June 24, 2012
Quick Fix: Learn a Few Phrases in 40 Languages
Why stop at two languages? If you want your students to explore other languages, the BBC’s Quick Fix website has basic phrases in 40 different languages: http://www.bbc.co.uk/languages/other/quickfix
More Ideas and Resources for the Olympics
A collection of links to ideas and resources for talking about the Olympics is available at http://mflsunderland.posterous.com/link-to-the-olympics . Be sure to scroll down to the comments for many more suggestions.
Miniscule: Unnarrated Film Shorts about Small Creatures
Miniscule is a series of child-friendly video shorts about tiny creatures: caterpillars, snails, spiders, and the like. They are not narrated; thus they could be shown in any language classroom. The teacher could narrate the film, or students could watch the film and then recount what happened.
Read a review of this resource at http://larryferlazzo.edublogs.org/2012/06/24/miniscule-is-a-great-video-series-for-english-language-learners
A YouTube channel with several videos is available at http://www.youtube.com/watch?v=AXSqjvbK2Ug&feature=results_main&playnext=1&list=PLBD3D61B1F4474B94
You can also purchase the videos at http://www.amazon.com/mn/search/?_encoding=UTF8&tag=thkishseth-20&linkCode=ur2&camp=1789&creative=390957&rh=i%3Aaps%2Ck%3Aminiscule%20insects%20dvd&field-keywords=miniscule%20insects%20dvd&url=search-alias%3Daps&ajr=0
Read a review of this resource at http://larryferlazzo.edublogs.org/2012/06/24/miniscule-is-a-great-video-series-for-english-language-learners
A YouTube channel with several videos is available at http://www.youtube.com/watch?v=AXSqjvbK2Ug&feature=results_main&playnext=1&list=PLBD3D61B1F4474B94
You can also purchase the videos at http://www.amazon.com/mn/search/?_encoding=UTF8&tag=thkishseth-20&linkCode=ur2&camp=1789&creative=390957&rh=i%3Aaps%2Ck%3Aminiscule%20insects%20dvd&field-keywords=miniscule%20insects%20dvd&url=search-alias%3Daps&ajr=0
More Olympics Connections to Language Instruction
From http://isabellejones.blogspot.com
Read two recent blog posts about tie-ins between the Olympics and the language classroom:
Olympic Values: Promoting Languages through the Olympics - http://isabellejones.blogspot.com/2012/06/olympic-values-promoting-languages.html
Cultural Awareness and The Olympics: Explore the Possibilities... - http://isabellejones.blogspot.com/2012/06/cultural-awareness-and-olympics-explore.html
Read two recent blog posts about tie-ins between the Olympics and the language classroom:
Olympic Values: Promoting Languages through the Olympics - http://isabellejones.blogspot.com/2012/06/olympic-values-promoting-languages.html
Cultural Awareness and The Olympics: Explore the Possibilities... - http://isabellejones.blogspot.com/2012/06/cultural-awareness-and-olympics-explore.html
Interact with Olympic Athletes on Facebook
From http://techcrunch.com/2012/06/18/facebooks-social-olympic-ambition-a-dedicated-athlete-portal-but-no-ads
Here is a way for your students to interact with Olympic athletes:
---
“Facebook announced today that the company is launching Explore London 2012, a dedicated page for athletes to communicate with fans and provide their own personalized updates around the event, including medal wins and their own photographs as well as status updates. Alongside that, Facebook is adding other data to pad out the story: historical photographs and other information about notable events — part of an effort to be able to claim that 2012 will mark the first ‘Social Olympics.’”
Read the entire article about Facebook’s initiative and other social network portals at http://techcrunch.com/2012/06/18/facebooks-social-olympic-ambition-a-dedicated-athlete-portal-but-no-ads
Facebook’s Explore London 2012 page is available at https://www.facebook.com/pages/olympics
Here is a way for your students to interact with Olympic athletes:
---
“Facebook announced today that the company is launching Explore London 2012, a dedicated page for athletes to communicate with fans and provide their own personalized updates around the event, including medal wins and their own photographs as well as status updates. Alongside that, Facebook is adding other data to pad out the story: historical photographs and other information about notable events — part of an effort to be able to claim that 2012 will mark the first ‘Social Olympics.’”
Read the entire article about Facebook’s initiative and other social network portals at http://techcrunch.com/2012/06/18/facebooks-social-olympic-ambition-a-dedicated-athlete-portal-but-no-ads
Facebook’s Explore London 2012 page is available at https://www.facebook.com/pages/olympics
Program Helps English Language Learners To Get into College
From http://www.courier-journal.com/article/20120616/NEWS01/306160063/Promising-ESL-students-assisted-path-college?nclick_check=1
Promising ESL students assisted on the path to college
Joseph Gerth
June 16, 2012
Deqo Ahmed said she hopes to become the first woman in her family to graduate from college and to eventually become a pediatrician.
To get that opportunity she’s getting help from a 2-year-old program at Jefferson Community & Technical College that identifies international students in Jefferson County Public Schools and provides them with the encouragement and tools to get more education.
The program is called Next Step and in each of the past two years it has identified about two dozen promising high school sophomores and juniors who speak English as a second language and trained them over the summer in how to get into a school, obtain financial aid and succeed in higher education.
Read the full article at http://www.courier-journal.com/article/20120616/NEWS01/306160063/Promising-ESL-students-assisted-path-college?nclick_check=1
Promising ESL students assisted on the path to college
Joseph Gerth
June 16, 2012
Deqo Ahmed said she hopes to become the first woman in her family to graduate from college and to eventually become a pediatrician.
To get that opportunity she’s getting help from a 2-year-old program at Jefferson Community & Technical College that identifies international students in Jefferson County Public Schools and provides them with the encouragement and tools to get more education.
The program is called Next Step and in each of the past two years it has identified about two dozen promising high school sophomores and juniors who speak English as a second language and trained them over the summer in how to get into a school, obtain financial aid and succeed in higher education.
Read the full article at http://www.courier-journal.com/article/20120616/NEWS01/306160063/Promising-ESL-students-assisted-path-college?nclick_check=1
Summer Saturday TESOL Workshops at Columbia University
The TESOL Certificate Program
Teachers College, Columbia University
Summer Saturday Workshops
One-day workshops, appropriate for both novice and experienced teachers. Build your resume, boost your skill set, and work with top TESOL professionals at Teachers College, Columbia University.
*Saturday, June 30: Teaching Business English
*Saturday, July 14: Preparing Students for Standardized Tests Like the TOEFL®
*Saturday, July 21: Teaching English to Adults with Limited First Language Literacy
*Saturday, July 28: Phonetics and Phonology for English Teachers
*Saturday, August 4: Grammar for English Teachers
*Saturday, August 11: Teaching English to Children
Workshops are from 10am to 5pm, at Teachers College. All workshops are only $150 each. Register for three workshops and save $50.
To register, and for more information, visit http://www.tc.edu/tesolcertificate/index.asp?Id=Program+Information&Info=Workshops
For more information, email: tesolcertprog at tc dot columbia dot edu
DeRentz, R. [nandu] The TESOL Certificate Program at Columbia University. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 14 Jun 2012).
Teachers College, Columbia University
Summer Saturday Workshops
One-day workshops, appropriate for both novice and experienced teachers. Build your resume, boost your skill set, and work with top TESOL professionals at Teachers College, Columbia University.
*Saturday, June 30: Teaching Business English
*Saturday, July 14: Preparing Students for Standardized Tests Like the TOEFL®
*Saturday, July 21: Teaching English to Adults with Limited First Language Literacy
*Saturday, July 28: Phonetics and Phonology for English Teachers
*Saturday, August 4: Grammar for English Teachers
*Saturday, August 11: Teaching English to Children
Workshops are from 10am to 5pm, at Teachers College. All workshops are only $150 each. Register for three workshops and save $50.
To register, and for more information, visit http://www.tc.edu/tesolcertificate/index.asp?Id=Program+Information&Info=Workshops
For more information, email: tesolcertprog at tc dot columbia dot edu
DeRentz, R. [nandu] The TESOL Certificate Program at Columbia University. Improving Early Language Programs listserv (nandu@caltalk.cal.org, 14 Jun 2012).
Weekend Spanish Immersion in Ohio
Just in Ohio: Fin de semana de inmersion de la AATSP
Fechas: 11-14 octubre 2012
Hueston Woods Lodge
For full details visit http://aatspbuckeyechapter.wordpress.com/recientes
Fechas: 11-14 octubre 2012
Hueston Woods Lodge
For full details visit http://aatspbuckeyechapter.wordpress.com/recientes
Five Uses for Movie Clips
From http://ochoamores.typepad.com
Read five suggestions for using short movie clips in a Spanish classroom at http://ochoamores.typepad.com/morespanish/2012/06/five-for-friday-5-uses-for-movie-clips.html
Read five suggestions for using short movie clips in a Spanish classroom at http://ochoamores.typepad.com/morespanish/2012/06/five-for-friday-5-uses-for-movie-clips.html
Updated Civilisation Française Website
Have you seen Marie Ponterio’s Civilisation Française website? Here is a description of it from the site’s main page: “Ces activités pédagogiques sur la civilisation française font partie de modules multimédia WWW. Tous les professeurs de lycée et d'université ainsi que les étudiants de langue et de civilisation françaises sont invités à s'en servir.” The site has recently been updated with a lot of video links.
Visit the Civilisation Française website at http://web.cortland.edu/flteach/civ
Visit the Civilisation Française website at http://web.cortland.edu/flteach/civ
Professor Argues for the Importance of French as a Foreign Language
From http://languagemagazine.com/?page_id=4098
Speaking to Le Monde
Richard Shryock
While any language will be useful for some jobs or for some regions, French is a language that is useful throughout the world as well as in the U.S. French as a foreign language is the second most frequently taught language in the world after English. The International Organization of Francophonie has 56 member states and governments. Of these, 28 countries have French as an official language. French is the only language other than English spoken on five continents.
When deciding on a second language for work or school, consider that French is a language that will give you plenty of choices later on in your studies or your career.
Read the full article, which is full of facts and statistics about the use of French, at http://languagemagazine.com/?page_id=4098
Speaking to Le Monde
Richard Shryock
While any language will be useful for some jobs or for some regions, French is a language that is useful throughout the world as well as in the U.S. French as a foreign language is the second most frequently taught language in the world after English. The International Organization of Francophonie has 56 member states and governments. Of these, 28 countries have French as an official language. French is the only language other than English spoken on five continents.
When deciding on a second language for work or school, consider that French is a language that will give you plenty of choices later on in your studies or your career.
Read the full article, which is full of facts and statistics about the use of French, at http://languagemagazine.com/?page_id=4098
Tour de France Resources
The Tour de France will start on June 30th. You and your students can follow along and learn more about it at the race’s official website: http://www.letour.fr/us/index.html
Some teaching resources are available at http://www.bbc.co.uk/languages/french/mafrance/html/tour_de_france/activity.shtml and at http://thirsklangs.edublogs.org
Some teaching resources are available at http://www.bbc.co.uk/languages/french/mafrance/html/tour_de_france/activity.shtml and at http://thirsklangs.edublogs.org
German Academic Exchange Service
From http://www.daad.de/portrait/wer-wir-sind/kurzportrait/08940.en.html
Are you or your students interested in studying in Germany?
The German Academic Exchange Service (DAAD) is the largest funding organization in the world supporting the international exchange of students and scholars. The DAAD runs over 250 programs, through which it funds more than 74,000 German and foreign scholars worldwide per annum. These programs range from semesters abroad for undergraduates to doctoral programs, from internships to visiting lectureships, and from information-gathering visits to assisting with the establishment of new universities abroad.
Learn more about DAAD opportunities at http://www.daad.de/deutschland/index.en.html
Are you or your students interested in studying in Germany?
The German Academic Exchange Service (DAAD) is the largest funding organization in the world supporting the international exchange of students and scholars. The DAAD runs over 250 programs, through which it funds more than 74,000 German and foreign scholars worldwide per annum. These programs range from semesters abroad for undergraduates to doctoral programs, from internships to visiting lectureships, and from information-gathering visits to assisting with the establishment of new universities abroad.
Learn more about DAAD opportunities at http://www.daad.de/deutschland/index.en.html
"Fußballfieber" in America: the German Soccer Adventure 2012
From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/06/21-GermanSoccerAdventure2012.html
Hundreds of youngsters in the United States will be taking part in the German Soccer Adventure 2012. Students between the ages of 10 and 18 with an interest in soccer, and not necessarily with any prior knowledge of German, will improve their soccer skills with the help of German soccer coaches at eight summer camps held across the United States, from Ellenville, New York, to Portland, Oregon.
Like the German Summer Soccer Camps which took place as part of the “do Deutsch” campaign in 2011, the program seeks to trigger in young learners an interest in German and Germany by combining language acquisition and promotion of a modern image of Germany with the medium of soccer at summer camps.
Over the course of the summer, as camps take place across the country, watch for updates on the program webpage with stories and impressions from the German coaches, as well as links to their blogs: http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/06/21-GermanSoccerAdventure2012.html
Hundreds of youngsters in the United States will be taking part in the German Soccer Adventure 2012. Students between the ages of 10 and 18 with an interest in soccer, and not necessarily with any prior knowledge of German, will improve their soccer skills with the help of German soccer coaches at eight summer camps held across the United States, from Ellenville, New York, to Portland, Oregon.
Like the German Summer Soccer Camps which took place as part of the “do Deutsch” campaign in 2011, the program seeks to trigger in young learners an interest in German and Germany by combining language acquisition and promotion of a modern image of Germany with the medium of soccer at summer camps.
Over the course of the summer, as camps take place across the country, watch for updates on the program webpage with stories and impressions from the German coaches, as well as links to their blogs: http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/06/21-GermanSoccerAdventure2012.html
Summer Immersion Program for Teachers: Deutsche Woche Bar Harbor
From http://www.aatg.org/barharbor
Everyone should begin the new school year refreshed and energized with new ideas, and the immersion program Deutsche Woche Bar Harbor is the place to do that! Mark your calendars for this summer: Deutsche Woche in Bar Harbor will take place July 29-August 4 and the topic will be “Using Film in the Classroom”, featuring University of Maine’s Gisela Hoecherl-Alden.
This total immersion program for middle, secondary, and college teachers of German offers lectures and hands-on workshops designed to help you acquire new ideas for teaching and to refresh your German speaking skills while networking with teaching colleagues from all over the country.
For more details go to http://www.aatg.org/barharbor
Everyone should begin the new school year refreshed and energized with new ideas, and the immersion program Deutsche Woche Bar Harbor is the place to do that! Mark your calendars for this summer: Deutsche Woche in Bar Harbor will take place July 29-August 4 and the topic will be “Using Film in the Classroom”, featuring University of Maine’s Gisela Hoecherl-Alden.
This total immersion program for middle, secondary, and college teachers of German offers lectures and hands-on workshops designed to help you acquire new ideas for teaching and to refresh your German speaking skills while networking with teaching colleagues from all over the country.
For more details go to http://www.aatg.org/barharbor
Columnist Learned Russian through Rock Music
From http://en.rian.ru/columnists/20120618/174100608.html
Deeper Than Oil: Russian Rock Lessons
Marc Bennett
June 18, 2012
When I first arrived in Russia in the late 1990s, knowing barely a word of the language, I found it a bore to wade through study books as I attempted to get beyond “da” and “nyet.” But if teach-yourself-Russian was a pain, my attempts to decipher the words of the country’s rock stars were much more enjoyable.
