From http://changing-phase.blogspot.co.uk
Teacher and blogger Clare Seccombe of England has been looking for ideas for teaching and practicing telling time in the target language. See what she’s come up with so far at http://changing-phase.blogspot.co.uk/2012/06/mind-of-man-is-like-clock.html
August 26, 2012
Language Activity: Learning To Get Where You Want To Go
Here is an activity for practicing giving and understanding directions for getting around town. It’s intended for a language learner working with a native speaker, and it could be used as-is in a class that included some heritage speakers. Otherwise, it will need some minor adaptations to be used in pairs in a language classroom.
http://www.everydaylanguagelearner.com/2012/08/15/language-activity-learning-get-where-want-go
http://www.everydaylanguagelearner.com/2012/08/15/language-activity-learning-get-where-want-go
Capture Screenshots and Annotate Images with Szoter
Szoter is a tool that allows you to take screenshots or use your own images. You can add annotations and text labels to the images. This would be useful for making posters, creating directions for online activities, making flashcards, and so on.
Szoter is available at http://szoter.com/#intro
Read reviews of this tool at http://www.freetech4teachers.com/2012/08/szoter-annotate-pictures-and-take.html#.UDAD6ESXSkA and at http://larryferlazzo.edublogs.org/2012/08/16/szoter-will-become-a-key-tool-for-ell-teachers
Szoter is available at http://szoter.com/#intro
Read reviews of this tool at http://www.freetech4teachers.com/2012/08/szoter-annotate-pictures-and-take.html#.UDAD6ESXSkA and at http://larryferlazzo.edublogs.org/2012/08/16/szoter-will-become-a-key-tool-for-ell-teachers
Beginning of the School Year Ideas, Part 2
Last week we shared some ideas for starting the school year that teachers have been blogging and e-mailing each other about. Here are some more:
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Rob Jenkins offers some generic advice for post-secondary instructors at http://chronicle.com/article/Day-1-of-the-Semester/133167
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You may want to start early in explaining language proficiency levels to your students. Spanish teacher Megan Johnston tells how she does it in a blog post here: http://creativelanguageclass.wordpress.com/2012/08/08/explaining-proficiency-levels-to-students
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See what Ms. Johnston does on her first day of class at http://creativelanguageclass.wordpress.com/2012/08/06/first-day-back
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Ellen Shrager has first day “Tech Guides” for Spanish and French available as free downloads at the Teachers Pay Teachers materials sharing site.
For Spanish: http://www.teacherspayteachers.com/Product/World-Language-Tech-Guide-First-Day
For French: http://www.teacherspayteachers.com/Product/FRENCH-FIRST-DAY-FREE-DOWNLOAD
You will need to join Teachers Pay Teachers to download them.
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Shelly Terrell offers ten “Getting To Know You” activity ideas on the Teacher Reboot Camp blog. These can be easily adapted by using the target language. http://teacherbootcamp.edublogs.org/2012/08/03/10-getting-to-know-you-activities-for-teens-adults
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Larry Ferlazzo has a list of helpful links, The Best Resources For Planning The First Day Of School, on his blog: http://larryferlazzo.edublogs.org/2011/08/08/the-best-resources-for-planning-the-first-day-of-school
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Mr. Ferlazzo has also asked several “guest” teachers on an Education Week blog what they recommend for getting off to a good start. The three-part series is available here:
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/08/response_several_ways_to_get_the_new_year_off_to_a_good_start_--_part_one.html
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/08/response_several_ways_teachers_parents_can_start_the_new_year_well_--_part_two.html
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/08/response_dont_wait_until_christmas_to_smile.html
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Edutopia shares some ideas from on online panel, "Connected Education and the First Six Weeks”: http://www.edutopia.org/blog/connected-educator-month-collaboration-suzie-boss
---
The French About.com website has put together teachers’ suggestions for the first day of French class (but these suggestions apply to any language) at http://french.about.com/od/teachingresources/a/firstday.htm?nl=1
---
Rob Jenkins offers some generic advice for post-secondary instructors at http://chronicle.com/article/Day-1-of-the-Semester/133167
---
You may want to start early in explaining language proficiency levels to your students. Spanish teacher Megan Johnston tells how she does it in a blog post here: http://creativelanguageclass.wordpress.com/2012/08/08/explaining-proficiency-levels-to-students
---
See what Ms. Johnston does on her first day of class at http://creativelanguageclass.wordpress.com/2012/08/06/first-day-back
---
Ellen Shrager has first day “Tech Guides” for Spanish and French available as free downloads at the Teachers Pay Teachers materials sharing site.
For Spanish: http://www.teacherspayteachers.com/Product/World-Language-Tech-Guide-First-Day
For French: http://www.teacherspayteachers.com/Product/FRENCH-FIRST-DAY-FREE-DOWNLOAD
You will need to join Teachers Pay Teachers to download them.
---
Shelly Terrell offers ten “Getting To Know You” activity ideas on the Teacher Reboot Camp blog. These can be easily adapted by using the target language. http://teacherbootcamp.edublogs.org/2012/08/03/10-getting-to-know-you-activities-for-teens-adults
---
Larry Ferlazzo has a list of helpful links, The Best Resources For Planning The First Day Of School, on his blog: http://larryferlazzo.edublogs.org/2011/08/08/the-best-resources-for-planning-the-first-day-of-school
---
Mr. Ferlazzo has also asked several “guest” teachers on an Education Week blog what they recommend for getting off to a good start. The three-part series is available here:
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/08/response_several_ways_to_get_the_new_year_off_to_a_good_start_--_part_one.html
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/08/response_several_ways_teachers_parents_can_start_the_new_year_well_--_part_two.html
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/08/response_dont_wait_until_christmas_to_smile.html
---
Edutopia shares some ideas from on online panel, "Connected Education and the First Six Weeks”: http://www.edutopia.org/blog/connected-educator-month-collaboration-suzie-boss
---
The French About.com website has put together teachers’ suggestions for the first day of French class (but these suggestions apply to any language) at http://french.about.com/od/teachingresources/a/firstday.htm?nl=1
Make Service Learning Global: Steps To Get Started
From http://blogs.edweek.org/edweek/global_learning/2012/08/make_service_learning_global.html?cmp=ENL-EU-VIEWS2
Make Service Learning Global
by Heather Singmaster
August 15, 2012
As service learning has taken root in schools and afterschool programs, its primary focus has been local and national. However, examining global issues can motivate a greater understanding of and involvement in local issues, and vice versa. If you already have a service component to your program, look for the global implications of the issues you already address. Or, help youth identify causes that are inherently global, such as protecting the environment, rebuilding after natural disasters, assisting those in poverty, or expanding educational opportunity, and create local projects that take into account broad perspectives and implications.
It is also important to provide structure, focus, and clear learning objectives for knowledge acquisition as young people embark on international service projects. Remind students always to respect the people and causes you are taking on. Youth should see themselves not as heroes who set out to rescue a victim, but as citizens who share an equal part in the challenges and responsibilities of a global age.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2012/08/make_service_learning_global.html?cmp=ENL-EU-VIEWS2
Make Service Learning Global
by Heather Singmaster
August 15, 2012
As service learning has taken root in schools and afterschool programs, its primary focus has been local and national. However, examining global issues can motivate a greater understanding of and involvement in local issues, and vice versa. If you already have a service component to your program, look for the global implications of the issues you already address. Or, help youth identify causes that are inherently global, such as protecting the environment, rebuilding after natural disasters, assisting those in poverty, or expanding educational opportunity, and create local projects that take into account broad perspectives and implications.
