
Website Dedicated to Walking Tours of Paris
From http://www.parisbalades.com
This French-language website has an interactive map and a thematic index that will lead you to information about different things that you can see as you walk or bike around Paris. Use it to plan a trip, for student readings, or for a tourism-themed project.
Available at http://www.parisbalades.com
This French-language website has an interactive map and a thematic index that will lead you to information about different things that you can see as you walk or bike around Paris. Use it to plan a trip, for student readings, or for a tourism-themed project.
Available at http://www.parisbalades.com
German Information Center USA 7th Annual Essay Contest
From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/31AnnualEssayContest.html
The German Information Center USA 7th Annual Essay Contest has begun and students from grades 3-12 are invited to enter. The contest features 1st place prizes ranging from $100 - $200 in Amazon.com gift certificates. Teachers of the winning students receive $200 Amazon.com gift certificates.
Students must answer one of the following topics:
Topic A: German American Friendship
Topic B: The Brothers Grimm
All entries must be submitted electronically by April 15, 2012.
For full contest details go to http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/31AnnualEssayContest.html
The German Information Center USA 7th Annual Essay Contest has begun and students from grades 3-12 are invited to enter. The contest features 1st place prizes ranging from $100 - $200 in Amazon.com gift certificates. Teachers of the winning students receive $200 Amazon.com gift certificates.
Students must answer one of the following topics:
Topic A: German American Friendship
Topic B: The Brothers Grimm
All entries must be submitted electronically by April 15, 2012.
For full contest details go to http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/01/31AnnualEssayContest.html
Petrarch’s Sonnets for Valentines Day
Why not devote Valentines Day to a study of Petrarch’s love sonnets? Here is an article about his sonnets in About.com: http://italian.about.com/library/weekly/aa021600a.htm
Here is a Wikipedia article about Petrarchan sonnets: http://en.wikipedia.org/wiki/Petrarchan_sonnet
Here is one in Italian about Petrarch: http://it.wikipedia.org/wiki/Francesco_Petrarca and another article about his poetry at http://www.isoladellapoesia.com/poeti-famosi/francesco-petrarca.php
Here are two online e-books with English translations of some of Petrarch’s sonnets: http://oll.libertyfund.org/index.php?option=com_staticxt&staticfile=show.php%3Ftitle=1729&Itemid=27 and http://www.gutenberg.org/files/17650/17650-h/17650-h.htm
You can access an online version of Canzoniere (which contains his sonnets) at http://it.wikisource.org/wiki/Canzoniere_%28Rerum_vulgarium_fragmenta%29 or at http://petrarca.scarian.net/petrarca_canzoniere.html
Here is a Wikipedia article about Petrarchan sonnets: http://en.wikipedia.org/wiki/Petrarchan_sonnet
Here is one in Italian about Petrarch: http://it.wikipedia.org/wiki/Francesco_Petrarca and another article about his poetry at http://www.isoladellapoesia.com/poeti-famosi/francesco-petrarca.php
Here are two online e-books with English translations of some of Petrarch’s sonnets: http://oll.libertyfund.org/index.php?option=com_staticxt&staticfile=show.php%3Ftitle=1729&Itemid=27 and http://www.gutenberg.org/files/17650/17650-h/17650-h.htm
You can access an online version of Canzoniere (which contains his sonnets) at http://it.wikisource.org/wiki/Canzoniere_%28Rerum_vulgarium_fragmenta%29 or at http://petrarca.scarian.net/petrarca_canzoniere.html
H-Turk: Listserv for Ottoman and Turkish Studies
From http://h-net.msu.edu/cgi-bin/welcomeletter?list=h-turk
H-TURK serves as the e-mail list for humanists and social scientists in the general area of Turkish studies [including the Ottoman past and more general Turkic present--Central Asian Turks as well as Middle Eastern and Balkan Turks. It is owned by the Turkish Studies Association [TSA] and affiliated with H-Net.