The two groups that aided my Russian most back then were Kino, whose ethnic Korean singer Viktor Tsoi sang simple songs centered on themes containing useful vocabulary like “night,” “kitchen” and “rain.”
Tsoi was great for getting to grips with the basics, but for a more advanced course in what they call here “the great and all-powerful Russian language,” I turned to the folk-rock group Akvarium, and the philosophical lyrics of their singer-songwriter Boris Grebenshchikov.
And it turned out that Grebenshchikov had also had his own musical teachers of English – the Beatles.
Read the full article at http://en.rian.ru/columnists/20120618/174100608.html
Deeper Than Oil: Russian Rock Lessons
Marc Bennett
June 18, 2012
When I first arrived in Russia in the late 1990s, knowing barely a word of the language, I found it a bore to wade through study books as I attempted to get beyond “da” and “nyet.” But if teach-yourself-Russian was a pain, my attempts to decipher the words of the country’s rock stars were much more enjoyable.
The two groups that aided my Russian most back then were Kino, whose ethnic Korean singer Viktor Tsoi sang simple songs centered on themes containing useful vocabulary like “night,” “kitchen” and “rain.”
Tsoi was great for getting to grips with the basics, but for a more advanced course in what they call here “the great and all-powerful Russian language,” I turned to the folk-rock group Akvarium, and the philosophical lyrics of their singer-songwriter Boris Grebenshchikov.
And it turned out that Grebenshchikov had also had his own musical teachers of English – the Beatles.
Read the full article at http://en.rian.ru/columnists/20120618/174100608.html
Annual Daltaí na Gaeilge Picnic in New Jersey
Daltaí na Gaeilge invites all Gaeilgeoirí, their families and guests for a day of fun and friendship at their Annual Summer Picnic on June 30th, 2012. It's a great chance to get together casually and meet each other's family and friends while enjoying a picnic lunch at beautiful Monmouth Park in Oceanport, New Jersey.
For full details go to http://www.daltai.com/shop/products.php?product=Annual-Dalta%C3%AD-na-Gaeilge-Picnic-%252d-Saturday%2C-June-30%2C-2012
For full details go to http://www.daltai.com/shop/products.php?product=Annual-Dalta%C3%AD-na-Gaeilge-Picnic-%252d-Saturday%2C-June-30%2C-2012
June 2012 Issue of KinoKultura Focuses on Latvian Cinema
From http://www.kinokultura.com/index.html
The June 2012 issue of KinoKultura is out. This issue focuses on Latvian cinema.
Guest Editor: Inga Pērkone
Articles:
Inga Pērkone: A Brief Look at Latvian Film History
Zane Balčus: Narrative Trends in Recent Latvian Fiction Film
Antra Cilinska: Making Films in Latvia: Producers' Challenges
Inga Pērkone: Modernism and Latvian Cinema. The Case of Herz Frank
Līva Pētersone: Latvian Documentary Cinema: The New Generation
Agnese Surkova: Sight and Angle in the Cinema of Latvia: Widescreen in the 1950 and 1960s
Dāvis Sīmanis: Untraditional Visual Forms in Latvian Cinematography: the Soviet Period
Reviews:
Klāra Brūvere: The Defenders of Riga by Aigars Grauba
Viktorija Eksta: 235 000 000 by Uldis Brauns
Access the June issue at http://www.kinokultura.com/specials/13/latvian.shtml
The June 2012 issue of KinoKultura is out. This issue focuses on Latvian cinema.
Guest Editor: Inga Pērkone
Articles:
Inga Pērkone: A Brief Look at Latvian Film History
Zane Balčus: Narrative Trends in Recent Latvian Fiction Film
Antra Cilinska: Making Films in Latvia: Producers' Challenges
Inga Pērkone: Modernism and Latvian Cinema. The Case of Herz Frank
Līva Pētersone: Latvian Documentary Cinema: The New Generation
Agnese Surkova: Sight and Angle in the Cinema of Latvia: Widescreen in the 1950 and 1960s
Dāvis Sīmanis: Untraditional Visual Forms in Latvian Cinematography: the Soviet Period
Reviews:
Klāra Brūvere: The Defenders of Riga by Aigars Grauba
Viktorija Eksta: 235 000 000 by Uldis Brauns
Access the June issue at http://www.kinokultura.com/specials/13/latvian.shtml
Have Fun with Russian: RIA Novosti’s Online Course
From http://en.rian.ru/docs/learning_russian/faq.html
The “Have Fun with Russian” site is intended to help you start or improve your learning of the Russian language. Throughout the site you will find a lot of games, quizzes, grammar, vocabulary and audio, that will make learning Russian easy.
There are 12 units on the site:
• Word of the day
• How to say it
• Audio and Pictures Games
• Quizzes
• Russian Grammar
• Grammar & Audio
• Dialogues
• Business in Russia
• Russian News
• Travel in Russia
• Russian Rock
• Idioms, proverbs and sayings
In addition, you will find detailed grammar tables which can be used as references when doing some of the exercises.
The website is available at http://en.rian.ru/learning_russian
Read a review of this resource at http://babelanmicroblog.blogspot.com/2012/06/have-fun-with-russian-learn-russian.html
The “Have Fun with Russian” site is intended to help you start or improve your learning of the Russian language. Throughout the site you will find a lot of games, quizzes, grammar, vocabulary and audio, that will make learning Russian easy.
There are 12 units on the site:
• Word of the day
• How to say it
• Audio and Pictures Games
• Quizzes
• Russian Grammar
• Grammar & Audio
• Dialogues
• Business in Russia
• Russian News
• Travel in Russia
• Russian Rock
• Idioms, proverbs and sayings
In addition, you will find detailed grammar tables which can be used as references when doing some of the exercises.
The website is available at http://en.rian.ru/learning_russian
Read a review of this resource at http://babelanmicroblog.blogspot.com/2012/06/have-fun-with-russian-learn-russian.html
Videos in Spanish and Mandarin from National Geographic Kids
http://kids.nationalgeographic.com/kids/?source=NavKidsHome
A collection of educational videos aimed at children is available from National Geographic Kids in Spanish (http://video.nationalgeographic.com/video/kids/en-espanol-kids ) and in Mandarin (http://video.nationalgeographic.com/video/kids/mandarin-kids ). Content deals with culture, history, and the natural world.
A collection of educational videos aimed at children is available from National Geographic Kids in Spanish (http://video.nationalgeographic.com/video/kids/en-espanol-kids ) and in Mandarin (http://video.nationalgeographic.com/video/kids/mandarin-kids ). Content deals with culture, history, and the natural world.
Taiwan Mandarin Spoken Wordlist
From http://linguistlist.org/issues/23/23-2763.html
If you are using or hoping to use corpora in your language curriculum and teaching, here is a new resource:
The ''Taiwan Mandarin Spoken Wordlist'' was derived from the transcripts of 85 Taiwan Mandarin conversations collected and processed at Academia Sinica, with a total of 42 hours of speech recording. The recording took place from 2001 to 2003 and the speakers' age ranged from 14 to 63.
You can learn more about this corpus and download it at http://mmc.sinica.edu.tw/resources_e_01.htm
If you are using or hoping to use corpora in your language curriculum and teaching, here is a new resource:
The ''Taiwan Mandarin Spoken Wordlist'' was derived from the transcripts of 85 Taiwan Mandarin conversations collected and processed at Academia Sinica, with a total of 42 hours of speech recording. The recording took place from 2001 to 2003 and the speakers' age ranged from 14 to 63.
You can learn more about this corpus and download it at http://mmc.sinica.edu.tw/resources_e_01.htm
Links for Chinese Language Learners
From http://confusedlaowai.com
A collection of links to useful online resources for Chinese language learners is available at http://confusedlaowai.com/awesome-links-chinese-learners
A collection of links to useful online resources for Chinese language learners is available at http://confusedlaowai.com/awesome-links-chinese-learners
New Endangered Languages Project Website
The Endangered Languages Project is an online resource to record, access, and share samples of and research on endangered languages, as well as to share advice and best practices for those working to document or strengthen languages under threat.
Google oversaw the development and launch of this project, but the long term goal is for it to be led by true experts in the field of language preservation. As such, oversight of the project will soon transition to First Peoples' Cultural Council and The Institute for Language Information and Technology (The Linguist List) at Eastern Michigan University in coordination with the Advisory Committee.
Explore the new website at http://www.endangeredlanguages.com
The languages included in this project and the information displayed about them are provided by the Catalogue of Endangered Languages (ELCat), produced by the University of Hawai'i at Manoa and The Institute for Language Information and Technology (The Linguist List) at Eastern Michigan University. For more information about ELCat, go to http://linguistlist.org/issues/23/23-2792.html
The launch of new website has generated a flurry of media attention to endangered languages, language documentation, and language revitalization. Here are some of the many news reports and press releases:
http://edition.cnn.com/2012/06/21/tech/web/google-fights-save-language-mashable
http://www.ibtimes.com/articles/355046/20120621/google-endangered-languages-project-speech-culture-video.htm
http://arstechnica.com/science/2012/06/google-launches-endangered-language-project
http://techland.time.com/2012/06/22/google-joins-fight-to-save-nearly-3000-endangered-languages/#ixzz1yd8bOp1R
http://googleblog.blogspot.com/2012/06/endangered-languages-project-supporting.html
http://manoa.hawaii.edu/news/article.php?aId=5162
http://news.tangatawhenua.com/archives/18282
http://www.timescolonist.com/life/Island+takes+centre+stage+battle+save+languages/6824099/story.html#ixzz1yX286qic
http://www.cbc.ca/news/technology/story/2012/06/22/tech-google-endangered-languages.html
http://news.nationalpost.com/2012/06/21/google-sets-out-to-save-the-dying-languages-of-the-world
http://www.theglobeandmail.com/news/national/google-cataloging-endangered-languages/article4358882
http://www.vancouversun.com/life/first+nations+preserve+dying+languages+with+Google+help/6818639/story.html#ixzz1yRQbV5fN
Google oversaw the development and launch of this project, but the long term goal is for it to be led by true experts in the field of language preservation. As such, oversight of the project will soon transition to First Peoples' Cultural Council and The Institute for Language Information and Technology (The Linguist List) at Eastern Michigan University in coordination with the Advisory Committee.
Explore the new website at http://www.endangeredlanguages.com
The languages included in this project and the information displayed about them are provided by the Catalogue of Endangered Languages (ELCat), produced by the University of Hawai'i at Manoa and The Institute for Language Information and Technology (The Linguist List) at Eastern Michigan University. For more information about ELCat, go to http://linguistlist.org/issues/23/23-2792.html
The launch of new website has generated a flurry of media attention to endangered languages, language documentation, and language revitalization. Here are some of the many news reports and press releases:
http://edition.cnn.com/2012/06/21/tech/web/google-fights-save-language-mashable
http://www.ibtimes.com/articles/355046/20120621/google-endangered-languages-project-speech-culture-video.htm
http://arstechnica.com/science/2012/06/google-launches-endangered-language-project
http://techland.time.com/2012/06/22/google-joins-fight-to-save-nearly-3000-endangered-languages/#ixzz1yd8bOp1R
http://googleblog.blogspot.com/2012/06/endangered-languages-project-supporting.html
http://manoa.hawaii.edu/news/article.php?aId=5162
http://news.tangatawhenua.com/archives/18282
http://www.timescolonist.com/life/Island+takes+centre+stage+battle+save+languages/6824099/story.html#ixzz1yX286qic
http://www.cbc.ca/news/technology/story/2012/06/22/tech-google-endangered-languages.html
http://news.nationalpost.com/2012/06/21/google-sets-out-to-save-the-dying-languages-of-the-world
http://www.theglobeandmail.com/news/national/google-cataloging-endangered-languages/article4358882
http://www.vancouversun.com/life/first+nations+preserve+dying+languages+with+Google+help/6818639/story.html#ixzz1yRQbV5fN
Article about Cherokee Language Revitalization
From http://www.tulsaworld.com/webextra/continuingcoverage/default.aspx/Cherokee_Language/60
Trying To Save a Language Before It’s Too Late
by Michael Overall
June 17, 2012
Ten years ago, the Cherokee Nation took an extensive survey about the language, and the results shocked even the most pessimistic officials.
Only 10,000 fluent speakers remained alive, almost all of them past middle-age.
"People under 30 you could count on your fingers," said Wyman Kirk, who was one of the lead researchers.
"For all practical purposes, the language would be dead within 30 or 40 years."
The tribe's solution focused on an immersion program, where pre-school and elementary students would hear and speak nothing but Cherokee all day.
"If you're going to have a school," Kirk said, "where are you going to get your teachers? We didn't have a textbook for the language itself, much less a textbook for teaching math in Cherokee."
With NSU's help, the tribe came up with an entire grade-school curriculum from scratch, "reinventing the wheel," as Kirk put it.
Now he can have a bilingual conversation with his 6-year-old son, who recently finished first grade.
Read the full article and see a multimedia presentation about Cherokee language initiatives at http://www.tulsaworld.com/news/article.aspx?subjectid=709&articleid=20120617_11_A1_ULNStt946670
Trying To Save a Language Before It’s Too Late
by Michael Overall
June 17, 2012
Ten years ago, the Cherokee Nation took an extensive survey about the language, and the results shocked even the most pessimistic officials.
Only 10,000 fluent speakers remained alive, almost all of them past middle-age.
"People under 30 you could count on your fingers," said Wyman Kirk, who was one of the lead researchers.
"For all practical purposes, the language would be dead within 30 or 40 years."
The tribe's solution focused on an immersion program, where pre-school and elementary students would hear and speak nothing but Cherokee all day.
"If you're going to have a school," Kirk said, "where are you going to get your teachers? We didn't have a textbook for the language itself, much less a textbook for teaching math in Cherokee."
With NSU's help, the tribe came up with an entire grade-school curriculum from scratch, "reinventing the wheel," as Kirk put it.
Now he can have a bilingual conversation with his 6-year-old son, who recently finished first grade.
Read the full article and see a multimedia presentation about Cherokee language initiatives at http://www.tulsaworld.com/news/article.aspx?subjectid=709&articleid=20120617_11_A1_ULNStt946670
Article: A Start-Up Bets on Human Translators Over Machines
From http://bits.blogs.nytimes.com/2012/06/19/a-computer-scientist-banks-on-human-superiority-over-machines
A Start-Up Bets on Human Translators Over Machines
By SOMINI SENGUPTA
June 19, 2012
Language does not come naturally to machines. Unlike humans, computers cannot easily distinguish between, say, a river bank and a savings bank. Satire and jokes? Algorithms have great trouble with that. Irony? Wordplay? Cultural context? Forget it.
That human edge in decoding what things mean is what a computer scientist turned entrepreneur, Luis von Ahn, is betting on. His start-up, Duolingo, which opened to the public on Tuesday, proposes to put armies of language learners to work translating text on the Web.
For the learners, Duolingo offers basic lessons, followed by sentences to translate, one at a time, from simple to more difficult. For online content providers wanting translations, Duolingo offers, for now at least, free labor. Because it is still in its early days, there are no independent assessments available of how accurate or efficient it can be.
