From NCLRC and CAL:
---
The National Capital Language Resource Center (NCLRC) and the Alliance for the Advancement of Heritage Languages are considering offering a summer institute for K-16 and community language teachers, administrators, and researchers to understand issues, principles, and instructional strategies for teaching heritage language learners. Participants will explore a diverse range of topics, including the design of their own curricula and lesson plans, differentiating instruction for diverse learners, selecting assessments and authentic materials, and implementing the ACTFL standards in curriculum development.
Anup P. Mahajan (Executive Director, NCLRC) and Joy Peyton (Director, Alliance for the Advancement of Heritage Languages) invite you to complete a 10-minute survey to help assess the interest of heritage language educators in participating in a workshop like this in the Washington, DC area. We also ask that you forward this survey to anyone for whom this institute would be of interest. You may fill out the survey online at this website:
http://nclrc-aahl.weebly.com/index.html
Can you please complete the survey by Friday, April 20? Thank you so much!!
Anup P. Mahajan, NCLRC
Joy Peyton, Alliance for the Advancement of Heritage Languages
Survey for possible summer institute. Heritage Language listserv (heritage@cal.org, 23 Mar 2012).
March 25, 2012
NYS TESOL's 2012 Essay Contest
From http://nystesol.org/sig/contest/index.php
SIG Leaders of NYS TESOL host an Annual Student Essay contest on a given theme, typically divided by Grades 4-8, Grades 9-12 and University and Adult.
The theme of the 2012 Student Essay Contest is “The future belongs to those who believe in the beauty of their dreams." -Eleanor Roosevelt.
Essay contest is open to any current or former English language learner in the following categories:
Students in grades 4-8
Students in grades 9-12
Students in a university/adult education (this includes students enrolled in intensive English programs, community colleges, and degree based programs or ESOL programs)
Essays should be received by May 31, 2012
For full details go to http://nystesol.org/sig/contest/index.php
SIG Leaders of NYS TESOL host an Annual Student Essay contest on a given theme, typically divided by Grades 4-8, Grades 9-12 and University and Adult.
The theme of the 2012 Student Essay Contest is “The future belongs to those who believe in the beauty of their dreams." -Eleanor Roosevelt.
Essay contest is open to any current or former English language learner in the following categories:
Students in grades 4-8
Students in grades 9-12
Students in a university/adult education (this includes students enrolled in intensive English programs, community colleges, and degree based programs or ESOL programs)
Essays should be received by May 31, 2012
For full details go to http://nystesol.org/sig/contest/index.php
Using Pinterest To Share ESL Resources and Ideas
Several ESL teachers are now increasingly using Pinterest to share their ideas and resources with others. Here are a few Pinterest boards maintained by ESL educators: http://langcanada.ca/blog/index.php/2012/03/12/using-pinterest-to-share-esl-resources-and-ideas
March 2012 Issue of TESL-EJ
From http://www.tesl-ej.org/wordpress/issues/volume15/ej60/ej60fromed
March 2012—Volume 15, Number 4 of TESL-EJ (the electronic journal for English as a second language) is available online at http://www.tesl-ej.org/wordpress
The feature article is “An Introduction to Second Language Research Methods – Design and Data,” by Dale T. Griffee.
The issue also includes reviews.
March 2012—Volume 15, Number 4 of TESL-EJ (the electronic journal for English as a second language) is available online at http://www.tesl-ej.org/wordpress
The feature article is “An Introduction to Second Language Research Methods – Design and Data,” by Dale T. Griffee.
The issue also includes reviews.
Virtual Field Trip To Help Teach the History of Immigration in America
From http://www.eschoolnews.com/2012/03/21/virtual-field-trip-to-help-teach-the-history-of-immigration-in-america
On March 29 at 1 p.m. ET, Scholastic will lead students from around the country on a live virtual field trip to Ellis Island in New York Harbor to learn the history of immigration. “Coming to America,” a free live webcast on Scholastic.com, is a supplement to free teaching resources and digital activities on immigration available to teachers in grades 3-8 at http://www.scholastic.com/immigration. The site also includes an interactive archive of Ellis Island history, photographs, videos, and audio; an interactive timeline on U.S. immigration; and lesson plans, downloadable classroom activities, and immigration data going back to 1820.
For more information go to http://www.eschoolnews.com/2012/03/21/virtual-field-trip-to-help-teach-the-history-of-immigration-in-america
On March 29 at 1 p.m. ET, Scholastic will lead students from around the country on a live virtual field trip to Ellis Island in New York Harbor to learn the history of immigration. “Coming to America,” a free live webcast on Scholastic.com, is a supplement to free teaching resources and digital activities on immigration available to teachers in grades 3-8 at http://www.scholastic.com/immigration. The site also includes an interactive archive of Ellis Island history, photographs, videos, and audio; an interactive timeline on U.S. immigration; and lesson plans, downloadable classroom activities, and immigration data going back to 1820.
For more information go to http://www.eschoolnews.com/2012/03/21/virtual-field-trip-to-help-teach-the-history-of-immigration-in-america
Book: Recherches Récentes en FLE
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=65413&concordeid=431129
Recherches récentes en FLE
Edited by Alain Kamber and Carine Skupien Dekens
Published by Peter Lang International Academic Publishers
Synopsis: Ce volume réunit des contributions représentant différents axes de la recherche portant sur l'enseignement/apprentissage des langues vivantes, et particulièrement du français, présentées lors du colloque de l'AFLS (Association for French Language Studies), qui s'est tenu à Neuchâtel en septembre 2009. Les études de terrain apportent des éléments de réponses concrètes aux questions que se pose tout enseignant de français langue étrangère. Elles portent notamment sur l'apprentissage de la phonologie du français, la construction du discours oral ainsi que les convergences de l'oral et de l'écrit. L'acquisition de compétences sociolinguistiques par les apprenants, les facteurs favorisant ou entravant l'apprentissage de la langue pour les immigrants sont également l'objet de recherches empiriques décrites dans ce livre. Enfin, des propositions didactiques sont présentées pour permettre un enseignement plus efficace du lexique et de la grammaire. Alliant des thématiques, des méthodes et des points de vue variés, ce livre donne un aperçu de la recherche en français langue étrangère propre à stimuler d'autres études dans le domaine.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=65413&concordeid=431129
Recherches récentes en FLE
Edited by Alain Kamber and Carine Skupien Dekens
Published by Peter Lang International Academic Publishers
Synopsis: Ce volume réunit des contributions représentant différents axes de la recherche portant sur l'enseignement/apprentissage des langues vivantes, et particulièrement du français, présentées lors du colloque de l'AFLS (Association for French Language Studies), qui s'est tenu à Neuchâtel en septembre 2009. Les études de terrain apportent des éléments de réponses concrètes aux questions que se pose tout enseignant de français langue étrangère. Elles portent notamment sur l'apprentissage de la phonologie du français, la construction du discours oral ainsi que les convergences de l'oral et de l'écrit. L'acquisition de compétences sociolinguistiques par les apprenants, les facteurs favorisant ou entravant l'apprentissage de la langue pour les immigrants sont également l'objet de recherches empiriques décrites dans ce livre. Enfin, des propositions didactiques sont présentées pour permettre un enseignement plus efficace du lexique et de la grammaire. Alliant des thématiques, des méthodes et des points de vue variés, ce livre donne un aperçu de la recherche en français langue étrangère propre à stimuler d'autres études dans le domaine.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=65413&concordeid=431129
French Immersion Teachers Use Wikis To Share Resources
Wikis are an excellent platforms for teachers to share their resources with one another. There are, for example, a number of wikis set up by French immersion teachers for this purpose. See LangCanada’s description of several of them at http://langcanada.ca/blog/index.php/2012/03/09/french-immersion-teachers-sharing-resources
Getty Villa Summer Institutes
From http://www.getty.edu/education/teachers/professional_dev/vsi/index.html
Getty Villa Summer Institute
Rediscovering the Villa dei Papiri and its Gardens: A Journey through an Ancient Roman Villa
This summer's schedule:
Session I: July 11, 12, and 13, 2012
(for 6th–12th grade teachers)
Session II: July 18, 19, 20, 2012
(for K–6th grade teachers)
This three-day program offers an opportunity for K-12 classroom teachers to learn about the ancient Roman world through the lens of the Getty Villa's collection and site. Explore the intersections of art, architecture, history, math, botany, and other subjects through gallery investigations, site tours, discussions, lectures, and hands-on art activities. Then, learn to weave these subjects into memorable learning experiences about the ancient Roman world for your students.
Each session of the Villa Summer Institute is open to 30 teachers. Please note that this is a competitive program and not all applicants will be accepted.
The program is free. Applications are due April 16, 2012.
For full details go to http://www.getty.edu/education/teachers/professional_dev/vsi/index.html
Getty Villa Summer Institute
Rediscovering the Villa dei Papiri and its Gardens: A Journey through an Ancient Roman Villa
This summer's schedule:
Session I: July 11, 12, and 13, 2012
(for 6th–12th grade teachers)
Session II: July 18, 19, 20, 2012
(for K–6th grade teachers)
This three-day program offers an opportunity for K-12 classroom teachers to learn about the ancient Roman world through the lens of the Getty Villa's collection and site. Explore the intersections of art, architecture, history, math, botany, and other subjects through gallery investigations, site tours, discussions, lectures, and hands-on art activities. Then, learn to weave these subjects into memorable learning experiences about the ancient Roman world for your students.
Each session of the Villa Summer Institute is open to 30 teachers. Please note that this is a competitive program and not all applicants will be accepted.
The program is free. Applications are due April 16, 2012.
For full details go to http://www.getty.edu/education/teachers/professional_dev/vsi/index.html
Photo Album: Spring in Germany
From http://www.germany.info
March 20th was the first day of spring this year. Why not talk about it with photos from Germany? Here is a collection from Germany.info: http://www.germany.info/Vertretung/usa/en/__pr/GIC/TWIG__Galleries/01-06-2012/0323Springtime2012.html
March 20th was the first day of spring this year. Why not talk about it with photos from Germany? Here is a collection from Germany.info: http://www.germany.info/Vertretung/usa/en/__pr/GIC/TWIG__Galleries/01-06-2012/0323Springtime2012.html
United States Summer Programs in Slavic and Other East European Languages
An annual listing of summer programs in Russian and other Slavic and East European languages is compiled in a database at http://www1.american.edu/research/CCPCR/Summer%20programs.htm
If your program isn’t listed, contact information for the person compiling the database is also posted on the above URL.
If your program isn’t listed, contact information for the person compiling the database is also posted on the above URL.
Websites To Learn and Practice Persian
A short list of websites dedicated to teaching Persian (Farsi) is available at http://babelanmicroblog.blogspot.com/2012/03/web-pages-to-learn-and-practice-persian.html
No Drama, Real China: YouTube Channel Features Interview with People on the Street
In her YouTube channel, host Rachel Guo chooses questions about Chinese culture and asks them to people on the street. Their diverse answers are collected into a video montage with English subtitles.
No Drama, Real China is available at http://www.youtube.com/user/nodramarealchina/videos
Read a blogger’s review of the project at http://www.sinosplice.com/life/archives/2012/03/06/no-drama-real-china
No Drama, Real China is available at http://www.youtube.com/user/nodramarealchina/videos
Read a blogger’s review of the project at http://www.sinosplice.com/life/archives/2012/03/06/no-drama-real-china
Passamaquoddy-Maliseet Language Portal
From http://www.pmportal.org
The Passamaquoddy-Maliseet Language Portal links the 18,000-word online Passamaquoddy-Maliseet Dictionary with an extensive archive of videos of conversations and activities of Passamaquoddy-Maliseet speakers. The Portal is designed as a resource for language learning and research. It can be entered in either of two ways:
While viewing Dictionary Items, you can link to videos in which the same word is used.
When viewing Videos, you can link to the dictionary entries of words that appear in the subtitles; in those entries, you may find links to additional related videos.
The portal is available at http://www.pmportal.org
The Passamaquoddy-Maliseet Language Portal links the 18,000-word online Passamaquoddy-Maliseet Dictionary with an extensive archive of videos of conversations and activities of Passamaquoddy-Maliseet speakers. The Portal is designed as a resource for language learning and research. It can be entered in either of two ways:
While viewing Dictionary Items, you can link to videos in which the same word is used.
When viewing Videos, you can link to the dictionary entries of words that appear in the subtitles; in those entries, you may find links to additional related videos.
The portal is available at http://www.pmportal.org
Article: Language Preservation Helps American Indian Students Stick with College
From http://www.sacbee.com/2012/03/18/4346500/language-preservation-helps-american.html
Language preservation helps American Indian students stick with college
By Marisa Agha
March 18, 2012
Educators say that confronting cultural differences is one of the challenges facing American Indian students in higher education. CSU San Marcos, which counts about 40 tribes in its service area, has launched a new California Indian Culture and Sovereignty Center aimed at strengthening relationships between the tribes and the campus. The center's ultimate goal is to boost the retention and graduation rates of American Indian students statewide.
Among the center's first efforts is a language preservation project with the Pauma Band of Luiseño Indians in northern San Diego County, made possible by a $40,000 gift from the tribe. Through the project, staff members and students like Murphy have gone to the Pauma reservation to collect photographs and record the native language once predominantly spoken by tribal members.
Read more here: http://www.sacbee.com/2012/03/18/4346500/language-preservation-helps-american.html#storylink=cpy
Read a related post on the Spoken First blog at http://falmouthinstitute.com/language/2012/03/can-language-classes-help-keep-kids-in-school
Language preservation helps American Indian students stick with college
By Marisa Agha
March 18, 2012
Educators say that confronting cultural differences is one of the challenges facing American Indian students in higher education. CSU San Marcos, which counts about 40 tribes in its service area, has launched a new California Indian Culture and Sovereignty Center aimed at strengthening relationships between the tribes and the campus. The center's ultimate goal is to boost the retention and graduation rates of American Indian students statewide.
Among the center's first efforts is a language preservation project with the Pauma Band of Luiseño Indians in northern San Diego County, made possible by a $40,000 gift from the tribe. Through the project, staff members and students like Murphy have gone to the Pauma reservation to collect photographs and record the native language once predominantly spoken by tribal members.
Read more here: http://www.sacbee.com/2012/03/18/4346500/language-preservation-helps-american.html#storylink=cpy
Read a related post on the Spoken First blog at http://falmouthinstitute.com/language/2012/03/can-language-classes-help-keep-kids-in-school
ASL Day at the Minnesota Zoo
From http://www.mnzoo.com/education/education_teachersSchools_eventDays.asp#language
The Minnesota Zoo has just added ASL to its list of world languages for special days. The first American Sign Language Day is May 1, 2012.
You and your students can visit over 30 animal stations throughout the Zoo. Upper level language students use music, costumes, and props to interpret the animal exhibits. Your students each receive a "passport" which gets stamped after listening to the presenter at each station. All days are geared toward language students in grades 7-12 and elementary immersion students.
For full details go to http://www.mnzoo.com/education/education_teachersSchools_eventDays.asp#language
The Minnesota Zoo has just added ASL to its list of world languages for special days. The first American Sign Language Day is May 1, 2012.
You and your students can visit over 30 animal stations throughout the Zoo. Upper level language students use music, costumes, and props to interpret the animal exhibits. Your students each receive a "passport" which gets stamped after listening to the presenter at each station. All days are geared toward language students in grades 7-12 and elementary immersion students.
For full details go to http://www.mnzoo.com/education/education_teachersSchools_eventDays.asp#language
Teacher Survey Highlights Cuts to the Arts, Foreign Languages
From http://blogs.edweek.org/edweek/curriculum/2012/03/a_new_teacher_survey_offers.html
Teacher Survey Highlights Cuts to the Arts, Foreign Languages
By Erik Robelen
March 9, 2012
A new teacher survey offers a window into how schools are applying budget cuts they've experienced over the past year, from teacher layoffs to the impact on a few areas of the curriculum, including the arts and foreign languages.
Here are findings specifically touching on the curriculum, with the proportion of all teachers reporting the "reduction or elimination" of these programs:
• Arts or music: 22 percent;
• Foreign languages: 15 percent;
• Physical education: 11 percent.
Teachers were not asked specifically about the budget impact in any other content area. The data come from the 28th annual MetLife Survey of the American Teacher. In all, 1,001 teachers were surveyed by telephone last fall.