Learn a bit more about it and subscribe at http://www.h-net.org/~turk
H-TURK serves as the e-mail list for humanists and social scientists in the general area of Turkish studies [including the Ottoman past and more general Turkic present--Central Asian Turks as well as Middle Eastern and Balkan Turks. It is owned by the Turkish Studies Association [TSA] and affiliated with H-Net.
Learn a bit more about it and subscribe at http://www.h-net.org/~turk
Book: A Guide to Teaching and Learning Hausa as a Foreign Language
From http://www.lincom-shop.eu/shop/article_11107c%2520ISBN%25209783862882779/LLC-14%3A-A-Guide-to-Teaching-and-Learning-Hausa-as-a-Foreign-Language.html
A Guide to Teaching and Learning Hausa as a Foreign Language
by Aishatu Iya Ahmed
Published by LINCOM
Description:
A guide to teaching and learning Hausa as a foreign language is designed in such a way that language is blended with culture. The book is divided into thirteen units and each unit has topics on linguistic aspects of the language as well as culture related matters. The language aspect discusses the basic things Hausa learners need to learn to help them acquire a comprehensive knowledge of the language as well as to enable them to communicate effectively in it. The linguistic topics discussed include Hausa consonants, vowels and diphthongs; word formation, tones, orthography, parts of speech and sentence structure.
The culture section of the book puts emphasis on some cultural aspects of the language that learners need to know. These include various forms of greetings, kinship terms, condolences, traditional names, counting, Hausa wedding, naming ceremony, bargaining, Sallah festivals in Hausaland and Hausa crafts such as dying, barbering and butchering. Photographs of some cultural events also back the culture section of the book. Furthermore, adequate Hausa sentences have been provided in the book with their English equivalents for learners to practice.
Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_11107c%2520ISBN%25209783862882779/LLC-14%3A-A-Guide-to-Teaching-and-Learning-Hausa-as-a-Foreign-Language.html
A Guide to Teaching and Learning Hausa as a Foreign Language
by Aishatu Iya Ahmed
Published by LINCOM
Description:
A guide to teaching and learning Hausa as a foreign language is designed in such a way that language is blended with culture. The book is divided into thirteen units and each unit has topics on linguistic aspects of the language as well as culture related matters. The language aspect discusses the basic things Hausa learners need to learn to help them acquire a comprehensive knowledge of the language as well as to enable them to communicate effectively in it. The linguistic topics discussed include Hausa consonants, vowels and diphthongs; word formation, tones, orthography, parts of speech and sentence structure.
The culture section of the book puts emphasis on some cultural aspects of the language that learners need to know. These include various forms of greetings, kinship terms, condolences, traditional names, counting, Hausa wedding, naming ceremony, bargaining, Sallah festivals in Hausaland and Hausa crafts such as dying, barbering and butchering. Photographs of some cultural events also back the culture section of the book. Furthermore, adequate Hausa sentences have been provided in the book with their English equivalents for learners to practice.
Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_11107c%2520ISBN%25209783862882779/LLC-14%3A-A-Guide-to-Teaching-and-Learning-Hausa-as-a-Foreign-Language.html
Native Words, Native Warriors: Interactive Education Program about Code Talkers
From http://www.nmai.si.edu/subpage.cfm?subpage=education&second=dc&third=general
Native Words, Native Warriors is an interactive educational program by the National Museum for the American Indian about how American Indian code talkers used their Native languages to serve their country and continue the warrior tradition during World Wars I and II.
A companion website to a traveling exhibit about the code talkers, the website is full of stand-along curriculum resources for teachers who want to talk about the role American Indian languages played during World War II.
The website is available at http://www.nmai.si.edu/education/codetalkers
Native Words, Native Warriors is an interactive educational program by the National Museum for the American Indian about how American Indian code talkers used their Native languages to serve their country and continue the warrior tradition during World Wars I and II.
