From http://www.yearinthelifeofanenglishteacher.com
As the academic year winds down for many of us, students may crave novelty in their classwork. Here is a motivating blog post about having English students do a poster project, with video clips from the class where it was implemented: http://www.yearinthelifeofanenglishteacher.com/2012/04/the-power-of-the-poster
May 27, 2012
Film Story: Database of Films Organized by Country, Historical Era, and Type
Film Story is a database of films organized by region they were produced or portray, historical era, subject matter, and type of film. The home page features a map of the world; you can click on a country to see either what films were produced in that country or what films deal with that country.
The films themselves aren’t linked to the database; you will need to track down the actual films yourself. However, if you’re looking for ideas for films to show about a particular place and time, this website will help: http://www.filmstory.org
The films themselves aren’t linked to the database; you will need to track down the actual films yourself. However, if you’re looking for ideas for films to show about a particular place and time, this website will help: http://www.filmstory.org
Let’s Have Fun with English: Teacher’s Website Full of Resources
From http://www.letshavefunwithenglish.com/index.html
Let’s Have Fun with English is the website of Mrs. Haquet, who teaches English in France. Her website includes games that students can play, interactive books, a fairly large collection of videos, and vocabulary activities. Also there is a spot where native English speakers can use Audio Dropbox to record short clips that English learners can use.
The website is available at http://www.letshavefunwithenglish.com/index.html
Read a recent review of part of the site at http://larryferlazzo.edublogs.org/2012/03/26/excellent-video-site-for-learning-english
Let’s Have Fun with English is the website of Mrs. Haquet, who teaches English in France. Her website includes games that students can play, interactive books, a fairly large collection of videos, and vocabulary activities. Also there is a spot where native English speakers can use Audio Dropbox to record short clips that English learners can use.
The website is available at http://www.letshavefunwithenglish.com/index.html
Read a recent review of part of the site at http://larryferlazzo.edublogs.org/2012/03/26/excellent-video-site-for-learning-english
More Resources for Teaching with the Olympics
The Guardian has an annotated list of helpful online resources for teaching your students about the 2012 Olympic games available at http://www.guardian.co.uk/education/2012/apr/16/london-2012-olympics-teaching-resources
New York State TESOL Awards
From http://nystesol.org/award.html
Nominate a colleague for an award from NYS TESOL.
Outstanding Teacher Award: to reward an outstanding teacher in English language teaching
James A. Lydon Distinguished Service Award: to honor a NYS TESOL member with a distinguished service record.
Recognition Award: to reward and support friends of TESOL
James E. Weaver Memorial Award: a monetary award, used to partially defray conference expenses, given to an undergraduate or graduate student not yet in the profession or who has less than two years of teaching service in ESOL
Lifetime Achievement Award: to honor a member of NYS TESOL who has shown dedication to the profession of NYS TESOL and the advancement of English Language Learners
Special Awards: special awards are given as the occasion warrants
All submissions are due by October 5, 2012.
For full details and evaluation rubrics, go to http://nystesol.org/award.html
Nominate a colleague for an award from NYS TESOL.
Outstanding Teacher Award: to reward an outstanding teacher in English language teaching
James A. Lydon Distinguished Service Award: to honor a NYS TESOL member with a distinguished service record.
Recognition Award: to reward and support friends of TESOL
James E. Weaver Memorial Award: a monetary award, used to partially defray conference expenses, given to an undergraduate or graduate student not yet in the profession or who has less than two years of teaching service in ESOL
Lifetime Achievement Award: to honor a member of NYS TESOL who has shown dedication to the profession of NYS TESOL and the advancement of English Language Learners
Special Awards: special awards are given as the occasion warrants
All submissions are due by October 5, 2012.
For full details and evaluation rubrics, go to http://nystesol.org/award.html
U.S. May Require College English Language Programs to Get Special Accreditation
From http://chronicle.com/article/US-May-Require-College/131932
U.S. May Require College Language Programs to Get Special Accreditation
By Karin Fischer
May 20, 2012
University-run English-language programs fear that the U.S. Department of Homeland Security may require them to apply for separate specialized accreditation or lose their ability to enroll students from abroad.
In a bulletin recently sent to colleges and language schools, and in communications with individual institutions, the Student and Exchange Visitor Program, or SEVP, has said that both stand-alone and college language programs must produce evidence of their accreditation during certification reviews, or risk being booted from the system.
Under a 2010 law, independent language schools are now required to have, or to show they are in the process of applying for, accreditation in order to be approved to admit foreign students.
But campus programs believe they are exempt from the spot accreditation checks that verify the schools' compliance; they say they qualify to be part of the visa system because they are units of institutions with regional or national accreditation. While two groups, the Accrediting Council for Continuing Education and Training and the Commission on English Language Program Accreditation, specifically evaluate and approve language programs, many university-run intensive English programs are not individually accredited but are certified through institutional accreditation.
International-education groups, many of which supported the 2010 law as a way to bring greater oversight to bad-actor language schools, contend that SEVP is misinterpreting the measure. They're taken aback, they say, to suddenly be asked to produce evidence of accreditation when they are part of institutions in good standing.
Read the full article at http://chronicle.com/article/US-May-Require-College/131932
U.S. May Require College Language Programs to Get Special Accreditation
By Karin Fischer
May 20, 2012
University-run English-language programs fear that the U.S. Department of Homeland Security may require them to apply for separate specialized accreditation or lose their ability to enroll students from abroad.
In a bulletin recently sent to colleges and language schools, and in communications with individual institutions, the Student and Exchange Visitor Program, or SEVP, has said that both stand-alone and college language programs must produce evidence of their accreditation during certification reviews, or risk being booted from the system.
Under a 2010 law, independent language schools are now required to have, or to show they are in the process of applying for, accreditation in order to be approved to admit foreign students.
But campus programs believe they are exempt from the spot accreditation checks that verify the schools' compliance; they say they qualify to be part of the visa system because they are units of institutions with regional or national accreditation. While two groups, the Accrediting Council for Continuing Education and Training and the Commission on English Language Program Accreditation, specifically evaluate and approve language programs, many university-run intensive English programs are not individually accredited but are certified through institutional accreditation.
International-education groups, many of which supported the 2010 law as a way to bring greater oversight to bad-actor language schools, contend that SEVP is misinterpreting the measure. They're taken aback, they say, to suddenly be asked to produce evidence of accreditation when they are part of institutions in good standing.
Read the full article at http://chronicle.com/article/US-May-Require-College/131932
Summer Spanish Activities eBook
From http://zachary-jones.com/zambombazo/summer-spanish-2012-ebook
Some of you may remember that Zachary Jones of Zambombazo put together an ebook of Spanish activities to keep students’ skills up over the summer. They’ve done it again for this summer. The ebook has 10 activities, approximately one for each week of summer, that will encourage students to explore and enjoy Spanish language, music and culture during their vacation. Included are exclusive summer-themed versions of some of Zambombazo’s most popular activities, like Pelipareja and Twiccionario, and new activities they’ve developed just for the ebook.
Look inside the e-book and purchase it at http://zachary-jones.com/zambombazo/summer-spanish-2012-ebook
Some of you may remember that Zachary Jones of Zambombazo put together an ebook of Spanish activities to keep students’ skills up over the summer. They’ve done it again for this summer. The ebook has 10 activities, approximately one for each week of summer, that will encourage students to explore and enjoy Spanish language, music and culture during their vacation. Included are exclusive summer-themed versions of some of Zambombazo’s most popular activities, like Pelipareja and Twiccionario, and new activities they’ve developed just for the ebook.
Look inside the e-book and purchase it at http://zachary-jones.com/zambombazo/summer-spanish-2012-ebook
Inter Versiculos: Resource for Latin Verse Composition
From http://www.umich.edu/~rclatin/iv/about.html
The Inter Versiculos website is a result of a workshop, Inter Versiculos, held in the summer of 2011 under the auspices of the University of Michigan. The object of the workshop was to provide a semi-immersion experience in Latin verse composition.
If you or your students want to compose original Latin verse, the website has several useful resources, including practical instruction in the art of Latin verse composition and a collection of contemporary Latin verse that can serve as a model.
The website is available at http://www.umich.edu/~rclatin/iv
The Inter Versiculos website is a result of a workshop, Inter Versiculos, held in the summer of 2011 under the auspices of the University of Michigan. The object of the workshop was to provide a semi-immersion experience in Latin verse composition.
If you or your students want to compose original Latin verse, the website has several useful resources, including practical instruction in the art of Latin verse composition and a collection of contemporary Latin verse that can serve as a model.
The website is available at http://www.umich.edu/~rclatin/iv
ClassicalTimeline: New Resource, Seeking Editors and Contributors
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/call_for_editors_and_contributors_classical_timeline
A beta version of http://www.classicaltimeline.com, a new educational resource surveying the history of Classical antiquity, has just been launched and is currently seeking editors and contributors. If you wish to get involved please go to http://www.classicalstudiesonline.org/get-involved to find out more.
Learn more about the project at http://www.classicalstudiesonline.org/about
A beta version of http://www.classicaltimeline.com, a new educational resource surveying the history of Classical antiquity, has just been launched and is currently seeking editors and contributors. If you wish to get involved please go to http://www.classicalstudiesonline.org/get-involved to find out more.
Learn more about the project at http://www.classicalstudiesonline.org/about
ORBIS: The Stanford Geospatial Network Model of the Roman World
From http://orbis.stanford.edu/#
ORBIS: The Stanford Geospatial Network Model of the Roman World reconstructs the time cost and financial expense associated with a wide range of different types of travel in antiquity. The model is based on a simplified version of the giant network of cities, roads, rivers and sea lanes that framed movement across the Roman Empire. It broadly reflects conditions around 200 CE but also covers a few sites and roads created in late antiquity.
Learn more about the model and explore it at http://orbis.stanford.edu
ORBIS: The Stanford Geospatial Network Model of the Roman World reconstructs the time cost and financial expense associated with a wide range of different types of travel in antiquity. The model is based on a simplified version of the giant network of cities, roads, rivers and sea lanes that framed movement across the Roman Empire. It broadly reflects conditions around 200 CE but also covers a few sites and roads created in late antiquity.
Learn more about the model and explore it at http://orbis.stanford.edu
Olympics Resources for French, German, and Spanish
Access a collection of free downloads by teachers for teachers, at http://www.tes.co.uk/teaching-resources
A special collection of activities for the Olympics is available at http://www.tes.co.uk/article.aspx?storyCode=6196303
A special collection of activities for the Olympics is available at http://www.tes.co.uk/article.aspx?storyCode=6196303
Online Beginners’ German Course
From http://www.pauljoycegerman.co.uk/abinitio/index.html
Do you have any students who want to study German on their own? Parents who want to learn some German so they can support their children’s studies? The online Beginners' German course designed by Paul Joyce of the University of Portsmouth currently contains twelve chapters of dialogue and exercises which have been designed to give the absolute beginner a grounding in the rudiments of the German language, as well as providing background information about life and culture in the German-speaking countries.
The course is available at http://www.pauljoycegerman.co.uk/abinitio/index.html
Do you have any students who want to study German on their own? Parents who want to learn some German so they can support their children’s studies? The online Beginners' German course designed by Paul Joyce of the University of Portsmouth currently contains twelve chapters of dialogue and exercises which have been designed to give the absolute beginner a grounding in the rudiments of the German language, as well as providing background information about life and culture in the German-speaking countries.
The course is available at http://www.pauljoycegerman.co.uk/abinitio/index.html
State Department Directive Could Disrupt K-12 Chinese Outreach
Here are excerpts from two articles from the Chronicle of Higher Education dealing with a recent State Department memorandum and its potential impact on Confucius Institute programs in the United States:
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State Department Directive Could Disrupt Teaching Activities of Campus-Based Confucius Institutes
By Karin Fischer
May 21, 2012
A policy directive sent by the U.S. Department of State to universities that sponsor Confucius Institutes suggests that the language and cultural centers that are a key piece of the Chinese government's diplomatic outreach will have to change how they operate or fall afoul of American visa laws.
The memorandum, dated May 17, states that any academics at university-based institutes who are teaching at the elementary- and secondary-school levels are violating the terms of their visas and must leave at the end of this academic year, in June. And it says that, after a "preliminary review," the State Department has determined that the institutes must obtain American accreditation in order to continue to accept foreign scholars and professors as teachers.
About 60 universities in the United States now host the centers, which are also in more than 60 other countries. (One state, Washington, and one American city, Chicago, also host Confucius Institutes.) The Chinese government typically pays to start the centers and for a portion of their continuing costs, as a diplomacy effort.
Read the full article at http://chronicle.com/article/State-Department-Directive/131934
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State Department Denies Targeting Confucius Institutes but Holds to Decision on Visas
By Karin Fischer
May 22, 2012
A recent State Department policy directive was not intended to disrupt the activities of Confucius Institutes, the university-based, Chinese-sponsored language and cultural centers, but rather was an effort to ensure that foreign academics and teachers at the institutes come to the United States under the correct visa categories, a State Department official said on Tuesday.
And the department appears to be backpedaling from its insistence in the memorandum, issued late last week, that the centers must be part of the sponsoring college's foreign-language program or apply for separate accreditation, a stance that had greatly troubled both American institutions and the Office of Chinese Language Council International, or Hanban, which oversees Confucius Institutes worldwide.
Still, the department is holding firm to another part of the policy guidance. The administration official made it clear that Confucius Institutes cannot continue with what is, for many of the centers, a major part of their mission: providing Chinese-language teachers to elementary and secondary schools.
Read the full article at http://chronicle.com/article/State-Department-Denies/131955
---
State Department Directive Could Disrupt Teaching Activities of Campus-Based Confucius Institutes
By Karin Fischer
May 21, 2012
A policy directive sent by the U.S. Department of State to universities that sponsor Confucius Institutes suggests that the language and cultural centers that are a key piece of the Chinese government's diplomatic outreach will have to change how they operate or fall afoul of American visa laws.
The memorandum, dated May 17, states that any academics at university-based institutes who are teaching at the elementary- and secondary-school levels are violating the terms of their visas and must leave at the end of this academic year, in June. And it says that, after a "preliminary review," the State Department has determined that the institutes must obtain American accreditation in order to continue to accept foreign scholars and professors as teachers.
About 60 universities in the United States now host the centers, which are also in more than 60 other countries. (One state, Washington, and one American city, Chicago, also host Confucius Institutes.) The Chinese government typically pays to start the centers and for a portion of their continuing costs, as a diplomacy effort.
Read the full article at http://chronicle.com/article/State-Department-Directive/131934
---
State Department Denies Targeting Confucius Institutes but Holds to Decision on Visas
By Karin Fischer
May 22, 2012
A recent State Department policy directive was not intended to disrupt the activities of Confucius Institutes, the university-based, Chinese-sponsored language and cultural centers, but rather was an effort to ensure that foreign academics and teachers at the institutes come to the United States under the correct visa categories, a State Department official said on Tuesday.
And the department appears to be backpedaling from its insistence in the memorandum, issued late last week, that the centers must be part of the sponsoring college's foreign-language program or apply for separate accreditation, a stance that had greatly troubled both American institutions and the Office of Chinese Language Council International, or Hanban, which oversees Confucius Institutes worldwide.
Still, the department is holding firm to another part of the policy guidance. The administration official made it clear that Confucius Institutes cannot continue with what is, for many of the centers, a major part of their mission: providing Chinese-language teachers to elementary and secondary schools.
Read the full article at http://chronicle.com/article/State-Department-Denies/131955
Arabic Song Lyrics and Translation Blog
From http://www.arabicmusictranslation.com/2007/11/about-site.html
This blog, http://arabicmusictranslation.com, is dedicated to generating original translations of Arabic song lyrics into English. Entries include a video or sound clip of the song, a transcription in Arabic, and a translation into English. The site currently has over 800 songs from over 175 different artists. Users can also request songs that they’d like to see transcribed and translated.