Read the full article at http://bits.blogs.nytimes.com/2012/06/19/a-computer-scientist-banks-on-human-superiority-over-machines
Watch a TED talk by Mr. von Ahn at http://blog.ted.com/2011/12/06/massive-scale-online-collaboration-luis-von-ahn-on-ted-com
A Start-Up Bets on Human Translators Over Machines
By SOMINI SENGUPTA
June 19, 2012
Language does not come naturally to machines. Unlike humans, computers cannot easily distinguish between, say, a river bank and a savings bank. Satire and jokes? Algorithms have great trouble with that. Irony? Wordplay? Cultural context? Forget it.
That human edge in decoding what things mean is what a computer scientist turned entrepreneur, Luis von Ahn, is betting on. His start-up, Duolingo, which opened to the public on Tuesday, proposes to put armies of language learners to work translating text on the Web.
For the learners, Duolingo offers basic lessons, followed by sentences to translate, one at a time, from simple to more difficult. For online content providers wanting translations, Duolingo offers, for now at least, free labor. Because it is still in its early days, there are no independent assessments available of how accurate or efficient it can be.
Read the full article at http://bits.blogs.nytimes.com/2012/06/19/a-computer-scientist-banks-on-human-superiority-over-machines
Watch a TED talk by Mr. von Ahn at http://blog.ted.com/2011/12/06/massive-scale-online-collaboration-luis-von-ahn-on-ted-com
Article: Can Foreign Languages Go Digital with Online Education?
From http://www.usnewsuniversitydirectory.com/articles/can-foreign-languages-go-digital-with-online-educa_12458.aspx
Can Foreign Languages Go Digital with Online Education?
By Catherine Groux
June 15, 2012
Today, online education has largely become accepted as an integral part of learning; however, some professionals question whether foreign languages in particular can be studied exclusively online. Learning a new language requires a great deal of speaking, hearing and social interaction, these individuals say, which simply cannot be provided through the internet.
Read the full article at http://www.usnewsuniversitydirectory.com/articles/can-foreign-languages-go-digital-with-online-educa_12458.aspx
Can Foreign Languages Go Digital with Online Education?
By Catherine Groux
June 15, 2012
Today, online education has largely become accepted as an integral part of learning; however, some professionals question whether foreign languages in particular can be studied exclusively online. Learning a new language requires a great deal of speaking, hearing and social interaction, these individuals say, which simply cannot be provided through the internet.
Read the full article at http://www.usnewsuniversitydirectory.com/articles/can-foreign-languages-go-digital-with-online-educa_12458.aspx
Fourth International Conference on Language Immersion Education
From http://www.carla.umn.edu/conferences/immersion2012
Fourth International Conference on Language Immersion Education
Immersion 2012: Bridging Contexts for a Multilingual World
October 18-20, 2012
Crowne Plaza Riverfront Hotel
St. Paul, Minnesota
Language immersion education continues to evolve as a highly effective program model for launching students on the road to bi- and multilingualism and intercultural competence. School-based immersion programs commit to a minimum of 50% subject-matter schooling through a second, world, heritage, or indigenous language at the preschool and elementary levels with varying amounts of subject-based language learning support throughout secondary and post-secondary education. Program models include one-way world language immersion, two-way bilingual immersion, and indigenous/heritage immersion for language and culture revitalization. While each model targets distinct sociocultural contexts and educational needs, all embrace language, literacy and culture development through subject matter learning.
Under the leadership of the Center for Advanced Research on Language Acquisition, University of Minnesota (CARLA), the fourth international conference on immersion education brings these models together to engage in research-informed dialogue and professional exchange across languages, levels, learner audiences, and sociopolitical contexts.
Visit the conference website at http://www.carla.umn.edu/conferences/immersion2012 and register at http://www.carla.umn.edu/conferences/immersion2012/registration.html
Fourth International Conference on Language Immersion Education
Immersion 2012: Bridging Contexts for a Multilingual World
October 18-20, 2012
Crowne Plaza Riverfront Hotel
St. Paul, Minnesota
Language immersion education continues to evolve as a highly effective program model for launching students on the road to bi- and multilingualism and intercultural competence. School-based immersion programs commit to a minimum of 50% subject-matter schooling through a second, world, heritage, or indigenous language at the preschool and elementary levels with varying amounts of subject-based language learning support throughout secondary and post-secondary education. Program models include one-way world language immersion, two-way bilingual immersion, and indigenous/heritage immersion for language and culture revitalization. While each model targets distinct sociocultural contexts and educational needs, all embrace language, literacy and culture development through subject matter learning.
Under the leadership of the Center for Advanced Research on Language Acquisition, University of Minnesota (CARLA), the fourth international conference on immersion education brings these models together to engage in research-informed dialogue and professional exchange across languages, levels, learner audiences, and sociopolitical contexts.
Visit the conference website at http://www.carla.umn.edu/conferences/immersion2012 and register at http://www.carla.umn.edu/conferences/immersion2012/registration.html
June 17, 2012
Online Booklet and Teachers’ Guide: Let's Explore Europe
From http://ec.europa.eu/unitedkingdom/information/publications/lets_explore_europe_en.htm
Let’s Explore Europe is a book for children (roughly 9 to 12 years old) that tells the story of Europe simply and clearly. Full of interesting facts and colorful illustrations, it gives a lively overview of Europe and explains briefly what the European Union is and how it works.
A teachers' guide to "Let's Explore Europe" has now been added to this flagship booklet for kids. It gives hints on how to use it in the classroom.
You can download a PDF of the book and access the teachers’ guide at http://ec.europa.eu/unitedkingdom/information/publications/lets_explore_europe_en.htm
Let’s Explore Europe is a book for children (roughly 9 to 12 years old) that tells the story of Europe simply and clearly. Full of interesting facts and colorful illustrations, it gives a lively overview of Europe and explains briefly what the European Union is and how it works.
A teachers' guide to "Let's Explore Europe" has now been added to this flagship booklet for kids. It gives hints on how to use it in the classroom.
You can download a PDF of the book and access the teachers’ guide at http://ec.europa.eu/unitedkingdom/information/publications/lets_explore_europe_en.htm
Revised Ohio K-12 World Language Academic Content Standards
From http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=105009
On June 12, 2012, the State Board of Education unanimously adopted the revised Ohio K-12 World Language Academic Content Standards. The standards are composed of a set of three independent standards documents, which are aligned with Ohio’s primary world language program articulations:
a. Kindergarten through 12th grade;
b. 6th through 12th grades; and
c. 9th through 12th grades.
These College and Career Ready Standards will be fully in use in Ohio classrooms by 2014-2015. ODE encourages districts to begin implementing these standards in world language classrooms now to better prepare students for 2014-2015 and beyond.
The revised standards will be posted soon at http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=105009
On June 12, 2012, the State Board of Education unanimously adopted the revised Ohio K-12 World Language Academic Content Standards. The standards are composed of a set of three independent standards documents, which are aligned with Ohio’s primary world language program articulations:
a. Kindergarten through 12th grade;
b. 6th through 12th grades; and
c. 9th through 12th grades.
These College and Career Ready Standards will be fully in use in Ohio classrooms by 2014-2015. ODE encourages districts to begin implementing these standards in world language classrooms now to better prepare students for 2014-2015 and beyond.
The revised standards will be posted soon at http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=105009
World Choir Games in Cincinnati
From http://www.2012worldchoirgames.com
From July 4 – 14, thousands of the world’s best singers will be in Cincinnati USA for the 2012 World Choir Games. See hundreds of choirs from Africa, Asia, Europe, Australia, North America and South America competing in 23 categories over 11 days.
Learn more about the schedule, the choirs, and how to get tickets at http://www.2012worldchoirgames.com
From July 4 – 14, thousands of the world’s best singers will be in Cincinnati USA for the 2012 World Choir Games. See hundreds of choirs from Africa, Asia, Europe, Australia, North America and South America competing in 23 categories over 11 days.
Learn more about the schedule, the choirs, and how to get tickets at http://www.2012worldchoirgames.com
Legends and Folk Tales around the World
A collection of illustrated folk tales and legends from around the world is available at http://famdliflc.lingnet.org/folkTales/index.html# . Some are available only in English, while others are narrated in English and in the target language.
Five Web 2.0 Tools To Record Oral Communication
From http://ochoamores.typepad.com
Read Sherry Amorocho’s blog post in which she recommends six different tools for recording oral communication: Google Voice, Voicethread, Lingt Language, cell phone recording apps, CLEAR’s Audio Drop Box, and Audacity.
http://ochoamores.typepad.com/morespanish/2012/06/five-for-friday-5-web-20-tools-to-record-oral-communication.html
Read Sherry Amorocho’s blog post in which she recommends six different tools for recording oral communication: Google Voice, Voicethread, Lingt Language, cell phone recording apps, CLEAR’s Audio Drop Box, and Audacity.
http://ochoamores.typepad.com/morespanish/2012/06/five-for-friday-5-web-20-tools-to-record-oral-communication.html
Road to Grammar: Grammar and Vocabulary Practice Site for English Learners
Road to Grammar is a website with a collection of quizzes, games, and downloadable activities that students can use to improve their English, and teachers can use as a source for teaching materials.
The adult (high school and up) version is available at http://www.roadtogrammar.com
There is a companion site with more child-friendly content and layout: http://www.roadtogrammar.com/junior
The adult (high school and up) version is available at http://www.roadtogrammar.com
There is a companion site with more child-friendly content and layout: http://www.roadtogrammar.com/junior
Olympic Games in EFL/ESL Classrooms
Here are a few links to some different Olympics-related games and activities for English language learners: http://evasimkesyan.edublogs.org/2012/06/13/olympic-games-in-eflesl-classrooms
Simple Game for Elementary: Pin the Sunglasses on the Sun
Here is a simple game and song for young students in the summer months: http://funforspanishteachers.blogspot.com/2012/06/pin-sunglasses-on-sun.html
Spanish Culture Blog: My Spanish in Spain
My Spanish in Spain is a blog with articles in Spanish about Spanish culture. It is available at http://myspanishinspain.wordpress.com
Miraflores: Spanish Classics Available in the Public Domain
From http://mctlc.org/News_blog?mode=PostView&bmi=944163
Miraflores offers you hundreds of free books and audio books. Under the title El Libro Total, professionals and students will find works that are in the public domain, either because the author has decided to cede the copyright, or because the copyright has expired. This is valid internationally. You will find all the Spanish classics, novels, poetry, theater and more, and a many more recent books. The copyright has expired for all of these books. You can download them from the Miraflores website at http://www.miraflores.org. Please go to Sharing / Compartiendo. The books are organized by country, by author and by title. Other resources include photographs, links to videos, and an online learning activity centered around the Aztecs.
Miraflores offers you hundreds of free books and audio books. Under the title El Libro Total, professionals and students will find works that are in the public domain, either because the author has decided to cede the copyright, or because the copyright has expired. This is valid internationally. You will find all the Spanish classics, novels, poetry, theater and more, and a many more recent books. The copyright has expired for all of these books. You can download them from the Miraflores website at http://www.miraflores.org. Please go to Sharing / Compartiendo. The books are organized by country, by author and by title. Other resources include photographs, links to videos, and an online learning activity centered around the Aztecs.
French Soccer Terms and Players
Are you or your students following the 2012 Euro soccer games? Here is a list of soccer vocabulary in French: http://french.about.com/od/vocabulary/a/soccer.htm?nl=1
While you’re at it, learn a few things about some members of the French team at http://blogs.transparent.com/french/euro-2012-allez-la-france
While you’re at it, learn a few things about some members of the French team at http://blogs.transparent.com/french/euro-2012-allez-la-france
Awards for Excellence in Teaching at the Precollegiate Level
From http://www.apaclassics.org/index.php/awards_and_fellowships/details/awards_for_excellence_in_teaching_at_the_precollegiate_level
The Joint Committee on the Classics in American Education invites nominations for the 2012 APA Awards for Excellence in Teaching at the Precollegiate Level. Up to two winners will receive a certificate of award and a cash prize of $500. In addition, each winner’s institution will receive $200 to purchase educational resources selected by the winner. The winners will be announced at both the APA Annual Meeting in Seattle, WA in January 2013 and the ACL Institute in June 2013, and winners may select the meeting at which they wish to receive the award.
Eligibility is open to teachers, full- or part-time, of grades K-12 in schools in the United States and Canada who at the time of the application teach at least one class of Latin, Greek, or classics at the K-12 level. Membership in the APA is not required. Nominations may be made by a colleague, administrator, or former student, who is thoroughly familiar with the teacher's work.
September 14, 2012, is the deadline for the receipt of nominations.
For full details go to http://www.apaclassics.org/index.php/awards_and_fellowships/details/awards_for_excellence_in_teaching_at_the_precollegiate_level
The Joint Committee on the Classics in American Education invites nominations for the 2012 APA Awards for Excellence in Teaching at the Precollegiate Level. Up to two winners will receive a certificate of award and a cash prize of $500. In addition, each winner’s institution will receive $200 to purchase educational resources selected by the winner. The winners will be announced at both the APA Annual Meeting in Seattle, WA in January 2013 and the ACL Institute in June 2013, and winners may select the meeting at which they wish to receive the award.
Eligibility is open to teachers, full- or part-time, of grades K-12 in schools in the United States and Canada who at the time of the application teach at least one class of Latin, Greek, or classics at the K-12 level. Membership in the APA is not required. Nominations may be made by a colleague, administrator, or former student, who is thoroughly familiar with the teacher's work.
September 14, 2012, is the deadline for the receipt of nominations.
For full details go to http://www.apaclassics.org/index.php/awards_and_fellowships/details/awards_for_excellence_in_teaching_at_the_precollegiate_level
Summer Ancient Greek Course in Massachusetts
From http://caneweb.org/CANEwp/?p=486
Introduction to Ancient Greek
August 4-18, 2012
This Introduction to Ancient Greek course is designed to be rigorous but fun. It is for beginning (and returning) students of the ancient Greek language.
Classes are from 10am-noon and 2pm-4pm each day with optional morning review sessions for early birds. Students start by learning the alphabet and then quickly move to lessons in vocabulary, grammar and syntax. The goal is to translate excerpts of ancient Greek prose and poetry.
For more information go to http://caneweb.org/CANEwp/?p=486
Introduction to Ancient Greek
August 4-18, 2012
This Introduction to Ancient Greek course is designed to be rigorous but fun. It is for beginning (and returning) students of the ancient Greek language.
Classes are from 10am-noon and 2pm-4pm each day with optional morning review sessions for early birds. Students start by learning the alphabet and then quickly move to lessons in vocabulary, grammar and syntax. The goal is to translate excerpts of ancient Greek prose and poetry.
For more information go to http://caneweb.org/CANEwp/?p=486
Interdisciplinary Resources Online: German Studies Trails on the Internet
From http://www.uncg.edu/~lixlpurc/german_WWW/index.html
German Studies Trails is a website by Andreas Lixl, Professor of German at the University of North Carolina at Greensboro (USA). Listed here are some of the most useful interdisciplinary German resources on the World Wide Web. These literature and culture trails are designed for everyone who likes to explore the Internet as a virtual language laboratory or engage in research and study projects, including Germanistik and literary theory or online museums. Younger readers can connect to children's pages on the KinderWeb, others can join German Chatrooms, and work through German Web Exercises on various levels of proficiency, or look for multimedia Teaching Tools and Software links. Visit the UNCG Multimedia Language Center for popular culture laboratory links and resources, including the MIT list of Real Audio links to Central European Radio Stations.