Read the full article at http://blogs.edweek.org/edweek/curriculum/2012/03/a_new_teacher_survey_offers.html
Teacher Survey Highlights Cuts to the Arts, Foreign Languages
By Erik Robelen
March 9, 2012
A new teacher survey offers a window into how schools are applying budget cuts they've experienced over the past year, from teacher layoffs to the impact on a few areas of the curriculum, including the arts and foreign languages.
Here are findings specifically touching on the curriculum, with the proportion of all teachers reporting the "reduction or elimination" of these programs:
• Arts or music: 22 percent;
• Foreign languages: 15 percent;
• Physical education: 11 percent.
Teachers were not asked specifically about the budget impact in any other content area. The data come from the 28th annual MetLife Survey of the American Teacher. In all, 1,001 teachers were surveyed by telephone last fall.
Read the full article at http://blogs.edweek.org/edweek/curriculum/2012/03/a_new_teacher_survey_offers.html
Article: Why Bilinguals Are Smarter
From http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html
Why Bilinguals Are Smarter
By YUDHIJIT BHATTACHARJEE
March 17, 2012
SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.
The collective evidence from a number of … studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
Read the full article at http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html
Read a recent Edutopia post by Dr. Judy Willis, "Neuroscience and the Bilingual Brain," at http://www.edutopia.org/blog/neuroscience-bilingual-brain-judy-willis-md
Read another related blog post by Ina Damm Muri at http://www.smartplanet.com/blog/smart-takes/scientists-explain-bilinguals-are-smarter/24416?tag=nl.e660
Why Bilinguals Are Smarter
By YUDHIJIT BHATTACHARJEE
March 17, 2012
SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.
The collective evidence from a number of … studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
Read the full article at http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html
Read a recent Edutopia post by Dr. Judy Willis, "Neuroscience and the Bilingual Brain," at http://www.edutopia.org/blog/neuroscience-bilingual-brain-judy-willis-md
Read another related blog post by Ina Damm Muri at http://www.smartplanet.com/blog/smart-takes/scientists-explain-bilinguals-are-smarter/24416?tag=nl.e660
Job Postings for Oklahoma Language Teachers
From http://www.oflta.org/home.aspx
The Oklahoma Foreign Language Teacher's Association hosts an online job posting service where administrators can post job openings and teachers seeking employment can post information about themselves. The jobs webpage is available at http://www.oflta.org/page11.aspx
The Oklahoma Foreign Language Teacher's Association hosts an online job posting service where administrators can post job openings and teachers seeking employment can post information about themselves. The jobs webpage is available at http://www.oflta.org/page11.aspx
BYU STARTALK Teacher Training program
From http://chineseflagship.byu.edu/chineseflagship/k12.html
The BYU STARTALK Teacher Training program is a three credit summer course designed to training current and potential teachers at any level, K-12 or college, interested in teaching Chinese as a foreign language. The program teaches a performance-based approach to teaching and learning Chinese and consists of a two week guided on-line tutorial followed by a two-week online campus intensive practicum. The programs offers a balance between readings and classroom discussions on the theory and practice of teaching Chinese as a foreign language, with the opportunity to observe live classes and teach using the principles learned. Instruction and practice is also provided in curriculum design, developing communicative classroom activities, writing effective quizzes, and evaluating and adapting existing teaching materials.
The 2012 program runs June 18 through July 13.
For more information and to apply for the 2012 Teacher Training: chinese_startalk at byu dot edu
The BYU STARTALK Teacher Training program is a three credit summer course designed to training current and potential teachers at any level, K-12 or college, interested in teaching Chinese as a foreign language. The program teaches a performance-based approach to teaching and learning Chinese and consists of a two week guided on-line tutorial followed by a two-week online campus intensive practicum. The programs offers a balance between readings and classroom discussions on the theory and practice of teaching Chinese as a foreign language, with the opportunity to observe live classes and teach using the principles learned. Instruction and practice is also provided in curriculum design, developing communicative classroom activities, writing effective quizzes, and evaluating and adapting existing teaching materials.
The 2012 program runs June 18 through July 13.
For more information and to apply for the 2012 Teacher Training: chinese_startalk at byu dot edu
ACTFL's Full OPI Introductory Workshop in Illinois
From http://www.ictfl.org
The Illinois Council on the Teaching of Foreign Languages sponsors ACTFL's Full OPI Introductory Workshop
June 18-21, 2012 - 8:30 a.m.-3:30 p.m.
Lyons Township High School
100 S. Brainard
La Grange, Illinois 60525
The Full OPI Workshop is an intensive four-day introduction to the techniques of administering and rating the Oral Proficiency Interview. The rating scale and techniques for eliciting a ratable sample are highlighted in daily plenary sessions and then reinforced in language-specific break-out sessions. Participants have the opportunity to observe live demonstration interviews conducted by their trainer. Under the trainer’s supervision, they then conduct their own practice interviews with volunteer candidates. The group critiques and discusses both these practice interviews and their ratings. Following the workshop, participants may apply to become ACTFL OPI Raters and Testers.
The benefits of participation in OPI Workshops are many. As a result of these professional development experiences, educators are better able to:
apply key principles of teaching and testing for proficiency to curriculum, instruction, and assessment
establish program goals in terms of performance outcomes
determine student placement, progress, and performance
articulate within and across language programs
Workshops will be offered in English. Language-specific workshops may be offered if enrollment is sufficient. Otherwise, training is in English with other language OPI samples included.
The four-day workshop includes training, materials, breakfast, lunch and snacks. Nearby hotel arrangements can be coordinated through ICTFL.
Registration deadline: May 12, 2012
For full details go to http://www.ictfl.org/content/2012/02/ictfl-sponsors-actfls-full-opi-introductory-workshop
The Illinois Council on the Teaching of Foreign Languages sponsors ACTFL's Full OPI Introductory Workshop
June 18-21, 2012 - 8:30 a.m.-3:30 p.m.
Lyons Township High School
100 S. Brainard
La Grange, Illinois 60525
The Full OPI Workshop is an intensive four-day introduction to the techniques of administering and rating the Oral Proficiency Interview. The rating scale and techniques for eliciting a ratable sample are highlighted in daily plenary sessions and then reinforced in language-specific break-out sessions. Participants have the opportunity to observe live demonstration interviews conducted by their trainer. Under the trainer’s supervision, they then conduct their own practice interviews with volunteer candidates. The group critiques and discusses both these practice interviews and their ratings. Following the workshop, participants may apply to become ACTFL OPI Raters and Testers.
The benefits of participation in OPI Workshops are many. As a result of these professional development experiences, educators are better able to:
apply key principles of teaching and testing for proficiency to curriculum, instruction, and assessment
establish program goals in terms of performance outcomes
determine student placement, progress, and performance
articulate within and across language programs
Workshops will be offered in English. Language-specific workshops may be offered if enrollment is sufficient. Otherwise, training is in English with other language OPI samples included.
The four-day workshop includes training, materials, breakfast, lunch and snacks. Nearby hotel arrangements can be coordinated through ICTFL.
Registration deadline: May 12, 2012
For full details go to http://www.ictfl.org/content/2012/02/ictfl-sponsors-actfls-full-opi-introductory-workshop
Upcoming AATG Webinars
From http://www.aatg.org
Here are some upcoming webinars from the American Association of Teachers of German:
Musik im Deutschunterricht
March 27, 2012
Songs by Die Prinzen, the Wise Guys, Bettina Wegner, Frank Zander, Rammstein and Rolf Zuckowski are highly motivating for students and form the basis for this webinar on how to effectively use music in German instruction. Songs and video can be used to improve language proficiencies in all students. Music that is appropriate for teaching various themes will be introduced and multiple ways to use them will be presented. This webinar will be presented in German.
Using 21st Century Tools in the German Classroom
April 10, 2012
What "cool tools' are out there to get students excited about German and keep them past the elementary level? How can you use technology at the earliest stages of German class if the students don't know any German? How do I use images to teach language and culture? This Webinar will explore several methods of effectively using technology for the beginning levels of German instruction. This Webinar is suited for all German instructors (elementary, middle, high school and university level). Participants should feel comfortable using technology, but no specific knowledge base is required to participate.
Developing Proficiencies in Interpersonal Communication
April 17, 2012
As one of the three modes of communication, Interpersonal communication provides opportunities for learners to negotiate and experiment with language in a meaningful setting. What does that look like in your classroom? How do you best assess students as they put their language to work? With a majority of all communication occurring in this mode, how can you best equip your students to communicate with other German speakers?
Alternative Assessments
April 24, 2012
Teachers may notice quite often that their best language students are not those who score the highest on traditional tests. It is important to find other ways of assessing your students' skills and to help these pupils be more engaged and more successful. The purpose of this webinar is to suggest some alternative assessment formats that will help you achieve those goals. Good teachers are dynamic and flexible, and so it follows that their assessment tools should be, also.
Increasing and Retaining Students: Building a Robust German Program
May 1, 2012
German instructors at all levels are under pressure not only to attract students to elementary courses, but also to retain them for intermediate and advanced courses. This webinar will provide concrete suggestions and present strategies to build robust and vibrant German programs by retaining students through innovative curricula, exciting extra-curricular activities, meaningful articulation and collaboration, and deliberate marketing.
Learn more about these and other upcoming webinars, and sign up at http://www.aatg.org/upcoming-webinars
Here are some upcoming webinars from the American Association of Teachers of German:
Musik im Deutschunterricht
March 27, 2012
Songs by Die Prinzen, the Wise Guys, Bettina Wegner, Frank Zander, Rammstein and Rolf Zuckowski are highly motivating for students and form the basis for this webinar on how to effectively use music in German instruction. Songs and video can be used to improve language proficiencies in all students. Music that is appropriate for teaching various themes will be introduced and multiple ways to use them will be presented. This webinar will be presented in German.
Using 21st Century Tools in the German Classroom
April 10, 2012
What "cool tools' are out there to get students excited about German and keep them past the elementary level? How can you use technology at the earliest stages of German class if the students don't know any German? How do I use images to teach language and culture? This Webinar will explore several methods of effectively using technology for the beginning levels of German instruction. This Webinar is suited for all German instructors (elementary, middle, high school and university level). Participants should feel comfortable using technology, but no specific knowledge base is required to participate.
Developing Proficiencies in Interpersonal Communication
April 17, 2012
As one of the three modes of communication, Interpersonal communication provides opportunities for learners to negotiate and experiment with language in a meaningful setting. What does that look like in your classroom? How do you best assess students as they put their language to work? With a majority of all communication occurring in this mode, how can you best equip your students to communicate with other German speakers?
Alternative Assessments
April 24, 2012
Teachers may notice quite often that their best language students are not those who score the highest on traditional tests. It is important to find other ways of assessing your students' skills and to help these pupils be more engaged and more successful. The purpose of this webinar is to suggest some alternative assessment formats that will help you achieve those goals. Good teachers are dynamic and flexible, and so it follows that their assessment tools should be, also.
Increasing and Retaining Students: Building a Robust German Program
May 1, 2012
German instructors at all levels are under pressure not only to attract students to elementary courses, but also to retain them for intermediate and advanced courses. This webinar will provide concrete suggestions and present strategies to build robust and vibrant German programs by retaining students through innovative curricula, exciting extra-curricular activities, meaningful articulation and collaboration, and deliberate marketing.
Learn more about these and other upcoming webinars, and sign up at http://www.aatg.org/upcoming-webinars
CERCLL Summer 2012 Workshop Series
From http://cercll.arizona.edu/doku.php
CERCLL Summer Workshop Series
May 29 – June 8, 2012
Registration is open; the early bird registration rate ends on May 8.
CERCLL offers a professional development series each summer in which research and theory are linked with practical applications for the language classroom. Each workshop includes discussion, hands-on activities, and opportunities for networking with colleagues. Workshop participants include foreign and second language teachers at all levels, as well as language program directors and language teacher educators. K-12 Teachers can receive 6 hours AZ Continuing Education per workshop day. The workshops take place at the University of Arizona, but online attendance options are available for some of them.
May 29-30, 2012
Speaking of Grants: Funding Possibilities for Language Educators (remote attendance available)
May 31-June 1, 2012
Becoming Multilingual: Fostering Symbolic Awareness in the Language Classroom
June 4-5, 2012
Implementing Literacy-Based Instruction in Collegiate FL Programs
June 6, 2012
Developing Intercultural Competence: An Expanded Role for Foreign Language Educators
June 7-8, 2012
Designing Digital Game-Mediated L2 Learning Environments (remote attendance available)
Please visit the professional development workshops website at http://cercll.arizona.edu/doku.php/development/workshops/2012 for full details.
To see registration rates and to register online, please visit the registration information page at http://cercll.arizona.edu/doku.php/development/workshops/2012/registration
CERCLL Summer Workshop Series
May 29 – June 8, 2012
Registration is open; the early bird registration rate ends on May 8.
CERCLL offers a professional development series each summer in which research and theory are linked with practical applications for the language classroom. Each workshop includes discussion, hands-on activities, and opportunities for networking with colleagues. Workshop participants include foreign and second language teachers at all levels, as well as language program directors and language teacher educators. K-12 Teachers can receive 6 hours AZ Continuing Education per workshop day. The workshops take place at the University of Arizona, but online attendance options are available for some of them.
May 29-30, 2012
Speaking of Grants: Funding Possibilities for Language Educators (remote attendance available)
May 31-June 1, 2012
Becoming Multilingual: Fostering Symbolic Awareness in the Language Classroom
June 4-5, 2012
Implementing Literacy-Based Instruction in Collegiate FL Programs
June 6, 2012
Developing Intercultural Competence: An Expanded Role for Foreign Language Educators
June 7-8, 2012
Designing Digital Game-Mediated L2 Learning Environments (remote attendance available)
Please visit the professional development workshops website at http://cercll.arizona.edu/doku.php/development/workshops/2012 for full details.
To see registration rates and to register online, please visit the registration information page at http://cercll.arizona.edu/doku.php/development/workshops/2012/registration
Eureka Conference 2012
EUREKA CONFERENCE 2012
teaching the ancient world in the elementary and middle school
When: May 11-12, 2012
Where: Derry, New Hampshire (southern NH)
Cost: $25 per teacher
Deadlines: April 16, 2012
At Eureka, elementary and middle school educators gather to learn not only from each other, but also from other experts in the field of ancient studies. The focus is on pedagogical excellence in teaching about the ancient world. Sessions are engaging and creative, full of ready-to-use ideas and materials, and connected to state curriculum frameworks.
Visit http://www.ascaniusyci.org/eureka for more information and to register.
teaching the ancient world in the elementary and middle school
When: May 11-12, 2012
Where: Derry, New Hampshire (southern NH)
Cost: $25 per teacher
Deadlines: April 16, 2012
At Eureka, elementary and middle school educators gather to learn not only from each other, but also from other experts in the field of ancient studies. The focus is on pedagogical excellence in teaching about the ancient world. Sessions are engaging and creative, full of ready-to-use ideas and materials, and connected to state curriculum frameworks.
Visit http://www.ascaniusyci.org/eureka for more information and to register.
Sudan Studies Association 31st Annual Conference
From http://www.sudanstudies.org
SUDAN STUDIES ASSOCIATION
31st Annual Conference
Sudan in the World
May 18-20, 2012
hosted by
Arizona State University
Hosted by Arizona State University and organized to mark the birth of the two Sudans, this conference seeks to reflect on recent work on the Sudan from present-day South Sudan Republic, new scholarship of Sudan in the world and to open up new discussion, incite discourses, and to encourage progressions for future research.
For more information about the conference go to http://sudan.shprs.asu.edu/2012_Conference
SUDAN STUDIES ASSOCIATION
31st Annual Conference
Sudan in the World
May 18-20, 2012
hosted by
Arizona State University
Hosted by Arizona State University and organized to mark the birth of the two Sudans, this conference seeks to reflect on recent work on the Sudan from present-day South Sudan Republic, new scholarship of Sudan in the world and to open up new discussion, incite discourses, and to encourage progressions for future research.