The site is available at http://www.arabicmusictranslation.com
This blog, http://arabicmusictranslation.com, is dedicated to generating original translations of Arabic song lyrics into English. Entries include a video or sound clip of the song, a transcription in Arabic, and a translation into English. The site currently has over 800 songs from over 175 different artists. Users can also request songs that they’d like to see transcribed and translated.
The site is available at http://www.arabicmusictranslation.com
Bulldog Arabic: Elementary School Hosts Helpful K-8 Arabic Website
From the NCLRC Arabic K-12 Bulletin:
Belding Elementary School (Chicago, IL) has created the Bulldog Arabic website (named after the school mascot), a wiki of useful materials for K-8 Arabic teachers. The site includes recordings of Belding students singing in Arabic, materials to help students study Arabic at home, recommended sites for native Arabic speakers, and other general online education tools for students in grades K-8. The site can be accessed here: https://sites.google.com/site/bulldogarabic
NCLRC Arabic K-12 Bulletin - May 24, 2012 - (delayed from May 21) (nclrc@hermes.gwu.edu, 24 May 2012).
Belding Elementary School (Chicago, IL) has created the Bulldog Arabic website (named after the school mascot), a wiki of useful materials for K-8 Arabic teachers. The site includes recordings of Belding students singing in Arabic, materials to help students study Arabic at home, recommended sites for native Arabic speakers, and other general online education tools for students in grades K-8. The site can be accessed here: https://sites.google.com/site/bulldogarabic
NCLRC Arabic K-12 Bulletin - May 24, 2012 - (delayed from May 21) (nclrc@hermes.gwu.edu, 24 May 2012).
Bemidji Incorporates Ojibwe into City’s Signs and Daily Life
From http://www.minnpost.com/community-sketchbook/2012/05/bemidji-incorporates-ojibwe-city%E2%80%99s-signs-and-daily-life
Bemidji incorporates Ojibwe into city’s signs and daily life
By Cynthia Boyd
May 21, 2012
Tourists visiting Bemidji this summer may pick up a few words of a “foreign” language.
That’s because the first city on the Mississippi River way north in Minnesota may be the only town off a reservation trying to incorporate the area’s indigenous Ojibwe language into daily life.
Words such as “boozhoo,’’ an Ojibwe word for “welcome” and many other Native American terms crop up around town, in an appliance store, the local hospital, the convention center, a local coffee shop, and this spring in the public schools.
It’s a symbol of respect and you can do it for practically nothing, but “it speaks volumes,’’ says Bemidji resident Michael Meuers, who with Rachelle Houle kick-started Bemidji’s Ojibwe Language Project, an off shoot of Shared Vision, a Bemidji group working for friendlier relations between American Indians and the majority culture.
Read the full article in English at http://www.minnpost.com/community-sketchbook/2012/05/bemidji-incorporates-ojibwe-city%E2%80%99s-signs-and-daily-life or in Ojibwe at http://www.minnpost.com/community-sketchbook/2012/05/ojibwemowin-ozhibii%E2%80%99igaade-miinawaa-aabadad-miziwe-go-eni-bimaadiziwaad
Bemidji incorporates Ojibwe into city’s signs and daily life
By Cynthia Boyd
May 21, 2012
Tourists visiting Bemidji this summer may pick up a few words of a “foreign” language.
That’s because the first city on the Mississippi River way north in Minnesota may be the only town off a reservation trying to incorporate the area’s indigenous Ojibwe language into daily life.
Words such as “boozhoo,’’ an Ojibwe word for “welcome” and many other Native American terms crop up around town, in an appliance store, the local hospital, the convention center, a local coffee shop, and this spring in the public schools.
It’s a symbol of respect and you can do it for practically nothing, but “it speaks volumes,’’ says Bemidji resident Michael Meuers, who with Rachelle Houle kick-started Bemidji’s Ojibwe Language Project, an off shoot of Shared Vision, a Bemidji group working for friendlier relations between American Indians and the majority culture.
Read the full article in English at http://www.minnpost.com/community-sketchbook/2012/05/bemidji-incorporates-ojibwe-city%E2%80%99s-signs-and-daily-life or in Ojibwe at http://www.minnpost.com/community-sketchbook/2012/05/ojibwemowin-ozhibii%E2%80%99igaade-miinawaa-aabadad-miziwe-go-eni-bimaadiziwaad
Article: The Benefits of Being Bilingual
From http://www.wired.com/wiredscience/2012/05/the-benefits-of-being-bilingual
The Benefits of Being Bilingual
By Jonah Lehrer
May 15, 2012
In a recent paper published in Psychological Science, a team of psychologists led by Boaz Keysar at the University of Chicago found that forcing people to rely on a second language systematically reduced human biases, allowing the subjects to escape from the usual blind spots of cognition. In a sense, they were better able to think without style.
The paper is a tour de force of cross-cultural comparison, as the scientists conducted six experiments on three continents (n > 600) in five different languages: English, Korean, French, Spanish and Japanese. Although all subjects were proficient in their second language, they were not “balanced bilingual.”
This is only the latest study to capture the power of bilingualism. For instance, children raised in bilingual households show increased levels of self-control and appear better at learning abstract rules and ignoring irrelevant information. (These benefits seem to exist as early as 7 months of age.) Other studies have demonstrated that people who speak two languages are diagnosed with dementia, on average, about four years later than people who only speak one language.
Read the full article at http://www.wired.com/wiredscience/2012/05/the-benefits-of-being-bilingual
Inspired? Here is a blog post with tips to get your child started on the path to multilingualism: http://www.lifetimemoms.com/family-parenting-tips/benefits-being-bilingual-9-tips-to-get-your-kid-started
The Benefits of Being Bilingual
By Jonah Lehrer
May 15, 2012
In a recent paper published in Psychological Science, a team of psychologists led by Boaz Keysar at the University of Chicago found that forcing people to rely on a second language systematically reduced human biases, allowing the subjects to escape from the usual blind spots of cognition. In a sense, they were better able to think without style.
The paper is a tour de force of cross-cultural comparison, as the scientists conducted six experiments on three continents (n > 600) in five different languages: English, Korean, French, Spanish and Japanese. Although all subjects were proficient in their second language, they were not “balanced bilingual.”
This is only the latest study to capture the power of bilingualism. For instance, children raised in bilingual households show increased levels of self-control and appear better at learning abstract rules and ignoring irrelevant information. (These benefits seem to exist as early as 7 months of age.) Other studies have demonstrated that people who speak two languages are diagnosed with dementia, on average, about four years later than people who only speak one language.
Read the full article at http://www.wired.com/wiredscience/2012/05/the-benefits-of-being-bilingual
Inspired? Here is a blog post with tips to get your child started on the path to multilingualism: http://www.lifetimemoms.com/family-parenting-tips/benefits-being-bilingual-9-tips-to-get-your-kid-started
Congressional Hearing: Shortage of Foreign Language Speakers in Government
On May 21 Sen. Daniel K. Akaka (D-Hawaii) convened a panel: “A National Security Crisis: Foreign Language Capabilities in the Federal Government.” Witnesses testified about the need for foreign language speakers in the military and other parts of government, and the potential implications for national security. Among the topics they addressed were recruiting personnel, providing incentives for foreign language study, and improving educational programs. They also talked about the potential impact of budget cuts on existing efforts to recruit and retain foreign language speakers.
You can watch a video of the hearing here: http://www.c-spanvideo.org/program/306148-1 and download transcripts here: http://www.hsgac.senate.gov/subcommittees/oversight-of-government-management/hearings/a-national-security-crisis-foreign-language-capabilities-in-the-federal-government
An editorial responding to the hearings ran in the Washington Post: http://www.washingtonpost.com/politics/government-has-foreign-language-deficit/2012/05/21/gIQAzjgVgU_story.html
You can watch a video of the hearing here: http://www.c-spanvideo.org/program/306148-1 and download transcripts here: http://www.hsgac.senate.gov/subcommittees/oversight-of-government-management/hearings/a-national-security-crisis-foreign-language-capabilities-in-the-federal-government
An editorial responding to the hearings ran in the Washington Post: http://www.washingtonpost.com/politics/government-has-foreign-language-deficit/2012/05/21/gIQAzjgVgU_story.html
Job: Summer Arabic Teacher at Middlebury-Monterey Language Academy
From the NCLRC Arabic K-12 Bulletin:
Middlebury-Monterey Language Academy seeks an Arabic Teacher for an intensive four-week language immersion program in Swarthmore, PA. Teachers teach grammar, language, literature and culture through a hands-on experiential approach. All courses and daily events are taught in the target language. Teachers are expected to participate in most formal and informal events, and many will live in close proximity to students. Applicants must have a high degree of spoken and written proficiency in Arabic; experience working with middle or high school students is strongly preferred. This is a residential position. All employees will be provided room and board. All employees pay for their travel to and from program locations. Housing is not provided for family members. For more information about the program: http://mmla.middlebury.edu Application deadline is June 15, 2012. To apply: http://mmla.middlebury.edu/employment
Middlebury-Monterey Language Academy seeks an Arabic Teacher for an intensive four-week language immersion program in Swarthmore, PA. Teachers teach grammar, language, literature and culture through a hands-on experiential approach. All courses and daily events are taught in the target language. Teachers are expected to participate in most formal and informal events, and many will live in close proximity to students. Applicants must have a high degree of spoken and written proficiency in Arabic; experience working with middle or high school students is strongly preferred. This is a residential position. All employees will be provided room and board. All employees pay for their travel to and from program locations. Housing is not provided for family members. For more information about the program: http://mmla.middlebury.edu Application deadline is June 15, 2012. To apply: http://mmla.middlebury.edu/employment
TESOL Academy 2012 in Michigan
From http://www.tesol.org/s_tesol/sec_document.asp?CID=247&DID=13744
TESOL Academy 2012
Continuing Education Workshops for ESOL Professionals
Eastern Michigan University
Ypsilanti, Michigan USA
22–23 June 2012
The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from teaching a multilevel class and literacy development in content areas to reading comprehension and writing instruction for ELLs.
The Academy, which starts at noon on Friday and runs through Saturday afternoon, is held on a university campus, a perfect setting for peer-to-peer learning on a topic highly relevant to your needs.
Register online to guarantee your first workshop selection. Each workshop is limited to the first 35 participants and is filled on a first-come, first-served basis. Registration fees include materials, refreshments, certificates of attendance, and the opportunity to earn continuing education credit.
Join TESOL International Association when you register and receive the discounted member price for the Academy registration and other member benefits throughout the year.
Learn more and register at http://www.tesol.org/s_tesol/sec_document.asp?CID=247&DID=13744
TESOL Academy 2012
Continuing Education Workshops for ESOL Professionals
Eastern Michigan University
Ypsilanti, Michigan USA
22–23 June 2012
The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from teaching a multilevel class and literacy development in content areas to reading comprehension and writing instruction for ELLs.
The Academy, which starts at noon on Friday and runs through Saturday afternoon, is held on a university campus, a perfect setting for peer-to-peer learning on a topic highly relevant to your needs.
Register online to guarantee your first workshop selection. Each workshop is limited to the first 35 participants and is filled on a first-come, first-served basis. Registration fees include materials, refreshments, certificates of attendance, and the opportunity to earn continuing education credit.
Join TESOL International Association when you register and receive the discounted member price for the Academy registration and other member benefits throughout the year.
Learn more and register at http://www.tesol.org/s_tesol/sec_document.asp?CID=247&DID=13744
Wisconsin Association of Foreign Language Teachers Summer Language Leadership Institute
From http://www.waflt.org/index.php?q=node/38
WAFLT Summer Language Leadership Institute
Connecting our Classrooms, Our Students and Ourselves to the 21st Century
August 7-9, 2012 Madison
Lowell Center
UW-Madison
Learn more and register at http://www.waflt.org/index.php?q=node/38
WAFLT Summer Language Leadership Institute
Connecting our Classrooms, Our Students and Ourselves to the 21st Century
August 7-9, 2012 Madison
Lowell Center
UW-Madison
Learn more and register at http://www.waflt.org/index.php?q=node/38
Workshop: A Progressive Approach to Elementary World Language Instruction
From http://teach21.theschool.columbia.edu/workshops
A Progressive Approach to Elementary World Language Instruction
June 18-21
Columbia University
In this course teachers will examine and apply progressive theories of language instruction-- exploring ways to integrate various disciplines into their teaching, differentiate instruction and, of course, promote global awareness. Presenters will explain the building blocks of our language program as well as what elements are used in our language instruction such as: technology, integrated grammar, culture and differentiation. Participants will have the opportunity to apply what they’ve learned in the creation (or modification) of their own units of study.
Learn more and register at http://teach21.theschool.columbia.edu/content/progressive-approach-elementary-world-language-instruction
A Progressive Approach to Elementary World Language Instruction
June 18-21
Columbia University
In this course teachers will examine and apply progressive theories of language instruction-- exploring ways to integrate various disciplines into their teaching, differentiate instruction and, of course, promote global awareness. Presenters will explain the building blocks of our language program as well as what elements are used in our language instruction such as: technology, integrated grammar, culture and differentiation. Participants will have the opportunity to apply what they’ve learned in the creation (or modification) of their own units of study.
Learn more and register at http://teach21.theschool.columbia.edu/content/progressive-approach-elementary-world-language-instruction
Call for Papers: The Fourth International Conference on Lao Studies
From http://www.laostudies.org/research-programs/icls
The Center for Southeast Asian Studies (CSEAS), University of Wisconsin-Madison and the Center for Lao Studies (CLS) are pleased to announce that the Fourth International Conference on Lao Studies (ICLS) will be held on April 19-21, 2013 in Madison, Wisconsin, USA. The main objective of the conference is to promote Lao studies, broadly defined, by providing an international forum for scholars to present and discuss various aspects of Lao Studies.
The theme of the Fourth International Conference on Lao Studies is ‘Lao Studies’ as well as ‘The diverse ethnic groups of Laos’. However, this conference intends to accommodate all academic scholarship in the social sciences and humanities related to Laos, and peoples linked either to identifying as Lao or to the country of Laos more generally, including people from all ethnic groups in Laos, and diaspora communities all over the world.
Please submit abstracts in English before October 31, 2012
View the full call for papers at http://laostudies.org/conferences/index.php?option=com_content&view=article&id=29&Itemid=43
The Center for Southeast Asian Studies (CSEAS), University of Wisconsin-Madison and the Center for Lao Studies (CLS) are pleased to announce that the Fourth International Conference on Lao Studies (ICLS) will be held on April 19-21, 2013 in Madison, Wisconsin, USA. The main objective of the conference is to promote Lao studies, broadly defined, by providing an international forum for scholars to present and discuss various aspects of Lao Studies.
The theme of the Fourth International Conference on Lao Studies is ‘Lao Studies’ as well as ‘The diverse ethnic groups of Laos’. However, this conference intends to accommodate all academic scholarship in the social sciences and humanities related to Laos, and peoples linked either to identifying as Lao or to the country of Laos more generally, including people from all ethnic groups in Laos, and diaspora communities all over the world.
Please submit abstracts in English before October 31, 2012
View the full call for papers at http://laostudies.org/conferences/index.php?option=com_content&view=article&id=29&Itemid=43
Call for Papers: 2013 Conference of the American Association for Applied Linguistics
From http://aaal.org
The 2013 conference of the American Association for Applied Linguistics (AAAL) will be held March 16-19 at the Sheraton Dallas Hotel in Dallas, Texas.