It is also important to provide structure, focus, and clear learning objectives for knowledge acquisition as young people embark on international service projects. Remind students always to respect the people and causes you are taking on. Youth should see themselves not as heroes who set out to rescue a victim, but as citizens who share an equal part in the challenges and responsibilities of a global age.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2012/08/make_service_learning_global.html?cmp=ENL-EU-VIEWS2
Pictolang is a new online resources based on CAPL, the Culturally Authentic Pictorial Lexicon project. The games in Pictolang are generated dynamically, meaning the collections with more content will have more options. Languages include German, Spanish, Arabic, Chinese, English, French, Japanese, Russian, and Ukrainian. There are currently four games available.
Pictolang is available at http://www.pictolang.com
Learn more about Pictolang at http://www.pictolang.com/about.php
Learn more about CAPL and the images at http://capl.washjeff.edu/about.php
Pictolang is available at http://www.pictolang.com
Learn more about Pictolang at http://www.pictolang.com/about.php
Learn more about CAPL and the images at http://capl.washjeff.edu/about.php
Zambombazo Is Now Searchable by Theme and Grammatical Structure
We hope that you are familiar with Zachary Jones’s excellent Zambombazo site for using authentic materials to teach Spanish. An improvement this summer is two Panorama functions by means of which you can search for activities that deal with a particular theme or reinforce a particular grammatical structure.
Learn about these new features at http://zachary-jones.com/zambombazo/introducing-panorama-tematico-and-panorama-gramatico
Learn about these new features at http://zachary-jones.com/zambombazo/introducing-panorama-tematico-and-panorama-gramatico
French Immersion at Wright State University
From the Ohio Foreign Language Association listserv:
We are writing to invite you and your students to participate in our tenth annual French Language immersion program, *IMMERSION FRANÇAISE 2012, Le Canada Francophone: Pays des Merveilles*. Designed for advanced high school French students (French 3 and above), the program will take place from 9:30 a.m. to 2:00 p.m. on Wednesday, November 7, at Wright State University. Participants pledge to speak only French during those hours, in which there will be a variety of activities such as:
1) Cérémonie d’ouverture, défilé des drapeaux
2) Salles interactives (musique, culture, sport, danse)
3) Déjeuner / musique
4) Trivia, tapez la mouche
5) Jeux, activités
6) Causerie avec des étudiants de WSU
As always, we aim for this to be a fun, low-stress event. Our goal is to encourage your students to continue with French and to give you an enjoyable day of program development. We offer all participating teachers a goodie bag with pedagogical materials, and as much moral and professional support as we can give. Teachers wishing to earn CEU's for the day may contact us to discuss ideas for contributing to the success of the event (administering a poster contest, for example).
ELIGIBILITY: To participate in the program, students must be in third level or above of high school French and be willing to speak only French during the program.
COST TO STUDENTS: $15 (non-refundable) per student, payable to "Wright State University" (includes registration fee, registration packet with French goodie bag, activities, lunch, WSU French Club tee-shirt and certificat de participation).
COST TO TEACHERS: No charge to participating teachers or French-speaking parent chaperones. Teachers receive pedagogical material free of charge.
PARTICIPATION LIMITED TO FIRST 250 STUDENTS!!! Please e-mail us ASAP your intent to participate and send us an approximate estimate of participants in order to reserve your place.
APPLICATION MATERIALS: E-mail inquiries to *frenchimmersionwsu at gmail dot com* We hope to see you and your students at WSU!
APPLICATION DEADLINE: *Friday, Oct. 5th* is the deadline for completed applications and payment in full. After the deadline, we will invite waitlisted schools to attend.
Amicalement,
Dr. Kirsten Halling, Associate Professor of French
Dr. Marie Hertzler, Associate Professor of French
Professeur Pascale Abadie, Lecturer of French
Professeur Karine Daddah, Instructor of French
Professeur Michèle McCarty, Adjunct Instructor of French
Professeur Erica Otto, Adjunct Instructor of French
Professeur Michelle Mize, Adjunct Instructor of French
Samantha Stewart, Présidente du Club de français
We are writing to invite you and your students to participate in our tenth annual French Language immersion program, *IMMERSION FRANÇAISE 2012, Le Canada Francophone: Pays des Merveilles*. Designed for advanced high school French students (French 3 and above), the program will take place from 9:30 a.m. to 2:00 p.m. on Wednesday, November 7, at Wright State University. Participants pledge to speak only French during those hours, in which there will be a variety of activities such as:
1) Cérémonie d’ouverture, défilé des drapeaux
2) Salles interactives (musique, culture, sport, danse)
3) Déjeuner / musique
4) Trivia, tapez la mouche
5) Jeux, activités
6) Causerie avec des étudiants de WSU
As always, we aim for this to be a fun, low-stress event. Our goal is to encourage your students to continue with French and to give you an enjoyable day of program development. We offer all participating teachers a goodie bag with pedagogical materials, and as much moral and professional support as we can give. Teachers wishing to earn CEU's for the day may contact us to discuss ideas for contributing to the success of the event (administering a poster contest, for example).
ELIGIBILITY: To participate in the program, students must be in third level or above of high school French and be willing to speak only French during the program.
COST TO STUDENTS: $15 (non-refundable) per student, payable to "Wright State University" (includes registration fee, registration packet with French goodie bag, activities, lunch, WSU French Club tee-shirt and certificat de participation).
COST TO TEACHERS: No charge to participating teachers or French-speaking parent chaperones. Teachers receive pedagogical material free of charge.
PARTICIPATION LIMITED TO FIRST 250 STUDENTS!!! Please e-mail us ASAP your intent to participate and send us an approximate estimate of participants in order to reserve your place.
APPLICATION MATERIALS: E-mail inquiries to *frenchimmersionwsu at gmail dot com* We hope to see you and your students at WSU!
APPLICATION DEADLINE: *Friday, Oct. 5th* is the deadline for completed applications and payment in full. After the deadline, we will invite waitlisted schools to attend.
Amicalement,
Dr. Kirsten Halling, Associate Professor of French
Dr. Marie Hertzler, Associate Professor of French
Professeur Pascale Abadie, Lecturer of French
Professeur Karine Daddah, Instructor of French
Professeur Michèle McCarty, Adjunct Instructor of French
Professeur Erica Otto, Adjunct Instructor of French
Professeur Michelle Mize, Adjunct Instructor of French
Samantha Stewart, Présidente du Club de français
Take a Virtual Trip to France, and Solve a Crime While You’re at It!
Your students can take a virtual trip to Paris in the spring of 2001 and foil an attempted crime while they’re at it in this interactive online adventure: http://www.ciep.fr/sourire/english/f_episode_01.html
Commonly Misspelled German Words
From http://german.about.com
Ingrid Bauer of About.com has put together a list of useful commonly-misspelled words for a beginner and intermediate student, as well as anglicized words that are spelled differently in German: http://german.about.com/od/writinggerman/a/German-Words-Misspelled.htm?nl=1
Ingrid Bauer of About.com has put together a list of useful commonly-misspelled words for a beginner and intermediate student, as well as anglicized words that are spelled differently in German: http://german.about.com/od/writinggerman/a/German-Words-Misspelled.htm?nl=1
Freie Universität Berlin Invites Undergraduate Applications
Freie Universität Berlin invites applications for its undergraduate FU-BEST (Berlin European Studies) program for Spring 2013 and beyond.