A companion website to a traveling exhibit about the code talkers, the website is full of stand-along curriculum resources for teachers who want to talk about the role American Indian languages played during World War II.
The website is available at http://www.nmai.si.edu/education/codetalkers
Alaska Senate Committee Hears Testimony on Native Languages Bill
From http://newsminer.com/view/full_story/17358409/article-Senate-committee-hears-testimony-on-Native-languages-bill
Senate committee hears testimony on Native languages bill
by Matt Buxton
January 31, 2012
During testimony for a measure that would establish the Alaska Native Language Preservation and Advisory Council many experts and Native advocates told the Senate that Alaska Native languages — a bastion of Native culture and identity — are at risk of going extinct and need protection.
The measure, proposed by Democratic Nome Sen. Donny Olson, would create a council that would assess the state’s language policy and programs and look for ways to create new programs to protect and promote Native languages.
Many of the experts providing testimony said that after years of decline at the hands of modernization, unfriendly policies and social pressure, Native languages are at the brink of disappearing. The language council, they said, would not only preserve the language, but what the languages represent culturally.
Read more: http://newsminer.com/view/full_story/17358409/article-Senate-committee-hears-testimony-on-Native-languages-bill
Senate committee hears testimony on Native languages bill
by Matt Buxton
January 31, 2012
During testimony for a measure that would establish the Alaska Native Language Preservation and Advisory Council many experts and Native advocates told the Senate that Alaska Native languages — a bastion of Native culture and identity — are at risk of going extinct and need protection.
The measure, proposed by Democratic Nome Sen. Donny Olson, would create a council that would assess the state’s language policy and programs and look for ways to create new programs to protect and promote Native languages.
Many of the experts providing testimony said that after years of decline at the hands of modernization, unfriendly policies and social pressure, Native languages are at the brink of disappearing. The language council, they said, would not only preserve the language, but what the languages represent culturally.
Read more: http://newsminer.com/view/full_story/17358409/article-Senate-committee-hears-testimony-on-Native-languages-bill
Second Language Studies: Postdoctoral Fellow, Indiana University
From http://linguistlist.org/issues/23/23-501.html
The Department of Second Language Studies at Indiana University is seeking applicants for a Postdoctoral Fellowship in Second Language Studies. The fellowship is designed to mentor recent Ph.D. recipients in their transition toward a regular tenure-track position, including both teaching and research experience. Fellows will be expected to take an active role in the research life of the Department and University. Fellows should, therefore, consult with faculty, participate in research, present on-going work at the SLS colloquium, and attend conferences and workshops. Fellows with research programs on any aspect of learner language development (including revitalization contexts and untutored environments) are invited to apply. Fellows will teach three 8-week sections of a course (SLST-T125, 3cr: Academic Language and Culture at US Universities for International Students) in the fall. Spring will be fully devoted to research activities. Fellows will remain in residence. The Postdoctoral Fellowship is a 10-month appointment, with healthcare benefits included and compensation commensurate with other Postdoctoral fellowships in other similar disciplines/fields. Fellows will be appointed for a period of 2 years, starting Fall 2012. Native or near-native knowledge of English is required.
For the 2012-2014 fellowship, applicants must have a Ph.D. in hand by July 31, 2012. Degrees must be granted no earlier than January 1, 2010.
Application Deadline: 30-Mar-2012
For full details go to http://linguistlist.org/issues/23/23-501.html
The Department of Second Language Studies at Indiana University is seeking applicants for a Postdoctoral Fellowship in Second Language Studies. The fellowship is designed to mentor recent Ph.D. recipients in their transition toward a regular tenure-track position, including both teaching and research experience. Fellows will be expected to take an active role in the research life of the Department and University. Fellows should, therefore, consult with faculty, participate in research, present on-going work at the SLS colloquium, and attend conferences and workshops. Fellows with research programs on any aspect of learner language development (including revitalization contexts and untutored environments) are invited to apply. Fellows will teach three 8-week sections of a course (SLST-T125, 3cr: Academic Language and Culture at US Universities for International Students) in the fall. Spring will be fully devoted to research activities. Fellows will remain in residence. The Postdoctoral Fellowship is a 10-month appointment, with healthcare benefits included and compensation commensurate with other Postdoctoral fellowships in other similar disciplines/fields. Fellows will be appointed for a period of 2 years, starting Fall 2012. Native or near-native knowledge of English is required.