The 2013 conference foregrounds applied linguistics in a globalizing world. Proposals addressing this theme are particularly encouraged, but proposals are welcome in all of the following topic strands:
Analysis of Discourse and Interaction
Assessment and Evaluation
Bilingual, Immersion, Heritage, and Minority Education
Corpus Linguistics
Educational Linguistics
Language and Cognition
Language and Ideology
Language and Technology
Language Planning and Policy
Language, Culture and Socialization
Pragmatics
Reading, Writing, and Literacy
Second and Foreign Language Pedagogy
Second Language Acquisition, Language Acquisition, and Attrition
Sociolinguistics
Text Analysis (Written Discourse)
Submission Deadline: August 17, 2012
Access the full call for papers at http://aaal.org/displaycommon.cfm?an=1&subarticlenbr=85
The 2013 conference of the American Association for Applied Linguistics (AAAL) will be held March 16-19 at the Sheraton Dallas Hotel in Dallas, Texas.
The 2013 conference foregrounds applied linguistics in a globalizing world. Proposals addressing this theme are particularly encouraged, but proposals are welcome in all of the following topic strands:
Analysis of Discourse and Interaction
Assessment and Evaluation
Bilingual, Immersion, Heritage, and Minority Education
Corpus Linguistics
Educational Linguistics
Language and Cognition
Language and Ideology
Language and Technology
Language Planning and Policy
Language, Culture and Socialization
Pragmatics
Reading, Writing, and Literacy
Second and Foreign Language Pedagogy
Second Language Acquisition, Language Acquisition, and Attrition
Sociolinguistics
Text Analysis (Written Discourse)
Submission Deadline: August 17, 2012
Access the full call for papers at http://aaal.org/displaycommon.cfm?an=1&subarticlenbr=85
Call for Papers: Special Issue of the CALICO Journal: Web 2.0 and Language Learning
Call for Papers
Special Issue of the CALICO Journal (31.1)
Web 2.0 and Language Learning: Rhetoric and Reality
Co-editors: Michael Thomas (University of Central Lancashire, UK) and Mark Peterson (Kyoto University, Japan)
This special issue of the CALICO Journal will address key issues concerning the role of Web 2.0 technologies in language learning and teaching, examining both the rhetoric and the reality behind a number of associated myths of digital education, from digital natives to digital literacy and 21st century skills. While Web 2.0 technologies have become more popular over the last five years and the case for their inclusion in education more powerful, it is still not clear to what extent they are being used in international language learning contexts and how effective they are for learning, collaboration and learner motivation.
E-readers, social media, smartphones and tablets are just some of the latest digital devices that promise to change the way we teach and learn foreign languages over the next decade. While these technologies are becoming more important in our social lives, steadily impacting all areas of our lives from communication to the way we collaborate and exchange information, more research is required on how they are being used rather than their potential. A major challenge of this special edition is to separate the rhetoric from the reality in terms of what is possible as well as desirable vis-Ã -vis language learning in a Web 2.0 digital education context.
The existence of a generation of learners who are skilled at the use of digital technologies remains one of the most frequently used terms and yet one of the biggest myths of the digital age. It reflects the tendency for educational technology to be rather easily aligned with technological determinism and an overly evangelist tone. This special edition encourages the submission of research papers that interrogate many of the uncritical assumptions of Web 2.0 and seeks to map a future agenda for research in the field.
For this special issue of the CALICO Journal, the editors invite original research-based articles that examine key issues around Web 2.0 technologies in actual language learning environments, both inside and outside formal classroom contexts.
Topics relevant to the special issue may include (but are not limited to) critical perspectives on:
• Key terms such as ‘digital divide’, ‘digital literacy,’ ‘digital natives/immigrants’, ‘technological determinism’
• digital game-based language learning
• Web 2.0 technologies in the language classroom
• e-learning and collaborative learning
• social networking applications and tools
• teacher professional development and digital technologies
• mobile-assisted language learning
• digital literacies
• telecollaboration
• social media and language learning
Please send inquiries and abstracts to both Michael Thomas (mthomas4 at uclan dot ac dot uk) and Mark Peterson (kinpaku at hotmail dot com) before 1st July 2012. Please list CALICO Journal Special Issue in the subject line of your email.
Publication Timeline
• July 1st, 2012: submission deadline for abstracts
(approx. 350 words outlining the purposes and content of the paper)
• July 15th, 2012: invitation to authors to submit a manuscript
• January 25th, 2013: full papers due
(author guidelines available at https://calico.org/page.php?id=514)
• April 1st, 2013: revised papers due
• December, 2013: publication of the special issue
About the Journal
The CALICO Journal is the journal of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The CALICO Journal is fully refereed and publishes articles, software reviews, and book reviews. The CALICO Journal (ISSN 0742-7778) appears three times a year (January, May, and September).
Schulze, M. CALICO Journal: CfP Special Issue Web 2.0 and Language Learning. CALICO-L listserv (24 May 2012, CALICO-L@LISTSERV.CALICO.ORG).
Special Issue of the CALICO Journal (31.1)
Web 2.0 and Language Learning: Rhetoric and Reality
Co-editors: Michael Thomas (University of Central Lancashire, UK) and Mark Peterson (Kyoto University, Japan)
This special issue of the CALICO Journal will address key issues concerning the role of Web 2.0 technologies in language learning and teaching, examining both the rhetoric and the reality behind a number of associated myths of digital education, from digital natives to digital literacy and 21st century skills. While Web 2.0 technologies have become more popular over the last five years and the case for their inclusion in education more powerful, it is still not clear to what extent they are being used in international language learning contexts and how effective they are for learning, collaboration and learner motivation.
E-readers, social media, smartphones and tablets are just some of the latest digital devices that promise to change the way we teach and learn foreign languages over the next decade. While these technologies are becoming more important in our social lives, steadily impacting all areas of our lives from communication to the way we collaborate and exchange information, more research is required on how they are being used rather than their potential. A major challenge of this special edition is to separate the rhetoric from the reality in terms of what is possible as well as desirable vis-Ã -vis language learning in a Web 2.0 digital education context.
The existence of a generation of learners who are skilled at the use of digital technologies remains one of the most frequently used terms and yet one of the biggest myths of the digital age. It reflects the tendency for educational technology to be rather easily aligned with technological determinism and an overly evangelist tone. This special edition encourages the submission of research papers that interrogate many of the uncritical assumptions of Web 2.0 and seeks to map a future agenda for research in the field.
For this special issue of the CALICO Journal, the editors invite original research-based articles that examine key issues around Web 2.0 technologies in actual language learning environments, both inside and outside formal classroom contexts.
Topics relevant to the special issue may include (but are not limited to) critical perspectives on:
• Key terms such as ‘digital divide’, ‘digital literacy,’ ‘digital natives/immigrants’, ‘technological determinism’
• digital game-based language learning
• Web 2.0 technologies in the language classroom
• e-learning and collaborative learning
• social networking applications and tools
• teacher professional development and digital technologies
• mobile-assisted language learning
• digital literacies
• telecollaboration
• social media and language learning
Please send inquiries and abstracts to both Michael Thomas (mthomas4 at uclan dot ac dot uk) and Mark Peterson (kinpaku at hotmail dot com) before 1st July 2012. Please list CALICO Journal Special Issue in the subject line of your email.
Publication Timeline
• July 1st, 2012: submission deadline for abstracts
(approx. 350 words outlining the purposes and content of the paper)
• July 15th, 2012: invitation to authors to submit a manuscript
• January 25th, 2013: full papers due
(author guidelines available at https://calico.org/page.php?id=514)
• April 1st, 2013: revised papers due
• December, 2013: publication of the special issue
About the Journal
The CALICO Journal is the journal of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The CALICO Journal is fully refereed and publishes articles, software reviews, and book reviews. The CALICO Journal (ISSN 0742-7778) appears three times a year (January, May, and September).
Schulze, M. CALICO Journal: CfP Special Issue Web 2.0 and Language Learning. CALICO-L listserv (24 May 2012, CALICO-L@LISTSERV.CALICO.ORG).
Call for Papers: Teaching Russian Conference
From http://russconf.uvic.ca
Teaching Russian is a biannual conference that promotes innovative methods for teaching the Russian language at the secondary and post-secondary level. The next conference will be held at the University of Victoria on August 23-24, 2012.
Deadline for Proposals is extended until 15 June 2012.
View the call for papers at http://russconf.uvic.ca/papers.html
Teaching Russian is a biannual conference that promotes innovative methods for teaching the Russian language at the secondary and post-secondary level. The next conference will be held at the University of Victoria on August 23-24, 2012.
Deadline for Proposals is extended until 15 June 2012.
View the call for papers at http://russconf.uvic.ca/papers.html
May/June 2012 Issue of the NCLRC Language Resource Newsletter
From http://www.nclrc.org/newsletter.html
NCLRC’s May/June newsletter is chock-full of ideas for working with the Comparisons standard. Guest Feature Author Lori Langer de RamÃrez offers us insights about constructing windows and mirrors, as well as three lesson plans that encourage comparing. Nada Salem shares her final observations and solutions for teaching cultural concepts in the classroom. Mary Chang offers personal observations on how it feels to live in another culture and provides sample lesson plans based on comparing nutritional standards. YANA discusses using the Ah-Ha! Moment to make cultural comparisons and provides a list of comparison activities for both language and culture. Marcel LaVergne has a Sound Bite about the names of objects and suggests some other ways to compare cultures and languages. In the Testing Tips column you will find an assessment comparing relative distances of objects. Finally, Jill Robbins has some wonderful summer fun with mobile apps.
Access the latest issue of the newsletter at http://www.nclrc.org/newsletter.html
NCLRC’s May/June newsletter is chock-full of ideas for working with the Comparisons standard. Guest Feature Author Lori Langer de RamÃrez offers us insights about constructing windows and mirrors, as well as three lesson plans that encourage comparing. Nada Salem shares her final observations and solutions for teaching cultural concepts in the classroom. Mary Chang offers personal observations on how it feels to live in another culture and provides sample lesson plans based on comparing nutritional standards. YANA discusses using the Ah-Ha! Moment to make cultural comparisons and provides a list of comparison activities for both language and culture. Marcel LaVergne has a Sound Bite about the names of objects and suggests some other ways to compare cultures and languages. In the Testing Tips column you will find an assessment comparing relative distances of objects. Finally, Jill Robbins has some wonderful summer fun with mobile apps.
Access the latest issue of the newsletter at http://www.nclrc.org/newsletter.html
Free Issue to Special Issue ACTFL’s Foreign Language Annals
Enjoy FREE access to a special issue of Foreign Language Annals
http://onlinelibrary.wiley.com/doi/10.1111/flan.2012.45.issue-s1/issuetoc
This special issue of Foreign Language Annals was born out of the ACTFL Research Priorities Initiative, designed to (1) identify the key areas in which research is currently needed in foreign language instruction and learning to inform and improve classroom practice; (2) attract researchers to conduct research in these key areas; and (3) sponsor this research through funding, publication, and dissemination of research findings to the field and other stakeholders.
Foreign Language Annals is the official journal of the American Council on the Teaching of Foreign Languages. To learn more about the journal, please visit http://wileyonlinelibrary.com/journal/flan
McCumber, L. [FLTEACH] Free access to a special issue of Foreign Language Annals. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 May 2012).
http://onlinelibrary.wiley.com/doi/10.1111/flan.2012.45.issue-s1/issuetoc
This special issue of Foreign Language Annals was born out of the ACTFL Research Priorities Initiative, designed to (1) identify the key areas in which research is currently needed in foreign language instruction and learning to inform and improve classroom practice; (2) attract researchers to conduct research in these key areas; and (3) sponsor this research through funding, publication, and dissemination of research findings to the field and other stakeholders.
Foreign Language Annals is the official journal of the American Council on the Teaching of Foreign Languages. To learn more about the journal, please visit http://wileyonlinelibrary.com/journal/flan
McCumber, L. [FLTEACH] Free access to a special issue of Foreign Language Annals. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 May 2012).
June 2012 Issue of Language Learning and Technology
From http://llt.msu.edu
Volume 16 Number 2 (June 2012) of Language Learning and Technology is available online. This special issue focuses on Hegemonies in CALL.
Articles:
Power within Blended Language Learning Programs in Japan
Interactive Whiteboards in State School Settings: Teacher Responses to Socio-constructivist Hegemonies
Caught in the Web: Overcoming and Reproducing Hegemony in Azerbaijan
Promoting Dialogue or Hegemonic Practice? Power Issues in Telecollaboration
Access the June 2012 issue at http://llt.msu.edu/issues/june2012/index.html
Volume 16 Number 2 (June 2012) of Language Learning and Technology is available online. This special issue focuses on Hegemonies in CALL.
Articles:
Power within Blended Language Learning Programs in Japan
Interactive Whiteboards in State School Settings: Teacher Responses to Socio-constructivist Hegemonies
Caught in the Web: Overcoming and Reproducing Hegemony in Azerbaijan
Promoting Dialogue or Hegemonic Practice? Power Issues in Telecollaboration
Access the June 2012 issue at http://llt.msu.edu/issues/june2012/index.html
Book: Introducing Multilingualism
From http://www.routledge.com/books/details/9780415609975
Introducing Multilingualism: A Social Approach
By Jean-Jacques Weber and Kristine Horner
Published by Routledge
Description: Introducing Multilingualism is a new, comprehensive and user-friendly introduction to the dynamic field of multilingualism.
Adopting a compelling social and critical approach, Jean-Jacques Weber and Kristine Horner guide readers through the established theories about multilingualism. The book covers language as a social construct, language contact and variation, language and identity and the differences between individual and societal multilingualism. The authors also provide an alternative approach to studying multilingualism, introducing innovative concepts such as flexible multilingualism and literacy bridge in order to encourage students to critically question dominant discourses on topics such as integration, heritage and language testing.
This highly practical textbook incorporates a wide range of engaging activities and encourages students to think critically about important social and educational issues. Throughout, the theoretical content is explored through a wide range of case studies from around the world.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415609975
Introducing Multilingualism: A Social Approach
By Jean-Jacques Weber and Kristine Horner
Published by Routledge
Description: Introducing Multilingualism is a new, comprehensive and user-friendly introduction to the dynamic field of multilingualism.
Adopting a compelling social and critical approach, Jean-Jacques Weber and Kristine Horner guide readers through the established theories about multilingualism. The book covers language as a social construct, language contact and variation, language and identity and the differences between individual and societal multilingualism. The authors also provide an alternative approach to studying multilingualism, introducing innovative concepts such as flexible multilingualism and literacy bridge in order to encourage students to critically question dominant discourses on topics such as integration, heritage and language testing.
This highly practical textbook incorporates a wide range of engaging activities and encourages students to think critically about important social and educational issues. Throughout, the theoretical content is explored through a wide range of case studies from around the world.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415609975
Book: Neoliberalism and Applied Linguistics
From http://www.routledge.com/books/details/9780415592055
Neoliberalism and Applied Linguistics
By David Block, John Gray, and Marnie Holborow
Published by Routledge
Description: This book explores neoliberalism – a view of the world that puts the market at its centre- from the perspective of applied linguistics.
Neoliberalism and Applied Linguistics argues that while applied linguistics has become more interdisciplinary in orientation, it has ignored or downplayed the role of political economy, namely the way in which social, political and economic factors relate to one another within the context of a capitalist economy. The authors take the view that engagement with political economy is central to any fully rounded analysis of language and language-related issues in the world today and their collaboration in this volume represents an initial attempt to redress what they perceive to be an imbalance in the field.