For more information about the conference go to http://sudan.shprs.asu.edu/2012_Conference
Call for Papers: Issues in Applied Linguistics
From http://linguistlist.org/issues/23/23-1038.html
This is a call for papers for a general issue of Issues in Applied Linguistics (ISSN: 1050-4273), the peer reviewed scholarly journal published by UCLA's Department of Applied Linguistics.
Areas: Prospective manuscripts may range across traditional applied linguistics topics including, but not limited to Critical Discourse Analysis, Conversation Analysis, Functional Grammar, Discourse Linguistics, Pragmatics, Sociolinguistics, Language Teaching, Language Assessment, SLA, Discourse and Grammar, Language Pedagogy & Policies, Language and Culture, Linguistic Anthropology, and Neurobiology of Language Acquisition and Use. Book reviews are also welcome.
Graduate students are encouraged to submit. Manuscripts should be no longer than 30 pages double spaced, including tables, in APA format.
Deadline: April 30, 2012
For further information, contact:
Olga Ivanova, Co-Editor
UCLA Department of Applied Linguistics
P.O. Box 951531 3300 Rolfe Hall
Los Angeles, CA 90095‐1531
e-mail: ial at humnet dot ucla dot edu
url: http://www.humnet.ucla.edu/ial
This is a call for papers for a general issue of Issues in Applied Linguistics (ISSN: 1050-4273), the peer reviewed scholarly journal published by UCLA's Department of Applied Linguistics.
Areas: Prospective manuscripts may range across traditional applied linguistics topics including, but not limited to Critical Discourse Analysis, Conversation Analysis, Functional Grammar, Discourse Linguistics, Pragmatics, Sociolinguistics, Language Teaching, Language Assessment, SLA, Discourse and Grammar, Language Pedagogy & Policies, Language and Culture, Linguistic Anthropology, and Neurobiology of Language Acquisition and Use. Book reviews are also welcome.
Graduate students are encouraged to submit. Manuscripts should be no longer than 30 pages double spaced, including tables, in APA format.
Deadline: April 30, 2012
For further information, contact:
Olga Ivanova, Co-Editor
UCLA Department of Applied Linguistics
P.O. Box 951531 3300 Rolfe Hall
Los Angeles, CA 90095‐1531
e-mail: ial at humnet dot ucla dot edu
url: http://www.humnet.ucla.edu/ial
Foreign Language Association of Northern California Fall Conference 2012
From http://fla-nc.org/wp/?p=560
FLANC Fall Conference 2012
San Francisco State University
October 27, 2012
All proposals should be received by June 15, 2012
View the full call for papers and download the proposal form at http://fla-nc.org/wp/?p=560
FLANC Fall Conference 2012
San Francisco State University
October 27, 2012
All proposals should be received by June 15, 2012
View the full call for papers and download the proposal form at http://fla-nc.org/wp/?p=560
Call for Proposals: Technology for Second Language Learning Conference
From http://linguistlist.org/issues/23/23-1218.html
10th Annual Conference on
Technology for Second Language Learning (TSLL)
September 21-22, 2012
Ames, Iowa
The 2012 TSLL Conference will provide a forum for discussion of research investigating how natural language processing-based systems can be evaluated to inform their use in the teaching, learning and assessment of writing. The following topics are of particular interest:
Research investigating the effectiveness of NLP-based analysis of learners’ written language as part of classroom instruction.
The study of individual writers’ use of NLP-based analysis of learners’ written language in and out of class.
Research on the role of teachers’ knowledge and beliefs about NLP-based systems in their use of such systems.
Research on the impact of different contexts, institutional and educational policies, pedagogical practices, learner needs/styles/strategies, user literacies, etc. on the effectiveness of NLP-based systems.
Cross-disciplinary perspectives on critical research issues in the development and use NLP-based systems for writing instruction and assessment.
Issues concerning the design of research on learners’ use of NLP-based systems for improving writing.
In order to be considered, proposals must be received via email by Friday, April 27, 2012.
View the full call for proposals at http://apling.public.iastate.edu/TSLL/2012
10th Annual Conference on
Technology for Second Language Learning (TSLL)
September 21-22, 2012
Ames, Iowa
The 2012 TSLL Conference will provide a forum for discussion of research investigating how natural language processing-based systems can be evaluated to inform their use in the teaching, learning and assessment of writing. The following topics are of particular interest:
Research investigating the effectiveness of NLP-based analysis of learners’ written language as part of classroom instruction.
The study of individual writers’ use of NLP-based analysis of learners’ written language in and out of class.
Research on the role of teachers’ knowledge and beliefs about NLP-based systems in their use of such systems.
Research on the impact of different contexts, institutional and educational policies, pedagogical practices, learner needs/styles/strategies, user literacies, etc. on the effectiveness of NLP-based systems.
Cross-disciplinary perspectives on critical research issues in the development and use NLP-based systems for writing instruction and assessment.
Issues concerning the design of research on learners’ use of NLP-based systems for improving writing.
In order to be considered, proposals must be received via email by Friday, April 27, 2012.
View the full call for proposals at http://apling.public.iastate.edu/TSLL/2012
Call for Papers: Central States Conference on the Teaching of Foreign Languages
From http://www.csctfl.org
2013 Central States Conference on the Teaching of Foreign Languages
March 14-16, 2013
Hilton Columbus Downtown
Columbus, OH
Conference Highlights
Explore ways to help students succeed in a global society
Learn about colleagues' languages
Discuss, debate, and learn about methodologies, cultures, and communities
Share solutions to problems
Investigate modes of assessment
Explore uses of technology
Learn techniques to motivate and stretch language proficiency
Generate excitement about language learning
Energize language educators
Submit a proposal at https://www.web-reg.com/csc-prop
The deadline is April 15, 2012
2013 Central States Conference on the Teaching of Foreign Languages
March 14-16, 2013
Hilton Columbus Downtown
Columbus, OH
Conference Highlights
Explore ways to help students succeed in a global society
Learn about colleagues' languages
Discuss, debate, and learn about methodologies, cultures, and communities
Share solutions to problems
Investigate modes of assessment
Explore uses of technology
Learn techniques to motivate and stretch language proficiency
Generate excitement about language learning
Energize language educators
Submit a proposal at https://www.web-reg.com/csc-prop
The deadline is April 15, 2012
Book: Doing Applied Linguistics
From http://www.routledge.com/books/details/9780415566421
Doing Applied Linguistics: A guide for students
By Nicholas Groom, Jeannette Littlemore
Published by Routledge, Taylor & Francis Group
Description: Doing Applied Linguistics provides a concise, lively and accessible introduction to the field of applied linguistics for readers who have little or no prior knowledge of the subject. The book explores the basics of the field then goes on to examine in more depth what applied linguists actually do, and the types of research methods that are most frequently used in the field. By reading this book students will find the answers to four sets of basic questions:
What is applied linguistics, and what do applied linguists do?
Why do it? What is the point of applied linguistics?
How and why might I get involved in applied linguistics?
How to do it? What kinds of activities are involved in doing applied linguistic research?
Written by teachers and researchers in applied linguistics Doing Applied Linguistics is intended for all students with interests in this area.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415566421
Doing Applied Linguistics: A guide for students
By Nicholas Groom, Jeannette Littlemore
Published by Routledge, Taylor & Francis Group
Description: Doing Applied Linguistics provides a concise, lively and accessible introduction to the field of applied linguistics for readers who have little or no prior knowledge of the subject. The book explores the basics of the field then goes on to examine in more depth what applied linguists actually do, and the types of research methods that are most frequently used in the field. By reading this book students will find the answers to four sets of basic questions:
What is applied linguistics, and what do applied linguists do?
Why do it? What is the point of applied linguistics?
How and why might I get involved in applied linguistics?
How to do it? What kinds of activities are involved in doing applied linguistic research?
Written by teachers and researchers in applied linguistics Doing Applied Linguistics is intended for all students with interests in this area.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415566421
Arabic Language Learning Resources
From http://utarabicflagship.org
The UT Arabic Flagship Program has put together a helpful metasite for finding online information about Arabic language, literature, culture and media. Peruse through their collection of Arabic resources for quick and convenient access to a host of language learning tools including dictionaries, grammar & vocabulary tools, research databases, encyclopedias, online newspapers and news sources, Arabic national radio and more: http://utarabicflagship.org/resources/language-learning-tools
The UT Arabic Flagship Program has put together a helpful metasite for finding online information about Arabic language, literature, culture and media. Peruse through their collection of Arabic resources for quick and convenient access to a host of language learning tools including dictionaries, grammar & vocabulary tools, research databases, encyclopedias, online newspapers and news sources, Arabic national radio and more: http://utarabicflagship.org/resources/language-learning-tools
Summer Positions: Residential Counselors for the 2012 Pushkin Summer Institute
From http://www.russianflagship.wisc.edu/node/518
The Department of Slavic Languages and Literature seeks responsible, hard-working, outgoing, friendly, and mature undergraduate students with a passion for Russian and an interest in working with underrepresented students at the high school level to serve as residential counselors for the 2012 Pushkin Institute.
The Pushkin Summer Institute is a new six-week residential summer program for high school students from traditionally underrepresented groups.
Job Duties
Live in Kronshage Hall with program participants for the duration of the 2012 Pushkin Institute: June 24-August 4, 2012
Participate in job and Red Cross training
Plan and implement evening and weekend activities for program participants
Create a safe, respectful, and fun experience for students
Maintain records of students’ whereabouts
Provide on-call coverage for all pre-college programs living in Kronshage Hall
Organize and lead evening study sessions
Make rounds of the living areas throughout the night
Respond to any disturbances, and enforce and uphold Division of Housing, Pushkin Institute and University policies
Assist students with academic and social concerns
Maintain daily communication with the Pushkin Institute onsite director
Meet regularly with the program director and teaching staff
Chaperone students on field trips
Drive a University vehicle, when needed
For full details go to http://www.russianflagship.wisc.edu/node/518
The Department of Slavic Languages and Literature seeks responsible, hard-working, outgoing, friendly, and mature undergraduate students with a passion for Russian and an interest in working with underrepresented students at the high school level to serve as residential counselors for the 2012 Pushkin Institute.
The Pushkin Summer Institute is a new six-week residential summer program for high school students from traditionally underrepresented groups.
Job Duties
Live in Kronshage Hall with program participants for the duration of the 2012 Pushkin Institute: June 24-August 4, 2012
Participate in job and Red Cross training
Plan and implement evening and weekend activities for program participants
Create a safe, respectful, and fun experience for students
Maintain records of students’ whereabouts
Provide on-call coverage for all pre-college programs living in Kronshage Hall
Organize and lead evening study sessions
Make rounds of the living areas throughout the night
Respond to any disturbances, and enforce and uphold Division of Housing, Pushkin Institute and University policies
Assist students with academic and social concerns
Maintain daily communication with the Pushkin Institute onsite director
Meet regularly with the program director and teaching staff
Chaperone students on field trips
Drive a University vehicle, when needed
For full details go to http://www.russianflagship.wisc.edu/node/518
March 17, 2012
Bilingual Language Profile
From http://coerll.utexas.edu/coerll/taxonomy/term/623
In many areas of education, commerce, and public policy, there is a need to understand the functional language abilities of individuals in bilingual populations. The Center for Open Educational Resources and Language Learning’s Bilingual Language Profile project aims to produce an easy-to-use instrument that can quantify language use patterns, language proficiency, and language dominance in the two languages of bilinguals. These dimensions will be measurable in absolute terms (as scores) and in relative terms (as proportional scores in the two languages). The instrument can be administered by a non-specialist, and will take 7-10 minutes to complete. By virtue of its modular design, it can be adapted to specific needs by selection of appropriate subtests. A guide to interpretation of results will enable teachers, administrators, policy makers, and researchers to understand the language-functional profiles of individuals and groups of testees. The project goals include development of the instrument in Spanish, French, Catalan, and English versions.
Learn more about this assessment and access current versions of it at https://sites.la.utexas.edu/bilingual
In many areas of education, commerce, and public policy, there is a need to understand the functional language abilities of individuals in bilingual populations. The Center for Open Educational Resources and Language Learning’s Bilingual Language Profile project aims to produce an easy-to-use instrument that can quantify language use patterns, language proficiency, and language dominance in the two languages of bilinguals. These dimensions will be measurable in absolute terms (as scores) and in relative terms (as proportional scores in the two languages). The instrument can be administered by a non-specialist, and will take 7-10 minutes to complete. By virtue of its modular design, it can be adapted to specific needs by selection of appropriate subtests. A guide to interpretation of results will enable teachers, administrators, policy makers, and researchers to understand the language-functional profiles of individuals and groups of testees. The project goals include development of the instrument in Spanish, French, Catalan, and English versions.
Learn more about this assessment and access current versions of it at https://sites.la.utexas.edu/bilingual
Scenarios for Using CLEAR’s Rich Internet Applications for Language Learning
The Center for Language Education and Research’s Rich Internet Applications for Language Learning have been available for some time (see http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6961 and http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=8313 ).
If you’re looking for ways to use these applications in your teaching, now you can look at a chart in which a few common classroom scenarios to give you an idea of where you might be able to use RIAs in your own teaching. Five of the dozen available RIAs are demonstrated as ways to address the various scenarios.
The chart is available here: http://clear.msu.edu/teaching/online/ria/scenarios.php
The main page for CLEAR’s Rich Internet Applications is here: http://clear.msu.edu/teaching/online/ria
If you’re looking for ways to use these applications in your teaching, now you can look at a chart in which a few common classroom scenarios to give you an idea of where you might be able to use RIAs in your own teaching. Five of the dozen available RIAs are demonstrated as ways to address the various scenarios.
The chart is available here: http://clear.msu.edu/teaching/online/ria/scenarios.php
The main page for CLEAR’s Rich Internet Applications is here: http://clear.msu.edu/teaching/online/ria
New Oregon Language Honor Society
From http://cofltoregon.ning.com
The new Oregon Language Honor Society (OLHS) recognizes students of the middle and high school levels for not only their academic achievement, but also for their devotion to the study of any foreign language in the state of Oregon. While also encouraging administrators and language educators to develop and maintain high standards of language education, the OLHS serves to promote community service, cultural exploration, and the value of studying a foreign language. All OLHS students and teachers receive certificates of achievement as well as letters of appreciation from COFLT. Those schools who establish a charter will also be recognized in our Spectrum newsletter and on our website. In addition to recognizing students and teachers, the OLHS is a powerful advocacy and promotional tool for your language programs, separate from already existing language-specific honor societies such as the JNHS (Japanese National Honor Society), etc. It is a society to recognize all students of language in Oregon.
Download more information from http://api.ning.com/files/RdjwTXkgnBfL7zhMiIUC-H4Eu-Y*GeyUc7nSPu3dblHkUpDyHj-GVPaWWR6uFQK10pmV2wMkd2o7eLuSQwIieyTC4ztsTYym/OLHS_InfoGuide.pdf
The new Oregon Language Honor Society (OLHS) recognizes students of the middle and high school levels for not only their academic achievement, but also for their devotion to the study of any foreign language in the state of Oregon. While also encouraging administrators and language educators to develop and maintain high standards of language education, the OLHS serves to promote community service, cultural exploration, and the value of studying a foreign language. All OLHS students and teachers receive certificates of achievement as well as letters of appreciation from COFLT. Those schools who establish a charter will also be recognized in our Spectrum newsletter and on our website. In addition to recognizing students and teachers, the OLHS is a powerful advocacy and promotional tool for your language programs, separate from already existing language-specific honor societies such as the JNHS (Japanese National Honor Society), etc. It is a society to recognize all students of language in Oregon.
Download more information from http://api.ning.com/files/RdjwTXkgnBfL7zhMiIUC-H4Eu-Y*GeyUc7nSPu3dblHkUpDyHj-GVPaWWR6uFQK10pmV2wMkd2o7eLuSQwIieyTC4ztsTYym/OLHS_InfoGuide.pdf
TED-Ed: New Education Channel on YouTube
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From http://www.prnewswire.com/news-releases/introducing-ted-ed-uniting-the-worlds-great-teachers-and-animators-to-spread-lessons-beyond-the-classroom-142280635.html
TED, the nonprofit organization devoted to "Ideas Worth Spreading," launches its anticipated education initiative today: TED-Ed.
A permanent initiative, TED-Ed harnesses the talent of the world's best teachers and visualizers, extending great lessons beyond a single classroom to anyone with internet access.