Based on the U.S. academic calendar, FU-BEST offers a strong intensive German language program as well as an exciting menu of content courses taught mostly in English but also in part in German.
There is no language prerequisite for participation in this program, but all participants are obligated to enroll on-site in German language training at their particular level.
The content courses cover topics from a variety of disciplines, ranging from political science, history, philosophy, and sociology to music history, architecture, film studies, marketing/management, environmental studies, sociology, and art history.
The program has hosted participants from a wide range of mostly U.S. colleges and universities, featuring a growing number of formal institutional partnerships. Student feedback has been very positive.
Every semester features a week-long off-site excursion (in the case of Spring 2013, the participant group will be divided in two and will travel to Belgium and to Nuremberg/Prague, respectively), as well as local field-trips and cultural events.
· Participants are housed in homestays or single-occupancy apartments, but may also opt out of these choices if they set up their own housing sufficiently in advance of the program.
The application deadline for participation in the Spring 2013 semester is October 15, and April 1 for the Fall 2013 semester.
Students may apply directly to FU-BEST (after approval at their home institution) or via their home college/university (especially where an institutional partnership exists).
For full details on courses as well as other features of the program and application materials, please visit http://www.fubest.org and click on the many links to all the information and documents (including course syllabi).
Dr. Dirk Verheyen
Academic Director
ERG Universitätsservice GmbH
im Auftrag von / on behalf of
Freie Universität Berlin
European Studies Program (FU-BEST)
Brentanostraße 50
D-12163 Berlin
Tel. +49-(0)30-838 56582
Fax +49-(0)30-838 57582
Mobile +49-(0)163-55 25 130
http://www.fubest.org
FU-BEST. [AATG-L] FU-BEST in Berlin invites student applications. AATG-L listserv (aatg@list.iupui.edu, 20 Aug 2012).
Based on the U.S. academic calendar, FU-BEST offers a strong intensive German language program as well as an exciting menu of content courses taught mostly in English but also in part in German.
There is no language prerequisite for participation in this program, but all participants are obligated to enroll on-site in German language training at their particular level.
The content courses cover topics from a variety of disciplines, ranging from political science, history, philosophy, and sociology to music history, architecture, film studies, marketing/management, environmental studies, sociology, and art history.
The program has hosted participants from a wide range of mostly U.S. colleges and universities, featuring a growing number of formal institutional partnerships. Student feedback has been very positive.
Every semester features a week-long off-site excursion (in the case of Spring 2013, the participant group will be divided in two and will travel to Belgium and to Nuremberg/Prague, respectively), as well as local field-trips and cultural events.
· Participants are housed in homestays or single-occupancy apartments, but may also opt out of these choices if they set up their own housing sufficiently in advance of the program.
The application deadline for participation in the Spring 2013 semester is October 15, and April 1 for the Fall 2013 semester.
Students may apply directly to FU-BEST (after approval at their home institution) or via their home college/university (especially where an institutional partnership exists).
For full details on courses as well as other features of the program and application materials, please visit http://www.fubest.org and click on the many links to all the information and documents (including course syllabi).
Dr. Dirk Verheyen
Academic Director
ERG Universitätsservice GmbH
im Auftrag von / on behalf of
Freie Universität Berlin
European Studies Program (FU-BEST)
Brentanostraße 50
D-12163 Berlin
Tel. +49-(0)30-838 56582
Fax +49-(0)30-838 57582
Mobile +49-(0)163-55 25 130
http://www.fubest.org
FU-BEST. [AATG-L] FU-BEST in Berlin invites student applications. AATG-L listserv (aatg@list.iupui.edu, 20 Aug 2012).
New Issue of SCENARIO: Online Journal about Drama and Language Teaching
From http://www.ucc.ie/en/scenario
The latest issue of SCENARIO is available online. SCENARIO is a bilingual (English - German), fully peer-reviewed on-line journal. The journal's main focus is on the role of drama and theatre in the teaching and learning of foreign / second languages, including the literatures and cultures associated with these languages.
The theme of this 11th issue of SCENARIO is Theatre Methods and Foreign Language Research. This issue is based on contributions to the 24th Conference of the German Society for Foreign Language Research, which took place in Hamburg in 2011 and contains, besides an introduction by the guest editors, the following articles, book reviews and an interview:
· Almut Küppers & Maik Walter: Theatermethoden auf dem Prüfstand der Forschung: Einführung in die Themenausgabe
· Doreen Bryant: DaZ und Theater. Der dramapädagogische Ansatz zur Förderung der Bildungssprache;
· Romi Domkowsky & Maik Walter: Was kann Theater? Ergebnisse empirischer Bildungsforschung;
· Stefanie Giebert: Much ado about Business – Fachsprache im Theaterprojekt;
· Julia Kinze: Das Hamburger TheaterSprachCamp: Methoden und Ergebnisse der Evaluation;
· Gerd Koch: Theater: Autonom und sozial;
· Wolfgang Sting: Performance und Theater als anderes Sprechen.
· Micha Fleiner: Rezension von Mike Fleming (2012): The Arts in Education. An Introduction to Aesthetics, Theory and Pedagogy;
· Almut Küppers: Rezension von Anja Jäger (2011): Kultur szenisch erfahren. Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht;
· Maik Walter: Rezension von Maike Plath (2011): Freeze! & Blick ins Publikum! Das Methoden-Repertoire für Darstellendes Spiel und Theaterunterricht.
· Peadar Donohoe: Is Shakespeare a Foreign Language? An Interview with the Artistic Director of Cyclone Repertory Company, Cork.
Access the articles from the latest issue online at http://publish.ucc.ie/scenario/current
The latest issue of SCENARIO is available online. SCENARIO is a bilingual (English - German), fully peer-reviewed on-line journal. The journal's main focus is on the role of drama and theatre in the teaching and learning of foreign / second languages, including the literatures and cultures associated with these languages.
The theme of this 11th issue of SCENARIO is Theatre Methods and Foreign Language Research. This issue is based on contributions to the 24th Conference of the German Society for Foreign Language Research, which took place in Hamburg in 2011 and contains, besides an introduction by the guest editors, the following articles, book reviews and an interview:
· Almut Küppers & Maik Walter: Theatermethoden auf dem Prüfstand der Forschung: Einführung in die Themenausgabe
· Doreen Bryant: DaZ und Theater. Der dramapädagogische Ansatz zur Förderung der Bildungssprache;
· Romi Domkowsky & Maik Walter: Was kann Theater? Ergebnisse empirischer Bildungsforschung;
· Stefanie Giebert: Much ado about Business – Fachsprache im Theaterprojekt;
· Julia Kinze: Das Hamburger TheaterSprachCamp: Methoden und Ergebnisse der Evaluation;
· Gerd Koch: Theater: Autonom und sozial;
· Wolfgang Sting: Performance und Theater als anderes Sprechen.
· Micha Fleiner: Rezension von Mike Fleming (2012): The Arts in Education. An Introduction to Aesthetics, Theory and Pedagogy;
· Almut Küppers: Rezension von Anja Jäger (2011): Kultur szenisch erfahren. Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht;
· Maik Walter: Rezension von Maike Plath (2011): Freeze! & Blick ins Publikum! Das Methoden-Repertoire für Darstellendes Spiel und Theaterunterricht.
· Peadar Donohoe: Is Shakespeare a Foreign Language? An Interview with the Artistic Director of Cyclone Repertory Company, Cork.