The book begins with a discussion of neoliberalism and an analysis of the ways in which neoliberal ideology impacts on language. This is followed by a discussion of how globalization and identity have been conceptualised in applied linguistics in ways which have ignored the political centrality of class – a concept which the authors see as integral to their perspective. The book concludes with an analysis of the ways in which neoliberal ideology plays out in two key areas of applied linguistics - language teaching and language teacher education.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415592055
Neoliberalism and Applied Linguistics
By David Block, John Gray, and Marnie Holborow
Published by Routledge
Description: This book explores neoliberalism – a view of the world that puts the market at its centre- from the perspective of applied linguistics.
Neoliberalism and Applied Linguistics argues that while applied linguistics has become more interdisciplinary in orientation, it has ignored or downplayed the role of political economy, namely the way in which social, political and economic factors relate to one another within the context of a capitalist economy. The authors take the view that engagement with political economy is central to any fully rounded analysis of language and language-related issues in the world today and their collaboration in this volume represents an initial attempt to redress what they perceive to be an imbalance in the field.
The book begins with a discussion of neoliberalism and an analysis of the ways in which neoliberal ideology impacts on language. This is followed by a discussion of how globalization and identity have been conceptualised in applied linguistics in ways which have ignored the political centrality of class – a concept which the authors see as integral to their perspective. The book concludes with an analysis of the ways in which neoliberal ideology plays out in two key areas of applied linguistics - language teaching and language teacher education.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415592055
Online Russian Resources
From http://www.russianflagship.wisc.edu
The Russian Flagship Center at UW-Madison has a metasite with lots of well-organized annotated links to Russian language resources at http://www.russianflagship.wisc.edu/content/online-russian-resources
The Russian Flagship Center at UW-Madison has a metasite with lots of well-organized annotated links to Russian language resources at http://www.russianflagship.wisc.edu/content/online-russian-resources
May 19, 2012
Resources for Foreign Language Advocacy
The New York State Association of Foreign Language Teachers has compiled several documents that will help you support the foreign language advocacy conversation with your regional and state elected officials. They are available at http://www.nysaflt.org/advocacy/documents.shtml
Speaking Sport: BBC’s Website Focuses on the Connection between Sports and Languages
Reinforce your students’ Spanish, French, German, Chinese, or Italian on BBC’s Speaking Sport website, which features different athletes and the role of foreign languages in their careers. Available at http://www.bbc.co.uk/programmes/p00qrjvn
Multiplayer: New Sentence-Writing Game on Quizlet
From http://quizlet.com/faqs/faq-multiplayer
You may be familiar with Quizlet, an online study tool in which you can build your own flashcard sets to study in a variety or ways, or use sets that have been created by other users.
A new function on the website is the Multiplayer sentence-writing game. Each person in a group of three or more players is shown the same word, and each person writes a sentence using that word. Then a collection of other players’ sentences is shown, and each player rates them on a three-level scale. Finally, the results of the rating are shown.
Teachers can pause the game to take advantage of teachable moments and to address persistent errors.
Currently anyone can play the game using existing word sets, but you must be a Quizlet PLUS member to create your own sets. You can take advantage of a promotional offer to join Quizlet PLUS for a year for free at http://quizlet.com/promo/FLTEACH
Play a sample Multiplayer game at http://quizlet.com/multiplayer and scroll down for more information about it.
A collection of frequently asked questions about the new game is available at http://quizlet.com/faqs/faq-multiplayer
You may be familiar with Quizlet, an online study tool in which you can build your own flashcard sets to study in a variety or ways, or use sets that have been created by other users.
A new function on the website is the Multiplayer sentence-writing game. Each person in a group of three or more players is shown the same word, and each person writes a sentence using that word. Then a collection of other players’ sentences is shown, and each player rates them on a three-level scale. Finally, the results of the rating are shown.
Teachers can pause the game to take advantage of teachable moments and to address persistent errors.
Currently anyone can play the game using existing word sets, but you must be a Quizlet PLUS member to create your own sets. You can take advantage of a promotional offer to join Quizlet PLUS for a year for free at http://quizlet.com/promo/FLTEACH
Play a sample Multiplayer game at http://quizlet.com/multiplayer and scroll down for more information about it.
A collection of frequently asked questions about the new game is available at http://quizlet.com/faqs/faq-multiplayer
The Weird World of Sports
These sporting events may not make it to the Olympics this summer, but Sol Neelman’s collection of photos could make great conversation prompts for you and your students: http://lens.blogs.nytimes.com/2012/03/28/the-weird-world-of-sports
Sites for Learning about the 2012 Olympics
For the last two years, English language teacher Larry Ferlazzo has been putting together his annotated list of his favorite websites for learning about the 2012 Olympic Games. See what he’s found at http://larryferlazzo.edublogs.org/2010/07/27/the-best-sites-for-learning-about-the-london-2012-olympics
Follow the Olympic Torch through England
The Olympic Torch Relay started last Saturday. You and your students can follow its progress through the United Kingdom and learn about British geography in the process. For a helpful list of online resources, including maps and news articles, visit http://www.freetech4teachers.com/2012/05/follow-olympic-torch-relay.html
A Day in the Life of an English Language Learner: Shadow a Student
Ivannia Soto reveals how shadowing learners enables educators to monitor their use of academic language in this recent and informative post from Language Magazine: http://languagemagazine.com/?p=3914
Video: Mother’s Influence on Peruvian Olympic Runner Gladys Tejeda
From http://zachary-jones.com/zambombazo/betsys-recap-red-tape-olympian-mom-chilean-pop-carlos-fuentes-more
You and your students can watch a short video about marathon runner Gladys Tejeda and the influence her mother has had on her Olympic aspirations at http://viewpure.com/5oXKz30UjVk . The video is in Spanish with English subtitles.
For more sports-related content from the Zambombazo website, check out this Twiccionario activity focused on sports and days of the week (http://zachary-jones.com/zambombazo/twiccionario-una-semana-de-deportes ) and an activity dealing with the sites of different Olympic competitions in London this summer (http://zachary-jones.com/zambombazo/infografia-sedes-de-los-juegos-olimpicos-de-londres-2012 )
You and your students can watch a short video about marathon runner Gladys Tejeda and the influence her mother has had on her Olympic aspirations at http://viewpure.com/5oXKz30UjVk . The video is in Spanish with English subtitles.
For more sports-related content from the Zambombazo website, check out this Twiccionario activity focused on sports and days of the week (http://zachary-jones.com/zambombazo/twiccionario-una-semana-de-deportes ) and an activity dealing with the sites of different Olympic competitions in London this summer (http://zachary-jones.com/zambombazo/infografia-sedes-de-los-juegos-olimpicos-de-londres-2012 )
The Best Resources For Learning About The Maya
From http://larryferlazzo.edublogs.org
ESL teacher Larry Ferlazzo has put together an annotated list of online resources for learning about the Maya, available at http://larryferlazzo.edublogs.org/2012/05/11/the-best-resources-for-learning-about-the-maya
ESL teacher Larry Ferlazzo has put together an annotated list of online resources for learning about the Maya, available at http://larryferlazzo.edublogs.org/2012/05/11/the-best-resources-for-learning-about-the-maya
Summer French Immersion on the Oregon Coast
From http://www.afportland.org/2012/03/alliance-summer-immersion at-the-coast
The Alliance Française de Portland will hold its 4th Annual Summer Immersion program from August 23-28 in Manzanita, Oregon. The intensive program, for adult students ranging from high A2 to B2 level, features non-stop French from morning to evening, with native speakers.
Emphasis is on the spoken language and developing fluidity of expression, through: 1) targeted exercises that focus on specific problem areas for Anglophones, 2) new vocabulary with an emphasis on idiomatic expressions, 3) grammar review and highlights with a focus on mastery of pronouns and the subjunctive, and 4) practical-life sessions.
Note that half the available spots are currently reserved by past and present Alliance enrollees, so act quickly.
For full details go to http://www.afportland.org/2012/03/alliance-summer-immersion at-the-coast
The Alliance Française de Portland will hold its 4th Annual Summer Immersion program from August 23-28 in Manzanita, Oregon. The intensive program, for adult students ranging from high A2 to B2 level, features non-stop French from morning to evening, with native speakers.
Emphasis is on the spoken language and developing fluidity of expression, through: 1) targeted exercises that focus on specific problem areas for Anglophones, 2) new vocabulary with an emphasis on idiomatic expressions, 3) grammar review and highlights with a focus on mastery of pronouns and the subjunctive, and 4) practical-life sessions.
Note that half the available spots are currently reserved by past and present Alliance enrollees, so act quickly.
For full details go to http://www.afportland.org/2012/03/alliance-summer-immersion at-the-coast
From http://www.france-amerique.com/magazine/about.html
France-Amérique is America’s largest French-language magazine with a print circulation of 20,000 copies and over 50,000 readers per issue, including 13,000 paid subscribers. France-Amérique reaches French expatriates, Francophones and French-speaking Americans nationwide.
Besides the print magazine, France-Amerique.com, the publication’s website, provides the latest French-American headline news, exclusive interviews of French-American leaders, an insider’s look at French cultural and community life in the U.S., and practical information for French people and other French speakers living in the U.S.
Also, you can subscribe to a weekly French e-Newsletter for a weekly summary of the top French-American headlines, the latest French cultural news and releases in the U.S., and a selection of French events in the U.S.
Visit the website at http://www.france-amerique.com
Subscribe to the e-newsletter at http://france-amerique.us1.list-manage.com/subscribe?u=798cf5ce2e117ba902de7cd0b&id=7ae48566d7
France-Amérique is America’s largest French-language magazine with a print circulation of 20,000 copies and over 50,000 readers per issue, including 13,000 paid subscribers. France-Amérique reaches French expatriates, Francophones and French-speaking Americans nationwide.
Besides the print magazine, France-Amerique.com, the publication’s website, provides the latest French-American headline news, exclusive interviews of French-American leaders, an insider’s look at French cultural and community life in the U.S., and practical information for French people and other French speakers living in the U.S.
Also, you can subscribe to a weekly French e-Newsletter for a weekly summary of the top French-American headlines, the latest French cultural news and releases in the U.S., and a selection of French events in the U.S.
Visit the website at http://www.france-amerique.com
Subscribe to the e-newsletter at http://france-amerique.us1.list-manage.com/subscribe?u=798cf5ce2e117ba902de7cd0b&id=7ae48566d7
Editorial: Majoring in Classics Gives Students an Edge
From http://www.usatodayeducate.com/staging/index.php/campuslife/opinion-majoring-in-the-classics-gives-students-an-edge
Opinion: Majoring in the classics gives students an edge
By Meghan DeMaria
May 7, 2012
People who hear someone is a classics major usually assume that person wants to be a high school Latin teacher or a college professor. While many classics majors choose to earn graduate degrees in classics and become teachers and professors, there are many other fields that undergraduates can enter with a classics degree. But more importantly, there’s a lot to be learned from classics, regardless of your profession.
Read the full editorial at http://www.usatodayeducate.com/staging/index.php/campuslife/opinion-majoring-in-the-classics-gives-students-an-edge
Opinion: Majoring in the classics gives students an edge
By Meghan DeMaria
May 7, 2012
People who hear someone is a classics major usually assume that person wants to be a high school Latin teacher or a college professor. While many classics majors choose to earn graduate degrees in classics and become teachers and professors, there are many other fields that undergraduates can enter with a classics degree. But more importantly, there’s a lot to be learned from classics, regardless of your profession.
Read the full editorial at http://www.usatodayeducate.com/staging/index.php/campuslife/opinion-majoring-in-the-classics-gives-students-an-edge
Educators Describe Renewal of Latin Instruction in City Schools
From http://gothamschools.org/2012/05/07/educators-describe-renewal-of-latin-instruction-in-city-schools
Educators describe renewal of Latin instruction in city schools
by Rose D'souza
May 7, 2012
City students at selective public and elite private schools have long had the option to study Latin. Now several schools with less affluent students are breathing new life into the long-dead language by requiring all students to study it.
At a panel discussion on Friday organized by the New York Classical Club, educators from across the city spoke optimistically about the revival of Latin at their public schools.
Educators on the panel said one attraction of Latin instruction is the idea that it could help fuel academic achievement in other subjects.
“I chose it because of the timelessness of it. When in doubt, go to Latin. You can’t go wrong with it,” said Lester Long, executive director of the South Bronx Classical Charter School, where students start taking Latin in third grade. “We want students to use Latin to understand what they read in English. That’s our big driver.”
Read the full article at http://gothamschools.org/2012/05/07/educators-describe-renewal-of-latin-instruction-in-city-schools
Educators describe renewal of Latin instruction in city schools
by Rose D'souza
May 7, 2012
City students at selective public and elite private schools have long had the option to study Latin. Now several schools with less affluent students are breathing new life into the long-dead language by requiring all students to study it.
At a panel discussion on Friday organized by the New York Classical Club, educators from across the city spoke optimistically about the revival of Latin at their public schools.
Educators on the panel said one attraction of Latin instruction is the idea that it could help fuel academic achievement in other subjects.
“I chose it because of the timelessness of it. When in doubt, go to Latin. You can’t go wrong with it,” said Lester Long, executive director of the South Bronx Classical Charter School, where students start taking Latin in third grade. “We want students to use Latin to understand what they read in English. That’s our big driver.”
Read the full article at http://gothamschools.org/2012/05/07/educators-describe-renewal-of-latin-instruction-in-city-schools
Online Summer Course: AP Classical Authors
From the Latinteach listserv:
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UNC Greensboro's summer online offering for 2012 will focus on readings from the AP Latin curriculum (Vergil, Aeneid and Caesar, Gallic War), along with an overview of the curriculum and best practices for teaching it.
Dates: July 9 – 27
Meeting times: 1-2 pm, Monday through Friday*
Where to sign up: http://online.uncg.edu/summer/index.php
*Much of the course will by asynchronous, with web lectures and online activities, so we may not meet online every day.
Non-degree-seeking students are welcome to enroll! You must have a B.A. in Latin or its equivalent. Tuition is currently $194.56 per credit hour for North Carolina residents; out-of-state students pay $405.35 per credit hour.
The only required equipment is a computer, a robust internet connection, and a headphone/microphone.
If you are planning on attending the National JCL convention from July 26-31, don’t worry about the slight overlap in our dates – we will accommodate your schedule.
For more information, don’t hesitate to contact me!
David Wharton, Director of Graduate Study
Department of Classical Studies
P.O. Box 26170 Greensboro, NC 27402-6170
(336) 509-8172 / wharton at uncg dot edu
http://www.uncg.edu/cla/med
Wharton, D. [Latinteach] Summer Online Course! AP Latin Authors. Latinteach listserv (latinteach@nxport.com, 16 May 2012).
---
UNC Greensboro's summer online offering for 2012 will focus on readings from the AP Latin curriculum (Vergil, Aeneid and Caesar, Gallic War), along with an overview of the curriculum and best practices for teaching it.
Dates: July 9 – 27
Meeting times: 1-2 pm, Monday through Friday*
Where to sign up: http://online.uncg.edu/summer/index.php
*Much of the course will by asynchronous, with web lectures and online activities, so we may not meet online every day.
Non-degree-seeking students are welcome to enroll! You must have a B.A. in Latin or its equivalent. Tuition is currently $194.56 per credit hour for North Carolina residents; out-of-state students pay $405.35 per credit hour.
The only required equipment is a computer, a robust internet connection, and a headphone/microphone.
If you are planning on attending the National JCL convention from July 26-31, don’t worry about the slight overlap in our dates – we will accommodate your schedule.
For more information, don’t hesitate to contact me!
David Wharton, Director of Graduate Study
Department of Classical Studies
P.O. Box 26170 Greensboro, NC 27402-6170
(336) 509-8172 / wharton at uncg dot edu
http://www.uncg.edu/cla/med
Wharton, D. [Latinteach] Summer Online Course! AP Latin Authors. Latinteach listserv (latinteach@nxport.com, 16 May 2012).