In the first stage of this initiative, TED-Ed launches a new education channel on YouTube today. It offers up original video content that marries the talent of great teachers with top animators to bring concepts like neuroscience to life in short videos, typically 5 minutes long. The channel is part of the youtube.com/edu offering – a collection of half a million educational videos – available in many schools as well as to the public online.
Through its open submission process, animators and educators from around the globe can contribute lesson plans and video reels on any topic. Select lesson submissions will be matched with chosen visualizers to create video lessons worth learning, watching, and sharing.
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Although there aren’t second-language-specific videos yet, one of the four “playlists” up is “Playing with Language” - see this 9-minute video, “Legacies of who we are,” dealing with desegregation: http://www.youtube.com/watch?v=5UD0RjZdUHk&list=PLF9A468788928A351&index=2&feature=plpp_video
Read reviews about TED-Ed at http://www.washingtonpost.com/local/education/ted-offers-free-video-lessons-for-high-school-and-college-students/2012/03/09/gIQAuw5O6R_story.html , http://larryferlazzo.edublogs.org/2012/03/12/ted-launches-channel-for-education-today , and http://www.prnewswire.com/news-releases/introducing-ted-ed-uniting-the-worlds-great-teachers-and-animators-to-spread-lessons-beyond-the-classroom-142280635.html
TED-Ed is available at http://www.youtube.com/tededucation
From http://www.prnewswire.com/news-releases/introducing-ted-ed-uniting-the-worlds-great-teachers-and-animators-to-spread-lessons-beyond-the-classroom-142280635.html
TED, the nonprofit organization devoted to "Ideas Worth Spreading," launches its anticipated education initiative today: TED-Ed.
A permanent initiative, TED-Ed harnesses the talent of the world's best teachers and visualizers, extending great lessons beyond a single classroom to anyone with internet access.
In the first stage of this initiative, TED-Ed launches a new education channel on YouTube today. It offers up original video content that marries the talent of great teachers with top animators to bring concepts like neuroscience to life in short videos, typically 5 minutes long. The channel is part of the youtube.com/edu offering – a collection of half a million educational videos – available in many schools as well as to the public online.
Through its open submission process, animators and educators from around the globe can contribute lesson plans and video reels on any topic. Select lesson submissions will be matched with chosen visualizers to create video lessons worth learning, watching, and sharing.
---
Although there aren’t second-language-specific videos yet, one of the four “playlists” up is “Playing with Language” - see this 9-minute video, “Legacies of who we are,” dealing with desegregation: http://www.youtube.com/watch?v=5UD0RjZdUHk&list=PLF9A468788928A351&index=2&feature=plpp_video
Read reviews about TED-Ed at http://www.washingtonpost.com/local/education/ted-offers-free-video-lessons-for-high-school-and-college-students/2012/03/09/gIQAuw5O6R_story.html , http://larryferlazzo.edublogs.org/2012/03/12/ted-launches-channel-for-education-today , and http://www.prnewswire.com/news-releases/introducing-ted-ed-uniting-the-worlds-great-teachers-and-animators-to-spread-lessons-beyond-the-classroom-142280635.html
TED-Ed is available at http://www.youtube.com/tededucation
Spanish Music Database
From http://elmundodebirch.wordpress.com
A Maryland Spanish teacher has assembled a database of songs in Spanish by artist, title, grammar, vocabulary, culture topic, country, and YouTube video link. As she says in her blog, “If I’m looking for a song that contains the future tense or object pronouns or commands, etc, that’s what I search for; if I need a song from Uruguay, I search for that; if my students have responded favorably to a different artist, like Sie7e, María Mulata or Orishas, I am able to search for more music from that artist; if I need music videos about Sevilla, they are there, too.”
Read more about her database at http://elmundodebirch.wordpress.com/2011/08/28/update-to-my-spanish-music-database
The database is available at http://elmundodebirch.wikispaces.com/Music+Lights+the+Language+Fire! . Scroll down to My music database to download it.
For more teaching ideas from this same teacher, you can follow her blog at http://elmundodebirch.wordpress.com/2011/08/28/update-to-my-spanish-music-database ; although it hasn’t been updated recently it is full of good ideas and resources. There are also more resources for teachers on the wiki: http://elmundodebirch.wikispaces.com ; scroll down to For teachers in the left sidebar.
A Maryland Spanish teacher has assembled a database of songs in Spanish by artist, title, grammar, vocabulary, culture topic, country, and YouTube video link. As she says in her blog, “If I’m looking for a song that contains the future tense or object pronouns or commands, etc, that’s what I search for; if I need a song from Uruguay, I search for that; if my students have responded favorably to a different artist, like Sie7e, María Mulata or Orishas, I am able to search for more music from that artist; if I need music videos about Sevilla, they are there, too.”
Read more about her database at http://elmundodebirch.wordpress.com/2011/08/28/update-to-my-spanish-music-database
The database is available at http://elmundodebirch.wikispaces.com/Music+Lights+the+Language+Fire! . Scroll down to My music database to download it.
For more teaching ideas from this same teacher, you can follow her blog at http://elmundodebirch.wordpress.com/2011/08/28/update-to-my-spanish-music-database ; although it hasn’t been updated recently it is full of good ideas and resources. There are also more resources for teachers on the wiki: http://elmundodebirch.wikispaces.com ; scroll down to For teachers in the left sidebar.
French Audio Video Lessons
A series of power-point-like video clips in French is available at http://youlearnfrench.blogspot.com/search/label/Grammar . Clips are generally thematic dialogues; grammar, vocabulary, and conjugation presentations; or basic phrases.
French Rugby Resource
Do you have any rugby players or fans in your French class? The BBC has several resources for learning about rugby in French: http://www.bbc.co.uk/languages/french/mafrance/html/rugby/activity.shtml
Oregon Radio Program in French: Live from USA
Students at Pacific University in Forest Grove, working with French Teaching Assistant and Fulbright scholar Jessica Lebbe from France, are producing and broadcasting "Live from USA," the university's first French-American show (in French), on French radio Click'N'Rock. The concept is to create an exchange between the American students who are studying French, and French people who are curious to know more about aspects of the American students' way of life, beyond the typical clichés depicted in movies and on TV. The segments are available for listening, online at http://www.clicknrock.fr/live-from-usa-57/
Easy Latin Stories
From http://www.johnpiazza.net
Latin teachers, especially those who use TPRS, will find Mr. Piazza’s Easy Latin Stories useful in their curriculum. The collection of stories, created by Mr. Piazza and his students, is available for download at http://www.johnpiazza.net/easy_latin_stories.htm
For an explanation of the method and theory behind Mr. Piazza’s use of these stories and additional resources, go to http://www.johnpiazza.net/comprehensible_input.htm
Latin teachers, especially those who use TPRS, will find Mr. Piazza’s Easy Latin Stories useful in their curriculum. The collection of stories, created by Mr. Piazza and his students, is available for download at http://www.johnpiazza.net/easy_latin_stories.htm
For an explanation of the method and theory behind Mr. Piazza’s use of these stories and additional resources, go to http://www.johnpiazza.net/comprehensible_input.htm
Latin Quotes and Latin Phrases
An extensive list of quotes and phrases in Latin, organized alphabetically, is available at http://www.yuni.com/library/latin.html
Wordless Wednesday: New Blog Series Features Photos of Life in Germany
From http://blog.young-germany.de
Young Germany has a new blog series: Wordless Wednesday! Here they’ll feature photos of life in Germany. Photos can be of anything from tourist attractions to typical daily life.
These photos could be excellent as prompts for talking about German culture, or as culturally-relevant visual support for providing input in German. You and your students can also submit your own photos to the blog.
Check out the photos on Wordless Wednesday at http://blog.young-germany.de/category/wordless-wednesday-photo-series
Young Germany has a new blog series: Wordless Wednesday! Here they’ll feature photos of life in Germany. Photos can be of anything from tourist attractions to typical daily life.
These photos could be excellent as prompts for talking about German culture, or as culturally-relevant visual support for providing input in German. You and your students can also submit your own photos to the blog.
Check out the photos on Wordless Wednesday at http://blog.young-germany.de/category/wordless-wednesday-photo-series
popKultur: German Pop Music Website
From http://www.goethe.de/ins/gb/lon/prj/pop/abo/enindex.htm
popKultur is a teaching resource for Secondary-level German using pop music, developed by the Goethe-Institut London. The project is designed to inspire the interest and creativity of pupils, making learning instinctive and fun.
All the popKultur resources can be found on this website. In the 'Songs' section, you will find selected German songs from various musical styles (pop, rock, hip-hop etc), each with some key facts about the band and a video or audio player to listen to the song.
Each song is accompanied by a lyrics sheet and a worksheet. These help to explain the lyrics and provide interesting, creative exercises based around the song (quizzes, fill in the gaps, karaoke etc).
The popKultur website is available at http://www.goethe.de/ins/gb/lon/prj/pop/enindex.htm
popKultur is a teaching resource for Secondary-level German using pop music, developed by the Goethe-Institut London. The project is designed to inspire the interest and creativity of pupils, making learning instinctive and fun.
All the popKultur resources can be found on this website. In the 'Songs' section, you will find selected German songs from various musical styles (pop, rock, hip-hop etc), each with some key facts about the band and a video or audio player to listen to the song.
Each song is accompanied by a lyrics sheet and a worksheet. These help to explain the lyrics and provide interesting, creative exercises based around the song (quizzes, fill in the gaps, karaoke etc).
The popKultur website is available at http://www.goethe.de/ins/gb/lon/prj/pop/enindex.htm
Russian News Website: Russian Beyond the Headlines
From http://rbth.ru/about
Russia Beyond the Headlines is an internationally recognized source of political, business and cultural news and analysis. It offers original, on-the-ground coverage of Russia from professional, independent journalists who are passionate and knowledgeable about the country, and opinion pieces from commentators who hold a wide range of views about Russia’s leadership and direction.
Russia Beyond the Headlines is produced by leading Russian daily Rossiyskaya Gazeta.
Visit the website, which is available in several different languages in addition to English, at http://rbth.ru
Russia Beyond the Headlines is an internationally recognized source of political, business and cultural news and analysis. It offers original, on-the-ground coverage of Russia from professional, independent journalists who are passionate and knowledgeable about the country, and opinion pieces from commentators who hold a wide range of views about Russia’s leadership and direction.
Russia Beyond the Headlines is produced by leading Russian daily Rossiyskaya Gazeta.
Visit the website, which is available in several different languages in addition to English, at http://rbth.ru
La Mappa Misteriosa: Italian Course for Beginners Is a Video Adventure
From http://www.bbc.co.uk/languages/italian/lamappa/tutorguide
La Mappa Misteriosa is a course for beginners, presented as a video-based choose-your-own-adventure quest for learners.
There are 12 episodes, each covering language topics such as directions, shopping, etc. Each episode is a combination of video with language teaching and practice, focused on developing communicative skills. The language is presented in small bite-sized chunks. Learners are encouraged to practice and to speak out loud to the characters they encounter.
Each episode is accompanied by a consolidation learning section, bringing together all the key vocabulary, explaining the grammar structures and providing extra practice.
Learners can also review the key scenes, tagged with the key language objective, by using the green bar at the bottom of the video screen.
Access La Mappa Misteriosa at http://www.bbc.co.uk/languages/italian/lamappa ; resources for teachers are available in the light green menu bar at the top of the screen.
La Mappa Misteriosa is a course for beginners, presented as a video-based choose-your-own-adventure quest for learners.
There are 12 episodes, each covering language topics such as directions, shopping, etc. Each episode is a combination of video with language teaching and practice, focused on developing communicative skills. The language is presented in small bite-sized chunks. Learners are encouraged to practice and to speak out loud to the characters they encounter.
Each episode is accompanied by a consolidation learning section, bringing together all the key vocabulary, explaining the grammar structures and providing extra practice.
Learners can also review the key scenes, tagged with the key language objective, by using the green bar at the bottom of the video screen.
Access La Mappa Misteriosa at http://www.bbc.co.uk/languages/italian/lamappa ; resources for teachers are available in the light green menu bar at the top of the screen.
2012 STARTALK Foreign Language Academy in Arabic, Chinese and Russian
From http://fla.mcls.kent.edu/home.php
This summer your high school students can start on their way to advanced proficiency in the critical-need languages of Arabic, Chinese and Russia! The Regents STARTALK Foreign Language Academy will take place June 17-July 14, 2012.
• The program is intended for students with no prior knowledge of Arabic, Chinese and Russian
• The program is entirely free
• Students can receive up to 10 college credits
• Students live together in the newest dormitory on Kent State University campus: The Honors College (Johnson/Stopher)
• Students study in a supportive, culture-rich environment
• Teachers are experienced professionals from local colleges and universities
• Students are provided with a laptop computer and all necessary software for the course of the program
• Students must participate in a follow-up academic year component consisting of distance learning and monthly Saturday sessions (administered and funded through the Post Secondary Education Option Program, or PSEOP).
Completed applications must be postmarked by April 15, 2012.
For full details go to http://fla.mcls.kent.edu/home.php
This summer your high school students can start on their way to advanced proficiency in the critical-need languages of Arabic, Chinese and Russia! The Regents STARTALK Foreign Language Academy will take place June 17-July 14, 2012.
• The program is intended for students with no prior knowledge of Arabic, Chinese and Russian
• The program is entirely free
• Students can receive up to 10 college credits
• Students live together in the newest dormitory on Kent State University campus: The Honors College (Johnson/Stopher)
• Students study in a supportive, culture-rich environment
• Teachers are experienced professionals from local colleges and universities
• Students are provided with a laptop computer and all necessary software for the course of the program
• Students must participate in a follow-up academic year component consisting of distance learning and monthly Saturday sessions (administered and funded through the Post Secondary Education Option Program, or PSEOP).
Completed applications must be postmarked by April 15, 2012.
For full details go to http://fla.mcls.kent.edu/home.php
Chinese Courses for High School Students
From http://www.languageinstitute.wisc.edu/content/projects/highschool_Chinese/highschool_Chinese.html
To help meet the increased demand for instruction in Mandarin, the dialect used by the government of the People's Republic of China and more than 70% of the country's people, the University of Wisconsin Language Institute has developed an introductory, 2-year sequence of multimedia, online Mandarin Chinese courses for high school students, for hybrid (teacher-guided/online) delivery.
The Language Institute seeks Wisconsin high school partners interested in using these materials to offer introductory Mandarin Chinese to students in their high schools beginning in the 2012-13 academic year. The courses are designed to allow for flexible delivery options that would enable the sharing of instructional costs across schools or districts.
For full details go to http://www.languageinstitute.wisc.edu/content/projects/highschool_Chinese/highschool_Chinese.html
To help meet the increased demand for instruction in Mandarin, the dialect used by the government of the People's Republic of China and more than 70% of the country's people, the University of Wisconsin Language Institute has developed an introductory, 2-year sequence of multimedia, online Mandarin Chinese courses for high school students, for hybrid (teacher-guided/online) delivery.
The Language Institute seeks Wisconsin high school partners interested in using these materials to offer introductory Mandarin Chinese to students in their high schools beginning in the 2012-13 academic year. The courses are designed to allow for flexible delivery options that would enable the sharing of instructional costs across schools or districts.
For full details go to http://www.languageinstitute.wisc.edu/content/projects/highschool_Chinese/highschool_Chinese.html
Online Arabic Dictionary
An online Arabic dictionary is available at http://www.almaany.com
It includes bilingual dictionaries between Arabic and English, French, Spanish, and Portuguese, as well as several specialized sets of vocabulary.
It includes bilingual dictionaries between Arabic and English, French, Spanish, and Portuguese, as well as several specialized sets of vocabulary.
Website Dedicated to Interior Salish
From http://www.interiorsalish.com
This website is dedicated to promoting and sharing materials relating to the four Southern Interior Salish languages: Colville-Okanagan, Wenatchee-Columbian, Spokane-Kalispel-Bitterroot, and Coeur d'Alene.
Website resources include curriculum, cultural resources, a font and keyboard, and links to more resources and partner organizations.
The Interior Salish website is available at http://www.interiorsalish.com
This website is dedicated to promoting and sharing materials relating to the four Southern Interior Salish languages: Colville-Okanagan, Wenatchee-Columbian, Spokane-Kalispel-Bitterroot, and Coeur d'Alene.