Access the articles from the latest issue online at http://publish.ucc.ie/scenario/current
Video with Clips of German in Use
Here’s one way to engage your beginning German students at the beginning of the year: show them that German is heard in popular American culture with this compilation of video clips: http://www.youtube.com/watch?v=yqJ4t2FXdCs&feature=youtu.be
Job Opportunities for Slavic and East European Languages
From http://www.aatseel.org
The American Association of Teachers of Slavic and East European Languages has an area on its website for job postings. If you’re looking for a post-secondary position or if you are hoping to fill one, this is a good resource: http://www.aatseel.org/joblist
The American Association of Teachers of Slavic and East European Languages has an area on its website for job postings. If you’re looking for a post-secondary position or if you are hoping to fill one, this is a good resource: http://www.aatseel.org/joblist
Financial Assistance: Performing Arts Japan
Performing Arts Japan (PAJ) provides financial assistance to Japan-related art projects in the US and Canada (PAJ America) or Europe (PAJ Europe) that aim to introduce Japanese performing arts to local audiences in these areas, or to facilitate exchange between leading artists in Japan and North America or Europe. The Japan Foundation is now accepting applications for these two programs.
Application Deadline
PAJ America: October 22, 2012
PAJ Europe: November 2, 2012
For full details go to http://www.jpf.go.jp/e/culture/perform/exchange/PAJ.html
Application Deadline
PAJ America: October 22, 2012
PAJ Europe: November 2, 2012
For full details go to http://www.jpf.go.jp/e/culture/perform/exchange/PAJ.html
Resources for Middle School Japanese Students
From http://www.asiaeducation.edu.au
Here are teaching and learning materials for Japanese language students in years 5-8.
Scenarios
The six culturally relevant stories engage students with language used in context and include a number of computer-based activities. Students are presented with small 'in story' tasks, more challenging 'linked activities' and contextually relevant language and cultural information. The Scenarios include: Kasajizo, Ninja to the rescue!, Makeover camp, Big brother swap, Honeymooners and Speed dating.
Language Explorers
The four Explorer resources develop students' awareness of Japanese society and culture. Texts are short and based on familiar vocabulary and structures written in hiragana, simple kanji and katakana with furigana gloss. The resources explore Japanese house, In the neighbourhood, Japanese food and Samurai.
Space voyage games
In these innovative games students play the part of an Australian astronaut visiting a Japanese space station. Students must engage in dialogue with the inhabitants of the space station to solve a range of problems. Students review the available dialogue, then construct correct language (questions and responses) in order to make things happen. The game is predicated on prior learning and students must use conversational language to 'solve problems and save the day'. Games titles include SOS and Computer virus.
Japanese reader
This rich multimedia resource comprises 35 passages, organised into seven broad themes: All about me, World of words, Places, The world around me, Food and health, My world, and Getting around. In addition to student resources, the reader also contains information for the teacher, acknowledgements and a help section.
Teacher resources
All games are accompanied by detailed teacher notes.
Access these resources at http://www.asiaeducation.edu.au/teachers/curriculum_resources/languages_cr/japanese/nalsas_japanese.html
Here are teaching and learning materials for Japanese language students in years 5-8.
Scenarios
The six culturally relevant stories engage students with language used in context and include a number of computer-based activities. Students are presented with small 'in story' tasks, more challenging 'linked activities' and contextually relevant language and cultural information. The Scenarios include: Kasajizo, Ninja to the rescue!, Makeover camp, Big brother swap, Honeymooners and Speed dating.
Language Explorers
The four Explorer resources develop students' awareness of Japanese society and culture. Texts are short and based on familiar vocabulary and structures written in hiragana, simple kanji and katakana with furigana gloss. The resources explore Japanese house, In the neighbourhood, Japanese food and Samurai.
Space voyage games
In these innovative games students play the part of an Australian astronaut visiting a Japanese space station. Students must engage in dialogue with the inhabitants of the space station to solve a range of problems. Students review the available dialogue, then construct correct language (questions and responses) in order to make things happen. The game is predicated on prior learning and students must use conversational language to 'solve problems and save the day'. Games titles include SOS and Computer virus.
Japanese reader
This rich multimedia resource comprises 35 passages, organised into seven broad themes: All about me, World of words, Places, The world around me, Food and health, My world, and Getting around. In addition to student resources, the reader also contains information for the teacher, acknowledgements and a help section.
Teacher resources
All games are accompanied by detailed teacher notes.
Access these resources at http://www.asiaeducation.edu.au/teachers/curriculum_resources/languages_cr/japanese/nalsas_japanese.html
New Book: Elementary Tagalog: Tara, Mag-Tagalog Tayo!
From http://www.tuttlepublishing.com/book/?GCOI=48053100432670
Elementary Tagalog: Tara, Mag-Tagalog Tayo! Come On, Let's Speak Tagalog!
By Jiedson R. Domigpe and Nenita Pambid Domingo
Published by Tuttle Publishing
Elementary Tagalog's comprehensive approach will help students master the basics without frustration. From learning to read Tagalog words and pronounce its sounds to using correct grammar, communicating in dialogues and building vocabulary, learners will be surprised at how quickly their skills in Tagalog develop.
Covering a range of topics, the lessons center on themes from the family, the home, and the community to food, travel, health, leisure time, festivals and popular culture. There are plenty of exercises, activities and practice drills to help learners acquire and master the language fundamentals, while culture notes explore the diversity, heritage and history of the Philippines.
There is also an Elementary Tagalog Workbook to supplement the lessons in the textbook.
Visit the publisher’s website at http://www.tuttlepublishing.com/book/?GCOI=48053100432670
Elementary Tagalog: Tara, Mag-Tagalog Tayo! Come On, Let's Speak Tagalog!
By Jiedson R. Domigpe and Nenita Pambid Domingo
Published by Tuttle Publishing
Elementary Tagalog's comprehensive approach will help students master the basics without frustration. From learning to read Tagalog words and pronounce its sounds to using correct grammar, communicating in dialogues and building vocabulary, learners will be surprised at how quickly their skills in Tagalog develop.
Covering a range of topics, the lessons center on themes from the family, the home, and the community to food, travel, health, leisure time, festivals and popular culture. There are plenty of exercises, activities and practice drills to help learners acquire and master the language fundamentals, while culture notes explore the diversity, heritage and history of the Philippines.
There is also an Elementary Tagalog Workbook to supplement the lessons in the textbook.
Visit the publisher’s website at http://www.tuttlepublishing.com/book/?GCOI=48053100432670
Scholarships for High School Online Arabic Course
From http://nmelrc.org/how-register-arabic-without-walls-0
The National Middle East Language Resource Center (NMELRC) in cooperation with Qatar Foundation International and Brigham Young University Independent Study is offering an award-winning hybrid online course for high school students. The high school implementation of Arabic without Walls, winner of the 2010 Distance Education Course Award and the 2012 K-12 Distance Learning Course Award, covers the basics of both spoken and written Arabic and enables students to acquire real-world communication skills. This process is facilitated by their working with an online tutor and a cohort of students who form an online learning community.
For full details about this opportunity go to http://nmelrc.org/how-register-arabic-without-walls-0
The National Middle East Language Resource Center (NMELRC) in cooperation with Qatar Foundation International and Brigham Young University Independent Study is offering an award-winning hybrid online course for high school students. The high school implementation of Arabic without Walls, winner of the 2010 Distance Education Course Award and the 2012 K-12 Distance Learning Course Award, covers the basics of both spoken and written Arabic and enables students to acquire real-world communication skills. This process is facilitated by their working with an online tutor and a cohort of students who form an online learning community.