Website Teaches How To Write in Suetterlin Script
Learn Suetterlin script, created by the Berlin graphic artist Ludwig Sütterlin (1865-1917), which was taught from 1915 to 1941 in German schools, at http://www.suetterlinschrift.de/Englisch/Sutterlin.htm
Articles about German Cities
Are you students researching German cities? Are you looking for materials for engaging classroom displays? Are you preparing for an upcoming trip with your students to Germany? Access feature articles about Berlin, Frankfurt, Hamburg, Munich, and Heidelberg at http://www.germany.info/Vertretung/usa/en/04__W__t__G/03/01/01Cities/__Cities.html
Fairy Tale Worlds: Exhibition at the Goethe-Institut Los Angeles
From http://www.goethe.de/ins/us/los/kue/lit/gri/en8936012v.htm
The Goethe-Institut Los Angeles presents Fairy Tale Worlds (Märchenwelten) a new exhibition celebrating the Brothers Grimm on the 200th anniversary of the first publication of the Children’s and Household Tales.
Wander into our enchanted forest, find interactive treasure chests and learn about fairy princesses, wise women, wizards, heroes, villains and other fairy tale characters. You can learn how to perform magic, understand the language of animals and can even contribute to a new fairy tale.
The multi-media exhibition for students ages 8 through 15 travels to Goethe-Instituts and German Schools world-wide and can be seen for a limited time at the Goethe-Institut Los Angeles.
The exhibition will be in Los Angeles May 29th through June 15th. For more details visit http://www.goethe.de/ins/us/los/kue/lit/gri/en8936012v.htm
The Goethe-Institut Los Angeles presents Fairy Tale Worlds (Märchenwelten) a new exhibition celebrating the Brothers Grimm on the 200th anniversary of the first publication of the Children’s and Household Tales.
Wander into our enchanted forest, find interactive treasure chests and learn about fairy princesses, wise women, wizards, heroes, villains and other fairy tale characters. You can learn how to perform magic, understand the language of animals and can even contribute to a new fairy tale.
The multi-media exhibition for students ages 8 through 15 travels to Goethe-Instituts and German Schools world-wide and can be seen for a limited time at the Goethe-Institut Los Angeles.
The exhibition will be in Los Angeles May 29th through June 15th. For more details visit http://www.goethe.de/ins/us/los/kue/lit/gri/en8936012v.htm
Workshop: The Yin and Yang of Learning: Chinese In and Out of the Classroom
From http://www.utexas.edu/cola/centers/tlc/conferences/Chinese-Workshop/Home.php
The Yin and Yang of Learning: Chinese In and Out of the Classroom
Saturday, July 21, 2012
10:00AM - 3:00PM
CBA Events Room, 3.304
University of Texas at Austin
This workshop will provide Chinese language teachers with ideas on how to create instructional and learning materials to supplement their textbooks. Chinese materials from Gateway to Chinese, a COERLL web resource, will serve as examples to illustrate how quality materials can promote effective learning outside of the classroom.
For full details and to register go to http://www.utexas.edu/cola/centers/tlc/conferences/Chinese-Workshop/Home.php
The Yin and Yang of Learning: Chinese In and Out of the Classroom
Saturday, July 21, 2012
10:00AM - 3:00PM
CBA Events Room, 3.304
University of Texas at Austin
This workshop will provide Chinese language teachers with ideas on how to create instructional and learning materials to supplement their textbooks. Chinese materials from Gateway to Chinese, a COERLL web resource, will serve as examples to illustrate how quality materials can promote effective learning outside of the classroom.
For full details and to register go to http://www.utexas.edu/cola/centers/tlc/conferences/Chinese-Workshop/Home.php
News in Arabic and Arab News
Here are some sources of news in Arabic and about the Arab world:
CNN in Arabic: http://arabic.cnn.com
BBC in Arabic: http://www.bbc.co.uk/Arabic
Arab News (in English): http://arabnews.com
ArabicNews (in English): http://www.arabicnews.com
Arab Times, intended for the Arab-American community: http://www.arabtimes.com
CNN in Arabic: http://arabic.cnn.com
BBC in Arabic: http://www.bbc.co.uk/Arabic
Arab News (in English): http://arabnews.com
ArabicNews (in English): http://www.arabicnews.com
Arab Times, intended for the Arab-American community: http://www.arabtimes.com
University of Louisville Has First Graduates from Sign Language Program
From http://www.courier-journal.com/article/20120512/NEWS01/305120079/university-of-louisville-graduation
University of Louisville has first graduates from sign language program
by Joseph Lord
May 12, 2012
Ashley Finn came to the University of Louisville unsure of what she wanted to do for a living. She majored in English but became enamored with another language — sign language — after taking a course in it.
Not long after, U of L created a new major — officially, “American sign language interpreting studies” — designed to supply sign interpreters for the deaf community.
She signed up and on Saturday became one of the program’s first 10 graduates.
Read the full article at http://www.courier-journal.com/article/20120512/NEWS01/305120079/university-of-louisville-graduation
University of Louisville has first graduates from sign language program
by Joseph Lord
May 12, 2012
Ashley Finn came to the University of Louisville unsure of what she wanted to do for a living. She majored in English but became enamored with another language — sign language — after taking a course in it.
Not long after, U of L created a new major — officially, “American sign language interpreting studies” — designed to supply sign interpreters for the deaf community.
She signed up and on Saturday became one of the program’s first 10 graduates.
Read the full article at http://www.courier-journal.com/article/20120512/NEWS01/305120079/university-of-louisville-graduation
University of Colorado at Boulder To Pilot Four-Year German PhD
From http://www.insidehighered.com/news/2012/05/02/proposed-phd-german-colorado-aims-halve-time-degree
Humanities Ph.D. in 4 Years
by Mitch Smith
May 2, 2012
Beginning next fall, students at the University of Colorado at Boulder can earn a Ph.D. in German studies in about half the time it might take to earn that degree elsewhere. The program has been approved by campus administrators and the Board of Regents and is likely to be finalized at the state higher education commission’s meeting this week.
The goal is to have students in and out in four years, Professor Ann Schmiesing said. Colorado’s program, which has been in development for almost half a decade, will admit two students a year and pair them with faculty mentors.
Students will spend two years focused on classwork, one year doing research (perhaps in Germany) and the final year writing their dissertation. … The difference is in a lighter teaching burden and one-on-one mentoring, allowing more focus on classroom work earlier on in the program and more guidance on research and the dissertation.
Colorado administrators and others believe the program could be a model elsewhere, both in German and other humanities disciplines.
Read more: http://www.insidehighered.com/news/2012/05/02/proposed-phd-german-colorado-aims-halve-time-degree#ixzz1v4HaQ6Ni
Humanities Ph.D. in 4 Years
by Mitch Smith
May 2, 2012
Beginning next fall, students at the University of Colorado at Boulder can earn a Ph.D. in German studies in about half the time it might take to earn that degree elsewhere. The program has been approved by campus administrators and the Board of Regents and is likely to be finalized at the state higher education commission’s meeting this week.
The goal is to have students in and out in four years, Professor Ann Schmiesing said. Colorado’s program, which has been in development for almost half a decade, will admit two students a year and pair them with faculty mentors.
Students will spend two years focused on classwork, one year doing research (perhaps in Germany) and the final year writing their dissertation. … The difference is in a lighter teaching burden and one-on-one mentoring, allowing more focus on classroom work earlier on in the program and more guidance on research and the dissertation.
Colorado administrators and others believe the program could be a model elsewhere, both in German and other humanities disciplines.
Read more: http://www.insidehighered.com/news/2012/05/02/proposed-phd-german-colorado-aims-halve-time-degree#ixzz1v4HaQ6Ni
South Pasadena School Board Considers Dual Language Immersion Program
From http://www.mercurynews.com/california/ci_20596280/south-pasadena-school-board-considers-dual-language-immersion
South Pasadena school board considers dual language immersion program
By Lauren Gold
May 10, 2012
School Board President Joe Loo hopes he can bring a dual language immersion program to the South Pasadena Unified District.
Loo broached the subject at Tuesday's school board meeting, hoping to introduce the idea for consideration and gauge the opinions of the other board members. He said he thinks the program would help students be more successful in all areas of study.
Though no action was taken Tuesday, Superintendent Joel Shapiro said the discussion was productive, and provided insight into board leanings on the issue.
If it chooses to implement the immersion program, SPUSD would not be the first district to do so in the San Gabriel Valley. Pasadena has offered elementary dual immersion at San Rafael and Field Elementary Schools since 2009 and will add a third site next year.
PUSD Spokesman Adam Wolfson said the program has not only helped students improve academically, but has also drawn new families into the district.
Read the full article at http://www.mercurynews.com/california/ci_20596280/south-pasadena-school-board-considers-dual-language-immersion
South Pasadena school board considers dual language immersion program
By Lauren Gold
May 10, 2012
School Board President Joe Loo hopes he can bring a dual language immersion program to the South Pasadena Unified District.
Loo broached the subject at Tuesday's school board meeting, hoping to introduce the idea for consideration and gauge the opinions of the other board members. He said he thinks the program would help students be more successful in all areas of study.
Though no action was taken Tuesday, Superintendent Joel Shapiro said the discussion was productive, and provided insight into board leanings on the issue.
If it chooses to implement the immersion program, SPUSD would not be the first district to do so in the San Gabriel Valley. Pasadena has offered elementary dual immersion at San Rafael and Field Elementary Schools since 2009 and will add a third site next year.
PUSD Spokesman Adam Wolfson said the program has not only helped students improve academically, but has also drawn new families into the district.
Read the full article at http://www.mercurynews.com/california/ci_20596280/south-pasadena-school-board-considers-dual-language-immersion
Immersion Weekend for French Teachers
Week-end d’immersion pour profs de francais
Mohican State Park, Ohio
September 21-23
Deadline to register: September 7, 2012
For full details, go to http://aatfohio.wordpress.com/immersion-a-mohican-du-21-au-23-septembre-2012
Mohican State Park, Ohio
September 21-23
Deadline to register: September 7, 2012
For full details, go to http://aatfohio.wordpress.com/immersion-a-mohican-du-21-au-23-septembre-2012
CAL Spanish Literacy Institute -- Teaching Academic Language, Reading, Writing, and Content Concepts in Grades K-8
From http://www.cal.org/solutions/profdev/sli
Spanish Literacy Institute: Teaching Academic Language, Reading, Writing, and Content Concepts in Grades K-8
Lenguaje académico, lectoescritura, y desarrollo del conocimiento K-8
August 1, 2, and 3, 2012
9:00 am – 4:00 pm ET
Savoy Suites Hotel, Washington, D.C.
The Spanish Literacy Institute is designed for bilingual teachers, specialists, and coordinators who provide support or instruction in the Spanish language in bilingual, heritage language, language immersion, or dual language settings.
Participants must be proficient in Spanish and have a working knowledge of English to fully participate in all aspects of the Institute.
Learn more and register at http://www.cal.org/solutions/profdev/sli
Spanish Literacy Institute: Teaching Academic Language, Reading, Writing, and Content Concepts in Grades K-8
Lenguaje académico, lectoescritura, y desarrollo del conocimiento K-8
August 1, 2, and 3, 2012
9:00 am – 4:00 pm ET
Savoy Suites Hotel, Washington, D.C.
The Spanish Literacy Institute is designed for bilingual teachers, specialists, and coordinators who provide support or instruction in the Spanish language in bilingual, heritage language, language immersion, or dual language settings.
Participants must be proficient in Spanish and have a working knowledge of English to fully participate in all aspects of the Institute.
Learn more and register at http://www.cal.org/solutions/profdev/sli
Directory of 2012 STARTALK Programs for Students and Teachers
STARTALK is a program of the National Security Language Initiative (NSLI). The initiative seeks to expand and improve the teaching and learning of strategically important world languages that are not now widely taught in the US.
STARTALK’s mission is to increase the number of Americans learning, speaking, and teaching critical need foreign languages by offering students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development, forming an extensive community of practice that seeks continuous improvement in such criteria as outcomes-driven program design, standards-based curriculum planning, learner-centered approaches, excellence in selection and development of materials, and meaningful assessment of outcomes.
See what STARTALK professional development opportunities are available for teachers this summer at http://startalk.umd.edu/programs/search?year=2012&participant-type=teacher
See what opportunities are available for interested students at http://startalk.umd.edu/programs/search?year=2012&participant-type=student
STARTALK’s mission is to increase the number of Americans learning, speaking, and teaching critical need foreign languages by offering students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development, forming an extensive community of practice that seeks continuous improvement in such criteria as outcomes-driven program design, standards-based curriculum planning, learner-centered approaches, excellence in selection and development of materials, and meaningful assessment of outcomes.
See what STARTALK professional development opportunities are available for teachers this summer at http://startalk.umd.edu/programs/search?year=2012&participant-type=teacher
See what opportunities are available for interested students at http://startalk.umd.edu/programs/search?year=2012&participant-type=student
2012 National Two-Way Bilingual Immersion Conference
From http://www.twowaycabe.org
20th Annual National Two Way Conference 2012
Newport Beach Marriott Hotel & Spa
June 27-30, 2012
See the conference schedule and register at http://www.twowaycabe.org/index.html
20th Annual National Two Way Conference 2012
Newport Beach Marriott Hotel & Spa
June 27-30, 2012
See the conference schedule and register at http://www.twowaycabe.org/index.html
Call for Papers: Midwest Association of Language Testers 2012
From http://www.linguistics.illinois.edu/research/conferences/mwalt2012
The 14th annual MwALT conference will be held at the University of Illinois at Urbana-Champaign. Abstracts for papers and posters on the theme of Inferences and Actions in Language Testing are invited for the conference. The Linguistics Department of the University of Illinois is excited to be hosting the Midwest Association of Language Testers (MwALT) 2012. The conference will take place October 5-6, 2012 in Levis Faculty Center at the University of Illinois at Urbana-Champaign.
In order to be considered, proposals must be received via email by Tuesday, June 5, 2012.
Download the full call for papers from http://www.linguistics.illinois.edu/research/conferences/mwalt2012/documents/MwALT2012_Call_for_Papers.pdf
The 14th annual MwALT conference will be held at the University of Illinois at Urbana-Champaign. Abstracts for papers and posters on the theme of Inferences and Actions in Language Testing are invited for the conference. The Linguistics Department of the University of Illinois is excited to be hosting the Midwest Association of Language Testers (MwALT) 2012. The conference will take place October 5-6, 2012 in Levis Faculty Center at the University of Illinois at Urbana-Champaign.
In order to be considered, proposals must be received via email by Tuesday, June 5, 2012.
Download the full call for papers from http://www.linguistics.illinois.edu/research/conferences/mwalt2012/documents/MwALT2012_Call_for_Papers.pdf
Spring 2012 Issue of the Heritage Language Journal
The Heritage Language Journal (HLJ), an online, blind-refereed journal, was established in 2002 to provide a forum for scholars to publish the results of their research and to advance knowledge about educating heritage speakers. HLJ is published by the National Heritage Language Resource Center at UCLA.
The spring 2012 issue is now available online at http://hlj.ucla.edu/?AspxAutoDetectCookieSupport=1
This special issue focuses on Spanish assessment.
Access to the journal and all its archives remains free, although subscribers are required to log in to read the papers.
The spring 2012 issue is now available online at http://hlj.ucla.edu/?AspxAutoDetectCookieSupport=1
This special issue focuses on Spanish assessment.
Access to the journal and all its archives remains free, although subscribers are required to log in to read the papers.