For the 2012-2014 fellowship, applicants must have a Ph.D. in hand by July 31, 2012. Degrees must be granted no earlier than January 1, 2010.
Application Deadline: 30-Mar-2012
For full details go to http://linguistlist.org/issues/23/23-501.html
Job: Assistant Professor of English in Applied Linguistics , Northern Arizona University
From http://hr.nau.edu/node/2796&job_req=559035
The applied linguistics faculty in the English Department at Northern Arizona University invite applications for a tenure-track assistant professor beginning in August 2012. We seek a colleague whose primary teaching and research interests are in any area of applied linguistics, including assessment, bilingualism, corpus linguistics, discourse, experimental psycholinguistics, language and technology, L2 phonology, L2 pedagogy research, pragmatics, quantitative or mixed methods, second language acquisition, and sociolinguistics. Responsibilities include teaching courses in the MA-TESL program, the applied linguistics doctoral program, and the English undergraduate program. With regard to teaching, responsibilities include teaching up to 9 hours per semester, with reassigned time based on dissertation committee work and College policies. Responsibilities also include active research; student advising and mentoring; doctoral committee work; and department, college, university, and professional service.
View the full job posting at http://hr.nau.edu/node/2796&job_req=559035
The applied linguistics faculty in the English Department at Northern Arizona University invite applications for a tenure-track assistant professor beginning in August 2012. We seek a colleague whose primary teaching and research interests are in any area of applied linguistics, including assessment, bilingualism, corpus linguistics, discourse, experimental psycholinguistics, language and technology, L2 phonology, L2 pedagogy research, pragmatics, quantitative or mixed methods, second language acquisition, and sociolinguistics. Responsibilities include teaching courses in the MA-TESL program, the applied linguistics doctoral program, and the English undergraduate program. With regard to teaching, responsibilities include teaching up to 9 hours per semester, with reassigned time based on dissertation committee work and College policies. Responsibilities also include active research; student advising and mentoring; doctoral committee work; and department, college, university, and professional service.
View the full job posting at http://hr.nau.edu/node/2796&job_req=559035
Jobs: Dual Language, Spanish-Speaking Elementary Teachers in Memphis
Teach Memphis is seeking Dual Language, Spanish-Speaking Elementary Teachers for the 2012-2013 school year!
Do you speak Spanish fluently? Are you also certified to teach elementary grades? If so, you have an opportunity to be a part of the very first Dual Immersion program in the state of TN! We are looking for individuals who have demonstrated excellence in their field of study to begin teaching this exciting new position.
For more information about the Dual Immersion program: http://www.mcsk12.net/schools/treadwell.es/site/DualLanguageImmersionOptionalProgram.shtml
Memphis City Schools realizes that teachers matter, and the district, through its Teacher Effectiveness Initiative, is committing significant resources to attract, retain, develop, and reward top-performing teachers – giving teachers who want to make a real difference the tools to do so. This work puts MCS at the center of national conversations about education and positions it to be a national model for school reform. There’s never been a more exciting time to become a teacher with Memphis City Schools.
With a highly selective application and screening process, becoming a Dual Language teacher with Memphis City Schools will place you among an elite group of educators who are transforming lives and communities through their work in the classroom.