Website resources include curriculum, cultural resources, a font and keyboard, and links to more resources and partner organizations.
The Interior Salish website is available at http://www.interiorsalish.com
Article: Sign Language 'Turned into Text' by Aberdeen Scientists
From http://www.bbc.co.uk/news/uk-scotland-north-east-orkney-shetland-17297489
Sign language 'turned into text' by Aberdeen scientists
Technology aimed at translating sign language into text is being developed by Aberdeen scientists.
March 11, 2012
The portable sign language translator (PSLT) would use the camera on devices such as laptops and phones.
An app would then translate the movements into text which can be read by people, who may not understand sign language.
It is hoped this could transform how sign language users - from the profoundly deaf to those who have lost hearing in later life - communicate.
One of the main focuses is to help young deaf people improve employment opportunities.
Read the full article at http://www.bbc.co.uk/news/uk-scotland-north-east-orkney-shetland-17297489
Read a related blog post at http://www.k-international.com/blog/bsl-translation-in-your-hand
Sign language 'turned into text' by Aberdeen scientists
Technology aimed at translating sign language into text is being developed by Aberdeen scientists.
March 11, 2012
The portable sign language translator (PSLT) would use the camera on devices such as laptops and phones.
An app would then translate the movements into text which can be read by people, who may not understand sign language.
It is hoped this could transform how sign language users - from the profoundly deaf to those who have lost hearing in later life - communicate.
One of the main focuses is to help young deaf people improve employment opportunities.
Read the full article at http://www.bbc.co.uk/news/uk-scotland-north-east-orkney-shetland-17297489
Read a related blog post at http://www.k-international.com/blog/bsl-translation-in-your-hand
Wanted: World Language Teachers for Colorado Content Collaboratives
From http://www.cde.state.co.us/contentcollaboratives/index.asp
2012 Colorado Content Collaboratives are P-12 educators from around the state coming together to identify and create high-quality assessments, which are aligned to the new Colorado Academic Standards and may be used in the context of Educator Effectiveness evaluations.
Cohort II Collaboratives for Comprehensive Health, Mathematics, Physical Education, Science and World Languages will meet July through November, 2012.
Cohort II is receiving applications through March 30th, 2012.
For full details go to http://www.cde.state.co.us/contentcollaboratives/Cohort2.asp
2012 Colorado Content Collaboratives are P-12 educators from around the state coming together to identify and create high-quality assessments, which are aligned to the new Colorado Academic Standards and may be used in the context of Educator Effectiveness evaluations.
Cohort II Collaboratives for Comprehensive Health, Mathematics, Physical Education, Science and World Languages will meet July through November, 2012.
Cohort II is receiving applications through March 30th, 2012.
For full details go to http://www.cde.state.co.us/contentcollaboratives/Cohort2.asp
Polish Lecturer Position, Cornell University
Cornell University invites applications for the position of full-time Lecturer or Senior Lecturer (rank will be based upon experience) in Polish beginning in July 2012. The Lecturer will teach beginning and intermediate levels of Polish, as well as giving a third course each semester such as an advanced language course or a Polish civilization and culture course in English. Candidates should have native or near-native proficiency in Polish, proficiency in spoken and written English, analytic knowledge of Polish sufficient to explain Polish grammar to students at all levels, and preferably a Master's or higher degree in a relevant discipline. Teaching experience at the university level and experience in teaching Polish to non-natives is desirable.
Please send a letter of application, a CV, a statement of teaching philosophy, some evidence of teaching effectiveness (such as teaching evaluations, tests or supplementary teaching materials, websites or videos), and the names and addresses of three individuals who can provide a recommendation by April 6, 2012 to: Samantha Preston, Polish Search, Department of Romance Studies, Morrill Hall 303, Cornell University, Ithaca, New York 14853-4701, or by e-mail to slp59 at cornell dot edu.
The appointee will initially be housed in the Department of Romance Studies.
Valid visa required (visa expedition funds are not available for this position).
Cornell University is an equal opportunity, affirmative action employer and educator. They encourage women and minorities to apply.
Wayles, Browne, E. [SEELANGS] Polish lecturer position. SEELANGS listserv (SEELANGS@bama.ua.edu, 12 Mar 2012).
Please send a letter of application, a CV, a statement of teaching philosophy, some evidence of teaching effectiveness (such as teaching evaluations, tests or supplementary teaching materials, websites or videos), and the names and addresses of three individuals who can provide a recommendation by April 6, 2012 to: Samantha Preston, Polish Search, Department of Romance Studies, Morrill Hall 303, Cornell University, Ithaca, New York 14853-4701, or by e-mail to slp59 at cornell dot edu.
The appointee will initially be housed in the Department of Romance Studies.
Valid visa required (visa expedition funds are not available for this position).
Cornell University is an equal opportunity, affirmative action employer and educator. They encourage women and minorities to apply.
Wayles, Browne, E. [SEELANGS] Polish lecturer position. SEELANGS listserv (SEELANGS@bama.ua.edu, 12 Mar 2012).
Job at the Center for Applied Linguistics: Test Development Specialist
Test Development Specialist
CAL Classification: Research Assistant II
Program Area: Academic Language Testing: Research and Development (PODER)
Salary: $38,000 - $47,000 (dependent upon qualifications)
Hours Per Week: 35 hrs/wk (full time)
Position Available: Immediately
DESCRIPTION OF DUTIES:
Assist with research and test development for a large-scale, computer-delivered Spanish academic language assessment for Grades 3-5 Spanish language speakers and learners.
PRIMARY RESPONSIBILITIES:
Assist in the development of test and item specifications
Create test items for this grade cluster using test specifications as well as evaluate and revise items drafted by others
Review grades 3-5 text and graphics for content accuracy and grade-level appropriateness according to test specifications
Coordinate item development tasks of external consultants to ensure timely delivery of test items
Prepare and maintain a variety of files and records (research summary reports, bibliographies, etc.) in support of research efforts
Write and review test materials and documents (charts, forms, schedules, etc.)
Assist in the coordination of cognitive labs and the logistics of a large scale field test
Write graphics descriptions, request graphics, and request graphics revisions
Review, edit, proof, and prepare test forms and ancillary materials
Perform key checks
Position Specific Responsibilities: Limited travel is required
MINIMUM QUALIFICATIONS:
Education
Bachelor’s degree in related field and three years of related experience, or Master’s degree with one year of related experience are required.
Other Qualifications: The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of Microsoft Office software.
DESIRED QUALIFICATIONS:
Education: BA /BS degree in Linguistics, Education, or related discipline. Master’s (in Elementary Education, Bilingual Education, Teaching, or Reading) preferred. High proficiency in speaking, reading, and writing in Spanish.
Experience: Successful candidate will have 3 or more years of experience working with Spanish speakers or learners in Grades 3-5. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. A commitment to improving education, particularly for Spanish speakers, is essential. Ability to prioritize work, give attention to detail while meeting deadlines, and strong written and oral communication skills are essential.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-10
Electronically:
jobs at cal dot org
Attn: Recruitment 12-10
CAL Classification: Research Assistant II
Program Area: Academic Language Testing: Research and Development (PODER)
Salary: $38,000 - $47,000 (dependent upon qualifications)
Hours Per Week: 35 hrs/wk (full time)
Position Available: Immediately
DESCRIPTION OF DUTIES:
Assist with research and test development for a large-scale, computer-delivered Spanish academic language assessment for Grades 3-5 Spanish language speakers and learners.
PRIMARY RESPONSIBILITIES:
Assist in the development of test and item specifications
Create test items for this grade cluster using test specifications as well as evaluate and revise items drafted by others
Review grades 3-5 text and graphics for content accuracy and grade-level appropriateness according to test specifications
Coordinate item development tasks of external consultants to ensure timely delivery of test items
Prepare and maintain a variety of files and records (research summary reports, bibliographies, etc.) in support of research efforts
Write and review test materials and documents (charts, forms, schedules, etc.)
Assist in the coordination of cognitive labs and the logistics of a large scale field test
Write graphics descriptions, request graphics, and request graphics revisions
Review, edit, proof, and prepare test forms and ancillary materials
Perform key checks
Position Specific Responsibilities: Limited travel is required
MINIMUM QUALIFICATIONS:
Education
Bachelor’s degree in related field and three years of related experience, or Master’s degree with one year of related experience are required.
Other Qualifications: The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of Microsoft Office software.
DESIRED QUALIFICATIONS:
Education: BA /BS degree in Linguistics, Education, or related discipline. Master’s (in Elementary Education, Bilingual Education, Teaching, or Reading) preferred. High proficiency in speaking, reading, and writing in Spanish.
Experience: Successful candidate will have 3 or more years of experience working with Spanish speakers or learners in Grades 3-5. Teaching experience in the areas of reading, assessment, literacy and/or content area instruction is desirable. A commitment to improving education, particularly for Spanish speakers, is essential. Ability to prioritize work, give attention to detail while meeting deadlines, and strong written and oral communication skills are essential.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-10
Electronically:
jobs at cal dot org
Attn: Recruitment 12-10
CLEAR Webinars
From http://clear.msu.edu/webinars
CLEAR Webinars are online workshops for language teachers from the Center for Language Education and research. Unlike many webinars, these modules are interactive and focus on specific topics of interest to language teachers. Webinars are largely self-directed and self-paced, but a facilitator will be available to answer questions as participants need additional help.
Unlike face-to-face workshops, the on-demand format of webinars accommodates your busy schedule. CLEAR designed the webinars to be modular, so you can complete a webinar in a single block of time (between one and six hours, with most of them being three hours). Get relevant, useful professional development when you need it.
Currently available webinars include the following:
Rich Internet Applications for Language Learning
Introduction to Lesson Plans for Language Teaching
Creating classroom tests: fundamental concepts
Learn more about CLEAR webinars at http://clear.msu.edu/webinars
CLEAR Webinars are online workshops for language teachers from the Center for Language Education and research. Unlike many webinars, these modules are interactive and focus on specific topics of interest to language teachers. Webinars are largely self-directed and self-paced, but a facilitator will be available to answer questions as participants need additional help.
Unlike face-to-face workshops, the on-demand format of webinars accommodates your busy schedule. CLEAR designed the webinars to be modular, so you can complete a webinar in a single block of time (between one and six hours, with most of them being three hours). Get relevant, useful professional development when you need it.
Currently available webinars include the following:
Rich Internet Applications for Language Learning
Introduction to Lesson Plans for Language Teaching
Creating classroom tests: fundamental concepts
Learn more about CLEAR webinars at http://clear.msu.edu/webinars
Northwest Indian Language Institute
From http://pages.uoregon.edu/nwili/summer-institute
Northwest Indian Language Institute
Summer Institute 2012
“Reclaiming Daily Conversations”
Summer Institute: July 9 - 20, 2012
Teaching Practicum: July 23 - 27, 2012
“Reclaiming Daily Conversations” is the theme for the 2012 Summer Institute. Our thought behind this theme is to teach participants strategies on how to reclaim daily conversations from English. For example, instead of greeting someone in English with “Hi,” one could say, “He'ba'lo',” which is a Wiyot greeting. You could then ask after a person’s family by saying “ʔəsxid s(ə) adsyayayəʔ” in Lushootseed or tell someone that it’s cold, “dret khul alta” in Chinuk Wawa. This may seem a small thing, but when we begin to use our ancestral languages in daily life, it becomes easier to make room in other areas of our lives for our languages.
This year we are excited to bring a third week of Teaching Practicum. During the third week we’ll offer intense applied teaching practices, peer reviews, teaching demonstrations, strategies for teaching conversation, and ways to motivate adult language learners. We hope you’ll take advantage of the third week!
Daily core classes include: linguistics classes (beginning, intermediate, and Sahaptin); language classes (Chinuk Wawa, Lushootseed, Sahaptin, Tolowa Dee-ni'); teaching methods; and materials development. Please note, classes are subject to change, so please keep updated by visiting the Summer Institute website.
The Scholarship Application is available online and the deadline is Saturday, March 31, 2012.
For updated information, Scholarship and Registration forms, please visit the Summer Institute 2012 site here:
http://pages.uoregon.edu/nwili/summer-institute
If you have any questions or would like more information, please contact us.
We look forward to seeing you in July!
NILI Faculty and Staff
---
Read a recent article and watch a news video about northwest American Indian languages and NILI’s ongoing work at http://www.kval.com/news/local/NW-tribes--to-save-disappearing-languages-141255843.html
Northwest Indian Language Institute
Summer Institute 2012
“Reclaiming Daily Conversations”
Summer Institute: July 9 - 20, 2012
Teaching Practicum: July 23 - 27, 2012
“Reclaiming Daily Conversations” is the theme for the 2012 Summer Institute. Our thought behind this theme is to teach participants strategies on how to reclaim daily conversations from English. For example, instead of greeting someone in English with “Hi,” one could say, “He'ba'lo',” which is a Wiyot greeting. You could then ask after a person’s family by saying “ʔəsxid s(ə) adsyayayəʔ” in Lushootseed or tell someone that it’s cold, “dret khul alta” in Chinuk Wawa. This may seem a small thing, but when we begin to use our ancestral languages in daily life, it becomes easier to make room in other areas of our lives for our languages.
This year we are excited to bring a third week of Teaching Practicum. During the third week we’ll offer intense applied teaching practices, peer reviews, teaching demonstrations, strategies for teaching conversation, and ways to motivate adult language learners. We hope you’ll take advantage of the third week!
Daily core classes include: linguistics classes (beginning, intermediate, and Sahaptin); language classes (Chinuk Wawa, Lushootseed, Sahaptin, Tolowa Dee-ni'); teaching methods; and materials development. Please note, classes are subject to change, so please keep updated by visiting the Summer Institute website.
The Scholarship Application is available online and the deadline is Saturday, March 31, 2012.
For updated information, Scholarship and Registration forms, please visit the Summer Institute 2012 site here:
http://pages.uoregon.edu/nwili/summer-institute
If you have any questions or would like more information, please contact us.
We look forward to seeing you in July!
NILI Faculty and Staff
---
Read a recent article and watch a news video about northwest American Indian languages and NILI’s ongoing work at http://www.kval.com/news/local/NW-tribes--to-save-disappearing-languages-141255843.html
2012 Heritage Language Teacher Workshop
From http://nhlrc.ucla.edu/events/startalkworkshop/2012
2012 Heritage Language Teacher Workshop
Workshop Dates: July 16-20, 2012
Application deadline: April 15, 2012
This workshop is designed to help language teachers face the challenge of teaching heritage language students. It will prepare them to understand the differences between teaching L2 and HL learners, the issues involved in heritage language teaching, and how to address them. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to involve students as ACTIVE participants in the learning process. The five Cs recommendations from the National Standards will be implemented throughout the workshop.
The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in both teaching and promoting heritage language instruction in their own departments, institutions, and districts. The workshop will address these issues to better prepare teachers for the classroom.
The workshop hopes to develop a cohort of language teachers who will be leaders and mentors in the field of heritage language instruction.
The StarTalk sponsored languages are:
Arabic, Chinese, Hindi, Persian, Portuguese, Russian, Swahili, Turkish and Urdu.
Instructors from K-16 programs and community schools are invited to apply.
Additional spaces are available for other less commonly taught languages.
There is no charge for this workshop. A limited number of stipends will be available to cover travel and accommodations for out of state participants.
For full details go to http://nhlrc.ucla.edu/events/startalkworkshop/2012
2012 Heritage Language Teacher Workshop
Workshop Dates: July 16-20, 2012
Application deadline: April 15, 2012
This workshop is designed to help language teachers face the challenge of teaching heritage language students. It will prepare them to understand the differences between teaching L2 and HL learners, the issues involved in heritage language teaching, and how to address them. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to involve students as ACTIVE participants in the learning process. The five Cs recommendations from the National Standards will be implemented throughout the workshop.
The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in both teaching and promoting heritage language instruction in their own departments, institutions, and districts. The workshop will address these issues to better prepare teachers for the classroom.
The workshop hopes to develop a cohort of language teachers who will be leaders and mentors in the field of heritage language instruction.
The StarTalk sponsored languages are:
Arabic, Chinese, Hindi, Persian, Portuguese, Russian, Swahili, Turkish and Urdu.