Book: Task-Based Language Learning and Teaching with Technology
From http://www.continuumbooks.com/books/detail.aspx?BookId=168448
Task-Based Language Learning and Teaching with Technology
Edited by Michael Thomas and Hayo Reinders
Published by Continuum
Description: This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices.
The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practitioners and researchers in applied linguistics, second language acquisition and education studies.
Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=168448
Task-Based Language Learning and Teaching with Technology
Edited by Michael Thomas and Hayo Reinders
Published by Continuum
Description: This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices.
The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practitioners and researchers in applied linguistics, second language acquisition and education studies.
Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=168448
Book: The Routledge Handbook of Language Testing
From http://www.routledge.com/books/details/9780415570633
The Routledge Handbook of Language Testing
Edited by Glenn Fulcher and Fred Davidson
Published by Routledge
Description: The Routledge Handbook of Language Testing offers a critical and comprehensive overview of language testing and assessment within the fields of applied linguistics and language study.
An understanding of language testing is essential for applied linguistic research, language education, and a growing range of public policy issues. This handbook is an introduction and reference to the study of the subject. Specially commissioned chapters by leading academics and researchers of language testing address the most important topics facing researchers and practitioners, including:
An overview of the key issues in language testing
Key research methods and techniques in language test validation
The social and ethical aspects of language testing
The philosophical and historical underpinnings of assessment practices
The key literature in the field
Test design and development practices through use of practical examples
The Routledge Handbook of Language Testing is intended for postgraduate students, language teachers, and those working in the field of applied linguistics.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415570633
The Routledge Handbook of Language Testing
Edited by Glenn Fulcher and Fred Davidson
Published by Routledge
Description: The Routledge Handbook of Language Testing offers a critical and comprehensive overview of language testing and assessment within the fields of applied linguistics and language study.
An understanding of language testing is essential for applied linguistic research, language education, and a growing range of public policy issues. This handbook is an introduction and reference to the study of the subject. Specially commissioned chapters by leading academics and researchers of language testing address the most important topics facing researchers and practitioners, including:
An overview of the key issues in language testing
Key research methods and techniques in language test validation
The social and ethical aspects of language testing
The philosophical and historical underpinnings of assessment practices
The key literature in the field
Test design and development practices through use of practical examples
The Routledge Handbook of Language Testing is intended for postgraduate students, language teachers, and those working in the field of applied linguistics.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415570633
Graduate Chinese Flagship Program
From https://www.indiana.edu/~cclp/main
Indiana University is home to the only Graduate Chinese Flagship Program in the country, designed to produce global professionals with superior language skills. This innovative program offers specialized content instruction in Chinese within the context of an MA program, overseas internship experience, and direct course enrollment at Nanjing University, in which course instruction is entirely in Mandarin.
Learn more about the program at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=132&Itemid=143
Indiana University is home to the only Graduate Chinese Flagship Program in the country, designed to produce global professionals with superior language skills. This innovative program offers specialized content instruction in Chinese within the context of an MA program, overseas internship experience, and direct course enrollment at Nanjing University, in which course instruction is entirely in Mandarin.
Learn more about the program at https://www.indiana.edu/~cclp/main/index.php?option=com_content&view=article&id=132&Itemid=143
Why Study Hindi-Urdu?
From http://hindiurduflagship.org
The Hindi Urdu Flagship program at the University of Texas - Austin has put together a webpage arguing for the importance of studying this language group. The page is available at http://hindiurduflagship.org/about/why-hindi-urdu
The Hindi Urdu Flagship program at the University of Texas - Austin has put together a webpage arguing for the importance of studying this language group. The page is available at http://hindiurduflagship.org/about/why-hindi-urdu
May 13, 2012
Tetris-Style Vocabulary Practice in Arabic, French, German, Italian, Mandarin, Spanish, and Portuguese
Play a Tetris-style vocabulary matching game in Arabic, French, German, Italian, Mandarin, Spanish, or Portuguese. Vocabulary used for the game is organized topically. Available at http://www.bitesizedlanguages.com/language-games/play/match-mania
Realia from around the World
Mis Cositas is a teacher’s website full of teaching resources, including curriculum packets. One of its newer resources is a collection of realia from different countries: money, tickets, receipts, and so on. The collection is available at http://miscositas.com/realiamenu.html . Another collection is available on Flickr at http://www.flickr.com/photos/miscositaspix/collections/72157628007307998
New Answers to Frequently Asked Questions about Two-Way Immersion
The Center for Applied Linguistics has updated its website with new information for two-way immersion and dual language practitioners. There are two new additions to its FAQ section: How do TWI programs manage enrollment? (http://www.cal.org/twi/FAQ/faq24.htm ) and Is it better for a TWI program to operate as a whole school or as a strand within a school? (http://www.cal.org/twi/FAQ/faq23.htm ). The full FAQ on two-way immersion is available at http://www.cal.org/twi/FAQ.htm .
CAL has also updated its bibliography of two-way immersion research literature: http://www.cal.org/twi/bib.htm
CAL has also updated its bibliography of two-way immersion research literature: http://www.cal.org/twi/bib.htm
National Anthem Channel on YouTube
Will you and your students be following the Olympic Games this summer? Are you doing in-class activities having to do with the Olympics? You may find this YouTube channel useful: http://www.youtube.com/user/VocalNationalAnthems
Each national anthem is sung, with the words and an English translation displayed in a video.
Each national anthem is sung, with the words and an English translation displayed in a video.
English Teaching Resources for the Olympic Games
From http://www.teachingenglish.org.uk/english-for-the-games
The British Council has a growing collection of resources based around the 2012 Olympic and Paralympic Games in London. Access lessons and activities at a variety of proficiency levels at http://www.teachingenglish.org.uk/english-for-the-games
The British Council has a growing collection of resources based around the 2012 Olympic and Paralympic Games in London. Access lessons and activities at a variety of proficiency levels at http://www.teachingenglish.org.uk/english-for-the-games
Workshop: Texas Spanish in Texas Schools: Do You Speak Your Students' Language?
From http://www.utexas.edu/cola/centers/tlc/events/23039
Texas Spanish in Texas Schools: Do you speak your students' language?
Sat, June 23, 2012
10:00 AM - 3:00 PM
CBA 3.306 (Events Room)
University of Texas at Austin
Texas leads the nation in the percentage of its residents who speak Spanish at home, but not everyone in Texas speaks Spanish the same way. This workshop will help educators to understand the origins of such variation and how a focus on language as it is actually spoken can enhance the classroom experience. Using authentic video samples from the Spanish in Texas Corpus project, workshop participants will collaborate in creating activities to promote student interest in their own and others’ language practices.
For full details and to register go to http://www.utexas.edu/cola/centers/tlc/conferences/Spanish-in-Texas/Home.php
Texas Spanish in Texas Schools: Do you speak your students' language?
Sat, June 23, 2012
10:00 AM - 3:00 PM
CBA 3.306 (Events Room)
University of Texas at Austin
Texas leads the nation in the percentage of its residents who speak Spanish at home, but not everyone in Texas speaks Spanish the same way. This workshop will help educators to understand the origins of such variation and how a focus on language as it is actually spoken can enhance the classroom experience. Using authentic video samples from the Spanish in Texas Corpus project, workshop participants will collaborate in creating activities to promote student interest in their own and others’ language practices.
For full details and to register go to http://www.utexas.edu/cola/centers/tlc/conferences/Spanish-in-Texas/Home.php
Vrais Amis - French English Cognates
From http://french.about.com
Not all cognates are false! About.com has a list of 1,700 words that are spelled (although not pronounced) identically in French and English and are true or semi-true cognates: http://french.about.com/od/vocabulary/a/vraisamis.htm?nl=1
Not all cognates are false! About.com has a list of 1,700 words that are spelled (although not pronounced) identically in French and English and are true or semi-true cognates: http://french.about.com/od/vocabulary/a/vraisamis.htm?nl=1
Essay Series: Latin Without Latin
From http://distichalatina.blogspot.com
Latin without Latin is a new series of essays about Latin pieces of literature, explained in English. It is intended for people who want to learn about Latin and Latin poetry, but who don’t know Latin, but Latin students may also enjoy and learn from them.
Access the essays that have been written so far at http://distichalatina.blogspot.com/2011/04/about-english-essays.html
Latin without Latin is a new series of essays about Latin pieces of literature, explained in English. It is intended for people who want to learn about Latin and Latin poetry, but who don’t know Latin, but Latin students may also enjoy and learn from them.
Access the essays that have been written so far at http://distichalatina.blogspot.com/2011/04/about-english-essays.html
Blog: Ancient and Modern Olympics
From http://ancientandmodernolympics.wordpress.com
With the 2012 Olympic Games coming up this summer in London, now is a great time to study both the ancient and modern games with your Greek and Latin students. Here is a good resource to get started: Ancient and modern Olympics is a blog written by Dr Jason König, who teaches Greek in the School of Classics, University of St Andrews. The blog has been running from March 2012. It offers among other things translations of texts related to the ancient Olympics festival and ancient Greek athletics generally, with a particular focus on texts which have something to tell us about the connections and the gaps between ancient and modern sport.
The blog is available at http://ancientandmodernolympics.wordpress.com
With the 2012 Olympic Games coming up this summer in London, now is a great time to study both the ancient and modern games with your Greek and Latin students. Here is a good resource to get started: Ancient and modern Olympics is a blog written by Dr Jason König, who teaches Greek in the School of Classics, University of St Andrews. The blog has been running from March 2012. It offers among other things translations of texts related to the ancient Olympics festival and ancient Greek athletics generally, with a particular focus on texts which have something to tell us about the connections and the gaps between ancient and modern sport.
The blog is available at http://ancientandmodernolympics.wordpress.com
German Embassy’s Spot the Bus Contest
From http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/05/01BUS.html
You and your students can win gift packages promoting Germany if you see any of the German Embassy’s “Destination” buses, either in person in Washington, DC, or virtually on Germany.info’s website. Learn more about the contest, which runs through July 31, 2012, at http://www.germany.info/bus
You and your students can win gift packages promoting Germany if you see any of the German Embassy’s “Destination” buses, either in person in Washington, DC, or virtually on Germany.info’s website. Learn more about the contest, which runs through July 31, 2012, at http://www.germany.info/bus
German Names Website
From http://www.nordicnames.de/wiki/Main_Page
What German names were most popular 60 years ago? In which regions of Germany is a name most popular? How do you pronounce “Angela”? This website has an alphabetical listing of German names with information about the ages of people most likely to have that name, regions where it is most popular, and an audio clip of the name being pronounced: http://www.nordicnames.de/Aussprache.html
What German names were most popular 60 years ago? In which regions of Germany is a name most popular? How do you pronounce “Angela”? This website has an alphabetical listing of German names with information about the ages of people most likely to have that name, regions where it is most popular, and an audio clip of the name being pronounced: http://www.nordicnames.de/Aussprache.html
Ynsee Gaelg: Resources for Manx Celtic
From http://www.learnmanx.com
Learn Manx (Ynsee Gaelg) is a web site dedicated to the Gaelic language of the Isle of Man. Resources include lessons at beginner, intermediate, and advanced levels; online games; a spoken dictionary; a serial story in Manx; a website especially for mobile devices; and news having to do with the language.
The website is available at http://www.learnmanx.com
Learn Manx (Ynsee Gaelg) is a web site dedicated to the Gaelic language of the Isle of Man. Resources include lessons at beginner, intermediate, and advanced levels; online games; a spoken dictionary; a serial story in Manx; a website especially for mobile devices; and news having to do with the language.
The website is available at http://www.learnmanx.com
Stop Russian! Tongue-in-Cheek Pro-Russian Study Campaign
From http://www.sras.org/stop_russian
The School of Russian and Asian Studies (SRAS) has launched a tongue-in-cheek public service campaign to "Stop Russian." From their website: “Post in your classroom, office, dorm room, favorite coffee shop, or to canvas your entire university! We encourage readers to print and disseminate this valuable information – before one more college student falls victim to a passion for Russian!”
Download materials at http://www.sras.org/stop_russian
For a more straightforward explanation of why a person should study Russian, try the Russian Flagship Center at the University of Wisconsin: http://www.russianflagship.wisc.edu/content/why-learn-russian
Also, here are more reasons on Russnet: http://modules.russnet.org/why
The School of Russian and Asian Studies (SRAS) has launched a tongue-in-cheek public service campaign to "Stop Russian." From their website: “Post in your classroom, office, dorm room, favorite coffee shop, or to canvas your entire university! We encourage readers to print and disseminate this valuable information – before one more college student falls victim to a passion for Russian!”
Download materials at http://www.sras.org/stop_russian
For a more straightforward explanation of why a person should study Russian, try the Russian Flagship Center at the University of Wisconsin: http://www.russianflagship.wisc.edu/content/why-learn-russian
Also, here are more reasons on Russnet: http://modules.russnet.org/why
Al-Bab: Website Dedicated to Arab Culture
From http://www.al-bab.com/arab/about.htm
Al-Bab aims to introduce non-Arabs to the Arabs and their culture. Western explorers of the 18th and 19th centuries portrayed the Arab world as a strange, exotic and sometimes terrifying place. Al-Bab seeks to portray the Arab world neither as an object of fear nor as a cultural curiosity - fascinating though it may be.
It tries to look beyond the strange or exotic, to show the Arab world as it is and to explain, as simply as possible, how it has become what it is.
It tries to seek out the points of interaction with other cultures rather than the differences; the ways in which the Arab world has influenced other cultures or been influenced by them.
It tries, too, to celebrate the achievements of Arab culture and to discuss its failings openly.
Al-Bab consists mainly of links to other sites and pages on the internet but also contains some original material. The links are presented in an organized, structured way which is intended to make information easy to find.
Al-Bab is available at http://www.al-bab.com
Al-Bab aims to introduce non-Arabs to the Arabs and their culture. Western explorers of the 18th and 19th centuries portrayed the Arab world as a strange, exotic and sometimes terrifying place. Al-Bab seeks to portray the Arab world neither as an object of fear nor as a cultural curiosity - fascinating though it may be.
It tries to look beyond the strange or exotic, to show the Arab world as it is and to explain, as simply as possible, how it has become what it is.
It tries to seek out the points of interaction with other cultures rather than the differences; the ways in which the Arab world has influenced other cultures or been influenced by them.
It tries, too, to celebrate the achievements of Arab culture and to discuss its failings openly.
Al-Bab consists mainly of links to other sites and pages on the internet but also contains some original material. The links are presented in an organized, structured way which is intended to make information easy to find.
Al-Bab is available at http://www.al-bab.com
Fellowship for High School Students To Study Arabic
The Qatar Foundation International (QFI) is encouraging the study of Arabic this summer by providing fellowships for high school students to attend the Arabic language Middlebury Monterey Language Academy Summer Camp (June 24 – July 19, 2012, Oberlin College in Ohio). Summer Camp students live in dorms and study intensive Arabic. QFI will provide partial or full scholarships for students who apply for the QFI Fellowship and are selected by the Middlebury Monterey program staff on the basis of commitment and need. Travel to and from the camp may also be included in the scholarship if need is demonstrated. To learn more about the program and application: http://mmla.middlebury.edu/about Students should call the program at 888-216-0135 and tell them that they are applying for a Qatar Foundation International Fellowship for Arabic. The staff will give directions about how to apply without having to pay the application fee. For questions or concerns, please contact John Compton at 202-652-0147.
NCLRC Arabic K-12 Bulletin, May 11, 2012.
NCLRC Arabic K-12 Bulletin, May 11, 2012.