Visit this website at http://www.uncg.edu/~lixlpurc/german_WWW/index.html
German Studies Trails is a website by Andreas Lixl, Professor of German at the University of North Carolina at Greensboro (USA). Listed here are some of the most useful interdisciplinary German resources on the World Wide Web. These literature and culture trails are designed for everyone who likes to explore the Internet as a virtual language laboratory or engage in research and study projects, including Germanistik and literary theory or online museums. Younger readers can connect to children's pages on the KinderWeb, others can join German Chatrooms, and work through German Web Exercises on various levels of proficiency, or look for multimedia Teaching Tools and Software links. Visit the UNCG Multimedia Language Center for popular culture laboratory links and resources, including the MIT list of Real Audio links to Central European Radio Stations.
Visit this website at http://www.uncg.edu/~lixlpurc/german_WWW/index.html
Immersion Weekend at Kansas State University
Berlin im Unterricht
Immersion Weekend
September 21-22, 2012
Kansas State University in Manhattan, Kansas
Participants can start exploring Berlin with getting to know films about the city. The architecture and history will be explained by using lots of different materials for teaching and ideas for working with texts about Berlin will be given.
To find out more and sign up go to http://www.goethe.de/ins/us/chi/lhr/sem/en9261477v.htm
Immersion Weekend
September 21-22, 2012
Kansas State University in Manhattan, Kansas
Participants can start exploring Berlin with getting to know films about the city. The architecture and history will be explained by using lots of different materials for teaching and ideas for working with texts about Berlin will be given.
To find out more and sign up go to http://www.goethe.de/ins/us/chi/lhr/sem/en9261477v.htm
German SMS/Texting Abbreviations
From http://german.about.com
A short list of texting abbreviations commonly used by German speakers is available at http://german.about.com/od/computers/a/German-Sms.htm?nl=1
A short list of texting abbreviations commonly used by German speakers is available at http://german.about.com/od/computers/a/German-Sms.htm?nl=1
Nihongokyoiku Tsushin: Resources for Japanese Language Teachers
From http://www.jpf.go.jp/e/japanese/survey/tsushin/index.html
Nihongokyoiku Tsushin provides Japanese-language teachers, in particular those outside of Japan, with information on teaching materials, teaching ideas for the classroom, current topics in Japan, the situation of Japanese-language education both in Japan and abroad, and so on.
Visit the website at http://www.jpf.go.jp/e/japanese/survey/tsushin/index.html
Nihongokyoiku Tsushin provides Japanese-language teachers, in particular those outside of Japan, with information on teaching materials, teaching ideas for the classroom, current topics in Japan, the situation of Japanese-language education both in Japan and abroad, and so on.
Visit the website at http://www.jpf.go.jp/e/japanese/survey/tsushin/index.html
Devanagari Script Tutor: Hindibhasha
From http://www.avashy.com/hindibhasha/index.asp
The Devanagari Script Tutor was created in 2001 to help Hindi students familiarize themselves with the script. Its aim is to introduce students to Devanagari and to demonstrate how it is written and pronounced.
The online tutor is available at http://www.avashy.com/hindiscripttutor.htm
The Devanagari Script Tutor was created in 2001 to help Hindi students familiarize themselves with the script. Its aim is to introduce students to Devanagari and to demonstrate how it is written and pronounced.
The online tutor is available at http://www.avashy.com/hindiscripttutor.htm
Arabic Online: Online Course in Modern Standard Arabic from the European Union
From http://www.arabiconline.eu/index.php/about/about-arabic-online
ArabicOnline.eu is an EU-funded project to provide comprehensive language learning resources for Modern Standard Arabic.
The project includes hayya bina, a web-based course of Modern Standard Arabic. It is:
Innovative. The pedagogical approach and software have been especially designed for learning Arabic online.
Attainable. The course ‘de-mystifies’ Arabic and proves that learning the language is an attainable goal.
Learner-centered. The language learning software successfully guides users through the learning process and keeps them motivated to continue.
Versatile. The course is suitable for autonomous learning, classroom-based learning, blended learning or distance learning. It can be used as a complete learning resource or it can be used to complement existing materials.
Comprehensive. The course provides everything to meet learners’ needs, teachers’ needs as well as the linguistic and cultural needs of an Arabic course.
Online and interactive. Users will be able to navigate through the course with an easy-to-use, attractive, user-centered interface.
In addition to the course, which is available in several different European languages, there are a learners’ community and introductory and grammatical information.
The Arabic Online website is available at http://www.arabiconline.eu
ArabicOnline.eu is an EU-funded project to provide comprehensive language learning resources for Modern Standard Arabic.
The project includes hayya bina, a web-based course of Modern Standard Arabic. It is:
Innovative. The pedagogical approach and software have been especially designed for learning Arabic online.
Attainable. The course ‘de-mystifies’ Arabic and proves that learning the language is an attainable goal.
Learner-centered. The language learning software successfully guides users through the learning process and keeps them motivated to continue.
Versatile. The course is suitable for autonomous learning, classroom-based learning, blended learning or distance learning. It can be used as a complete learning resource or it can be used to complement existing materials.
Comprehensive. The course provides everything to meet learners’ needs, teachers’ needs as well as the linguistic and cultural needs of an Arabic course.
Online and interactive. Users will be able to navigate through the course with an easy-to-use, attractive, user-centered interface.
In addition to the course, which is available in several different European languages, there are a learners’ community and introductory and grammatical information.
The Arabic Online website is available at http://www.arabiconline.eu
National Geographic Article: Vanishing Languages
From http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text
Vanishing Languages
By Russ Rymer
July 2012
In an increasingly globalized, connected, homogenized age, languages spoken in remote places are no longer protected by national borders or natural boundaries from the languages that dominate world communication and commerce. The reach of Mandarin and English and Russian and Hindi and Spanish and Arabic extends seemingly to every hamlet, where they compete with Tuvan and Yanomami and Altaic in a house-to-house battle. Parents in tribal villages often encourage their children to move away from the insular language of their forebears and toward languages that will permit greater education and success.
Increasingly, as linguists recognize the magnitude of the modern language die-off and rush to catalog and decipher the most vulnerable tongues, they are confronting underlying questions about languages’ worth and utility. Does each language have boxed up within it some irreplaceable beneficial knowledge? Are there aspects of cultures that won’t survive if they are translated into a dominant language? What unexpected insights are being lost to the world with the collapse of its linguistic variety?
Read the full article at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text
Vanishing Languages
By Russ Rymer
July 2012
In an increasingly globalized, connected, homogenized age, languages spoken in remote places are no longer protected by national borders or natural boundaries from the languages that dominate world communication and commerce. The reach of Mandarin and English and Russian and Hindi and Spanish and Arabic extends seemingly to every hamlet, where they compete with Tuvan and Yanomami and Altaic in a house-to-house battle. Parents in tribal villages often encourage their children to move away from the insular language of their forebears and toward languages that will permit greater education and success.
Increasingly, as linguists recognize the magnitude of the modern language die-off and rush to catalog and decipher the most vulnerable tongues, they are confronting underlying questions about languages’ worth and utility. Does each language have boxed up within it some irreplaceable beneficial knowledge? Are there aspects of cultures that won’t survive if they are translated into a dominant language? What unexpected insights are being lost to the world with the collapse of its linguistic variety?
Read the full article at http://ngm.nationalgeographic.com/2012/07/vanishing-languages/rymer-text
Article: Bilingualism Is Beneficial
From http://www.washingtonpost.com/national/health-science/educators-once-opposed-raising-bilingual-children-experts-now-say-its-beneficial/2012/06/08/gJQAdz9gUV_story.html
Educators once opposed raising bilingual children. Experts now say it’s beneficial.
By Catherine de Lange
June 11, 2012
The image of bilingualism has not always been … rosy. For many parents, the decision to raise children speaking two languages was controversial. Since at least the 19th century, educators warned that it would confuse the child, making him unable to learn either language properly. At best, they thought, the child would become a jack-of-all-trades and master of none. At worst, they suspected it might hinder other aspects of development, resulting in a lower IQ.
These days, such fears seem unjustified. True, bilingual people tend to have slightly smaller vocabularies in each language than their monolingual peers, and they are sometimes slower to reach for the right word when naming objects. But a key study in the 1962 by Elizabeth Peal and Wallace Lambert at McGill University in Montreal found that the ability to speak two languages does not stunt overall development. On the contrary, when controlling for other factors that might also affect performance, such as socioeconomic status and education, they found that bilinguals outperformed monolinguals in 15 verbal and nonverbal tests.
Although a trickle of research into the benefits of bilingualism followed that study, it is only within the past few years that bilingualism has received a lot of attention.
Read the full article at http://www.washingtonpost.com/national/health-science/educators-once-opposed-raising-bilingual-children-experts-now-say-its-beneficial/2012/06/08/gJQAdz9gUV_story.html
Educators once opposed raising bilingual children. Experts now say it’s beneficial.
By Catherine de Lange
June 11, 2012
The image of bilingualism has not always been … rosy. For many parents, the decision to raise children speaking two languages was controversial. Since at least the 19th century, educators warned that it would confuse the child, making him unable to learn either language properly. At best, they thought, the child would become a jack-of-all-trades and master of none. At worst, they suspected it might hinder other aspects of development, resulting in a lower IQ.
These days, such fears seem unjustified. True, bilingual people tend to have slightly smaller vocabularies in each language than their monolingual peers, and they are sometimes slower to reach for the right word when naming objects. But a key study in the 1962 by Elizabeth Peal and Wallace Lambert at McGill University in Montreal found that the ability to speak two languages does not stunt overall development. On the contrary, when controlling for other factors that might also affect performance, such as socioeconomic status and education, they found that bilinguals outperformed monolinguals in 15 verbal and nonverbal tests.
Although a trickle of research into the benefits of bilingualism followed that study, it is only within the past few years that bilingualism has received a lot of attention.
Read the full article at http://www.washingtonpost.com/national/health-science/educators-once-opposed-raising-bilingual-children-experts-now-say-its-beneficial/2012/06/08/gJQAdz9gUV_story.html
Job: Testing and Assessment Specialist, Yale University
From http://linguistlist.org/issues/23/23-2601.html
Yale University is hiring for the post of Testing and Assessment Specialist. In collaboration with the Center for Language Study (CSL), the Testing and Assessment Specialist develops and implements standards for language testing across the University, consults with departments and pilots new testing initiatives, collaborates with peer institutions to identify the most current and effective methods of assessment, and researches, evaluates, and pilots new testing programs.
Application Deadline: 30-Sep-2012 (Open until filled)
See the full job posting at http://linguistlist.org/issues/23/23-2601.html
Yale University is hiring for the post of Testing and Assessment Specialist. In collaboration with the Center for Language Study (CSL), the Testing and Assessment Specialist develops and implements standards for language testing across the University, consults with departments and pilots new testing initiatives, collaborates with peer institutions to identify the most current and effective methods of assessment, and researches, evaluates, and pilots new testing programs.
Application Deadline: 30-Sep-2012 (Open until filled)
See the full job posting at http://linguistlist.org/issues/23/23-2601.html
Funding: Native American Language Preservation and Maintenance
From http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-ANA-NL-0139
The Administration for Children and Families, Administration for Native Americans announces the availability of funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to promote economic and social self-sufficiency for American Indians, Alaska Natives, Native Hawaiians, and other Native American Pacific Islanders, including American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals.
Application due date: FY 2013: 01/31/2013
For full details go to http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-ANA-NL-0139
The Administration for Children and Families, Administration for Native Americans announces the availability of funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to promote economic and social self-sufficiency for American Indians, Alaska Natives, Native Hawaiians, and other Native American Pacific Islanders, including American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals.
Application due date: FY 2013: 01/31/2013
For full details go to http://www.acf.hhs.gov/grants/open/foa/view/HHS-2011-ACF-ANA-NL-0139
Japanese Studies Fellowship Program
From http://www.jfny.org/japanese_studies/fellowship.html
The Japanese Studies Fellowship Program provides support to outstanding scholars in the field by offering the opportunity to conduct research in Japan. The 2013-2014 fellowship categories are as follows:
Scholars and Researchers (Long-Term) (2-12 months):
Scholars and researchers in the humanities or social sciences. Applicants must hold Ph.D. or equivalent professional experience.
Scholars and Researchers (Short-Term) (21-59 days):
Scholars and researchers in the humanities and social sciences who need to conduct intensive research in Japan. Applicants must hold Ph.D. or equivalent professional experience.
Doctoral Candidates (4-12 months):
Doctoral candidates in the humanities or social sciences. Applicants must have achieved ABD status by the time the fellowship begins.
The application deadline for all fellowships is November 1, 2012.
For full details go to http://www.jfny.org/japanese_studies/fellowship.html
The Japanese Studies Fellowship Program provides support to outstanding scholars in the field by offering the opportunity to conduct research in Japan. The 2013-2014 fellowship categories are as follows:
Scholars and Researchers (Long-Term) (2-12 months):
Scholars and researchers in the humanities or social sciences. Applicants must hold Ph.D. or equivalent professional experience.
Scholars and Researchers (Short-Term) (21-59 days):
Scholars and researchers in the humanities and social sciences who need to conduct intensive research in Japan. Applicants must hold Ph.D. or equivalent professional experience.
Doctoral Candidates (4-12 months):
Doctoral candidates in the humanities or social sciences. Applicants must have achieved ABD status by the time the fellowship begins.
The application deadline for all fellowships is November 1, 2012.
For full details go to http://www.jfny.org/japanese_studies/fellowship.html
Online Grammar Course: Phrasal Structures and Multiclause Structures
Educational Opportunities: TESOL Online Grammar Event -- July 2012
Registration Deadline: 18 July, 2012
Courses: Grammar Course 1: Phrasal Structures; Grammar Course 2: Multiclause Structures
These courses will help you develop the confidence you need to discuss grammar with your students. The courses run simultaneously from 30 July to 26 August. The registration deadline is 18 July. For more information and registration, visit the TESOL website.
TESOL: Grammar Course 1 - Phrasal Structures
Monday, 30 July - Sunday, 26 August 2012
To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=40
After you take this course, you will be able to
define the basic grammatical terms used in most grammar textbooks.
identify grammatical structures within sentences.
explain the structure of noun phrases, the structure of verb phrases, and the functions of the English verb tenses.
form your own educated opinion on the place of formal grammar instruction in language teaching.
locate resources (online and in print) to support your future teaching of grammar.
write teaching plans for grammar points.
incorporate communicative practice into your teaching plans.
TESOL: Grammar Course 2 - Multiclause Structures
Monday, 30 July - Sunday, 26 August 2012
To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=41
After you take this course, you will be able to
identify active and passive voice and give reasons for choosing passive voice.
identify adverb clauses, adjective (relative) clauses, and noun clauses in sentences.
identify and explain the use of participial phrases in sentences.
explain the function of subjunctive mood in hypothetical conditional clauses as well as in its other uses.
demonstrate the uses of passive voice, transitional phrases, conjunctions, subordinating conjunctions, and conjunctive adverbs to create cohesion in writing.
identify the structures most likely to be difficult for your students to master.
write teaching plans for complex grammatical structures.
If you have any questions about these courses, please contact edprograms at tesol dot org and put "Grammar Courses" in the subject header.
For more information about these courses go to http://www.tesol.org/s_tesol/sec_document.asp?CID=244&DID=13695
Educational Opportunities: TESOL Online Grammar Event -- July 2012. NCELA listserv (NCELA@HERMES.GWU.EDU, 5 Jun 2012).
Registration Deadline: 18 July, 2012
Courses: Grammar Course 1: Phrasal Structures; Grammar Course 2: Multiclause Structures
These courses will help you develop the confidence you need to discuss grammar with your students. The courses run simultaneously from 30 July to 26 August. The registration deadline is 18 July. For more information and registration, visit the TESOL website.