Instructors from K-16 programs and community schools are invited to apply.
Additional spaces are available for other less commonly taught languages.
There is no charge for this workshop. A limited number of stipends will be available to cover travel and accommodations for out of state participants.
For full details go to http://nhlrc.ucla.edu/events/startalkworkshop/2012
New Study Abroad Programs from the School of Russian and Asian Studies
The School of Russian and Asian Studies is proud to announce several new innovative programs!
Policy and Conflict in the Post-Soviet Space
Sept 3 - Dec 14 (Apply by May 15, 2012)
This program seeks to critically analyze the post-Soviet era. Students will visit Ukraine, Moldova, Georgia, and Russia and will discuss the conflicts in these states, both past and present, with local students, teachers, and experts. The competing foreign interests at work in these states will also be explored. Students will also intensively study Russian, an important language of diplomacy across the post-Soviet space.
Find out more here: http://www.sras.org/conflict
Eurasian Culinary Adventure
July 15 - Aug 12, 2012 (Apply by May 1, 2012)
This program is designed to open all the senses to the rich cultures of the Slavs and the peoples of Central Asia and the Caucasus. Students will study Russian, a lingua franca of these peoples, in intensive classroom sessions and at an included home stay. You'll also dive into the history and cultural significance of local cuisines before learning to make the foods yourself: Ukrainian borsch, Uzbek plov, Georgian khatchapuri, and more. Based in Kiev, Ukraine, this course includes travel to the Crimean Peninsula (famous for its wines) and to Georgia in the Caucuses.
Find out more here: http://www.sras.org/eat
Russian Studies Seminar: The Russian Elections
June 14 - July 14, 2012 (Apply by March 10, 2012)
This is an intensive four-week course detailing the social forces shaping Russia's political scene and how politics may impact Russian society after the elections of 2011 and 2012. What issues resonate with Russian voters? Who are Russia's major political parties and what are their stances on these issues? How does Russia's government work and what impact does it have on Russia's economy? What is the role of the media in Russian society and Russian politics? How will the results of the latest Duma and Presidential elections likely affect Russian politics, society, and the economy?
Find out more here: http://www.sras.org/elections
Mass Movements: From Protest to Revolution
July 16 - July 30, 2012 (Apply by March 15, 2012)
This unique summer seminar will examine the Russian Revolution and the fall of Communism as case studies for understanding wider patterns of revolution and protest. The history of these events will be examined in detail. In addition, broader theoretical questions will be discussed, such as what influence diasporas can have from abroad, how the media and NGOs can influence public opinion, and how demographics can ease or exacerbate tensions. What can the masses and government do to make sure dialogue doesn't break down to the point that revolution occurs?
Find out more here: http://www.sras.org/revolution
Of course, these are in addition to the rest of SRAS’s programs, which can be found here: http://www.sras.org/programs
Funding opportunities are available: http://www.sras.org/funding
Wilson, J. [SEELANGS] New Study Abroad Programs. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Mar 2012).
Policy and Conflict in the Post-Soviet Space
Sept 3 - Dec 14 (Apply by May 15, 2012)
This program seeks to critically analyze the post-Soviet era. Students will visit Ukraine, Moldova, Georgia, and Russia and will discuss the conflicts in these states, both past and present, with local students, teachers, and experts. The competing foreign interests at work in these states will also be explored. Students will also intensively study Russian, an important language of diplomacy across the post-Soviet space.
Find out more here: http://www.sras.org/conflict
Eurasian Culinary Adventure
July 15 - Aug 12, 2012 (Apply by May 1, 2012)
This program is designed to open all the senses to the rich cultures of the Slavs and the peoples of Central Asia and the Caucasus. Students will study Russian, a lingua franca of these peoples, in intensive classroom sessions and at an included home stay. You'll also dive into the history and cultural significance of local cuisines before learning to make the foods yourself: Ukrainian borsch, Uzbek plov, Georgian khatchapuri, and more. Based in Kiev, Ukraine, this course includes travel to the Crimean Peninsula (famous for its wines) and to Georgia in the Caucuses.
Find out more here: http://www.sras.org/eat
Russian Studies Seminar: The Russian Elections
June 14 - July 14, 2012 (Apply by March 10, 2012)
This is an intensive four-week course detailing the social forces shaping Russia's political scene and how politics may impact Russian society after the elections of 2011 and 2012. What issues resonate with Russian voters? Who are Russia's major political parties and what are their stances on these issues? How does Russia's government work and what impact does it have on Russia's economy? What is the role of the media in Russian society and Russian politics? How will the results of the latest Duma and Presidential elections likely affect Russian politics, society, and the economy?
Find out more here: http://www.sras.org/elections
Mass Movements: From Protest to Revolution
July 16 - July 30, 2012 (Apply by March 15, 2012)
This unique summer seminar will examine the Russian Revolution and the fall of Communism as case studies for understanding wider patterns of revolution and protest. The history of these events will be examined in detail. In addition, broader theoretical questions will be discussed, such as what influence diasporas can have from abroad, how the media and NGOs can influence public opinion, and how demographics can ease or exacerbate tensions. What can the masses and government do to make sure dialogue doesn't break down to the point that revolution occurs?
Find out more here: http://www.sras.org/revolution
Of course, these are in addition to the rest of SRAS’s programs, which can be found here: http://www.sras.org/programs
Funding opportunities are available: http://www.sras.org/funding
Wilson, J. [SEELANGS] New Study Abroad Programs. SEELANGS listserv (SEELANGS@bama.ua.edu, 6 Mar 2012).
Symposium: Language Revitalization in the 21st Century
From http://opencuny.org/languagerevitalizationinthe21stcentury
The CUNY Graduate Center and the International Centre for Language Revitalisation of the Auckland University of Technology will hold a two-day symposium on language revitalization in New York City May 31st – June 1st 2012. The first day will include two keynote addresses and a host of invited speakers, while the second day will include a poster session and film festival hosted in cooperation with the Film and Video Center of the Smithsonian National Museum of the American Indian. A central goal of the symposium is to share successful revitalization strategies. Oral presentations will be organized around the following themes:
• Learning that works
• Development of tools, resources, and materials
• Collaborative initiatives between communities and academics
• Increasing awareness of threatened languages and revitalization movements
Keynote Speakers
• Dr. Tīmoti Kāretu, Māori
• Jesse Little Doe Baird, Wôpanâak
Learn more about the symposium at http://opencuny.org/languagerevitalizationinthe21stcentury
The CUNY Graduate Center and the International Centre for Language Revitalisation of the Auckland University of Technology will hold a two-day symposium on language revitalization in New York City May 31st – June 1st 2012. The first day will include two keynote addresses and a host of invited speakers, while the second day will include a poster session and film festival hosted in cooperation with the Film and Video Center of the Smithsonian National Museum of the American Indian. A central goal of the symposium is to share successful revitalization strategies. Oral presentations will be organized around the following themes:
• Learning that works
• Development of tools, resources, and materials
• Collaborative initiatives between communities and academics
• Increasing awareness of threatened languages and revitalization movements
Keynote Speakers
• Dr. Tīmoti Kāretu, Māori
• Jesse Little Doe Baird, Wôpanâak
Learn more about the symposium at http://opencuny.org/languagerevitalizationinthe21stcentury
Conference: CALICO with IALLT 2012
From https://calico.org/page.php?id=456
The Computer Assisted Language Instruction Consortium with the International Association for Language Learning Technology 2012 Conference
Open Education: Resources and Design for Language Learning
June 12- 16
Preconference Workshops: Tuesday, June 12 - Wednesday, June 13
Courseware Showcase: Thursday, June 14
Presentation Sessions: Thursday, June 14 - Saturday, June 16
Learn more and register at https://calico.org/p-492-Welcome.html
The Computer Assisted Language Instruction Consortium with the International Association for Language Learning Technology 2012 Conference
Open Education: Resources and Design for Language Learning
June 12- 16
Preconference Workshops: Tuesday, June 12 - Wednesday, June 13
Courseware Showcase: Thursday, June 14
Presentation Sessions: Thursday, June 14 - Saturday, June 16
Learn more and register at https://calico.org/p-492-Welcome.html
South Central Association for Language Learning Technology Conference
From http://www.socallt.org
SOCALLT 2012: Success Stories in the 21st Century Foreign Language Class: Transforming Teaching & Learning with Technology
University of Colorado – Boulder
April 13-14, 2012
Visit the conference website at http://www.socallt.org/conf/2012-conference
SOCALLT 2012: Success Stories in the 21st Century Foreign Language Class: Transforming Teaching & Learning with Technology
University of Colorado – Boulder
April 13-14, 2012
Visit the conference website at http://www.socallt.org/conf/2012-conference
Call for Papers: East Coast Organization of Language Testers
From http://www.cal.org/ecolt/index.html
With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its eleventh annual conference on November 2-3, 2012 in Washington, D.C.
Plenary Speaker: Dr. Steven Ross, University of Maryland
The organizers invite proposals from colleagues in academia and education, government, and for-profit and not-for-profit organizations. ECOLT encourages students, researchers, and teachers to present papers or posters on projects related to language testing.
Receipt Deadline: Friday, June 15, 2012
View the full call for papers at http://www.cal.org/ecolt/papers.html
With the support of the Center for Applied Linguistics (CAL), Second Language Testing, Inc. (SLTI), Georgetown University, and the National Capital Language Resource Center (NCLRC), the East Coast Organization of Language Testers (ECOLT) will hold its eleventh annual conference on November 2-3, 2012 in Washington, D.C.
Plenary Speaker: Dr. Steven Ross, University of Maryland
The organizers invite proposals from colleagues in academia and education, government, and for-profit and not-for-profit organizations. ECOLT encourages students, researchers, and teachers to present papers or posters on projects related to language testing.
Receipt Deadline: Friday, June 15, 2012
View the full call for papers at http://www.cal.org/ecolt/papers.html
Book: Second Language Acquisition Abroad: The LDS Missionary Experience
From http://beta.benjamins.com/#catalog/books/sibil.45
Second Language Acquisition Abroad: The LDS Missionary Experience
Edited by Lynne Hansen
Published by the John Benjamins Publishing Company
Description: This volume brings together for the first time a collection of studies devoted to missionary language learning and retention. Introductory chapters provide historical perspectives on this population and on language teaching philosophy and practice in the LDS tradition. The empirical studies which follow are divided into two sections, the first examining mission language acquisition by English-speaking missionaries abroad, the second focusing on post-mission language attrition. These chapters by internationally known scholars offer cutting-edge research using a number of different target languages in addressing various issues in second language development. Finally, a comprehensive bibliography of sources on mission languages is included. The readership of this pioneering work is expected to extend beyond specialists in study abroad and missionary language training to a broader audience of applied linguists, educators, and students interested in language acquisition and attrition. In addition, the book offers useful insights to adults who want to maintain a second language.
Visit the publisher’s website at http://beta.benjamins.com/#catalog/books/sibil.45
Second Language Acquisition Abroad: The LDS Missionary Experience
Edited by Lynne Hansen
Published by the John Benjamins Publishing Company
Description: This volume brings together for the first time a collection of studies devoted to missionary language learning and retention. Introductory chapters provide historical perspectives on this population and on language teaching philosophy and practice in the LDS tradition. The empirical studies which follow are divided into two sections, the first examining mission language acquisition by English-speaking missionaries abroad, the second focusing on post-mission language attrition. These chapters by internationally known scholars offer cutting-edge research using a number of different target languages in addressing various issues in second language development. Finally, a comprehensive bibliography of sources on mission languages is included. The readership of this pioneering work is expected to extend beyond specialists in study abroad and missionary language training to a broader audience of applied linguists, educators, and students interested in language acquisition and attrition. In addition, the book offers useful insights to adults who want to maintain a second language.
Visit the publisher’s website at http://beta.benjamins.com/#catalog/books/sibil.45
Book: Diary of a Bilingual School
From http://www.diversitylearningk12.com/books.html#Diary
Diary of a Bilingual School: How a Constructivist Curriculum, a Multicultural Perspective, and a Commitment to Dual Immersion Education Combined to Foster Fluent Bilingualism in Spanish- and English-Speaking Children
By Sharon Adelman Reyes and James Crawford
Published by DiversityLearningK12
Summary: Dual immersion, a popular new way to cultivate bilingualism, is capturing the attention of parents and educators alike. By bringing together children from diverse backgrounds to learn each other’s languages in a natural setting, it has proved far more effective at cultivating fluency than traditional approaches.
But how do these programs actually work? What goes on in dual immersion classrooms? And what is it that makes them so effective?
Diary of a Bilingual School answers these questions with a unique mix of narratives and analysis. Depicting a year in the life of a second-grade classroom, it demonstrates what can happen when the instruction is bilingual and the curriculum is constructivist.
The book focuses on Chicago’s Inter-American Magnet School, one of the nation’s most acclaimed dual immersion programs, where children thrive in an environment that unlocks their intellectual curiosity and enthusiasm for learning. Simultaneously, without conscious effort, they become proficient in two languages and at home in a culture that differs from their own.
Visit the publisher’s website at http://www.diversitylearningk12.com/books.html#Diary
Purchase the book from Amazon at http://www.amazon.com/Diary-Bilingual-School-Constructivist-English-Speaking/dp/0984731709
Diary of a Bilingual School: How a Constructivist Curriculum, a Multicultural Perspective, and a Commitment to Dual Immersion Education Combined to Foster Fluent Bilingualism in Spanish- and English-Speaking Children
By Sharon Adelman Reyes and James Crawford
Published by DiversityLearningK12
Summary: Dual immersion, a popular new way to cultivate bilingualism, is capturing the attention of parents and educators alike. By bringing together children from diverse backgrounds to learn each other’s languages in a natural setting, it has proved far more effective at cultivating fluency than traditional approaches.
But how do these programs actually work? What goes on in dual immersion classrooms? And what is it that makes them so effective?
Diary of a Bilingual School answers these questions with a unique mix of narratives and analysis. Depicting a year in the life of a second-grade classroom, it demonstrates what can happen when the instruction is bilingual and the curriculum is constructivist.
The book focuses on Chicago’s Inter-American Magnet School, one of the nation’s most acclaimed dual immersion programs, where children thrive in an environment that unlocks their intellectual curiosity and enthusiasm for learning. Simultaneously, without conscious effort, they become proficient in two languages and at home in a culture that differs from their own.
Visit the publisher’s website at http://www.diversitylearningk12.com/books.html#Diary
Purchase the book from Amazon at http://www.amazon.com/Diary-Bilingual-School-Constructivist-English-Speaking/dp/0984731709
Apply Soon: University of Oklahoma Arabic Language Flagship Partner Program
From http://www.ou.edu/cis/sponsored_programs/arabic_flagship_program.html
The University of Oklahoma Arabic Language Flagship Partner Program is a merit-based undergraduate program designed for learners of Arabic who seek to achieve superior language proficiency while pursuing degrees in the academic majors of their choice. The program offers an innovative five-year curriculum in Arabic language and culture designed to produce graduates with dual strengths in Arabic language proficiency and their chosen career fields.
Deadline for the Arabic Flagship Program for new applicants is May 4, 2012.
Learn about the program and how to apply at http://www.ou.edu/cis/sponsored_programs/arabic_flagship_program.html
The University of Oklahoma Arabic Language Flagship Partner Program is a merit-based undergraduate program designed for learners of Arabic who seek to achieve superior language proficiency while pursuing degrees in the academic majors of their choice. The program offers an innovative five-year curriculum in Arabic language and culture designed to produce graduates with dual strengths in Arabic language proficiency and their chosen career fields.
Deadline for the Arabic Flagship Program for new applicants is May 4, 2012.
Learn about the program and how to apply at http://www.ou.edu/cis/sponsored_programs/arabic_flagship_program.html
Language for Health: New Hindi-Urdu Healthcare Website
From http://hindiurduflagship.org
Friends and supporters of Hindi Urdu Flagship nationwide gathered in Austin in mid-February to celebrate the launch of a major new website focused on documenting and teaching the specialized language of healthcare in South Asia. Language for Health is the product of three years of substantial collaboration between HUF at the University of Texas at Austin, Columbia University, and New York University.