Chickasaw Language Website
From http://www.chickasaw.tv/#/language
Have you seen the Chickasaw language website? It features online language lessons and games, videos featuring fluent Chickasaw speakers, information about programs like Mastser-Apprentice and language camps, and much more. Visit this media- and culture-rich website to learn Chickasaw or to be inspired with your own language work: http://www.chickasaw.tv/#/language
Have you seen the Chickasaw language website? It features online language lessons and games, videos featuring fluent Chickasaw speakers, information about programs like Mastser-Apprentice and language camps, and much more. Visit this media- and culture-rich website to learn Chickasaw or to be inspired with your own language work: http://www.chickasaw.tv/#/language
Chukchansi Pledges $1 Million for Language Study & Revitalization
From http://www.ksee24.com/news/local/Chukchansi-Pledges-1-Million-for-Language-Study--Revitalization-150494595.html
Chukchansi Pledges $1 Million for Language Study & Revitalization
By KSEE News
May 7, 2012
The Chukchansi variety of the Yokuts language will be preserved and revitalized thanks to a $1 million gift from the Picayune Rancheria of the Chukchansi Indians to Fresno State’s College of Arts and Humanities for the Department of Linguistics.
The gift will provide funding for programs and research support to document, preserve and revitalize the Chukchansi language in collaboration with the Department of Linguistics.
Since 2009, Fresno State faculty and students have worked with native speakers to devise a writing system and start the process of developing a Chukchansi dictionary and grammar. According to Dr. Vida Samiian, dean of the College of Arts and Humanities, they have established a strong foundational understanding of the complex language but there is much left to be accomplished.
“This is a rare and exciting opportunity for the students and faculty of the Department of Linguistics,” said Dr. Samiian. “We are deeply honored to support the efforts of the Chukchansi people to revitalize and preserve their unique and historically significant language.”
Read the full article at http://www.ksee24.com/news/local/Chukchansi-Pledges-1-Million-for-Language-Study--Revitalization-150494595.html
Chukchansi Pledges $1 Million for Language Study & Revitalization
By KSEE News
May 7, 2012
The Chukchansi variety of the Yokuts language will be preserved and revitalized thanks to a $1 million gift from the Picayune Rancheria of the Chukchansi Indians to Fresno State’s College of Arts and Humanities for the Department of Linguistics.
The gift will provide funding for programs and research support to document, preserve and revitalize the Chukchansi language in collaboration with the Department of Linguistics.
Since 2009, Fresno State faculty and students have worked with native speakers to devise a writing system and start the process of developing a Chukchansi dictionary and grammar. According to Dr. Vida Samiian, dean of the College of Arts and Humanities, they have established a strong foundational understanding of the complex language but there is much left to be accomplished.
“This is a rare and exciting opportunity for the students and faculty of the Department of Linguistics,” said Dr. Samiian. “We are deeply honored to support the efforts of the Chukchansi people to revitalize and preserve their unique and historically significant language.”
Read the full article at http://www.ksee24.com/news/local/Chukchansi-Pledges-1-Million-for-Language-Study--Revitalization-150494595.html
In Talks at International Education Summit, Differences and Common Goals Emerge
From http://chronicle.com/article/In-Talks-at-International/131779
In Talks at International Education Summit, Differences and Common Goals Emerge
By Karin Fischer
May 3, 2012
The International Education Summit on the Occasion of the G8 takes its mouthful of a name from the Group of 8, the forum for finance ministers of the world's largest economies. Now in its third year, the education summit has quickly become far more inclusive, and this year's conference drew representatives from countries including China, Indonesia, and Qatar.
[T]he delegates, who come from government agencies and international-education groups, do share the same broad goals: They want to increase the movement of students across international borders, expand enrollment in postsecondary education generally, and produce graduates who are globally competent and culturally fluent.
Yet, differences in practice and policy can hamper collaboration. For instance, representatives from countries like France and Brazil with low- or no-tuition models said they had trouble forming academic exchanges or sending students to study in high-tuition countries like the United States.
Read the full article at http://chronicle.com/article/In-Talks-at-International/131779
In Talks at International Education Summit, Differences and Common Goals Emerge
By Karin Fischer
May 3, 2012
The International Education Summit on the Occasion of the G8 takes its mouthful of a name from the Group of 8, the forum for finance ministers of the world's largest economies. Now in its third year, the education summit has quickly become far more inclusive, and this year's conference drew representatives from countries including China, Indonesia, and Qatar.
[T]he delegates, who come from government agencies and international-education groups, do share the same broad goals: They want to increase the movement of students across international borders, expand enrollment in postsecondary education generally, and produce graduates who are globally competent and culturally fluent.
Yet, differences in practice and policy can hamper collaboration. For instance, representatives from countries like France and Brazil with low- or no-tuition models said they had trouble forming academic exchanges or sending students to study in high-tuition countries like the United States.
Read the full article at http://chronicle.com/article/In-Talks-at-International/131779
Three Jobs at the University of Maryland
Here are three job postings involving language acquisition and teaching at the University of Maryland:
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Less Commonly Taught Langs: Sr Research Scientist/Area Director
The University of Maryland Center for Advanced Study of Language (CASL) is seeking to expand its senior research leadership with the addition of a linguist whose interests focus on Less Commonly Taught Languages. Applications are invited for an Area Director (AD) to lead CASL's interdisciplinary research program in this area, which applies investigations of language structure and use to the range of challenges that U.S. government language professionals confront in the course of their work. These challenges include interpretation, translation, and learning of languages that are not widely taught or described. Current projects involve description of and resource development for languages of interest to the US government. Existing areas of expertise include Africa, Asia, and the Middle East. The successful applicant will oversee and develop new projects that apply basic research in language structure and use to projects in other CASL research areas, including second-language acquisition, cognitive neuroscience, cognitive psychology, and technology use.
View the full job posting at http://linguistlist.org/issues/23/23-2240.html
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Instructed 2nd Lang Acq: Asst/Assoc/Sr Research Scientist
University of Maryland Center for Advanced Study of Language (CASL) is seeking to fill a research faculty position in Instructed Second Language Acquisition to work in its interdisciplinary national language research program. CASL seeks scholars with expertise particularly in the empirical investigation of effective and efficient language instruction. The ideal candidate will have strong foundations in classroom research methods, language teaching methodology, and language-learning outcomes assessment. Areas of specialization may include instructed SLA, study abroad, and/or task-based language instruction. The successful candidate will work with multidisciplinary teams - including second language acquisition researchers, anthropologists, industrial/organizational and cognitive psychologists, and computational/ descriptive/psycholinguists - on projects that optimize language, culture, and job training and promote and track the acquisition and maintenance of critical foreign languages.
The successful candidate will work with or lead multidisciplinary teams to examine innovative approaches that potentially promote fast and effective, job-relevant language learning, often to very high levels. Current research projects include studies of aptitude-by- treatment interaction, lexical learning, curriculum innovations, and technology for language learning, and investigations of other efficiencies in L2 instruction.
View the full job posting at http://linguistlist.org/issues/23/23-2241.html
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Distance Foreign Lang Learning: Asst/Assoc/Sr Research Scientist
University of Maryland Center for Advanced Study of Language (CASL) is seeking to fill a research faculty position in Distance Foreign Language Learning to work in its interdisciplinary research program on second language acquisition, with a focus on technology-mediated language instruction. Rank is open. CASL seeks scholars with research experience in distance language learning, particularly instructor-mediated online learning. The ideal candidate will have experience and/or interest in designing and evaluating distance learning programs, conducting research in instructed second language contexts, teaching language online, and assessing language learning at a distance. Areas of specialization may include designing models for effective technology-mediated language training, exploring methods of using technology to maximize second language acquisition, and analyzing distance learning outcomes. Possible domains of application include online CMC analysis, online course development and evaluation, and application of new technologies to distance learning settings. The successful candidate will work with multidisciplinary teams, including IT engineers and programmers, linguists and computational linguists, as well as second language acquisition researchers, on research projects that help government agencies offer language training at a distance for a variety of job-related skills. Examples of current projects include: developing empirically-based best practices for distance language instruction, establishing an assessment system for online language programs, determining the effectiveness of technology-mediated language training tools, and developing and evaluating online language programs and courses.
View the full job posting at http://linguistlist.org/issues/23/23-2242.html
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Less Commonly Taught Langs: Sr Research Scientist/Area Director
The University of Maryland Center for Advanced Study of Language (CASL) is seeking to expand its senior research leadership with the addition of a linguist whose interests focus on Less Commonly Taught Languages. Applications are invited for an Area Director (AD) to lead CASL's interdisciplinary research program in this area, which applies investigations of language structure and use to the range of challenges that U.S. government language professionals confront in the course of their work. These challenges include interpretation, translation, and learning of languages that are not widely taught or described. Current projects involve description of and resource development for languages of interest to the US government. Existing areas of expertise include Africa, Asia, and the Middle East. The successful applicant will oversee and develop new projects that apply basic research in language structure and use to projects in other CASL research areas, including second-language acquisition, cognitive neuroscience, cognitive psychology, and technology use.
View the full job posting at http://linguistlist.org/issues/23/23-2240.html
---
Instructed 2nd Lang Acq: Asst/Assoc/Sr Research Scientist
University of Maryland Center for Advanced Study of Language (CASL) is seeking to fill a research faculty position in Instructed Second Language Acquisition to work in its interdisciplinary national language research program. CASL seeks scholars with expertise particularly in the empirical investigation of effective and efficient language instruction. The ideal candidate will have strong foundations in classroom research methods, language teaching methodology, and language-learning outcomes assessment. Areas of specialization may include instructed SLA, study abroad, and/or task-based language instruction. The successful candidate will work with multidisciplinary teams - including second language acquisition researchers, anthropologists, industrial/organizational and cognitive psychologists, and computational/ descriptive/psycholinguists - on projects that optimize language, culture, and job training and promote and track the acquisition and maintenance of critical foreign languages.
The successful candidate will work with or lead multidisciplinary teams to examine innovative approaches that potentially promote fast and effective, job-relevant language learning, often to very high levels. Current research projects include studies of aptitude-by- treatment interaction, lexical learning, curriculum innovations, and technology for language learning, and investigations of other efficiencies in L2 instruction.
View the full job posting at http://linguistlist.org/issues/23/23-2241.html
---
Distance Foreign Lang Learning: Asst/Assoc/Sr Research Scientist
University of Maryland Center for Advanced Study of Language (CASL) is seeking to fill a research faculty position in Distance Foreign Language Learning to work in its interdisciplinary research program on second language acquisition, with a focus on technology-mediated language instruction. Rank is open. CASL seeks scholars with research experience in distance language learning, particularly instructor-mediated online learning. The ideal candidate will have experience and/or interest in designing and evaluating distance learning programs, conducting research in instructed second language contexts, teaching language online, and assessing language learning at a distance. Areas of specialization may include designing models for effective technology-mediated language training, exploring methods of using technology to maximize second language acquisition, and analyzing distance learning outcomes. Possible domains of application include online CMC analysis, online course development and evaluation, and application of new technologies to distance learning settings. The successful candidate will work with multidisciplinary teams, including IT engineers and programmers, linguists and computational linguists, as well as second language acquisition researchers, on research projects that help government agencies offer language training at a distance for a variety of job-related skills. Examples of current projects include: developing empirically-based best practices for distance language instruction, establishing an assessment system for online language programs, determining the effectiveness of technology-mediated language training tools, and developing and evaluating online language programs and courses.
View the full job posting at http://linguistlist.org/issues/23/23-2242.html
Job: Spanish, Chinese and Russian Immersion in Baltimore
Baltimore International Academy (BIA), a K-8 public charter school in Baltimore City is looking for elementary teachers for its Spanish, Chinese and Russian full immersion programs for the 2012-2013 school year. Candidates must have native-level fluency in either Spanish, Chinese, or Russian. Candidates must also be certified in elementary education or have the credentials to become certified in the State of Maryland. Preference will be given to candidates who have experience with language immersion or International Baccalaureate (IB). You can learn more about BIA at http://www.baltimorecityschools.org/335. Interested candidates should send their resume and cover letter to leimer at bcps dot k12 dot md dot us.
Lisa Eimer
Executive Assistant to the Operator,
Kona-Facia Nepay
Baltimore International Academy
5434 Harford Rd.
Baltimore, MD 21214
Ph: 443-278-9417
Fax: 443-278-9418
http://www.baltimorecityschools.org/335
Eimar, L. [LIM-A] Employment Opportunity--Spanish, Chinese & Russian Immersion. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 11 May 2012).
Lisa Eimer
Executive Assistant to the Operator,
Kona-Facia Nepay
Baltimore International Academy
5434 Harford Rd.
Baltimore, MD 21214
Ph: 443-278-9417
Fax: 443-278-9418
http://www.baltimorecityschools.org/335
Eimar, L. [LIM-A] Employment Opportunity--Spanish, Chinese & Russian Immersion. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 11 May 2012).
Job: Summer Danish Instructor, Minnesota
The International School of Minnesota seeks a candidate to instruct basic Danish Language in its International Kids Camp this summer. Dates needed: July 2-12, 2012 *No camp July 4 Monday through Thursday each week 8:30 a.m. -- 11:30 a.m. (plus additional prep time as needed); 30-minute lessons per camper group instructed Language Instructor will instruct campers ages 3-12 in basic Danish Language and History with fun, creative projects, singing, dancing, games, food, etc. Applicants must have experience working with children and be comfortable planning all activities. Teaching experience a plus, but not necessary. Authorization to work in the United States and the ability to pass a criminal background check in advance of starting required. For further information contact Emily, Program Co-Coordinator, via email at egrossman at ism-sabis dot net
Location: Eden Prairie, MN
Compensation: $100.00 per day
This is a part-time job.
Principals only. Recruiters, please don't contact this job poster.
Please, no phone calls about this job!
Please do not contact job poster about other services, products or commercial interests.
[NORDIC-T] seeking Danish instructor this summer. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 9 May 2012).
Location: Eden Prairie, MN
Compensation: $100.00 per day
This is a part-time job.
Principals only. Recruiters, please don't contact this job poster.
Please, no phone calls about this job!
Please do not contact job poster about other services, products or commercial interests.
[NORDIC-T] seeking Danish instructor this summer. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 9 May 2012).
Enhanced Assessment Grants from the U.S. Department of Education
Notices Inviting Applications for this year’s Enhanced Assessment Grants (EAG) competitions were published in the Federal Register on April 30. Applications for grants are now available via the Grants.gov web site.
In 2012 the Department will hold two separate competitions for fiscal year (FY) 2011 EAG funds. One competition will support the development of a system of English language proficiency (ELP) assessments aligned with a common set of English language proficiency standards that correspond to a common set of college- and career-ready standards in English language arts and mathematics, and, in so doing, will give priority to collaborative efforts among States (EAG ELP Competition).
Federal Register announcement in text (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/html/2012-10359.htm ) or pdf (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/pdf/2012-10359.pdf ).
The other will support efforts designed to advance practice significantly in the area of increasing the accessibility and validity of assessments for students with disabilities or limited English proficiency, or both, including strategies for test design, administration with accommodations, scoring, and reporting (EAG Accessibility Competition).
Federal Register announcement in text (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/html/2012-10382.htm ) or pdf (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/pdf/2012-10382.pdf ).
Frequently Asked Questions for this competition will be posted on the program website at http://www2.ed.gov/programs/eag/faq.html in the next few days. Additional information about the Enhanced Assessment Grants program is also available at the program website, http://www.ed.gov/programs/eag/index.html
U.S. Department of Education: Enhanced Assessment Grants. NCELA List (NCELA@HERMES.GWU.EDU, 1 May 2012).
In 2012 the Department will hold two separate competitions for fiscal year (FY) 2011 EAG funds. One competition will support the development of a system of English language proficiency (ELP) assessments aligned with a common set of English language proficiency standards that correspond to a common set of college- and career-ready standards in English language arts and mathematics, and, in so doing, will give priority to collaborative efforts among States (EAG ELP Competition).