TESOL: Grammar Course 1 - Phrasal Structures
Monday, 30 July - Sunday, 26 August 2012
To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=40
After you take this course, you will be able to
define the basic grammatical terms used in most grammar textbooks.
identify grammatical structures within sentences.
explain the structure of noun phrases, the structure of verb phrases, and the functions of the English verb tenses.
form your own educated opinion on the place of formal grammar instruction in language teaching.
locate resources (online and in print) to support your future teaching of grammar.
write teaching plans for grammar points.
incorporate communicative practice into your teaching plans.
TESOL: Grammar Course 2 - Multiclause Structures
Monday, 30 July - Sunday, 26 August 2012
To register, go to http://iweb.tesol.org/conference/registrationprocessoverview.aspx?ID=41
After you take this course, you will be able to
identify active and passive voice and give reasons for choosing passive voice.
identify adverb clauses, adjective (relative) clauses, and noun clauses in sentences.
identify and explain the use of participial phrases in sentences.
explain the function of subjunctive mood in hypothetical conditional clauses as well as in its other uses.
demonstrate the uses of passive voice, transitional phrases, conjunctions, subordinating conjunctions, and conjunctive adverbs to create cohesion in writing.
identify the structures most likely to be difficult for your students to master.
write teaching plans for complex grammatical structures.
If you have any questions about these courses, please contact edprograms at tesol dot org and put "Grammar Courses" in the subject header.
For more information about these courses go to http://www.tesol.org/s_tesol/sec_document.asp?CID=244&DID=13695
Educational Opportunities: TESOL Online Grammar Event -- July 2012. NCELA listserv (NCELA@HERMES.GWU.EDU, 5 Jun 2012).
National Association of District Supervisors of Foreign Languages 2012 Annual Meeting
The 2012 annual meeting of the National Association of District Supervisors of Foreign Languages will take place November 14-15 in Philadelphia. The theme is Effective Teaching, Learning, Leading.
For more information go to http://www.nadsfl.org/events/2012-nadsfl-annual-meeting
For more information go to http://www.nadsfl.org/events/2012-nadsfl-annual-meeting
2012 Annual Fall Ohio-AATG Conference
2012 Annual Fall Ohio-AATG Conference
Columbus, Ohio
2-3 November 2012
See the preliminary schedule at http://raider.mountunion.edu/~himmelm/aatg/
Columbus, Ohio
2-3 November 2012
See the preliminary schedule at http://raider.mountunion.edu/~himmelm/aatg/
Book: The Sociolinguistics of Language Education in International Contexts
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62111&concordeid=431009
The Sociolinguistics of Language Education in International Contexts
Edited by Edith Esch and Martin Solly
Published by Peter Lang
Description: In many parts of the world the language education scenario is increasingly dynamic, as demographic, economic and social changes powerfully influence socio-political agendas in the sphere of language education. These in turn impact on complex issues such as linguistic pluralism, multiculturalism, and marginalization. This is especially so in the sphere of second language education where local, national and regional concerns often dominate the objectives underpinning policy choice and prioritization.
This volume brings together scholars and researchers from a wide range of different educational contexts and turns a sociolinguistic lens on some of the key areas of concern for researchers in language education: critical awareness of power and identity issues; competence in dealing with new sociolinguistic repertoires, modalities and literacies; ethical concerns for all who are involved. The 'case study' approach enables the reader to reflect on and critically engage with these issues in a rich variety of contextual situations, and the volume as a whole provides a useful overview of (second) language education in the world today.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62111&concordeid=431009
The Sociolinguistics of Language Education in International Contexts
Edited by Edith Esch and Martin Solly
Published by Peter Lang
Description: In many parts of the world the language education scenario is increasingly dynamic, as demographic, economic and social changes powerfully influence socio-political agendas in the sphere of language education. These in turn impact on complex issues such as linguistic pluralism, multiculturalism, and marginalization. This is especially so in the sphere of second language education where local, national and regional concerns often dominate the objectives underpinning policy choice and prioritization.
This volume brings together scholars and researchers from a wide range of different educational contexts and turns a sociolinguistic lens on some of the key areas of concern for researchers in language education: critical awareness of power and identity issues; competence in dealing with new sociolinguistic repertoires, modalities and literacies; ethical concerns for all who are involved. The 'case study' approach enables the reader to reflect on and critically engage with these issues in a rich variety of contextual situations, and the volume as a whole provides a useful overview of (second) language education in the world today.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62111&concordeid=431009
Corpus-Informed Research and Learning in ESP
From http://benjamins.com/#catalog/books/scl.52
Corpus-Informed Research and Learning in ESP: Issues and applications
Edited by Alex Boulton, Shirley Carter-Thomas and Elizabeth Rowley-Jolivet
Publisher: John Benjamins Publishing Company
Summary: These specially-commissioned studies cover corpus-informed approaches to researching, teaching and learning English for Specific Purposes (ESP). The corpora used range from very large published corpora to small tailor-made collections of written and spoken text, as well as parallel and contrastive corpora, in both the hard and softer sciences. Designed to tackle the problems faced by a variety of first- and second-language ESP users (specialized translators, undergraduates, junior and experienced researchers, and language trainers), the breadth of approaches enables treatment of issues central to ESP and corpus research, from corpus compilation and analysis to new applications and data-driven learning. The first full-length book on applied corpus use in France, Corpus-Informed Research and Learning in ESP will be of interest not only to those working in the French context, but to a wide variety of language professionals – teachers, researchers or course designers – in many countries looking at ESP from different linguistic, cultural and educational perspectives.
Visit the publisher’s website at http://benjamins.com/#catalog/books/scl.52
Corpus-Informed Research and Learning in ESP: Issues and applications
Edited by Alex Boulton, Shirley Carter-Thomas and Elizabeth Rowley-Jolivet
Publisher: John Benjamins Publishing Company
Summary: These specially-commissioned studies cover corpus-informed approaches to researching, teaching and learning English for Specific Purposes (ESP). The corpora used range from very large published corpora to small tailor-made collections of written and spoken text, as well as parallel and contrastive corpora, in both the hard and softer sciences. Designed to tackle the problems faced by a variety of first- and second-language ESP users (specialized translators, undergraduates, junior and experienced researchers, and language trainers), the breadth of approaches enables treatment of issues central to ESP and corpus research, from corpus compilation and analysis to new applications and data-driven learning. The first full-length book on applied corpus use in France, Corpus-Informed Research and Learning in ESP will be of interest not only to those working in the French context, but to a wide variety of language professionals – teachers, researchers or course designers – in many countries looking at ESP from different linguistic, cultural and educational perspectives.
Visit the publisher’s website at http://benjamins.com/#catalog/books/scl.52
June 10, 2012
End of Year Activity: Goodbye Game
Here’s an easy-to-prepare activity that takes one class period. Students act out saying goodbye in a variety of contexts. Read the activity description at http://www.teachingenglish.org.uk/activities/goodbye-game
Educational Seminars Program- ACIE
Educational Seminars: Bring the World to Your School
The Educational Seminars Program provides short-term professional development opportunities to teachers and administrators from around the world, for 2-3 week reciprocal exchange programs and one-way professional development programs. Participating countries include Argentina, Brazil, Greece, India, Italy, Portugal, and Uruguay. All Educational Seminars provide airfare, training, travel health care, and living costs.
ACIE is currently accepting applications for the Uruguay Program, open to U.S. elementary and high school teachers proficient in Spanish. The Uruguay Teacher Exchange Program is a two-way exchange that provides the opportunity for U.S. and Uruguayan elementary and high school teachers to work together on issues of mutual interest to their communities, schools and students. This program includes two weeks of hosting in February and two weeks of travel the following summer.
Program Application Deadlines for Uruguay: September 15, 2012
For more information, please visit http://www.americancouncils.org/es
Randall, K. [nystesol-l] Educational Seminars Program- ACIE. NYSTESOL listserv (nystesol-l@nystesol.org, 7 Jun 2012).
The Educational Seminars Program provides short-term professional development opportunities to teachers and administrators from around the world, for 2-3 week reciprocal exchange programs and one-way professional development programs. Participating countries include Argentina, Brazil, Greece, India, Italy, Portugal, and Uruguay. All Educational Seminars provide airfare, training, travel health care, and living costs.
ACIE is currently accepting applications for the Uruguay Program, open to U.S. elementary and high school teachers proficient in Spanish. The Uruguay Teacher Exchange Program is a two-way exchange that provides the opportunity for U.S. and Uruguayan elementary and high school teachers to work together on issues of mutual interest to their communities, schools and students. This program includes two weeks of hosting in February and two weeks of travel the following summer.
Program Application Deadlines for Uruguay: September 15, 2012
For more information, please visit http://www.americancouncils.org/es
Randall, K. [nystesol-l] Educational Seminars Program- ACIE. NYSTESOL listserv (nystesol-l@nystesol.org, 7 Jun 2012).
Flag Day Resources
From http://larryferlazzo.edublogs.org
Flag Day is celebrated in the United States on June 14th. Larry Ferlazzo has assembled a collection of annotated links to online resources dealing with Flag Day at http://larryferlazzo.edublogs.org/2010/06/14/the-best-sites-for-learning-about-flag-day
Flag Day is celebrated in the United States on June 14th. Larry Ferlazzo has assembled a collection of annotated links to online resources dealing with Flag Day at http://larryferlazzo.edublogs.org/2010/06/14/the-best-sites-for-learning-about-flag-day
Hungry for English: Videos for Beginners
Hungry for English is a series of YouTube videos with beginning English lessons made by some fun-loving young people. The YouTube channel is available at http://www.youtube.com/user/HungryForEnglish . There is also a companion website, which is mostly under construction at this point: http://hungryforenglish.com/?page_id=47
Repository of Resources for Undocumented Students To Attend College
From http://preparate.collegeboard.org/resources
Because undocumented immigrants face tremendous difficulties when seeking higher education, the College Board has worked with Alejandra Rincón to compile a list of resources. In 14 states, in-state tuition laws allow these students to pay lower fees and, in a few cases, access state financial aid. However, even in these 14 states, undocumented students, their families and educators face several difficulties when trying to access information on admission policies, financial aid and scholarships, as well as support organizations.
Download the College Board’s new guide from http://media.collegeboard.com/digitalServices/pdf/diversity/Repository-Resources-Undocumented-Students_2012.pdf
Because undocumented immigrants face tremendous difficulties when seeking higher education, the College Board has worked with Alejandra Rincón to compile a list of resources. In 14 states, in-state tuition laws allow these students to pay lower fees and, in a few cases, access state financial aid. However, even in these 14 states, undocumented students, their families and educators face several difficulties when trying to access information on admission policies, financial aid and scholarships, as well as support organizations.
Download the College Board’s new guide from http://media.collegeboard.com/digitalServices/pdf/diversity/Repository-Resources-Undocumented-Students_2012.pdf
New Parents’ Guide for Common Core State Standards in English and Spanish
From http://www.pta.org/4446.htm
The National PTA has put together a guide in English and Spanish to familiarize parents with the requirements in English language arts and math in the Common Core State Standards. Created by teachers, parents, education experts, and others from across the country, the standards provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.
The guide includes:
Key items that children should be learning in English language arts and mathematics in each grade, once the standards are fully implemented.
Activities that parents can do at home to support their child's learning.
Methods for helping parents build stronger relationships with their child's teacher.
Tips for planning for college and career (high school only).
Learn more about the guide and access the PDF files at http://www.pta.org/4446.htm
The National PTA has put together a guide in English and Spanish to familiarize parents with the requirements in English language arts and math in the Common Core State Standards. Created by teachers, parents, education experts, and others from across the country, the standards provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.
The guide includes:
Key items that children should be learning in English language arts and mathematics in each grade, once the standards are fully implemented.
Activities that parents can do at home to support their child's learning.
Methods for helping parents build stronger relationships with their child's teacher.
Tips for planning for college and career (high school only).
Learn more about the guide and access the PDF files at http://www.pta.org/4446.htm
Pequeño Corazón de África: Music from Equatorial Guinea
From http://zachary-jones.com/zambombazo/betsys-recap-equatorial-guinea-world-wonders-costa-rica-travel-more
From the Zambombazo website:
I am extremely happy to help Zachary announce the release of Pequeño corazón de África! This unique compilation of music from the only Spanish-speaking country in Africa, Equatorial Guinea, has been a labor of love for Zachary for the past year and we are excited to finally share it with our colleagues! This free-to-download collection of songs from 19 Guinean artists showcases the passion, talent and pride of the people from this often-overlooked country. We encourage you to share it with your students and colleagues. Above all, we hope this compilation will fire your soul, as it does ours, and spark your students’ passion for learning about every corner of the Spanish-speaking world.
Pequeño Corazón de África is available at http://zachary-jones.com/zambombazo/pequeno-corazon-de-africa
From the Zambombazo website:
I am extremely happy to help Zachary announce the release of Pequeño corazón de África! This unique compilation of music from the only Spanish-speaking country in Africa, Equatorial Guinea, has been a labor of love for Zachary for the past year and we are excited to finally share it with our colleagues! This free-to-download collection of songs from 19 Guinean artists showcases the passion, talent and pride of the people from this often-overlooked country. We encourage you to share it with your students and colleagues. Above all, we hope this compilation will fire your soul, as it does ours, and spark your students’ passion for learning about every corner of the Spanish-speaking world.
Pequeño Corazón de África is available at http://zachary-jones.com/zambombazo/pequeno-corazon-de-africa
New Listserv for Teachers of Spanish for Heritage Speakers
There is a new listserv for teachers who are teaching Spanish to heritage speakers - learn more and join at http://groups.yahoo.com/group/SpanishHeritage
French in Switzerland
Read a recent blog post about some of the differences between Swiss and Parisian French at http://blogs.transparent.com/french/french-in-switzerland
Cultures in Translation: Contemporary German Literature in Translation
From http://www.goethe.de/ins/se/prj/uar/enindex.htm
Here is a selection of contemporary German literature (novels, non-fiction, books for children and young adults) that has been translated into English, Swedish, Danish, Norwegian, Finnish, Dutch and Gaelic.
You will also be introduced to translators and publishers, find out information on translation, the German book market and German literature in general.
The Cultures in Translation website is brought to you by the Goethe-Institut in London and is available at http://www.goethe.de/ins/se/prj/uar/enindex.htm
Here is a selection of contemporary German literature (novels, non-fiction, books for children and young adults) that has been translated into English, Swedish, Danish, Norwegian, Finnish, Dutch and Gaelic.
You will also be introduced to translators and publishers, find out information on translation, the German book market and German literature in general.
The Cultures in Translation website is brought to you by the Goethe-Institut in London and is available at http://www.goethe.de/ins/se/prj/uar/enindex.htm
Bus Tour: German Heritage Sites in Baltimore
German Heritage Sites in Baltimore
Bus Tour
Saturday, 23 June 2012, 10 am - 4:30 PM
Did you know that Baltimore was the second largest port of entry into the US for German immigrants? This driving tour will provide information about the German immigration history and experience in Baltimore, and take you to relevant sites, such as the Baltimore Immigration Memorial (BIM) and Einwanderer Haus, Locust Point, Zion Church, Krug Iron Works, Museum of Industry (see Mergenthaler's linotype machine), Hansa Haus, Mencken House, and Lloyd Street Synagogue, to name a few.