Currently, the site houses over 150 videos covering diverse topics ranging from the language of conventional doctor visits to the specialized terminology of Ayurvedic and Unnani medicine. New material will continue to be added with the total video content of the website expected to double over the next few years.
Visit the new Language for Health website at http://hindiurduhealth.org
Friends and supporters of Hindi Urdu Flagship nationwide gathered in Austin in mid-February to celebrate the launch of a major new website focused on documenting and teaching the specialized language of healthcare in South Asia. Language for Health is the product of three years of substantial collaboration between HUF at the University of Texas at Austin, Columbia University, and New York University.
Currently, the site houses over 150 videos covering diverse topics ranging from the language of conventional doctor visits to the specialized terminology of Ayurvedic and Unnani medicine. New material will continue to be added with the total video content of the website expected to double over the next few years.
Visit the new Language for Health website at http://hindiurduhealth.org
March 11, 2012
Advocacy Resources for Language Education
From http://nble.org
The Network of Business Language Educators has put together a webpage with advocacy resources for language education. On this page you will find resources to help you promote the value of foreign language and cultural studies to administrators and parents in your community.
The advocacy page is available at http://nble.org/advocacy
The Network of Business Language Educators has put together a webpage with advocacy resources for language education. On this page you will find resources to help you promote the value of foreign language and cultural studies to administrators and parents in your community.
The advocacy page is available at http://nble.org/advocacy
English Language Learners (ELLS) in New York State - Pamphlets now available in Spanish, Arabic, and Chinese
Looking for a helpful resource to hand out at your school's parent night in the fall to parents of English language learners? This pamphlet has been available in English and Spanish since 2011, and it is newly available in Chinese and Arabic.
For the Spanish and English versions, go to http://www.nysut.org/bulletins_16380.htm
For the Arabic and Chinese versions, go to http://www.nysut.org/k12_17528.htm
For the Spanish and English versions, go to http://www.nysut.org/bulletins_16380.htm
For the Arabic and Chinese versions, go to http://www.nysut.org/k12_17528.htm
Editorial: Which is the “Best” Language To Learn? French!
From http://moreintelligentlife.com/content/ideas/robert-lane-greene/which-best-language-learn
Your InterCom editor doesn’t believe that there is a “best” language. Nevertheless, a recent editorial by Robert Lane Greene promoting language learning, especially French, may give teachers some ammunition in promoting their programs.
---
Once a mark of the cultured, language-learning is in retreat among English speakers. It’s never too late, but where to start? Robert Lane Greene launches our latest Big Question ...
Which Is the Best Language To Learn?
From INTELLIGENT LIFE magazine, March/April 2012
English is not only the first language of the obvious countries, it is now the rest of the world’s second language: a Japanese tourist in Sweden or a Turk landing a plane in Spain will almost always speak English.
Nonetheless, compelling reasons remain for learning other languages. They range from the intellectual to the economical to the practical.
But if I was asked what foreign language is the most useful, and given no more parameters (where? for what purpose?), my answer would be French. Whatever you think of France, the language is much less limited than many people realize.
Read the full article at http://moreintelligentlife.com/content/ideas/robert-lane-greene/which-best-language-learn
Your InterCom editor doesn’t believe that there is a “best” language. Nevertheless, a recent editorial by Robert Lane Greene promoting language learning, especially French, may give teachers some ammunition in promoting their programs.
---
Once a mark of the cultured, language-learning is in retreat among English speakers. It’s never too late, but where to start? Robert Lane Greene launches our latest Big Question ...
Which Is the Best Language To Learn?
From INTELLIGENT LIFE magazine, March/April 2012
English is not only the first language of the obvious countries, it is now the rest of the world’s second language: a Japanese tourist in Sweden or a Turk landing a plane in Spain will almost always speak English.
Nonetheless, compelling reasons remain for learning other languages. They range from the intellectual to the economical to the practical.
But if I was asked what foreign language is the most useful, and given no more parameters (where? for what purpose?), my answer would be French. Whatever you think of France, the language is much less limited than many people realize.
Read the full article at http://moreintelligentlife.com/content/ideas/robert-lane-greene/which-best-language-learn
Online German Grammar Course: Grammatiktraining C1/C2
From http://www.goethe.de/lrn/prj/fer/kur/gra/enindex.htm
The course
You practice grammar at a high linguistic level and apply what you learn to every exercise by writing short texts about diverse topics. A personal correspondence teacher accompanies you throughout the entire course, corrects your assignments, comments on your achievements and gives you individual study tips. In this manner you will be introduced, step-by-step, to the language level C2 and also prepared for an exam, if necessary. At the end of the course you will receive a participation confirmation.
Course materials
You work on a total of 9 comprehensive submitted exercises. The first 8 are each dedicated to a grammatical theme, for example "sentence links" or "modal verbs". The last submitted assignment is a test, so that you can monitor your learning progress. Additionally, you receive the grammar book "Übungsgrammatik für Fortgeschrittene" ("Intermediate practice grammar") by Karin Hall and Barbara Scheiner, Hueber Verlag We send you the complete course material per post.
Support language
You will be supervised in German.
Course length
You have nine months in which to send in all the exercises. You can complete the course in a shorter period of time, if you wish. It is possible to start the course at any time.
For full details go to http://www.goethe.de/lrn/prj/fer/kur/gra/enindex.htm
The course
You practice grammar at a high linguistic level and apply what you learn to every exercise by writing short texts about diverse topics. A personal correspondence teacher accompanies you throughout the entire course, corrects your assignments, comments on your achievements and gives you individual study tips. In this manner you will be introduced, step-by-step, to the language level C2 and also prepared for an exam, if necessary. At the end of the course you will receive a participation confirmation.
Course materials
You work on a total of 9 comprehensive submitted exercises. The first 8 are each dedicated to a grammatical theme, for example "sentence links" or "modal verbs". The last submitted assignment is a test, so that you can monitor your learning progress. Additionally, you receive the grammar book "Übungsgrammatik für Fortgeschrittene" ("Intermediate practice grammar") by Karin Hall and Barbara Scheiner, Hueber Verlag We send you the complete course material per post.
Support language
You will be supervised in German.
Course length
You have nine months in which to send in all the exercises. You can complete the course in a shorter period of time, if you wish. It is possible to start the course at any time.
For full details go to http://www.goethe.de/lrn/prj/fer/kur/gra/enindex.htm
Five Hundred New Fairytales Discovered in Germany
From http://www.stumbleupon.com/su/23QMou/www.guardian.co.uk/books/2012/mar/05/five-hundred-fairytales-discovered-germany
Five hundred new fairytales discovered in Germany
Collection of fairytales gathered by historian Franz Xaver von Schönwerth had been locked away in an archive in Regensburg for over 150 years
by Victoria Sussens-Messerer
March 5, 2012
A whole new world of magic animals, brave young princes and evil witches has come to light with the discovery of 500 new fairytales, which were locked away in an archive in Regensburg, Germany for over 150 years. The tales are part of a collection of myths, legends and fairytales, gathered by the local historian Franz Xaver von Schönwerth (1810–1886) in the Bavarian region of Oberpfalz at about the same time as the Grimm brothers were collecting the fairytales that have since charmed adults and children around the world.
Read the full article and access one of the fairytales at http://www.stumbleupon.com/su/23QMou/www.guardian.co.uk/books/2012/mar/05/five-hundred-fairytales-discovered-germany
Five hundred new fairytales discovered in Germany
Collection of fairytales gathered by historian Franz Xaver von Schönwerth had been locked away in an archive in Regensburg for over 150 years
by Victoria Sussens-Messerer
March 5, 2012
A whole new world of magic animals, brave young princes and evil witches has come to light with the discovery of 500 new fairytales, which were locked away in an archive in Regensburg, Germany for over 150 years. The tales are part of a collection of myths, legends and fairytales, gathered by the local historian Franz Xaver von Schönwerth (1810–1886) in the Bavarian region of Oberpfalz at about the same time as the Grimm brothers were collecting the fairytales that have since charmed adults and children around the world.
Read the full article and access one of the fairytales at http://www.stumbleupon.com/su/23QMou/www.guardian.co.uk/books/2012/mar/05/five-hundred-fairytales-discovered-germany
2012 German Embassy Teacher of Excellence Award
From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/03/09-Teacher-Award.html
2012 German Embassy Teacher of Excellence Award
This award recognizes up-and-coming German teachers, who may have received local recognition, but may not have received other accolades. Candidates may have started a new program or revitalized an existing one, should be considered outstanding teachers, and contribute to their local AATG chapter.
First granted in 2008, the award includes attendance at the AATG Annual Meeting in conjunction with ACTFL’s Annual Convention and World Languages Expo in Philadelphia from November 16-18, 2012 (registration, travel and lodging), and participation in a Goethe-Institut professional development course in Germany in summer 2013 (course fees, airfare, and room and board).
The American Association of Teachers of German will accept nomination suggestions from its regional chapters and additionally from schools identified by the Goethe-Instituts, the technical consultants of the Central Agency for Schools Abroad, and the Consulates General in the US until May 18, 2012.
For eligibility requirements and a link for more details go to http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/03/09-Teacher-Award.html
2012 German Embassy Teacher of Excellence Award
This award recognizes up-and-coming German teachers, who may have received local recognition, but may not have received other accolades. Candidates may have started a new program or revitalized an existing one, should be considered outstanding teachers, and contribute to their local AATG chapter.
First granted in 2008, the award includes attendance at the AATG Annual Meeting in conjunction with ACTFL’s Annual Convention and World Languages Expo in Philadelphia from November 16-18, 2012 (registration, travel and lodging), and participation in a Goethe-Institut professional development course in Germany in summer 2013 (course fees, airfare, and room and board).
The American Association of Teachers of German will accept nomination suggestions from its regional chapters and additionally from schools identified by the Goethe-Instituts, the technical consultants of the Central Agency for Schools Abroad, and the Consulates General in the US until May 18, 2012.
For eligibility requirements and a link for more details go to http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/03/09-Teacher-Award.html
Turkish Studies Association Awards and Prizes
From http://www.h-net.org/~thetsa/news/awards.html
The Turkish Studies Association offers several awards and prizes for the study of Turkey and Turkish. They include the following:
THE SYDNEY N. FISHER GRADUATE STUDENT PAPER PRIZE
An annual prize for the best paper in Turkish or Ottoman studies written by a graduate student in Turkish or Ottoman studies during the preceding academic year
Deadline: June 15, 2012
THE JAMES W. REDHOUSE STUDENT PRIZE COMPETITION FOR BEST PROGRESS IN THE TURKISH LANGUAGE
In recognition of the students who have made the best progress in Turkish in the academic year, prizes are awarded annually to students in each of four regions of the United States and Canada
Deadline: June 1, 2012
HALİDE EDİP ADIVAR SCHOLARSHIP COMPETITION - DEADLINE EXTENDED TO MARCH 20
The aim of the Adivar Scholarship is to introduce to Turkey students who have not had extensive prior experience in Turkey or Turkish studies. This $1,000 scholarship is awarded to a qualified undergraduate in any discipline in support of travel to Turkey for the purpose of study or research.
Deadline: March 20, 2012
M. FUAT KÖPRÜLÜ BOOK PRIZE
A biennial prize awarded in even-numbered years for the best book in the area of Turkish and Ottoman studies published in the previous two-year period
Deadline: April 15, 2012
For details on these and other awards, go to http://www.h-net.org/~thetsa/news/awards.html
The Turkish Studies Association offers several awards and prizes for the study of Turkey and Turkish. They include the following:
THE SYDNEY N. FISHER GRADUATE STUDENT PAPER PRIZE
An annual prize for the best paper in Turkish or Ottoman studies written by a graduate student in Turkish or Ottoman studies during the preceding academic year
Deadline: June 15, 2012
THE JAMES W. REDHOUSE STUDENT PRIZE COMPETITION FOR BEST PROGRESS IN THE TURKISH LANGUAGE
In recognition of the students who have made the best progress in Turkish in the academic year, prizes are awarded annually to students in each of four regions of the United States and Canada
Deadline: June 1, 2012
HALİDE EDİP ADIVAR SCHOLARSHIP COMPETITION - DEADLINE EXTENDED TO MARCH 20
The aim of the Adivar Scholarship is to introduce to Turkey students who have not had extensive prior experience in Turkey or Turkish studies. This $1,000 scholarship is awarded to a qualified undergraduate in any discipline in support of travel to Turkey for the purpose of study or research.
Deadline: March 20, 2012
M. FUAT KÖPRÜLÜ BOOK PRIZE
A biennial prize awarded in even-numbered years for the best book in the area of Turkish and Ottoman studies published in the previous two-year period
Deadline: April 15, 2012
For details on these and other awards, go to http://www.h-net.org/~thetsa/news/awards.html
Day in Russia at University of Wisconsin-Madison
From http://www.russianflagship.wisc.edu/news-events
"Day in Russia," which is geared toward high school juniors and seniors, will take place on Tuesday, March 20th, from 8:30 until 12:30, in the UW-Madison Memorial Union. Students will attend a keynote address, three mini break-out sessions, and a wrap-up presentation. There is no charge to participating schools. Sponsored by the Center for Russia, East Europe and Central Asia (CREECA), with support from the Russian Flagship Center.
K-12 Teachers download a form (http://www.creeca.wisc.edu/images/Forms/Day%20in%20Russia%20Registration%20form%202012.pdf ) to register for "Day in Russia." For more information, e-mail the CREECA Outreach Coordinator at: outreach at creeca dot wisc dot edu
"Day in Russia," which is geared toward high school juniors and seniors, will take place on Tuesday, March 20th, from 8:30 until 12:30, in the UW-Madison Memorial Union. Students will attend a keynote address, three mini break-out sessions, and a wrap-up presentation. There is no charge to participating schools. Sponsored by the Center for Russia, East Europe and Central Asia (CREECA), with support from the Russian Flagship Center.
K-12 Teachers download a form (http://www.creeca.wisc.edu/images/Forms/Day%20in%20Russia%20Registration%20form%202012.pdf ) to register for "Day in Russia." For more information, e-mail the CREECA Outreach Coordinator at: outreach at creeca dot wisc dot edu
PYSANKA: The Ukrainian Easter Egg - Exhibition and Decoration Workshops
From http://www.ukrainianmuseum.org
Want to learn more about Ukrainian Easter eggs? Want your students to experience decorating them? Here are two timely opportunities at the Ukrainian Museum in New York City:
In keeping with its annual springtime tradition, the Museum is presenting an exhibition of pysanky – the unique Ukrainian Easter eggs known the world over for their intricate, colorful designs. PYSANKA: The Ukrainian Easter Egg will be on display from March 1 through May 27. Drawn from the Museum's extensive folk arts collection, the nearly 300 eggs are decorated in a variety of regional styles, rich colors, and assorted motifs; many are the work of acclaimed artist Sofika Zielyk. For full details about the exhibition go to http://www.ukrainianmuseum.org/ex_120301pysanky.html
Adults and children will have the opportunity to learn the art of making pysanky - Ukrainian Easter eggs. Dyes, beeswax and a stylus are used to decorate the eggs with traditional Ukrainian designs. Fill your Easter basket with beautiful pysanky, rather than just plain colored eggs! This one-day (2+ hours) workshop is offered on Saturdays and Sundays. For more details about this and other courses and workshops go to http://www.ukrainianmuseum.org/workshop.html
Want to learn more about Ukrainian Easter eggs? Want your students to experience decorating them? Here are two timely opportunities at the Ukrainian Museum in New York City:
In keeping with its annual springtime tradition, the Museum is presenting an exhibition of pysanky – the unique Ukrainian Easter eggs known the world over for their intricate, colorful designs. PYSANKA: The Ukrainian Easter Egg will be on display from March 1 through May 27. Drawn from the Museum's extensive folk arts collection, the nearly 300 eggs are decorated in a variety of regional styles, rich colors, and assorted motifs; many are the work of acclaimed artist Sofika Zielyk. For full details about the exhibition go to http://www.ukrainianmuseum.org/ex_120301pysanky.html
Adults and children will have the opportunity to learn the art of making pysanky - Ukrainian Easter eggs. Dyes, beeswax and a stylus are used to decorate the eggs with traditional Ukrainian designs. Fill your Easter basket with beautiful pysanky, rather than just plain colored eggs! This one-day (2+ hours) workshop is offered on Saturdays and Sundays. For more details about this and other courses and workshops go to http://www.ukrainianmuseum.org/workshop.html
Grants from the Japan Foundation Los Angeles
From http://www.jflalc.org/grants-jle-2012.html
The Japan Foundation Los Angeles offers grant programs to support K-16 education all over the United States.