Federal Register announcement in text (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/html/2012-10359.htm ) or pdf (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/pdf/2012-10359.pdf ).
The other will support efforts designed to advance practice significantly in the area of increasing the accessibility and validity of assessments for students with disabilities or limited English proficiency, or both, including strategies for test design, administration with accommodations, scoring, and reporting (EAG Accessibility Competition).
Federal Register announcement in text (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/html/2012-10382.htm ) or pdf (http://www.gpo.gov/fdsys/pkg/FR-2012-04-30/pdf/2012-10382.pdf ).
Frequently Asked Questions for this competition will be posted on the program website at http://www2.ed.gov/programs/eag/faq.html in the next few days. Additional information about the Enhanced Assessment Grants program is also available at the program website, http://www.ed.gov/programs/eag/index.html
U.S. Department of Education: Enhanced Assessment Grants. NCELA List (NCELA@HERMES.GWU.EDU, 1 May 2012).
TESOL Summer Institute
From http://www.newschool.edu/continuing-education/certificate-programs/tesol-summer-institute
TESOL Summer Institute
July 1–13, 2012
New York City
The New School Summer Institute for Teachers of English to Speakers of Other Languages (TESOL) brings educators up-to-date on the latest developments in the field. The program features:
A two-week, full-time professional development program for teachers of ESOL
Choice of three workshops
The Resourceful Teacher
Teaching Young Learners
Teaching Teachers
Taught by The New School's renowned English Language Studies faculty
Study and network with English teachers from around the world
Co-curricular activities supplement the workshops
Organized tours and cultural activities in and around New York City
Student housing available in Greenwich Village or nearby
Application Deadline: May 30, 2012
For full details go to http://www.newschool.edu/continuing-education/certificate-programs/tesol-summer-institute
TESOL Summer Institute
July 1–13, 2012
New York City
The New School Summer Institute for Teachers of English to Speakers of Other Languages (TESOL) brings educators up-to-date on the latest developments in the field. The program features:
A two-week, full-time professional development program for teachers of ESOL
Choice of three workshops
The Resourceful Teacher
Teaching Young Learners
Teaching Teachers
Taught by The New School's renowned English Language Studies faculty
Study and network with English teachers from around the world
Co-curricular activities supplement the workshops
Organized tours and cultural activities in and around New York City
Student housing available in Greenwich Village or nearby
Application Deadline: May 30, 2012
For full details go to http://www.newschool.edu/continuing-education/certificate-programs/tesol-summer-institute
Distance Learning Course: Methods in Elementary School World Language Instruction
“Methods in Elementary School World Language Instruction” will be offered as an online course in Summer 2012 for practicing teachers and pre-service teachers who have studied a world language extensively. Lori Langer de Rámirez, Ed.D., who is Chair of the ESL and World Language Department at Herricks Public Schools, New Hyde Park, New York, will serve as the instructor for the course, which will begin June 11 and end August 3, 2012, pending enrollment of 18 pre-service and/or in-service teachers.
This unique online course was developed by a team of 14 leading national experts in elementary school world language education, including Dr. Rámirez, who teach course components in their areas of expertise. The collaborators, who include practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. The course is available for three credits of undergraduate or graduate credit from Iowa State University and meets requirements for the Iowa Endorsement in K-8 World Language Education. Check with your State Department of Education to see if this course meets requirements for endorsement or certification in your state.
For more information visit http://courses.elo.iastate.edu/wlc/486/XW/overview
[nandu] Elementary School World Language Methods Course. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 10 May 2012).
This unique online course was developed by a team of 14 leading national experts in elementary school world language education, including Dr. Rámirez, who teach course components in their areas of expertise. The collaborators, who include practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. The course is available for three credits of undergraduate or graduate credit from Iowa State University and meets requirements for the Iowa Endorsement in K-8 World Language Education. Check with your State Department of Education to see if this course meets requirements for endorsement or certification in your state.
For more information visit http://courses.elo.iastate.edu/wlc/486/XW/overview
[nandu] Elementary School World Language Methods Course. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 10 May 2012).
World Language Teacher Mentoring Program Pilot
The Colorado Congress of Foreign Language Teachers is pleased to announce that starting next fall they will be piloting a statewide World Language Teacher Mentoring Program for our members. At this point they are trying to assess the level of interest in such a program. Please read through the following two sets of questions. If your answer is yes to some of the questions in either set, perhaps you would be interested in having a mentor or serving as one.
* Do you feel isolated because you are the only World Language teacher in your school or district?
* Are you unsure of what the new State W.L. Standards are and how they incorporate the 3 Modes of Communication?
* Are you curious about how to create formative and summative assessments in the 3 Modes?
* Have you been wanting to tryout an Integrated Performance Assessment in your classroom, but needed some help from a colleague?
* Would you like some support regarding instruction, assessment, technology, and/or classroom management?
* Could you use information regarding teaching students with disabilities?
* Would you like to have copies of ACTFL's Keys to the Classroom, and Keys to Assessment?
* Would you like to earn CDE Re-certification credit for working with a CCFLT Mentor?
If you answered yes to several of these questions, then perhaps you would like to be paired with a CCFLT World Language Mentor. If so, please click on this link to a very short survey and pilot program committee members will get back to you soon with more information: http://www.surveymonkey.com/s/R8Y2MFC
* Do you feel like you have a pretty good understanding of the new State W.L. standards and how they incorporate the 3 Modes of Communication?
* Have you started writing formative and summative assessments in the 3 Modes in your own classroom?
* Have you had a chance to pilot an Integrated Performance Assessment (IPA)?
* Would you like to support another teacher who has questions regarding instruction, assessment, technology and/or classroom management?
* Would you like to attend a training session for Mentors?
* Would you like to earn CDE Recertification credit for working with a CCFLT Mentee?
If you answered yes to several of these questions, then perhaps you would like to serve as a CCFLT World Language Mentor. If so, please click on this link to a very short survey and the committee members will get back to you soon with more information: http://www.surveymonkey.com/s/R8Y2MFC
If you have any problems with the link to the survey, please contact David Burrous at d303burrous at msn dot com
Thank you,
The CCFLT Pilot Mentor Program Committee
David Burrous, Anne Becher, Greg Breitbarth, and Stefan Betley
[CCFLT] World Language Teacher Mentoring Program Pilot. CCFLT listserv (CCFLT@yahoogroups.com, 2 May 2012).
* Do you feel isolated because you are the only World Language teacher in your school or district?
* Are you unsure of what the new State W.L. Standards are and how they incorporate the 3 Modes of Communication?
* Are you curious about how to create formative and summative assessments in the 3 Modes?
* Have you been wanting to tryout an Integrated Performance Assessment in your classroom, but needed some help from a colleague?
* Would you like some support regarding instruction, assessment, technology, and/or classroom management?
* Could you use information regarding teaching students with disabilities?
* Would you like to have copies of ACTFL's Keys to the Classroom, and Keys to Assessment?
* Would you like to earn CDE Re-certification credit for working with a CCFLT Mentor?
If you answered yes to several of these questions, then perhaps you would like to be paired with a CCFLT World Language Mentor. If so, please click on this link to a very short survey and pilot program committee members will get back to you soon with more information: http://www.surveymonkey.com/s/R8Y2MFC
* Do you feel like you have a pretty good understanding of the new State W.L. standards and how they incorporate the 3 Modes of Communication?
* Have you started writing formative and summative assessments in the 3 Modes in your own classroom?
* Have you had a chance to pilot an Integrated Performance Assessment (IPA)?
* Would you like to support another teacher who has questions regarding instruction, assessment, technology and/or classroom management?
* Would you like to attend a training session for Mentors?
* Would you like to earn CDE Recertification credit for working with a CCFLT Mentee?
If you answered yes to several of these questions, then perhaps you would like to serve as a CCFLT World Language Mentor. If so, please click on this link to a very short survey and the committee members will get back to you soon with more information: http://www.surveymonkey.com/s/R8Y2MFC
If you have any problems with the link to the survey, please contact David Burrous at d303burrous at msn dot com
Thank you,
The CCFLT Pilot Mentor Program Committee
David Burrous, Anne Becher, Greg Breitbarth, and Stefan Betley
[CCFLT] World Language Teacher Mentoring Program Pilot. CCFLT listserv (CCFLT@yahoogroups.com, 2 May 2012).
Workshop: New Approaches to Grammar in Foreign Language Instruction
New Approaches to Grammar in Foreign Language Instruction
Workshop for Teachers of Foreign Languages
Indiana University
Bloomington, Indiana
Friday, June 29, 2012
2-5 pm
In this workshop for pre-service and in-service teachers of foreign languages in both pre-college and university/college programs, participants will explore alternative approaches to the teaching of grammar. We’ll try to move away from the explicit presentation and practice of grammatical rules, with its emphasis on production and on accuracy, and instead consider some other dimensions of grammar teaching: grammar as understanding; grammar as options; grammar as puzzle; grammar as play; and grammar as personal.
The workshop will be conducted by Bill Johnston, Associate Professor of Comparative Literature at Indiana University and a leading specialist in methodology for instruction of less commonly taught languages (LCTLs). Together with Louis Janus, he founded the summer institute Developing Classroom Materials for LCTLs which has been offered continuously at the Center for Advanced Research on Language Acquisition (CARLA, University of Minnesota) since 1999. He has led workshops at CARLA, the International Conference on Language Teacher Education, and the TESOL Convention, while also serving for many years as a trainer for teachers of the Lakota language in North and South Dakota. Johnston’s publications in the field of foreign language pedagogy include Developing Materials for LCTLs (University of Minnesota, 2007) and, with co-author C. A. Buzelli, The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction (RoutledgeFalmer, 2002). He is also a prolific translator of Polish poetry and fiction.
Travel fellowships are available to pre-college Russian teachers who wish to attend the workshop. The fellowships will cover the cost of transportation between the teacher’s home and Bloomington, one night’s accommodation, and a small per diem to offset the cost of meals. We encourage all interested teachers to apply; however, preference will be given to applicants who currently teach Russian in Indiana, Illinois, Kentucky, Ohio, or Michigan and/or those who have not received such a fellowship in the past five years.
To apply for a travel fellowship, please write to Mark Trotter at martrott at indiana dot edu. Deadline for applications is Friday, May 25, 2012.
Sponsors: Russian and East European Institute, Inner Asian and Uralic National Resource Center
Liverman, E. [SEELANGS] New Approaches to Grammar in Foreign Language Instruction: Workshop for Teachers of Foreign Languages. SEELANGS listserv (SEELANGS@bama.ua.edu, 3 May 2012).
Workshop for Teachers of Foreign Languages
Indiana University
Bloomington, Indiana
Friday, June 29, 2012
2-5 pm
In this workshop for pre-service and in-service teachers of foreign languages in both pre-college and university/college programs, participants will explore alternative approaches to the teaching of grammar. We’ll try to move away from the explicit presentation and practice of grammatical rules, with its emphasis on production and on accuracy, and instead consider some other dimensions of grammar teaching: grammar as understanding; grammar as options; grammar as puzzle; grammar as play; and grammar as personal.
The workshop will be conducted by Bill Johnston, Associate Professor of Comparative Literature at Indiana University and a leading specialist in methodology for instruction of less commonly taught languages (LCTLs). Together with Louis Janus, he founded the summer institute Developing Classroom Materials for LCTLs which has been offered continuously at the Center for Advanced Research on Language Acquisition (CARLA, University of Minnesota) since 1999. He has led workshops at CARLA, the International Conference on Language Teacher Education, and the TESOL Convention, while also serving for many years as a trainer for teachers of the Lakota language in North and South Dakota. Johnston’s publications in the field of foreign language pedagogy include Developing Materials for LCTLs (University of Minnesota, 2007) and, with co-author C. A. Buzelli, The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction (RoutledgeFalmer, 2002). He is also a prolific translator of Polish poetry and fiction.
Travel fellowships are available to pre-college Russian teachers who wish to attend the workshop. The fellowships will cover the cost of transportation between the teacher’s home and Bloomington, one night’s accommodation, and a small per diem to offset the cost of meals. We encourage all interested teachers to apply; however, preference will be given to applicants who currently teach Russian in Indiana, Illinois, Kentucky, Ohio, or Michigan and/or those who have not received such a fellowship in the past five years.
To apply for a travel fellowship, please write to Mark Trotter at martrott at indiana dot edu. Deadline for applications is Friday, May 25, 2012.
Sponsors: Russian and East European Institute, Inner Asian and Uralic National Resource Center
Liverman, E. [SEELANGS] New Approaches to Grammar in Foreign Language Instruction: Workshop for Teachers of Foreign Languages. SEELANGS listserv (SEELANGS@bama.ua.edu, 3 May 2012).
Call for Papers: ReCALL Journal Special Issue: Uses of Corpora
From http://linguistlist.org/issues/23/23-2225.html
ReCALL Journal Special Issue: Call for Papers
Researching uses of corpora for language teaching and learning
Proposals are invited for qualitative and quantitative empirical studies investigating various aspects of corpus use in language teaching and learning, from individual case studies to large-scale quantitative statistical studies, from short-term acquisition to long-term outcomes and changes in learner behavior.
Call Deadline: 30-Nov-2012
View the full call for papers at http://linguistlist.org/issues/23/23-2225.html
ReCALL Journal Special Issue: Call for Papers
Researching uses of corpora for language teaching and learning
Proposals are invited for qualitative and quantitative empirical studies investigating various aspects of corpus use in language teaching and learning, from individual case studies to large-scale quantitative statistical studies, from short-term acquisition to long-term outcomes and changes in learner behavior.
Call Deadline: 30-Nov-2012
View the full call for papers at http://linguistlist.org/issues/23/23-2225.html
Call for Papers: Volume 4 - NABE Journal of Research and Practice
NABE announces a new membership initiative headed by the leadership of Dr. Virginia Gonzalez (Professor, Literacy Studies and Language (LSLS) Program, School of Education, University of Cincinnati) and Dr. Josefina Villamil-Tinajero (Dean and Professor, College of Education, University of Texas at El Paso) as Editors-in-Chief of the NABE Journal of Research and Practice (NJRP), and in direct charge of the Position Papers and Reflections section. This publication of the NJRP is a wonderful opportunity for our NABE family and will continue to bring relevance, stature and demonstrated leadership for our national organization. The NJRP will also create access to exemplary practice and validated research in the field for use by NABE family and friends. This initiative will also add to the conversations on improving the quality of education and fostering systemic changes for our ELL's and Emergent English Learners, particularly in light of the implementation of new national Common Core State Standards and the tenacious focus on high stakes standardized testing now being implemented across the country. The NABE Board of Directors is very proud and eager to support these efforts and extends congratulations and best wishes to the NJRP Editors-in-Chief and the very distinguished editorial board for their interest and dedication in making a difference in the extraordinary work that we all do for our children and community every day.
The following "Call for Paper" for the NJRP is now in effect. Please follow the instructions in the attached link to submit your manuscript or research paper for publication in the next issue of the NABE Journal of Research and Practice. Please feel free to get in touch directly with Dr. Virginia Gonzalez at (gonzalva at ucmail dot uc dot edu) for further information.
For submission details see: http://www.nabe.org/files/Research_and_Practice_Journal__Call_for_submittion_2012.pdf
The following "Call for Paper" for the NJRP is now in effect. Please follow the instructions in the attached link to submit your manuscript or research paper for publication in the next issue of the NABE Journal of Research and Practice. Please feel free to get in touch directly with Dr. Virginia Gonzalez at (gonzalva at ucmail dot uc dot edu) for further information.
For submission details see: http://www.nabe.org/files/Research_and_Practice_Journal__Call_for_submittion_2012.pdf
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