Learn more and buy tickets at http://www.goethe.de/ins/us/was/ver/en9322684v.htm
Bus Tour
Saturday, 23 June 2012, 10 am - 4:30 PM
Did you know that Baltimore was the second largest port of entry into the US for German immigrants? This driving tour will provide information about the German immigration history and experience in Baltimore, and take you to relevant sites, such as the Baltimore Immigration Memorial (BIM) and Einwanderer Haus, Locust Point, Zion Church, Krug Iron Works, Museum of Industry (see Mergenthaler's linotype machine), Hansa Haus, Mencken House, and Lloyd Street Synagogue, to name a few.
Learn more and buy tickets at http://www.goethe.de/ins/us/was/ver/en9322684v.htm
Why Learn Italian?
A list of “The Top Ten Reasons To Learn Italian” is available at http://italian.about.com/od/grammar/a/aa082405a.htm?nl=1
Documentary about Esperanto
From http://linguistlist.org/issues/23/23-2591.html
Academy Award–nominated director Sam Green ('The Weather Underground') has a new documentary out about Esperanto and language studies. 'The Universal Language' traces Esperanto from its conception in Poland amid other burgeoning nineteenth century Utopian movements through two disastrous world wars, Stalinist suppression, and the rise of globalization. Drawing equally from archival footage and interviews with present-day speakers and linguists, the film portrays a movement full of optimism and humor, as well as a vital curiosity about language’s ability to influence society, culture, and the power structures around them. The film is available for classroom use.
To watch a preview copy of 'The Universal Language' or for more information about the film, please contact dana.samgreenfilm at gmail dot com or visit http://esperantodocumentary.com
Academy Award–nominated director Sam Green ('The Weather Underground') has a new documentary out about Esperanto and language studies. 'The Universal Language' traces Esperanto from its conception in Poland amid other burgeoning nineteenth century Utopian movements through two disastrous world wars, Stalinist suppression, and the rise of globalization. Drawing equally from archival footage and interviews with present-day speakers and linguists, the film portrays a movement full of optimism and humor, as well as a vital curiosity about language’s ability to influence society, culture, and the power structures around them. The film is available for classroom use.
To watch a preview copy of 'The Universal Language' or for more information about the film, please contact dana.samgreenfilm at gmail dot com or visit http://esperantodocumentary.com
South Asian Literary Recordings Project
From http://www.loc.gov/acq/ovop/delhi/salrp
Launched in April 2000, to record the voices of South Asian authors for the Library of Congress' Archive of Recorded World Literature, the project has captured the readings of prominent South Asian poets, novelists, and playwrights. The authors recorded so far represent more than fifteen of the languages of India, Nepal, Pakistan, Sri Lanka and Bangladesh.
Learn more about the project at http://www.loc.gov/acq/ovop/delhi/salrp/about.html and access the recordings at http://www.loc.gov/acq/ovop/delhi/salrp
Launched in April 2000, to record the voices of South Asian authors for the Library of Congress' Archive of Recorded World Literature, the project has captured the readings of prominent South Asian poets, novelists, and playwrights. The authors recorded so far represent more than fifteen of the languages of India, Nepal, Pakistan, Sri Lanka and Bangladesh.
Learn more about the project at http://www.loc.gov/acq/ovop/delhi/salrp/about.html and access the recordings at http://www.loc.gov/acq/ovop/delhi/salrp
2012 Chinese Bridge Delegation to China
From http://professionals.collegeboard.com/k-12/awards/chinese/bridge
The College Board is pleased to announce the 2012 Chinese Bridge Delegation, a weeklong program in China to help educators start or strengthen their institution's Chinese programs and partnerships. Highlights include school visits, cultural activities and educational workshops. School and district leaders are invited to apply for this unique educational trip to China as guests of Hanban/Confucius Institute Headquarters (Hanban). The delegation will take place November 7–15, 2012
The priority application deadline is June 15th.
For full details go to http://professionals.collegeboard.com/k-12/awards/chinese/bridge
The College Board is pleased to announce the 2012 Chinese Bridge Delegation, a weeklong program in China to help educators start or strengthen their institution's Chinese programs and partnerships. Highlights include school visits, cultural activities and educational workshops. School and district leaders are invited to apply for this unique educational trip to China as guests of Hanban/Confucius Institute Headquarters (Hanban). The delegation will take place November 7–15, 2012
The priority application deadline is June 15th.
For full details go to http://professionals.collegeboard.com/k-12/awards/chinese/bridge
Online Arabic and Hebrew Keyboards
Use your regular keyboard to write in Arabic (http://www.muftah-alhuruf.com ) or Hebrew (http://www.mikledet.com ). The result can be e-mailed.
New Swahili Guide Introduces the Language
A new “Guide to Swahili” on the BBC Languages website introduces people to some facts about the language, its alphabet, and some basic words phrases. The new guide is available at http://www.bbc.co.uk/languages/other/swahili/guide
Translation Tools Geared for Less-Spoken Languages Could Help Maintain Them
From http://www.technologyreview.com/news/428093/translation-tools-could-save-less-used-languages
Translation Tools Could Save Less-Used Languages
Languages that aren't used online risk being left behind. New translation technology from Google and Microsoft could help them catch up.
By Tom Simonite
June 6, 2012
Millions of people around the world speak languages that are still barely represented online, despite widespread Internet access and improving translation technology.
Web giants Microsoft and Google are trying to change that with new translation technology aimed at languages that are being left behind—or perhaps even being actively killed off—by the Web.
Microsoft and Google's existing translation tools, which are free, are a triumph of big data. Instead of learning as a human translator would, by studying the rules of different languages, a translation tool's algorithms learn how to translate one language into another by statistically comparing thousands or millions of online documents that have been translated by humans.
The two companies have both departed from that formula slightly to serve less popular languages. Google was able to recently launch experimental "alpha" support for a collection of five Indian languages (Bengali, Gujarati, Kannada, Tamil, and Telugu) by giving its software some direct lessons in grammar, while Microsoft has released a service that allows a community to build a translation system for its own language by supplying its own source material.
Read the full article at http://www.technologyreview.com/news/428093/translation-tools-could-save-less-used-languages
Translation Tools Could Save Less-Used Languages
Languages that aren't used online risk being left behind. New translation technology from Google and Microsoft could help them catch up.
By Tom Simonite
June 6, 2012
Millions of people around the world speak languages that are still barely represented online, despite widespread Internet access and improving translation technology.
Web giants Microsoft and Google are trying to change that with new translation technology aimed at languages that are being left behind—or perhaps even being actively killed off—by the Web.
Microsoft and Google's existing translation tools, which are free, are a triumph of big data. Instead of learning as a human translator would, by studying the rules of different languages, a translation tool's algorithms learn how to translate one language into another by statistically comparing thousands or millions of online documents that have been translated by humans.
The two companies have both departed from that formula slightly to serve less popular languages. Google was able to recently launch experimental "alpha" support for a collection of five Indian languages (Bengali, Gujarati, Kannada, Tamil, and Telugu) by giving its software some direct lessons in grammar, while Microsoft has released a service that allows a community to build a translation system for its own language by supplying its own source material.
Read the full article at http://www.technologyreview.com/news/428093/translation-tools-could-save-less-used-languages
MLA Statement on Language Learning and United States National Policy
The Modern Language Association’s Executive Council has released a statement: “Language Learning and United States National Policy.” It begins as follows:
“The MLA regards the learning of languages other than English as vital to an understanding of the world; such learning serves as a portal to the literatures, cultures, historical perspectives, and human experiences that constitute the human record. Pragmatically, we believe in the value of becoming part of a global conversation in which knowledge of English is often not enough, and the security and future of our country depend on accurately understanding other cultures through their linguistic and cultural practices.”
Read the full statement at http://www.mla.org/new_from_mla/www.mla.org/ec_us_language_policy
“The MLA regards the learning of languages other than English as vital to an understanding of the world; such learning serves as a portal to the literatures, cultures, historical perspectives, and human experiences that constitute the human record. Pragmatically, we believe in the value of becoming part of a global conversation in which knowledge of English is often not enough, and the security and future of our country depend on accurately understanding other cultures through their linguistic and cultural practices.”
Read the full statement at http://www.mla.org/new_from_mla/www.mla.org/ec_us_language_policy
Proposed Legislation Would Create New York State Seal of Biliteracy
From http://nyseibblog.ws.gc.cuny.edu
Building on the momentum of the passage of the California State Seal of Biliteracy, advocates of bilingualism in New York State are pushing for the passage of the New York State Seal of Biliteracy. Modeled on the legislation passed in California, this legislation would offer students who are able to demonstrate proficiency in one or more languages in addition to English a special seal affixed to their high school diploma.
You can read more about the New York effort at http://nyseibblog.ws.gc.cuny.edu
The bill is sponsored in the state Assembly by Carmen E. Arroyo (see her webpage at http://assembly.state.ny.us/mem/Carmen-E-Arroyo ) and in the Senate by Joseph Robach.
You can see the text of the bills at http://assembly.state.ny.us/leg/?default_fld=&bn=A10292&term=2011&Summary=Y&Actions=Y&Text=Y&Votes=Y and at http://open.nysenate.gov/legislation/bill/S7522-2011
Learn more about the Seal of Biliteracy idea and its history in California at http://www.colorincolorado.org/article/50575
Building on the momentum of the passage of the California State Seal of Biliteracy, advocates of bilingualism in New York State are pushing for the passage of the New York State Seal of Biliteracy. Modeled on the legislation passed in California, this legislation would offer students who are able to demonstrate proficiency in one or more languages in addition to English a special seal affixed to their high school diploma.
You can read more about the New York effort at http://nyseibblog.ws.gc.cuny.edu
The bill is sponsored in the state Assembly by Carmen E. Arroyo (see her webpage at http://assembly.state.ny.us/mem/Carmen-E-Arroyo ) and in the Senate by Joseph Robach.
You can see the text of the bills at http://assembly.state.ny.us/leg/?default_fld=&bn=A10292&term=2011&Summary=Y&Actions=Y&Text=Y&Votes=Y and at http://open.nysenate.gov/legislation/bill/S7522-2011
Learn more about the Seal of Biliteracy idea and its history in California at http://www.colorincolorado.org/article/50575
Report: More Pre-K Programs Needed for Dual-Language Learners
From http://blogs.edweek.org/edweek/learning-the-language/2012/06/report_more_pre-k_programs_nee.html
Report: More Pre-K Programs Needed for Dual-Language Learners
By Lesli A. Maxwell
June 5, 2012
The population of children who do not come from homes where English is spoken is on the rise, and, to ensure their success in school, publicly-funded early childhood programs need to build their capacity and expertise to meet the needs of young English-language learners.
So says a new report from the Center for American Progress that urges policymakers at levels—especially the feds—to maximize on the investments being made in public preschool programs to serve disadvantaged children.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/06/report_more_pre-k_programs_nee.html
The report, “Increasing the Effectiveness and Efficiency of Existing Public Investments in Early Childhood Education,” is available at http://www.americanprogress.org/issues/2012/06/earlychildhood.html
Report: More Pre-K Programs Needed for Dual-Language Learners
By Lesli A. Maxwell
June 5, 2012
The population of children who do not come from homes where English is spoken is on the rise, and, to ensure their success in school, publicly-funded early childhood programs need to build their capacity and expertise to meet the needs of young English-language learners.
So says a new report from the Center for American Progress that urges policymakers at levels—especially the feds—to maximize on the investments being made in public preschool programs to serve disadvantaged children.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/06/report_more_pre-k_programs_nee.html
The report, “Increasing the Effectiveness and Efficiency of Existing Public Investments in Early Childhood Education,” is available at http://www.americanprogress.org/issues/2012/06/earlychildhood.html
More on Accreditation of English Programs
The last two issues of InterCom have included articles about the Department of Homeland Security’s requirements for accreditation of intensive English programs (http://casls-nflrc.blogspot.com/2012/05/us-may-require-college-english-language.html and http://casls-nflrc.blogspot.com/2012/06/us-officials-fail-to-allay-concerns.html )
Here is another, from Inside Higher Ed:
Accreditation Headaches
By Elizabeth Redden
June 1, 2012
Speakers from the U.S. Department of Homeland Security addressed continuing confusion over the agency’s interpretation of a new federal law requiring accreditation of intensive English programs Thursday at the annual NAFSA: Association of International Educators conference. Those in attendance seemed to find the federal officials’ answers to key questions -- most urgently, what documentation such “university-governed” English programs must submit in order to prove their accreditation, and retain their right to enroll international students -- to be largely unsatisfying.
Read more: http://www.insidehighered.com/news/2012/06/01/us-officials-try-assuage-international-educators-concerns-english-programs#ixzz1xPZyiJy1
Inside Higher Ed
Here is another related article: http://chronicle.com/article/Expect-Federal-Oversight-of/132051
Here is another, from Inside Higher Ed:
Accreditation Headaches
By Elizabeth Redden
June 1, 2012
Speakers from the U.S. Department of Homeland Security addressed continuing confusion over the agency’s interpretation of a new federal law requiring accreditation of intensive English programs Thursday at the annual NAFSA: Association of International Educators conference. Those in attendance seemed to find the federal officials’ answers to key questions -- most urgently, what documentation such “university-governed” English programs must submit in order to prove their accreditation, and retain their right to enroll international students -- to be largely unsatisfying.
Read more: http://www.insidehighered.com/news/2012/06/01/us-officials-try-assuage-international-educators-concerns-english-programs#ixzz1xPZyiJy1
Inside Higher Ed
Here is another related article: http://chronicle.com/article/Expect-Federal-Oversight-of/132051
Algebra 2, Foreign Language Would Be Dropped from Michigan Graduation Requirements under House Bill
From http://www.mlive.com/education/index.ssf/2012/05/algebra_2_foreign_language_wou.html
Algebra 2, foreign language would be dropped from Michigan graduation requirements under bill debated in House committee
by Dave Murray
May 30, 2012
A bill from State Rep. Edward McBroom, R-Vulcan, would eliminate the requirement for algebra 2 and a foreign language, replacing them with opportunities for career-technical education, technical math, and work-study programs.
His bill reduces some of the requirements in the standard curriculum, and provides opportunities for career-technical education, technical math, work study programs.
“I’ve been watching students who would love to study, whether it’s auto mechanics, building trades, nursing – so many other options,” he said. “And yet they are being forced into classes that would take them to another route than then are actually interested in, they don’t have the time and the flexibility in their schedules.”
Read the full article at http://www.mlive.com/education/index.ssf/2012/05/algebra_2_foreign_language_wou.html
Algebra 2, foreign language would be dropped from Michigan graduation requirements under bill debated in House committee
by Dave Murray
May 30, 2012
A bill from State Rep. Edward McBroom, R-Vulcan, would eliminate the requirement for algebra 2 and a foreign language, replacing them with opportunities for career-technical education, technical math, and work-study programs.
His bill reduces some of the requirements in the standard curriculum, and provides opportunities for career-technical education, technical math, work study programs.
“I’ve been watching students who would love to study, whether it’s auto mechanics, building trades, nursing – so many other options,” he said. “And yet they are being forced into classes that would take them to another route than then are actually interested in, they don’t have the time and the flexibility in their schedules.”