The application materials for the following programs are now available:
Grant Program for Contests Designed for Japanese-language Learners
1st Deadline: March 20, 2012 (for projects to be held between April 1, 2012 and March 31, 2013)
2nd Deadline: September 1, 2012 (Application for the 2nd Deadline is only for projects to be held between October 1, 2012 and March 31, 2013)
This program provides educational institutions/organizations in the U.S. with financial support (up to $600) for their Japanese-language education related activities such as speech contests, quiz contests, and presentations, etc. that are intended to motivate Japanese-language learners and promote Japanese-language education in the region.
Details: http://www.jflalc.org/grants-jle-contest.html
Japanese-Language Teaching Materials Purchase Grant
1st Deadline: April 2, 2012
2nd Deadline: September 1, 2012
This program is intended to assist educational institutions in the U.S. to purchase teaching materials (textbooks, audio-visual materials, dictionaries, teachers' reference books, etc.) for their Japanese-language courses by providing financial support not exceeding $1,000.
Details: http://www.jflalc.org/grants-jle-materials.html
Grant Program for Japanese-Language Courses
Deadline: May 2, 2012 (once in the year)
This grant is designed to support Japanese-language programs in the U.S. that are facing severe financial difficulties in initiating/expanding/maintaining(surviving) their program due to budget cuts. The Japan Foundation provides financial support to educational institutions or school districts to supplement the instructor's salary for up to two years.
Details: http://www.jflalc.org/grants-jle-courses.html
Japanese-language Education Grant
Application Deadline: 2 months before the project start date
This program is intended to promote Japanese-language education in the United States by providing financial assistance to the projects which are implemented by Japanese-language educational institutions/organizations.
Details: http://www.jflalc.org/grants-jle-language.html
The Japan Foundation Los Angeles offers grant programs to support K-16 education all over the United States.
The application materials for the following programs are now available:
Grant Program for Contests Designed for Japanese-language Learners
1st Deadline: March 20, 2012 (for projects to be held between April 1, 2012 and March 31, 2013)
2nd Deadline: September 1, 2012 (Application for the 2nd Deadline is only for projects to be held between October 1, 2012 and March 31, 2013)
This program provides educational institutions/organizations in the U.S. with financial support (up to $600) for their Japanese-language education related activities such as speech contests, quiz contests, and presentations, etc. that are intended to motivate Japanese-language learners and promote Japanese-language education in the region.
Details: http://www.jflalc.org/grants-jle-contest.html
Japanese-Language Teaching Materials Purchase Grant
1st Deadline: April 2, 2012
2nd Deadline: September 1, 2012
This program is intended to assist educational institutions in the U.S. to purchase teaching materials (textbooks, audio-visual materials, dictionaries, teachers' reference books, etc.) for their Japanese-language courses by providing financial support not exceeding $1,000.
Details: http://www.jflalc.org/grants-jle-materials.html
Grant Program for Japanese-Language Courses
Deadline: May 2, 2012 (once in the year)
This grant is designed to support Japanese-language programs in the U.S. that are facing severe financial difficulties in initiating/expanding/maintaining(surviving) their program due to budget cuts. The Japan Foundation provides financial support to educational institutions or school districts to supplement the instructor's salary for up to two years.
Details: http://www.jflalc.org/grants-jle-courses.html
Japanese-language Education Grant
Application Deadline: 2 months before the project start date
This program is intended to promote Japanese-language education in the United States by providing financial assistance to the projects which are implemented by Japanese-language educational institutions/organizations.
Details: http://www.jflalc.org/grants-jle-language.html
Symposium on Global Opportunities through Japanese Language
From http://www.jcawf.org
Symposium on Global Opportunities through Japanese Language
Official part of the Cherry Blossom Centennial Commemoration Projects
April 7, 2012
Walter E. Washington Convention Center
Washington, D.C.
This one-day event will bring together Japanese corporations, government agencies, and students who are pursuing Japan-related career opportunities. It will explore challenges, possibilities, and benefits learned for all parties involved.
For more details go to http://www.jcawf.org/japanese/program/cherry_blossom_centennial/education/symposium
Symposium on Global Opportunities through Japanese Language
Official part of the Cherry Blossom Centennial Commemoration Projects
April 7, 2012
Walter E. Washington Convention Center
Washington, D.C.
This one-day event will bring together Japanese corporations, government agencies, and students who are pursuing Japan-related career opportunities. It will explore challenges, possibilities, and benefits learned for all parties involved.
For more details go to http://www.jcawf.org/japanese/program/cherry_blossom_centennial/education/symposium
STARTALK Chinese Language Camp for High School Students
From http://ce.byu.edu/cw/startalkChinese
Brigham Young University’s STARTALK Chinese 2012 will offer an intensive three-week Chinese language learning experience for mature, highly motivated high school students. This is a residential camp where participants are able to live in an "immersion" environment where they are learning and using Chinese all day long in their classrooms and activities. The program is open to 14–18 year old students who are in the 9th grade or higher. To apply, students must be 14 by September 1st and must not be 19 before June 25th. This year’s camp will run from June 25 to July 14, 2012.
Applications will open by March 8th and will close March 31st.
For full details go to http://ce.byu.edu/cw/startalkChinese
Brigham Young University’s STARTALK Chinese 2012 will offer an intensive three-week Chinese language learning experience for mature, highly motivated high school students. This is a residential camp where participants are able to live in an "immersion" environment where they are learning and using Chinese all day long in their classrooms and activities. The program is open to 14–18 year old students who are in the 9th grade or higher. To apply, students must be 14 by September 1st and must not be 19 before June 25th. This year’s camp will run from June 25 to July 14, 2012.
Applications will open by March 8th and will close March 31st.
For full details go to http://ce.byu.edu/cw/startalkChinese
Arab Transformation: Resources at Harvard
From http://cmes.hmdc.harvard.edu/research/transformation
The academic community at Harvard’s Center for Middle Eastern Studies is actively involved in teaching and researching the dynamics of the Arab Transformation. Join them in engaging these ongoing developments through research, events and lectures, and faculty members in the media. Visit the Teaching the Arab Transformation page for classroom resources and online and on-campus workshops for K-12 teachers from the CMES Outreach Center: http://cmes.hmdc.harvard.edu/node/2800
The academic community at Harvard’s Center for Middle Eastern Studies is actively involved in teaching and researching the dynamics of the Arab Transformation. Join them in engaging these ongoing developments through research, events and lectures, and faculty members in the media. Visit the Teaching the Arab Transformation page for classroom resources and online and on-campus workshops for K-12 teachers from the CMES Outreach Center: http://cmes.hmdc.harvard.edu/node/2800
Diocese Apologizes to Wisconsin Student Who Was Punished for Speaking Menominee
From http://www.greenbaypressgazette.com/article/20120228/GPG0101/202280492/Diocese-apologizes-Shawano-7th-grader
Diocese apologizes to Shawano 7th-grader
Girl was punished for using Menominee language in classroom
by Patti Zarling
February 28, 2012
The Catholic Diocese of Green Bay has officially apologized to a Shawano seventh-grader who was punished after using her native Menominee language in the classroom.
Miranda Washinawatok, a student at Sacred Heart Catholic School, said she was reprimanded by a teacher for exchanging phrases used by the Menominee Tribe of Indians with two other girls and was later suspended from playing in a Jan. 19 basketball game.
The diocese plans to create a partnership with Menominee tribal members to implement cultural training at Sacred Heart in the coming months. The diocese also plans to invite other cultural groups, including the Menominee, to bring ideas that could be crafted into an action plan to create cultural awareness and sensitivity to all Catholic schools in the diocese.
Read the full article at http://www.greenbaypressgazette.com/article/20120228/GPG0101/202280492/Diocese-apologizes-Shawano-7th-grader
Diocese apologizes to Shawano 7th-grader
Girl was punished for using Menominee language in classroom
by Patti Zarling
February 28, 2012
The Catholic Diocese of Green Bay has officially apologized to a Shawano seventh-grader who was punished after using her native Menominee language in the classroom.
Miranda Washinawatok, a student at Sacred Heart Catholic School, said she was reprimanded by a teacher for exchanging phrases used by the Menominee Tribe of Indians with two other girls and was later suspended from playing in a Jan. 19 basketball game.
The diocese plans to create a partnership with Menominee tribal members to implement cultural training at Sacred Heart in the coming months. The diocese also plans to invite other cultural groups, including the Menominee, to bring ideas that could be crafted into an action plan to create cultural awareness and sensitivity to all Catholic schools in the diocese.
Read the full article at http://www.greenbaypressgazette.com/article/20120228/GPG0101/202280492/Diocese-apologizes-Shawano-7th-grader
Senate Passes Bill to Protect Alaska Native Languages
From http://alaska-native-news.com/rural_news/4702-senate-passes-bill-to-protect-alaska-native-languages.html
Senate Passes Bill to Protect Alaska Native Languages
By Office of Senator Donald Olson
March 8, 2012
The Alaska State Senate passed a bill on Tuesday aimed at protecting and restoring Alaska Native Languages. Senate Bill 130 will establish the Alaska Native Language Preservation and Advisory Council to assess the state of Alaska Native Languages, reevaluate the programs within the state, and make recommendations to the Governor and Legislature to establish new programs or reorganize the current programs.
Senate Bill 130 now heads to the House for further consideration.
Read the full article at http://alaska-native-news.com/rural_news/4702-senate-passes-bill-to-protect-alaska-native-languages.html
Senate Passes Bill to Protect Alaska Native Languages
By Office of Senator Donald Olson
March 8, 2012
The Alaska State Senate passed a bill on Tuesday aimed at protecting and restoring Alaska Native Languages. Senate Bill 130 will establish the Alaska Native Language Preservation and Advisory Council to assess the state of Alaska Native Languages, reevaluate the programs within the state, and make recommendations to the Governor and Legislature to establish new programs or reorganize the current programs.
Senate Bill 130 now heads to the House for further consideration.
Read the full article at http://alaska-native-news.com/rural_news/4702-senate-passes-bill-to-protect-alaska-native-languages.html
NFLC Language Consultant Opportunities
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English. We are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. We focus on less commonly taught languages. We are currently looking for several individuals to help us launch projects in the following languages:
Arabic, Egyptian
Arabic, Libyan
Bulgarian
Czech
Dari
French (North African)
German
Greek
Hungarian
Italian
Levant French
North Korean
Polish
Portuguese (Continental)
Spanish (Venezuelan)
Swahili
Tongan
West Punjabi
Uzbek
Minimum Requirements:
Native, or near-native, proficiency in the target language
English proficiency
Ability to conduct Internet research and submit Word documents and/or audio files
Desired Qualifications:
Knowledge of ILR scale of language proficiency
Specifically, we need educated native speakers of these languages (or individuals with equivalent proficiency levels) to review online activities and cultural notes for online foreign language learning modules for their native language using software we provide. In addition, we are looking for speakers to find authentic reading and audio passages, to record audio files, and to perform various editing tasks in these languages.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Submit your current resume or CV with your language in the subject line.
Gilzow, D. [ILR-INFO] NFLC Language Consultant Opportunities. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 6 Mar 2012).
Arabic, Egyptian
Arabic, Libyan
Bulgarian
Czech
Dari
French (North African)
German
Greek
Hungarian
Italian
Levant French
North Korean
Polish
Portuguese (Continental)
Spanish (Venezuelan)
Swahili
Tongan
West Punjabi
Uzbek
Minimum Requirements:
Native, or near-native, proficiency in the target language
English proficiency
Ability to conduct Internet research and submit Word documents and/or audio files
Desired Qualifications:
Knowledge of ILR scale of language proficiency
Specifically, we need educated native speakers of these languages (or individuals with equivalent proficiency levels) to review online activities and cultural notes for online foreign language learning modules for their native language using software we provide. In addition, we are looking for speakers to find authentic reading and audio passages, to record audio files, and to perform various editing tasks in these languages.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Submit your current resume or CV with your language in the subject line.
Gilzow, D. [ILR-INFO] NFLC Language Consultant Opportunities. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 6 Mar 2012).
Job: Speaking Assessment Research & Development Coordinator, Center for Applied Linguistics
Speaking Assessment Research and Development Coordinator
CAL Classification: Research Assistant III
Program Area: PreK-12 ELLs Assessment
Salary: $40,000 - $55,000 (dependent upon qualifications)
Hours Per Week: 35 hrs/wk (full time)
Position Available: April, 2012
DESCRIPTION OF DUTIES:
Coordinate the process to develop computer-assisted speaking assessments as part of a large-scale English language proficiency assessment program for K-12 English language learners (ELLs) based on the WIDA English Language Development Standards.
PRIMARY RESPONSIBILITIES:
Coordinate and carry out the development of framework for the standards-based speaking assessments
Coordinate and carry out the development of specifications for the speaking tasks
Plan and organize internal and external team meetings
Represent the speaking assessment development work to the larger test development team
Coordinate the speaking test development work with the work of other functional teams within the large-scale assessment program, including the development of rater training material
Coordinate and carry out the development of prototypes for pilot testing
Coordinate the development of all speaking assessments for field testing, including working with external consultants to ensure timely delivery of test tasks
Coordinate collection of data during pilot and field tests
Monitor speaking test revision process from prototype development through field testing to preparation for operational testing
Coordinate internal and external reviews of speaking tasks
Other duties as assigned
MINIMUM QUALIFICATIONS:
Education: Master’s degree in related field and five years of relevant experience or seven years of upper level relevant experience are required.
Experience: Successful candidate will have a minimum of five years of experience coordinating work on the development of speaking assessments or on an operational speaking test program, working with ELLs and a commitment to improving education, particularly for ELLs. Teaching experience in the areas of linguistics, language acquisition, assessment, literacy and/or content area instruction is desirable. Experience developing computer assisted speaking tests preferred. Experience in designing and delivering speaking rater training desired. Familiarity with ACCESS for ELLs® preferred.
Other Qualifications: The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of Microsoft Office software.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-09
Electronically:
jobs at cal dot org
Attn: Recruitment 12-09
CAL Classification: Research Assistant III
Program Area: PreK-12 ELLs Assessment
Salary: $40,000 - $55,000 (dependent upon qualifications)
Hours Per Week: 35 hrs/wk (full time)
Position Available: April, 2012
DESCRIPTION OF DUTIES:
Coordinate the process to develop computer-assisted speaking assessments as part of a large-scale English language proficiency assessment program for K-12 English language learners (ELLs) based on the WIDA English Language Development Standards.
PRIMARY RESPONSIBILITIES:
Coordinate and carry out the development of framework for the standards-based speaking assessments
Coordinate and carry out the development of specifications for the speaking tasks
Plan and organize internal and external team meetings
Represent the speaking assessment development work to the larger test development team
Coordinate the speaking test development work with the work of other functional teams within the large-scale assessment program, including the development of rater training material
Coordinate and carry out the development of prototypes for pilot testing
Coordinate the development of all speaking assessments for field testing, including working with external consultants to ensure timely delivery of test tasks
Coordinate collection of data during pilot and field tests
Monitor speaking test revision process from prototype development through field testing to preparation for operational testing
Coordinate internal and external reviews of speaking tasks
Other duties as assigned
MINIMUM QUALIFICATIONS:
Education: Master’s degree in related field and five years of relevant experience or seven years of upper level relevant experience are required.
Experience: Successful candidate will have a minimum of five years of experience coordinating work on the development of speaking assessments or on an operational speaking test program, working with ELLs and a commitment to improving education, particularly for ELLs. Teaching experience in the areas of linguistics, language acquisition, assessment, literacy and/or content area instruction is desirable. Experience developing computer assisted speaking tests preferred. Experience in designing and delivering speaking rater training desired. Familiarity with ACCESS for ELLs® preferred.
Other Qualifications: The preferred candidate will be a self-motivated self-starter with the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication; writing, editing, and proofreading; and knowledge of Microsoft Office software.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-09
Electronically:
jobs at cal dot org
Attn: Recruitment 12-09
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