For full details about this opportunity go to http://nmelrc.org/how-register-arabic-without-walls-0
We Love Arabic Blog: Resources for Teachers and Learners
From http://welovearabic.wordpress.com/what-is-the-point-of-this-blog
The We Love Arabic blog is aimed at providing resources to teachers and students of Arabic. Resources are sorted under three tabs: Beginners, Elementary/pre-intermediate and Intermediate. The blog posts include cultural and topical resources, ideas for Arabic lessons or self-study, exercises, reviews of resources, and notes.
Follow this blog at http://welovearabic.wordpress.com
The We Love Arabic blog is aimed at providing resources to teachers and students of Arabic. Resources are sorted under three tabs: Beginners, Elementary/pre-intermediate and Intermediate. The blog posts include cultural and topical resources, ideas for Arabic lessons or self-study, exercises, reviews of resources, and notes.
Follow this blog at http://welovearabic.wordpress.com
Indigenous Languages on the Airwaves
Indigenous languages are being broadcast over the radio on Native-owned stations all over the world, including in the United States. Recently the use of this medium for language revitalization has captured media attention. Read about it in these articles and blog posts:
http://www.theatlantic.com/entertainment/archive/2012/08/radio-free-cherokee-endangered-languages-take-to-the-airwaves/261165
http://www.thetakeaway.org/2012/aug/17/lost-languages-find-new-voice-radio
http://www.k-international.com/blog/endangered-languages-want-the-airwaves
http://www.theatlantic.com/entertainment/archive/2012/08/radio-free-cherokee-endangered-languages-take-to-the-airwaves/261165
http://www.thetakeaway.org/2012/aug/17/lost-languages-find-new-voice-radio
http://www.k-international.com/blog/endangered-languages-want-the-airwaves
Murray, Utah, Students May Get Another Chance at Portuguese
From http://www.sltrib.com/sltrib/news/54702516-78/program-portuguese-dual-immersion.html.csp
Murray students may get another chance at Portuguese
Education » State Office of Education to try to secure program for 50 students affected by Murray district’s late cancellation
By Melinda Rogers
August 15, 2012
Families left in the lurch when the Murray School District abruptly canceled its Portuguese dual immersion program this month may get another chance to enroll their students for the 2013-14 school year.
The Utah State Office of Education has vowed to try to find a way to offer the program to some of the 50 first-graders who signed up for it at Parkside Elementary School in Murray this year, but were shut out when the district didn’t hire a qualified Portuguese teacher in time. School starts Friday.
Gregg Roberts, world-language specialist and dual language-immersion specialist at the Utah State Office of Education, has told some disappointed families that a Portuguese dual immersion program for second-graders is being developed, said parent Wagner Oliveira. He was among the parents who protested when Murray axed its program two weeks before the start of school.
Three districts have shown interest in hosting such a program, but the details are still being worked out, said Oliveira. He said interested parents have been told they will receive more information later this fall.
Read the full article at http://www.sltrib.com/sltrib/news/54702516-78/program-portuguese-dual-immersion.html.csp
Murray students may get another chance at Portuguese
Education » State Office of Education to try to secure program for 50 students affected by Murray district’s late cancellation
By Melinda Rogers
August 15, 2012
Families left in the lurch when the Murray School District abruptly canceled its Portuguese dual immersion program this month may get another chance to enroll their students for the 2013-14 school year.
The Utah State Office of Education has vowed to try to find a way to offer the program to some of the 50 first-graders who signed up for it at Parkside Elementary School in Murray this year, but were shut out when the district didn’t hire a qualified Portuguese teacher in time. School starts Friday.
Gregg Roberts, world-language specialist and dual language-immersion specialist at the Utah State Office of Education, has told some disappointed families that a Portuguese dual immersion program for second-graders is being developed, said parent Wagner Oliveira. He was among the parents who protested when Murray axed its program two weeks before the start of school.
Three districts have shown interest in hosting such a program, but the details are still being worked out, said Oliveira. He said interested parents have been told they will receive more information later this fall.
Read the full article at http://www.sltrib.com/sltrib/news/54702516-78/program-portuguese-dual-immersion.html.csp
Job: Director of the Intensive English Program, Western Carolina University
From http://linguistlist.org/issues/23/23-3493.html
The office of International Programs and Services at Western Carolina University seeks a non-tenure-track, 12-month position as Director of the Intensive English Program.
The successful candidate will be responsible to manage program growth; coordinate and oversee the budget; supervise academic programming; recruit international students; seek the Commission on English Language Acquisition Program Accreditation (CEA); coordinate student services with other campus offices; collaborate with the WCU Masters Program in TESOL; collaborate with the office of International Programs and Services on international campus events and become active in the profession.
View the full job posting at http://linguistlist.org/issues/23/23-3493.html
The office of International Programs and Services at Western Carolina University seeks a non-tenure-track, 12-month position as Director of the Intensive English Program.
The successful candidate will be responsible to manage program growth; coordinate and oversee the budget; supervise academic programming; recruit international students; seek the Commission on English Language Acquisition Program Accreditation (CEA); coordinate student services with other campus offices; collaborate with the WCU Masters Program in TESOL; collaborate with the office of International Programs and Services on international campus events and become active in the profession.
View the full job posting at http://linguistlist.org/issues/23/23-3493.html
Fall Workshop: Making Sense of Writing
From http://ofla.memberlodge.org
FALL WORKSHOP: Making Sense of Writing – Central States Extension Workshop
Denison University
October 20, 2012
Why are students expected to write and what are they writing? Are they writing to practice language or writing to communicate with others to touch the world? Language teachers are increasingly finding that they must be prepared to teach students how to write in the second language classroom. It is important in this time of high stakes testing that language teachers are familiar with the work that is being done in other disciplines. Emphasis will be placed on the writing process and teachers will engage in strategies that allow students to begin to express their own thinking as they write. Strategies for writing at different proficiency levels will be shared. Teachers will also examine best practices for scoring writing and will discuss ways that teachers can minimize the paperwork involved.
For full details and to register go to http://ofla.memberlodge.org/Default.aspx?pageId=418057&eventId=539703&EventViewMode=EventDetails
FALL WORKSHOP: Making Sense of Writing – Central States Extension Workshop
Denison University
October 20, 2012
Why are students expected to write and what are they writing? Are they writing to practice language or writing to communicate with others to touch the world? Language teachers are increasingly finding that they must be prepared to teach students how to write in the second language classroom. It is important in this time of high stakes testing that language teachers are familiar with the work that is being done in other disciplines. Emphasis will be placed on the writing process and teachers will engage in strategies that allow students to begin to express their own thinking as they write. Strategies for writing at different proficiency levels will be shared. Teachers will also examine best practices for scoring writing and will discuss ways that teachers can minimize the paperwork involved.
For full details and to register go to http://ofla.memberlodge.org/Default.aspx?pageId=418057&eventId=539703&EventViewMode=EventDetails
TESOL Online Events - October and November 2012
Educational Opportunities: TESOL Online Events -- November 2012
Principles and Practices of Online Teaching Certificate Program
PP 100: Certificate Foundation Course (This course is a prerequisite for all the other courses in the program.)