Read the full article at http://www.mlive.com/education/index.ssf/2012/05/algebra_2_foreign_language_wou.html
Job: Supervisory Language Training Specialist, U.S. Department of State
From http://www.usajobs.gov/GetJob/ViewDetails/318562500
There are two Language Training Supervisor opportunities in two of the Divisions within the Language School, one in the Romance Languages Division (ROM), and one in the Slavic, Pashto, and Persian Languages Division (SPP). The School of Language Studies, Foreign Service Institute (FSI/SLS) is located in Arlington, Virginia. The School of Language Studies consists of approximately 650 Language and Culture Instructors and supervisory-level personnel and provides training and testing services amounting to more than 1,000,000 student hours annually in 70 languages, to more than 40 agencies in addition to the Department of State. These two Language Divisions are among those responsible for the conducting of intensive language and cultural training programs. These programs vary in length and may be as much as 44 weeks at FSI in the U.S., followed by an additional 44 weeks at an overseas school for the most difficult languages. The length of training depends on the language proficiency requirements of the employees and family members of DoS and other government agencies who are assigned to embassies and consulates abroad.
Open period: Thursday, June 07, 2012 to Thursday, June 21, 2012
View the full job posting at http://www.usajobs.gov/GetJob/ViewDetails/318562500
There are two Language Training Supervisor opportunities in two of the Divisions within the Language School, one in the Romance Languages Division (ROM), and one in the Slavic, Pashto, and Persian Languages Division (SPP). The School of Language Studies, Foreign Service Institute (FSI/SLS) is located in Arlington, Virginia. The School of Language Studies consists of approximately 650 Language and Culture Instructors and supervisory-level personnel and provides training and testing services amounting to more than 1,000,000 student hours annually in 70 languages, to more than 40 agencies in addition to the Department of State. These two Language Divisions are among those responsible for the conducting of intensive language and cultural training programs. These programs vary in length and may be as much as 44 weeks at FSI in the U.S., followed by an additional 44 weeks at an overseas school for the most difficult languages. The length of training depends on the language proficiency requirements of the employees and family members of DoS and other government agencies who are assigned to embassies and consulates abroad.
Open period: Thursday, June 07, 2012 to Thursday, June 21, 2012
View the full job posting at http://www.usajobs.gov/GetJob/ViewDetails/318562500
Certificate Program in Teaching Chinese to Speakers of Other Languages
From http://www.tc.columbia.edu/tcsol
The Certificate Program in Teaching Chinese to Speakers of Other Languages (TCSOL) provides state-of-the-art training in Chinese pedagogy. Developed and taught by a world-class team of experts, the program offers a cutting-edge curriculum that sets trainees on a fast and efficient track to gain knowledge and skills necessary for operating effectively in current and future classrooms in various contexts.
The program spans 12 week(end)s over one academic year (Fall and Spring semesters) and is ideal for both pre-service teachers and in-service teachers who look to develop or enhance their ability to teach through an accelerated program.
The program particularly welcomes applications from the following groups of people:
College seniors or recent graduates majoring in Chinese studies
Guest teachers from China or from other Chinese-speaking regions
Mandarin speakers in the U.S. certified to teach other subjects
Mandarin speakers in the U.S. not yet certified in any subject
Professionals considering a career change
Individuals looking for a professional career
Applications are being sought for the 2012-2013 year; learn more at http://www.tc.columbia.edu/tcsol
The Certificate Program in Teaching Chinese to Speakers of Other Languages (TCSOL) provides state-of-the-art training in Chinese pedagogy. Developed and taught by a world-class team of experts, the program offers a cutting-edge curriculum that sets trainees on a fast and efficient track to gain knowledge and skills necessary for operating effectively in current and future classrooms in various contexts.
The program spans 12 week(end)s over one academic year (Fall and Spring semesters) and is ideal for both pre-service teachers and in-service teachers who look to develop or enhance their ability to teach through an accelerated program.
The program particularly welcomes applications from the following groups of people:
College seniors or recent graduates majoring in Chinese studies
Guest teachers from China or from other Chinese-speaking regions
Mandarin speakers in the U.S. certified to teach other subjects
Mandarin speakers in the U.S. not yet certified in any subject
Professionals considering a career change
Individuals looking for a professional career
Applications are being sought for the 2012-2013 year; learn more at http://www.tc.columbia.edu/tcsol
TPRS Workshop in Carterville, Illinois
From http://www.ictfl.org/content/2012/05/region-5-summer-2012-news
TPRS Workshop Saturday, July 28th at Carterville High School Conference Room
Join fellow teachers on Saturday, July 28th for a TPRS workshop with Carrie Toth of Carlisle High School and Bibi Eaton of Carterville High School. Learn the basics of this active and engaged language learning style and demonstration actual application of TPRS methods in the Foreign Language Classroom here in Southern Illinois. The workshop will go from 8:30 for coffee and check in. Plan to be at there from 9:00 to 1:00 to receive CPDU’s. The workshop costs just $20.00 to cover fees and materials.
For full details go to http://www.ictfl.org/content/2012/05/region-5-summer-2012-news
TPRS Workshop Saturday, July 28th at Carterville High School Conference Room
Join fellow teachers on Saturday, July 28th for a TPRS workshop with Carrie Toth of Carlisle High School and Bibi Eaton of Carterville High School. Learn the basics of this active and engaged language learning style and demonstration actual application of TPRS methods in the Foreign Language Classroom here in Southern Illinois. The workshop will go from 8:30 for coffee and check in. Plan to be at there from 9:00 to 1:00 to receive CPDU’s. The workshop costs just $20.00 to cover fees and materials.
For full details go to http://www.ictfl.org/content/2012/05/region-5-summer-2012-news
Non-Credit Language Technology Certification for K-12 Teachers
The Anderson Language & Technology Center (http://altec.colorado.edu ) at CU Boulder is launching a K-12 version of its Foreign Language Technology Program. This program has been available to CU Boulder faculty and instructors since 2006 and we thought that it was now the time to open the program to K-12 language teachers.
The program will begin in September 2012. It will be spread across 6 Saturdays (3 in the Fall of 2012 and 3 in the Spring of 2013) and culminate with a two-Saturday capstone workshop (April 2013) where participants will build their own multimedia portfolio.
For more information about the curriculum, schedule, cost and registration, please visit this document: http://goo.gl/TUkH1
This information will be transferred to the new ALTEC website as soon as it is ready (It is currently under construction).
Questions? Clarifications? Suggestions? Please e-mail: Edwige.Simon at colorado dot edu
Simon, E. [CCFLT] Non-Credit Language Technology Certification for K-12 Teachers. CCFLT listserv (CCFLT@yahoogroups.com, 8 Jun 2012).
The program will begin in September 2012. It will be spread across 6 Saturdays (3 in the Fall of 2012 and 3 in the Spring of 2013) and culminate with a two-Saturday capstone workshop (April 2013) where participants will build their own multimedia portfolio.
For more information about the curriculum, schedule, cost and registration, please visit this document: http://goo.gl/TUkH1
This information will be transferred to the new ALTEC website as soon as it is ready (It is currently under construction).
Questions? Clarifications? Suggestions? Please e-mail: Edwige.Simon at colorado dot edu
Simon, E. [CCFLT] Non-Credit Language Technology Certification for K-12 Teachers. CCFLT listserv (CCFLT@yahoogroups.com, 8 Jun 2012).
Online Graduate Certificate from ACTFL: Instructional Technology Integration
From http://www.umuc.edu/corporate/actfl/index.cfm
University of Maryland University College (UMUC) is pleased to offer American Council on the Teaching of Foreign Languages (ACTFL) members a specialized online graduate certificate in Instructional Technology Integration designed for individuals teaching world languages on the K-12 level. This graduate certificate program is offered as part of the ACTFL-UMUC Education Alliance. Courses begin Fall 2012.
Learn more about the course and a tuition discount at http://www.umuc.edu/corporate/actfl/index.cfm
University of Maryland University College (UMUC) is pleased to offer American Council on the Teaching of Foreign Languages (ACTFL) members a specialized online graduate certificate in Instructional Technology Integration designed for individuals teaching world languages on the K-12 level. This graduate certificate program is offered as part of the ACTFL-UMUC Education Alliance. Courses begin Fall 2012.
Learn more about the course and a tuition discount at http://www.umuc.edu/corporate/actfl/index.cfm
Call for Papers: AATSEEL-Wisconsin Conference 2012
AATSEEL-Wisconsin Conference
12-13 October 2012
University of Wisconsin-Madison
Call for papers for the 2012 AATSEEL-WI Conference
Abstracts for 20-minute papers on any aspect of Slavic literatures and cultures (including film, music, the visual arts, linguistics, and language pedagogy) are invited for the annual conference of the Wisconsin chapter of AATSEEL (The American Association of Teachers of Slavic and East European Languages). Comparative topics and interdisciplinary approaches are welcome. The conference will be held at the University of Wisconsin-Madison on Friday and Saturday, 12-13 October 2012.
Recent conference programs are posted on the AATSEEL-WI website at: http://slavic.lss.wisc.edu/new_web/?q=node/7
To present a paper at the AATSEEL-WI conference, please submit a proposal by 31 August 2012. A complete proposal consists of:
1. Author's contact information (name, affiliation, postal address, telephone and email).
2. Paper title
3. 300-500 word abstract
4. Equipment request (if necessary)
Please send proposals by email to:
Sarah Kapp
skapp at wisc dot edu
PLEASE INCLUDE “AATSEEL-WI” IN THE SUBJECT LINE.
All submissions will be considered.
[SEELANGS] Call for Papers: AATSEEL-Wisconsin 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 4 Jun 2012).
12-13 October 2012
University of Wisconsin-Madison
Call for papers for the 2012 AATSEEL-WI Conference
Abstracts for 20-minute papers on any aspect of Slavic literatures and cultures (including film, music, the visual arts, linguistics, and language pedagogy) are invited for the annual conference of the Wisconsin chapter of AATSEEL (The American Association of Teachers of Slavic and East European Languages). Comparative topics and interdisciplinary approaches are welcome. The conference will be held at the University of Wisconsin-Madison on Friday and Saturday, 12-13 October 2012.
Recent conference programs are posted on the AATSEEL-WI website at: http://slavic.lss.wisc.edu/new_web/?q=node/7
To present a paper at the AATSEEL-WI conference, please submit a proposal by 31 August 2012. A complete proposal consists of:
1. Author's contact information (name, affiliation, postal address, telephone and email).
2. Paper title
3. 300-500 word abstract
4. Equipment request (if necessary)
Please send proposals by email to:
Sarah Kapp
skapp at wisc dot edu
PLEASE INCLUDE “AATSEEL-WI” IN THE SUBJECT LINE.
All submissions will be considered.
[SEELANGS] Call for Papers: AATSEEL-Wisconsin 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 4 Jun 2012).
Call for Papers: L2 Writing and Personal History
From http://linguistlist.org/issues/23/23-2594.html
Call for Papers: Special Issue of the L2 Journal
L2 Writing and Personal History: Meaningful Literacy in the Language Classroom
A special issue of the L2 Journal will be dedicated to the exploration of L2 writing and personal history within the language classroom. Research papers of interest for this special issue may address the following options:
- Descriptions of L2 writing practices that promote and facilitate meaningful L2 writing experiences
- Investigations of the responses of L2 learners to meaningful L2 writing experiences
- Studies of personal histories of language learning through L2 writing
- Explorations of genre differences in relation to L2 writing and personal history
- Case studies of personally meaningful L2 writing
- Reports on usages of L2 writing as a means of exploring new social and cultural contexts
Please submit a title and 300-word abstract electronically in Word format by July 15, 2012.
View the full call for papers at http://linguistlist.org/issues/23/23-2594.html
Call for Papers: Special Issue of the L2 Journal
L2 Writing and Personal History: Meaningful Literacy in the Language Classroom
A special issue of the L2 Journal will be dedicated to the exploration of L2 writing and personal history within the language classroom. Research papers of interest for this special issue may address the following options:
- Descriptions of L2 writing practices that promote and facilitate meaningful L2 writing experiences
- Investigations of the responses of L2 learners to meaningful L2 writing experiences
- Studies of personal histories of language learning through L2 writing
- Explorations of genre differences in relation to L2 writing and personal history
- Case studies of personally meaningful L2 writing
- Reports on usages of L2 writing as a means of exploring new social and cultural contexts
Please submit a title and 300-word abstract electronically in Word format by July 15, 2012.
View the full call for papers at http://linguistlist.org/issues/23/23-2594.html
Call for Papers: International Studies Association-Midwest Conference
From http://webs.wichita.edu/?u=isamw&p
ISA Midwest Conference 2012
November 1-4, 2012
The Hilton at the Ballpark
St. Louis, MO
Proposals for papers, panels and especially roundtables are encouraged.
Please submit proposals to the ISA Midwest Program Chair by August 15, 2012.
View the call for papers at http://webs.wichita.edu/?u=ISAMW&p=/Callforpaper
Visit the ISA-Midwest website at http://isa-m.missouri.edu/index.htm
ISA Midwest Conference 2012
November 1-4, 2012
The Hilton at the Ballpark
St. Louis, MO
Proposals for papers, panels and especially roundtables are encouraged.
Please submit proposals to the ISA Midwest Program Chair by August 15, 2012.
View the call for papers at http://webs.wichita.edu/?u=ISAMW&p=/Callforpaper
Visit the ISA-Midwest website at http://isa-m.missouri.edu/index.htm
Call for Papers: Northeast Modern Language Association
From http://nemla.org/convention/2013/cfp.html
2013 Call for Papers
44th Annual Convention
Northeast Modern Language Association (NeMLA)
March 21-24, 2013
Boston, Massachusetts
The 44th Annual Convention will feature approximately 350 sessions, as well as dynamic speakers and cultural events. Interested participants may submit abstracts to more than one NeMLA session; however, panelists can only present one paper (panel or seminar). Convention participants may present a paper at a panel and also present at a creative session or participate in a roundtable.
Abstract Deadline: September 30, 2012
View the full call for papers at http://nemla.org/convention/2013/cfp.html
2013 Call for Papers
44th Annual Convention
Northeast Modern Language Association (NeMLA)
March 21-24, 2013
Boston, Massachusetts
The 44th Annual Convention will feature approximately 350 sessions, as well as dynamic speakers and cultural events. Interested participants may submit abstracts to more than one NeMLA session; however, panelists can only present one paper (panel or seminar). Convention participants may present a paper at a panel and also present at a creative session or participate in a roundtable.
Abstract Deadline: September 30, 2012
View the full call for papers at http://nemla.org/convention/2013/cfp.html
New Joint Series: Linking Second Languages Research and Practice
Announcing a new series: Linking Second Languages Research and Practice, a joint project, between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review.
The series includes access to six CMLR articles on classroom pedagogy (4 FSL and 2 ESL), and to their six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides aim to help put into practice some of the research findings published in the Canadian Modern Languages Review.
Access the articles here: http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_en.php
Scaffolding Inclusion in a Grade 8 Core French Classroom: An exploratory case study, Arnett, K.
Une approche littératiée : apprendre les sciences et la langue en immersion tardive, Cormier, M. et Turnbull, M.
Content-Based Instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?, Kong, S.
Assessing AIM: A study of grade 8 students in an Ontario school board, Mady, C.
Pratiques de littératie à l’école. Pour une approche ethnographique de la classe en deuxième année d'immersion en Colombie-Britannique, Moore, D. et Sabatier, C.
The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing, Webb, Stuart A.
Version française. http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_fr.php
UTP Journals. New joint series from CMLR and CASLT: Linking Second Languages Research and Practice. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 5 Jun 2012).