Candidates will benefit from a user-friendly online application and streamlined screening process. We offer a comprehensive benefits package that includes:
• Competitive salary starting at $41K - $50K+, depending on experience;
• Full medical benefits
• Retirement benefits through the Tennessee Consolidated Retirement System
MCS provides extensive ongoing professional development and training for teachers through the district’s state-of-the-art Teaching & Learning Academy, a teacher induction program, ongoing mentoring and advancement opportunities. We are currently accepting applications for Dual Language Elementary positions. Please visit http://www.teachmemphis.org to learn more about teaching in Memphis City Schools and to submit your application today.
Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, disability, sex, age or genetics. For more information, please contact the Office of Equity Compliance (901) 416-6670.
Candidates must meet the following eligibility requirements:
• Have a TN teaching license with elementary endorsement and at least and Advanced Low score on the Oral Proficiency Interview for Spanish.
• Have a Bachelor’s degree with a minimum GPA of 2.75.
• Be a U.S. citizen or permanent resident.
• Pass a criminal background check.
[LIM-A] Teach Memphis is seeking Dual Language, Spanish-Speaking Elementary Teachers for the 2012-2013 school year! LIM-A listserv (LIM-A@LISTS.UMN.EDU, 8 Feb 2012).
Do you speak Spanish fluently? Are you also certified to teach elementary grades? If so, you have an opportunity to be a part of the very first Dual Immersion program in the state of TN! We are looking for individuals who have demonstrated excellence in their field of study to begin teaching this exciting new position.
For more information about the Dual Immersion program: http://www.mcsk12.net/schools/treadwell.es/site/DualLanguageImmersionOptionalProgram.shtml
Memphis City Schools realizes that teachers matter, and the district, through its Teacher Effectiveness Initiative, is committing significant resources to attract, retain, develop, and reward top-performing teachers – giving teachers who want to make a real difference the tools to do so. This work puts MCS at the center of national conversations about education and positions it to be a national model for school reform. There’s never been a more exciting time to become a teacher with Memphis City Schools.
With a highly selective application and screening process, becoming a Dual Language teacher with Memphis City Schools will place you among an elite group of educators who are transforming lives and communities through their work in the classroom.
Candidates will benefit from a user-friendly online application and streamlined screening process. We offer a comprehensive benefits package that includes:
• Competitive salary starting at $41K - $50K+, depending on experience;
• Full medical benefits
• Retirement benefits through the Tennessee Consolidated Retirement System
MCS provides extensive ongoing professional development and training for teachers through the district’s state-of-the-art Teaching & Learning Academy, a teacher induction program, ongoing mentoring and advancement opportunities. We are currently accepting applications for Dual Language Elementary positions. Please visit http://www.teachmemphis.org to learn more about teaching in Memphis City Schools and to submit your application today.
Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, disability, sex, age or genetics. For more information, please contact the Office of Equity Compliance (901) 416-6670.
Candidates must meet the following eligibility requirements:
• Have a TN teaching license with elementary endorsement and at least and Advanced Low score on the Oral Proficiency Interview for Spanish.
• Have a Bachelor’s degree with a minimum GPA of 2.75.
• Be a U.S. citizen or permanent resident.
• Pass a criminal background check.
[LIM-A] Teach Memphis is seeking Dual Language, Spanish-Speaking Elementary Teachers for the 2012-2013 school year! LIM-A listserv (LIM-A@LISTS.UMN.EDU, 8 Feb 2012).
Study Abroad Travel Grant for Arkansas Teachers
From http://http://www.aflta.org
The Arkansas Foreign Language Teachers Association offers a study abroad travel grant of up to $500 to offset costs of studying abroad. In order to apply for the grant, teachers must submit an application and supporting documents by March 15.
For more details go to http://www.aflta.org/AFLTA_Site/Teacher_Grants_and_Scholarships.html
The Arkansas Foreign Language Teachers Association offers a study abroad travel grant of up to $500 to offset costs of studying abroad. In order to apply for the grant, teachers must submit an application and supporting documents by March 15.
For more details go to http://www.aflta.org/AFLTA_Site/Teacher_Grants_and_Scholarships.html
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