8 October – 18 November 2012
Whether you design and deliver courses that are fully or partially run online, this program will help you develop the skills you need to effectively teach English language courses online or blend online segments with your traditional face-to-face courses. More information: http://www.tesol.org/attend-and-learn/online-certificate-programs/principles-and-practices-of-online-teaching-certificate-program ; register at http://www.tesol.org/attend-and-learn/online-certificate-programs/principles-and-practices-of-online-teaching-certificate-program/principles-and-practices-of-online-teaching-certificate-registration-fees
Training of Trainers: Strengthening English Language Programs
8 October – 18 November 2012
This new TESOL course provides participants with the opportunity to (a) identify and reflect on the needs of their English language program; (b) act on those needs and build a model for program improvement; and (c) begin the process of transforming existing program capacity. For more information, please email edprograms at tesol dot org and put "Training of Trainers" in the subject header, or go to http://www.tesol.org/attend-and-learn/online-courses-virtual-seminars/tesol-training-of-trainers
Separating Difference From Disability With Students Learning English as an Additional Language
22 October – 19 November 2012
This 4-week course examines current research on identifying student needs and on special education and considers how to apply it when working with English language learners. More information: http://www.tesol.org/attend-and-learn/online-courses-virtual-seminars/separating-difference-from-disability-with-students-learning-english-as-an-additional-language
If you have any questions about these courses or any other TESOL International events, please contact TESOL Education Programs at edprograms at tesol dot org.
Principles and Practices of Online Teaching Certificate Program
PP 100: Certificate Foundation Course (This course is a prerequisite for all the other courses in the program.)
8 October – 18 November 2012
Whether you design and deliver courses that are fully or partially run online, this program will help you develop the skills you need to effectively teach English language courses online or blend online segments with your traditional face-to-face courses. More information: http://www.tesol.org/attend-and-learn/online-certificate-programs/principles-and-practices-of-online-teaching-certificate-program ; register at http://www.tesol.org/attend-and-learn/online-certificate-programs/principles-and-practices-of-online-teaching-certificate-program/principles-and-practices-of-online-teaching-certificate-registration-fees
Training of Trainers: Strengthening English Language Programs
8 October – 18 November 2012
This new TESOL course provides participants with the opportunity to (a) identify and reflect on the needs of their English language program; (b) act on those needs and build a model for program improvement; and (c) begin the process of transforming existing program capacity. For more information, please email edprograms at tesol dot org and put "Training of Trainers" in the subject header, or go to http://www.tesol.org/attend-and-learn/online-courses-virtual-seminars/tesol-training-of-trainers
Separating Difference From Disability With Students Learning English as an Additional Language
22 October – 19 November 2012
This 4-week course examines current research on identifying student needs and on special education and considers how to apply it when working with English language learners. More information: http://www.tesol.org/attend-and-learn/online-courses-virtual-seminars/separating-difference-from-disability-with-students-learning-english-as-an-additional-language
If you have any questions about these courses or any other TESOL International events, please contact TESOL Education Programs at edprograms at tesol dot org.
22nd Annual International National Association for Multicultural Education Conference
From http://nameorg.org/plan-now-names-2012-conference-philly-1128-121
22nd Annual International NAME Conference:
NOV. 28–DEC. 1st in Philadelphia
Realizing the Power of Movements through Multicultural Education
The 22nd Annual International Conference of the National Association for Multicultural Education (NAME) will explore the role of multicultural education in movements toward equity and social justice at the local, national, and global levels.
From pre-K to higher education, from classroom teaching to student support to school leadership to community advocacy to educational research, advocates and practitioners of multicultural education have long played and continue to play critical roles in movements to make our schools and societies better places for all. NAME’s 2012 Conference provides a rare and unique opportunity to share resources, build networks, confront challenges, and renew our senses of possibility and hope.
Visit the conference website to learn more and to register: http://nameorg.org/plan-now-names-2012-conference-philly-1128-121
22nd Annual International NAME Conference:
NOV. 28–DEC. 1st in Philadelphia
Realizing the Power of Movements through Multicultural Education
The 22nd Annual International Conference of the National Association for Multicultural Education (NAME) will explore the role of multicultural education in movements toward equity and social justice at the local, national, and global levels.
From pre-K to higher education, from classroom teaching to student support to school leadership to community advocacy to educational research, advocates and practitioners of multicultural education have long played and continue to play critical roles in movements to make our schools and societies better places for all. NAME’s 2012 Conference provides a rare and unique opportunity to share resources, build networks, confront challenges, and renew our senses of possibility and hope.
Visit the conference website to learn more and to register: http://nameorg.org/plan-now-names-2012-conference-philly-1128-121
Kentucky World Language Association 2012 Fall Conference
From http://www.kwla-online.org/conference/index.html
KWLA 2012 Fall Conference
September 20 - 22, Hilton Lexington Downtown
The 2012 KWLA Fall Conference promises to be another outstanding professional learning experience. Hear success stories, discover challenges, and find solutions for teaching world languages in today's classroom. KWLA is proud to offer you a wide variety of sessions and workshops touching all levels of learning and covering numerous topics of second language acquisition. You'll leave the conference energized with ideas you can use in the classroom and connections that will provide you support throughout the year.
Learn more at the conference website: http://www.kwla-online.org/conference/index.html
KWLA 2012 Fall Conference
September 20 - 22, Hilton Lexington Downtown
The 2012 KWLA Fall Conference promises to be another outstanding professional learning experience. Hear success stories, discover challenges, and find solutions for teaching world languages in today's classroom. KWLA is proud to offer you a wide variety of sessions and workshops touching all levels of learning and covering numerous topics of second language acquisition. You'll leave the conference energized with ideas you can use in the classroom and connections that will provide you support throughout the year.
Learn more at the conference website: http://www.kwla-online.org/conference/index.html
2012 Alaskans for Language Acquisition Conference
From http://www.afla-ak.org/2012-conference
The 2012 AFLA Conference will be held at the University of Alaska - Fairbanks on September 21-23, 2012.
"Many Languages, Many Cultures: One Voice"
Featuring Keynote speakers from the fields of World Languages, English as a Second Language, and Indigenous Languages
Regular rate registration deadline: September 1
For full details, go to http://www.afla-ak.org/2012-conference
The 2012 AFLA Conference will be held at the University of Alaska - Fairbanks on September 21-23, 2012.
"Many Languages, Many Cultures: One Voice"
Featuring Keynote speakers from the fields of World Languages, English as a Second Language, and Indigenous Languages
Regular rate registration deadline: September 1
For full details, go to http://www.afla-ak.org/2012-conference
Conference: International Studies Association-Midwest
ISA Midwest Conference 2012
November 1-4, 2012
The Hilton at the Ballpark
St. Louis, MO
To see the conference program, to register, and for full details go to http://webs.wichita.edu/?u=isamw
November 1-4, 2012
The Hilton at the Ballpark
St. Louis, MO
To see the conference program, to register, and for full details go to http://webs.wichita.edu/?u=isamw
Call for Papers: Mid-America Alliance for African Studies
From http://associations.missouristate.edu/maaas/MAAAS12CFP.htm
The Mid-America Alliance for African Studies invites scholars to submit conference papers and full panel proposals for the 2012 MAAAS conference, which will take place at the Hilton at the Ballpark Hotel in St. Louis on November 2-3, 2012 in conjunction with the 2012 conference of the International Studies Association Midwest.
The organizing theme of MAAAS 2012 is Africa and Her Resources.
The deadline for proposals is September 1, 2012.