The series includes access to six CMLR articles on classroom pedagogy (4 FSL and 2 ESL), and to their six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides aim to help put into practice some of the research findings published in the Canadian Modern Languages Review.
Access the articles here: http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_en.php
Scaffolding Inclusion in a Grade 8 Core French Classroom: An exploratory case study, Arnett, K.
Une approche littératiée : apprendre les sciences et la langue en immersion tardive, Cormier, M. et Turnbull, M.
Content-Based Instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?, Kong, S.
Assessing AIM: A study of grade 8 students in an Ontario school board, Mady, C.
Pratiques de littératie à l’école. Pour une approche ethnographique de la classe en deuxième année d'immersion en Colombie-Britannique, Moore, D. et Sabatier, C.
The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing, Webb, Stuart A.
Version française. http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_fr.php
UTP Journals. New joint series from CMLR and CASLT: Linking Second Languages Research and Practice. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 5 Jun 2012).
Book: Harnessing Linguistic Variation to Improve Education
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62974&concordeid=430726
Harnessing Linguistic Variation to Improve Education
Edited by Androula Yiakoumetti
Published by Peter Lang
Description: This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to 'harness' this diversity for learners' benefit. It challenges the largely anachronistic ideology that promotes exclusive use of an educational monolingual standard variety and advocates the use in formal education of aboriginal/indigenous languages, minority languages, nonstandard varieties and contact languages.
The contributors examine both historical and current practices for including linguistic diversity in education by considering specific bidialectal, bilingual and multilingual educational initiatives. The different geographical and linguistic settings covered in the volume are linked together by a unifying theme: linguistic diversity exists all over the world, but it is very rarely utilized effectively for the benefit of students. When it is used, whether in isolated studies or through governmental initiatives, the research findings point systematically to the many educational advantages experienced by linguistically-diverse students. This book will be of interest to teachers and language practitioners, as well as to students and scholars of language and education.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62974&concordeid=430726
Harnessing Linguistic Variation to Improve Education
Edited by Androula Yiakoumetti
Published by Peter Lang
Description: This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to 'harness' this diversity for learners' benefit. It challenges the largely anachronistic ideology that promotes exclusive use of an educational monolingual standard variety and advocates the use in formal education of aboriginal/indigenous languages, minority languages, nonstandard varieties and contact languages.
The contributors examine both historical and current practices for including linguistic diversity in education by considering specific bidialectal, bilingual and multilingual educational initiatives. The different geographical and linguistic settings covered in the volume are linked together by a unifying theme: linguistic diversity exists all over the world, but it is very rarely utilized effectively for the benefit of students. When it is used, whether in isolated studies or through governmental initiatives, the research findings point systematically to the many educational advantages experienced by linguistically-diverse students. This book will be of interest to teachers and language practitioners, as well as to students and scholars of language and education.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62974&concordeid=430726
Book: The Emergence of Patterns in Second Language Writing
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62126&concordeid=431010
The Emergence of Patterns in Second Language Writing: A Sociocognitive Exploration of Lexical Trails
By Susy Macqueen
Published by Peter Lang
Description: Drawing upon a convergence of sociocultural theory and linguistic emergentism, this book presents a longitudinal investigation of the development of ESL users' written lexicogrammatical patterning (collocations and colligations). A qualitative methodology ('Lexical Trail Analysis') was developed in order to capture a dynamic and historical view of the ways in which the participants combined words in their writing. This involved tracing single lexemes diachronically through individuals' written corpora. The writers were interviewed about the histories of particular word combinations. Selected patterns were later tested using the principles of dynamic testing. The findings of these combined data types - essays, interviews and tests - suggest that sociocognitive resources such as memory and attention and the ability to imitate and adapt linguistic resources are paramount in the massive task of internalizing the lexicogrammatical patterning of a second language. The participants were agents of change, seeking assistance and adapting patterns to suit their changing goals. Their activity is theorized in a model of language patterning from which implications for second language learning and teaching are drawn.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62126&concordeid=431010
The Emergence of Patterns in Second Language Writing: A Sociocognitive Exploration of Lexical Trails
By Susy Macqueen
Published by Peter Lang
Description: Drawing upon a convergence of sociocultural theory and linguistic emergentism, this book presents a longitudinal investigation of the development of ESL users' written lexicogrammatical patterning (collocations and colligations). A qualitative methodology ('Lexical Trail Analysis') was developed in order to capture a dynamic and historical view of the ways in which the participants combined words in their writing. This involved tracing single lexemes diachronically through individuals' written corpora. The writers were interviewed about the histories of particular word combinations. Selected patterns were later tested using the principles of dynamic testing. The findings of these combined data types - essays, interviews and tests - suggest that sociocognitive resources such as memory and attention and the ability to imitate and adapt linguistic resources are paramount in the massive task of internalizing the lexicogrammatical patterning of a second language. The participants were agents of change, seeking assistance and adapting patterns to suit their changing goals. Their activity is theorized in a model of language patterning from which implications for second language learning and teaching are drawn.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62126&concordeid=431010
June 2, 2012
Podcast Series: Language Testing Bytes
From http://linguistlist.org/issues/23/23-2438.html
Language Testing Bytes, the official podcast series of Language Testing, is currently available for free download at:
http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml
Featured podcasts include the following:
Language Testing Bytes Podcast Number 9: Luke Harding from the University of Lancaster discusses why many language test providers only use standard accents on tests of listening.
Language Testing Bytes Podcast Number 8: Tan Jin and Barley Mak discuss approaches to scoring performance tests based on fuzzy logic.
Language Testing Bytes Podcast Number 7: Mark Wilson discusses Measurement Models (Volume 28 Issue 4).
Language Testing Bytes Podcast Number 6: Craig Deville and Micheline Chalhoub-Deville discuss standards based testing in the United States (Volume 28 Issue 3).
Language Testing Bytes Podcast Number 5: John Read on Vocabulary Testing (Volume 28 Issue 2).
Language Testing Bytes Podcast Number 4: Interviews with Khaled Barkaoui and Melissa Bowles on thinkaloud protocols (Volume 28 Issue 1).
Language Testing Bytes Podcast Number 3: Interview with Dr Jim Purpura on the place of grammar in language testing.
Language Testing Bytes Podcast Number 2: Interview with Dr Xiaoming Xi on automated scoring of speaking and writing tests (Volume 27 Issue 3).
Language Testing Bytes Podcast Number 1: Interview with Mike Kane on test validation (Volume 27 Issue 2).
Access the podcasts at http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml
Language Testing Bytes, the official podcast series of Language Testing, is currently available for free download at:
http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml
Featured podcasts include the following:
Language Testing Bytes Podcast Number 9: Luke Harding from the University of Lancaster discusses why many language test providers only use standard accents on tests of listening.
Language Testing Bytes Podcast Number 8: Tan Jin and Barley Mak discuss approaches to scoring performance tests based on fuzzy logic.
Language Testing Bytes Podcast Number 7: Mark Wilson discusses Measurement Models (Volume 28 Issue 4).
Language Testing Bytes Podcast Number 6: Craig Deville and Micheline Chalhoub-Deville discuss standards based testing in the United States (Volume 28 Issue 3).
Language Testing Bytes Podcast Number 5: John Read on Vocabulary Testing (Volume 28 Issue 2).
Language Testing Bytes Podcast Number 4: Interviews with Khaled Barkaoui and Melissa Bowles on thinkaloud protocols (Volume 28 Issue 1).
Language Testing Bytes Podcast Number 3: Interview with Dr Jim Purpura on the place of grammar in language testing.
Language Testing Bytes Podcast Number 2: Interview with Dr Xiaoming Xi on automated scoring of speaking and writing tests (Volume 27 Issue 3).
Language Testing Bytes Podcast Number 1: Interview with Mike Kane on test validation (Volume 27 Issue 2).
Access the podcasts at http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml
Video Series and Book: Developing Classroom Materials for Less Commonly Taught Languages
From http://carla.umn.edu/lctl/development/index.html
There is a notorious shortage of teaching materials for the Less Commonly Taught Languages (LCTLs)— defined as all languages except English, French, German, and Spanish.
To address the challenges LCTL teachers face in developing instructional materials the LCTL Project created a new website to give teachers the background and tools needed to create high quality materials. The site features videos of leading language teacher educator Bill Johnston presenting concepts for material development from a variety of resources.
The website is an outgrowth of two well-known CARLA initiatives for LCTL teachers.
A summer institute entitled Developing Classroom Materials for LCTLs was created by Bill Johnston from Indiana University and Louis Janus, the LCTL Project Coordinator.
A book--also entitled Developing Classroom Materials for LCTLs--provides principles, practical guidelines, and actual examples for LCTL teaching of all levels and languages to develop raw materials into activities for the language classroom.
Go to http://carla.umn.edu/lctl/development/index.html to watch the video series and for links to the book and information about the summer institute.
There is a notorious shortage of teaching materials for the Less Commonly Taught Languages (LCTLs)— defined as all languages except English, French, German, and Spanish.
To address the challenges LCTL teachers face in developing instructional materials the LCTL Project created a new website to give teachers the background and tools needed to create high quality materials. The site features videos of leading language teacher educator Bill Johnston presenting concepts for material development from a variety of resources.
The website is an outgrowth of two well-known CARLA initiatives for LCTL teachers.
A summer institute entitled Developing Classroom Materials for LCTLs was created by Bill Johnston from Indiana University and Louis Janus, the LCTL Project Coordinator.
A book--also entitled Developing Classroom Materials for LCTLs--provides principles, practical guidelines, and actual examples for LCTL teaching of all levels and languages to develop raw materials into activities for the language classroom.
Go to http://carla.umn.edu/lctl/development/index.html to watch the video series and for links to the book and information about the summer institute.
World Wonders Project at Google
From http://www.google.com/culturalinstitute/worldwonders/about
The Google World Wonders Project is a platform which brings world heritage sites of the modern and ancient world online. Using Street View, 3D modeling and other Google technologies, Google has made these amazing sites accessible to everyone across the globe. With videos, photos and in-depth information, you can now explore the world wonders from your armchair just as if you were there.
Explore the World Wonders Project website at http://www.google.com/culturalinstitute/worldwonders
Get ideas for how to use it in the classroom at http://www.google.com/culturalinstitute/worldwonders/education
Read reviews of this new resource at http://larryferlazzo.edublogs.org/2012/05/31/heres-another-wow-site-from-google-the-world-wonders-project and http://www.freetech4teachers.com/2012/05/world-wonders-project-is-must-bookmark.html
The Google World Wonders Project is a platform which brings world heritage sites of the modern and ancient world online. Using Street View, 3D modeling and other Google technologies, Google has made these amazing sites accessible to everyone across the globe. With videos, photos and in-depth information, you can now explore the world wonders from your armchair just as if you were there.
Explore the World Wonders Project website at http://www.google.com/culturalinstitute/worldwonders
Get ideas for how to use it in the classroom at http://www.google.com/culturalinstitute/worldwonders/education
Read reviews of this new resource at http://larryferlazzo.edublogs.org/2012/05/31/heres-another-wow-site-from-google-the-world-wonders-project and http://www.freetech4teachers.com/2012/05/world-wonders-project-is-must-bookmark.html
Summer Olympics Resources from Annenberg
July 27 marks the opening ceremonies for the 2012 Summer Olympics in London. While rooting for athletes and countries, also reflect on the rich historical and cultural significance of the games. Bridging World History, unit 25, “Global Popular Culture” (http://www.learner.org/redirect/junjul12/culture.html ), explains the history of the Olympic games, the influences of global events, and how the games reflect the social and political struggles of the 20th century.
Students make cultural comparisons between Germany and the United States and learn German sports vocabulary while talking about the Olympics in the series Teaching Foreign Languages K-12: A Library of Classroom Practices, unit 20, “Sports in Action” (http://www.learner.org/redirect/junjul12/sports.html )
Students make cultural comparisons between Germany and the United States and learn German sports vocabulary while talking about the Olympics in the series Teaching Foreign Languages K-12: A Library of Classroom Practices, unit 20, “Sports in Action” (http://www.learner.org/redirect/junjul12/sports.html )
iPad English: Blog Dedicated To Using iPads for English Language Instruction
Are you interested in using iPads for your language instruction? There’s an entire blog dedicated to learning English with the iPad - read and contribute at http://www.ipadenglish.net
National Clearinghouse for English Language Acquisition Revamps its Website
NCELA is proud to present a newly designed website (still at http://www.ncela.gwu.edu) that combines high-quality and oft-requested information about the English learner population with new features to make navigation easier and more intuitive. The website has a distinctive new look, and a thorough restructuring of the front page, bringing up-to-the-minute information to the fore. Visitors will find it easier to access key online content areas including information on federal grants, EL data and demographics, professional development, promising practices in EL education, and the full suite of NCELA resources.
Visitors can still keep abreast of recent additions to the website or upcoming events in the What's New and New Resources sections on the homepage.
NCELA is also launching a set of “featured topic” pages which bring together web resources from NCELA and other organizations on one easy-to-navigate page. Find information on:
Science, Technology, Engineering and Math (STEM)
English Learners with Special Needs
Young ELs
Native American/Alaska Native Students
College and Career
Adult ELs
Foreign Languages
Federal and other data sources on EL students are gathered together in NCELA’s new data and demographics section. You can explore state data, follow the links in our English Learner Data Clearinghouse, or view some of our county-by-county maps on the EL population.
NCLEA continues to roll out new social and community features such as integrated access to our Facebook, Twitter, and YouTube accounts. Their archived webinars are now on YouTube for easy viewing for professional development purposes.
As always NCELA provides up-to-date information on US Department of Education federal grant programs, including the Title III State Formula Grants, the National Professional Development Program, and the Native American and Alaska Native Children in School Program.
Visit the newly designed website at http://www.ncela.gwu.edu
Visitors can still keep abreast of recent additions to the website or upcoming events in the What's New and New Resources sections on the homepage.
NCELA is also launching a set of “featured topic” pages which bring together web resources from NCELA and other organizations on one easy-to-navigate page. Find information on:
Science, Technology, Engineering and Math (STEM)
English Learners with Special Needs
Young ELs
Native American/Alaska Native Students
College and Career
Adult ELs
Foreign Languages
Federal and other data sources on EL students are gathered together in NCELA’s new data and demographics section. You can explore state data, follow the links in our English Learner Data Clearinghouse, or view some of our county-by-county maps on the EL population.
NCLEA continues to roll out new social and community features such as integrated access to our Facebook, Twitter, and YouTube accounts. Their archived webinars are now on YouTube for easy viewing for professional development purposes.
As always NCELA provides up-to-date information on US Department of Education federal grant programs, including the Title III State Formula Grants, the National Professional Development Program, and the Native American and Alaska Native Children in School Program.
Visit the newly designed website at http://www.ncela.gwu.edu
Voice of America’s Learning English Website
Voice of America has a website especially for English language learners. The website includes captioned videos in “special English” (slower speech rate with limited vocabulary), news stories with audio and clickable definitions, activities for the classroom, and more.
The Learning English website is available at http://learningenglish.voanews.com
Read a review of the Voice of America website in general at http://larryferlazzo.edublogs.org/2012/05/25/wow-voice-of-america-dramatically-redesigns-expands-its-learning-english-features
The Learning English website is available at http://learningenglish.voanews.com
Read a review of the Voice of America website in general at http://larryferlazzo.edublogs.org/2012/05/25/wow-voice-of-america-dramatically-redesigns-expands-its-learning-english-features
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