View the full call for papers at http://associations.missouristate.edu/maaas/MAAAS12CFP.htm
The Mid-America Alliance for African Studies invites scholars to submit conference papers and full panel proposals for the 2012 MAAAS conference, which will take place at the Hilton at the Ballpark Hotel in St. Louis on November 2-3, 2012 in conjunction with the 2012 conference of the International Studies Association Midwest.
The organizing theme of MAAAS 2012 is Africa and Her Resources.
The deadline for proposals is September 1, 2012.
View the full call for papers at http://associations.missouristate.edu/maaas/MAAAS12CFP.htm
Book: The Routledge Encyclopedia of Second Language Acquisition
From http://www.routledge.com/books/details/9780415877510
The Routledge Encyclopedia of Second Language Acquisition
Edited by Peter Robinson
Published by Routledge
Description:
The Routledge Encyclopedia of Second Language Acquisition offers a user-friendly, authoritative survey of terms and constructs that are important to understanding research in second language acquisition (SLA) and its applications. The Encyclopedia is designed for use as a reference tool by students, researchers, teachers and professionals with an interest in SLA. The Encyclopedia has the following features:
• 252 alphabetized entries written in an accessible style, including cross-references to other related entries in the Encyclopedia and suggestions for further reading
• Among these, 9 survey entries that cover the foundational areas of SLA in detail: Development in SLA, Discourse and Pragmatics in SLA, Individual Differences in SLA, Instructed SLA, Language and the Lexicon in SLA, Measuring and Researching SLA, Psycholinguistics of SLA, Social and Sociocultural Approaches to SLA, Theoretical Constructs in SLA.
• The rest of the entries cover all the major subdisciplines, methodologies and concepts of SLA, from “Accommodation” to the “ZISA project.”
Written by an international team of specialists, the Routledge Encyclopedia of Second Language Acquisition is an invaluable resource for students and researchers with an academic interest in SLA.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415877510
The Routledge Encyclopedia of Second Language Acquisition
Edited by Peter Robinson
Published by Routledge
Description:
The Routledge Encyclopedia of Second Language Acquisition offers a user-friendly, authoritative survey of terms and constructs that are important to understanding research in second language acquisition (SLA) and its applications. The Encyclopedia is designed for use as a reference tool by students, researchers, teachers and professionals with an interest in SLA. The Encyclopedia has the following features:
• 252 alphabetized entries written in an accessible style, including cross-references to other related entries in the Encyclopedia and suggestions for further reading
• Among these, 9 survey entries that cover the foundational areas of SLA in detail: Development in SLA, Discourse and Pragmatics in SLA, Individual Differences in SLA, Instructed SLA, Language and the Lexicon in SLA, Measuring and Researching SLA, Psycholinguistics of SLA, Social and Sociocultural Approaches to SLA, Theoretical Constructs in SLA.
• The rest of the entries cover all the major subdisciplines, methodologies and concepts of SLA, from “Accommodation” to the “ZISA project.”
Written by an international team of specialists, the Routledge Encyclopedia of Second Language Acquisition is an invaluable resource for students and researchers with an academic interest in SLA.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415877510
Book: Languages in a Global World: Learning for Better Cultural Understanding
From http://www.oecd-ilibrary.org/education/languages-in-a-global-world_9789264123557-en
Languages in a Global World: Learning for Better Cultural Understanding
Published by the Centre for Educational Research and Innovation
Description:
The rise of globalization makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalization and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages.
The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.
For more information and to order, go to http://www.oecd-ilibrary.org/education/languages-in-a-global-world_9789264123557-en
Read a blog post about this book at http://oecdinsights.org/2012/04/24/learn-languages-and-expand-your-own-being-among-a-few-other-things
Languages in a Global World: Learning for Better Cultural Understanding
Published by the Centre for Educational Research and Innovation
Description:
The rise of globalization makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalization and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages.
The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.
For more information and to order, go to http://www.oecd-ilibrary.org/education/languages-in-a-global-world_9789264123557-en
Read a blog post about this book at http://oecdinsights.org/2012/04/24/learn-languages-and-expand-your-own-being-among-a-few-other-things
August 18, 2012
Global Technology Resources for Elementary Students
From http://blogs.edweek.org/edweek/global_learning/2012/08/global_technology_resources_for_elementary_students.html
Global Technology Resources for Elementary Students
By Anthony Jackson
August 9, 2012
Easy access to multiple technologies makes this a genuinely exciting time to begin the process of going global at any school. Computers, interactive software, video conferencing, games, online courses, blogs, educational television, video sharing websites, cell phones and more devices and services than can be named connect our world like never before. They have decreased the importance of distance and increased our ability to learn from each other—to see new places, meet new people, explore other cultures, learn new languages, share ideas and collaboratively generate new ones. Here is a list of global learning activities and games as well as international news sites for elementary students: http://blogs.edweek.org/edweek/global_learning/2012/08/global_technology_resources_for_elementary_students.html
Global Technology Resources for Elementary Students
By Anthony Jackson
August 9, 2012
Easy access to multiple technologies makes this a genuinely exciting time to begin the process of going global at any school. Computers, interactive software, video conferencing, games, online courses, blogs, educational television, video sharing websites, cell phones and more devices and services than can be named connect our world like never before. They have decreased the importance of distance and increased our ability to learn from each other—to see new places, meet new people, explore other cultures, learn new languages, share ideas and collaboratively generate new ones. Here is a list of global learning activities and games as well as international news sites for elementary students: http://blogs.edweek.org/edweek/global_learning/2012/08/global_technology_resources_for_elementary_students.html
New Tool for Text-Based Activities: Textivate
From http://textivate.posterous.com
Textivate is an online facility for creating and sharing interactive browser-based activities based on any text. Read a review of it at http://frenchteachernet.blogspot.com.es/2012/08/textivate.html and try it out at http://www.textivate.com
Textivate is an online facility for creating and sharing interactive browser-based activities based on any text. Read a review of it at http://frenchteachernet.blogspot.com.es/2012/08/textivate.html and try it out at http://www.textivate.com
Beginning of the School Year Ideas, Part 1
If you haven’t already started the new school year with your students, it’s just around the corner. Language teachers on blogs and listservs have been busy sharing beginning-of-school ideas with each other. Here are some of them:
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“Getting to know you” activities are common at the beginning of the year. Read Megan Johnston’s description of what she does on her second day of beginning classes at http://creativelanguageclass.wordpress.com/2012/08/09/get-to-know-each-other-using-the-tl and a questionnaire she gives her students at http://creativelanguageclass.wordpress.com/2012/08/11/7-things-to-find-out-about-your-students-during-the-first-week
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Sandy Merz uses unusual seat assignment tasks to learn about her students and to set a tone for cooperative communication. Although not intended specifically for language classrooms, these activities would be good for anyone other than beginners, and several of the tasks (especially ordering by height) would be good for beginners, too: http://www.edweek.org/tm/articles/2012/06/27/tln_merz.html?tkn=YZCFajk5r%2Fb92%2Fo9bUnosmyT2Dx54mVPd4Ke&cmp=clp-sb-ascd
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An FLTEACH listserv user suggests the following:
Something I am considering is putting up a bulletin board divided up for each level I teach and putting the outline of a tool box on it. After each major grammar concept I teach, I will write the name on a paper cutout of a tool, such as a screwdriver or hammer or wrench, and staple that to the toolbox for that class. That way the students can visually see the tools they are learning to use within the language. A simple example would be for a Spanish 1 class, after they have learned how to work with regular -ar verbs, give them a quiz using off-the-wall regular -ar verbs they have never seen before and see if they know how to use the "tool". This would not by any means be the focus of my teaching, but rather one of the tools I use in my teaching.
Meyer, C. Re: [FLTEACH] start of the year activities/ homework policies. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 24 May 2012).
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Bryce Hedstrom suggests the following on the MoreTPRS listserv:
I start off focusing on the kids and getting to know them. Ben Slavic's "Circling with Balls" idea is a good way to draw in the athletes and he gives a good step by step explanation of it in his book "TPRS in a Year.”
If you are not sports-oriented you can accomplish the same thing by chatting with the kids in simple TL and teach them language as you learn about your students. Focus on one to two students a day. Ask/Teach in the TL:
Ask: What is your name?
Encourage TL use: My name is...
"Report" back to class: Class, her name is.... !
Continue with this Ask/Encourage simple use and answers/Report cycle for more and more questions.
What grade are you in?
How old are you?
What town do you live in? (This works at my school, it may not work in all schools)
What do you like to do?
Write limited amounts of vocabulary on the board or on a poster as you go. Review the information about previously interviewed students each day as you go. Test students on their knowledge of one another in the TL almost daily to build camaraderie and to raise the level of concern just an eensy bit. This is an easy "A" for most kids if they have been in class.
Look for commonalities and future story fodder as you go.
Just ramp up the level of language for your level two students.
Bryce Hedstrom. Re: [moretprs] Starting the school year - Help for a new TPRSer. MoreTPRS listserv (moretprs@yahoogroups.com, 6 Aug 2012).
Visit Mr. Hedstrom’s website at http://www.brycehedstrom.com for more ideas and resources.
Ben Slavic’s Circling with Balls activity is described on his website: http://www.benslavic.com/circling-with-balls.html
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Tune in next week for more ideas and resources for beginning the school year.
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“Getting to know you” activities are common at the beginning of the year. Read Megan Johnston’s description of what she does on her second day of beginning classes at http://creativelanguageclass.wordpress.com/2012/08/09/get-to-know-each-other-using-the-tl and a questionnaire she gives her students at http://creativelanguageclass.wordpress.com/2012/08/11/7-things-to-find-out-about-your-students-during-the-first-week
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Sandy Merz uses unusual seat assignment tasks to learn about her students and to set a tone for cooperative communication. Although not intended specifically for language classrooms, these activities would be good for anyone other than beginners, and several of the tasks (especially ordering by height) would be good for beginners, too: http://www.edweek.org/tm/articles/2012/06/27/tln_merz.html?tkn=YZCFajk5r%2Fb92%2Fo9bUnosmyT2Dx54mVPd4Ke&cmp=clp-sb-ascd
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An FLTEACH listserv user suggests the following:
Something I am considering is putting up a bulletin board divided up for each level I teach and putting the outline of a tool box on it. After each major grammar concept I teach, I will write the name on a paper cutout of a tool, such as a screwdriver or hammer or wrench, and staple that to the toolbox for that class. That way the students can visually see the tools they are learning to use within the language. A simple example would be for a Spanish 1 class, after they have learned how to work with regular -ar verbs, give them a quiz using off-the-wall regular -ar verbs they have never seen before and see if they know how to use the "tool". This would not by any means be the focus of my teaching, but rather one of the tools I use in my teaching.
Meyer, C. Re: [FLTEACH] start of the year activities/ homework policies. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 24 May 2012).
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Bryce Hedstrom suggests the following on the MoreTPRS listserv:
I start off focusing on the kids and getting to know them. Ben Slavic's "Circling with Balls" idea is a good way to draw in the athletes and he gives a good step by step explanation of it in his book "TPRS in a Year.”
If you are not sports-oriented you can accomplish the same thing by chatting with the kids in simple TL and teach them language as you learn about your students. Focus on one to two students a day. Ask/Teach in the TL:
Ask: What is your name?
Encourage TL use: My name is...
"Report" back to class: Class, her name is.... !
Continue with this Ask/Encourage simple use and answers/Report cycle for more and more questions.
What grade are you in?
How old are you?
What town do you live in? (This works at my school, it may not work in all schools)
What do you like to do?
Write limited amounts of vocabulary on the board or on a poster as you go. Review the information about previously interviewed students each day as you go. Test students on their knowledge of one another in the TL almost daily to build camaraderie and to raise the level of concern just an eensy bit. This is an easy "A" for most kids if they have been in class.
Look for commonalities and future story fodder as you go.
Just ramp up the level of language for your level two students.
Bryce Hedstrom. Re: [moretprs] Starting the school year - Help for a new TPRSer. MoreTPRS listserv (moretprs@yahoogroups.com, 6 Aug 2012).
Visit Mr. Hedstrom’s website at http://www.brycehedstrom.com for more ideas and resources.
Ben Slavic’s Circling with Balls activity is described on his website: http://www.benslavic.com/circling-with-balls.html
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Tune in next week for more ideas and resources for beginning the school year.
Advocacy for World Languages Wiki Has Been Updated
Sarah Shackelford writes on the OFLA listserv:
I've updated the advocacy wiki page with 1) links to quite a few good, new articles , 2) neat infographics and a couple of pinterest boards of interest , 3) the latest news about and from JNCL, 4) the new 2012 ACTFL proficiency guidelines and the 21st century skills map, 5) a downloadable copy of a letter written by Martha Pero, OFLA's Chair of Professional Development, to give to administrators in order to encourage their support for your attendance at the 2013 OFLA - hosted Central States Conference in Columbus (March 14-16). As you scroll down the page you will also find some advocacy videos, a link to the Toni Theisen 2012 OFLA tech workshop wiki (lots of neat resources there!), and a link to my wiki page containing language specific advocacy for a number of languages.
Advocacy Wiki Page: http://madameshackelford.wikispaces.com/Advocacy+for+World+Languages
Shackelford, S. [OFLA] Updated Advocacy Wiki Page. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 18 Aug 2012).
I've updated the advocacy wiki page with 1) links to quite a few good, new articles , 2) neat infographics and a couple of pinterest boards of interest , 3) the latest news about and from JNCL, 4) the new 2012 ACTFL proficiency guidelines and the 21st century skills map, 5) a downloadable copy of a letter written by Martha Pero, OFLA's Chair of Professional Development, to give to administrators in order to encourage their support for your attendance at the 2013 OFLA - hosted Central States Conference in Columbus (March 14-16). As you scroll down the page you will also find some advocacy videos, a link to the Toni Theisen 2012 OFLA tech workshop wiki (lots of neat resources there!), and a link to my wiki page containing language specific advocacy for a number of languages.
Advocacy Wiki Page: http://madameshackelford.wikispaces.com/Advocacy+for+World+Languages
Shackelford, S. [OFLA] Updated Advocacy Wiki Page. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 18 Aug 2012).
Massachusetts Moves on ELL Teaching for Regular Teachers
From http://www.edweek.org/ew/articles/2012/08/08/37massell.h31.html
Mass. Moves on ELL-Training for Regular Teachers
By Lesli A. Maxwell
August 7, 2012
Under pressure from federal civil rights officials to improve schooling for English-language learners, education leaders in Massachusetts are forging ahead with major changes that will require intensive training for thousands of academic-content teachers with ELLs in their classrooms.
At the heart of the state’s effort to better serve ELL students is a new mandate for teachers at all grade levels in the core areas of mathematics, English/language arts, social studies, and science to earn an “endorsement” in sheltered English immersion, by taking a three-credit course that has been developed by language-acquisition experts. The course is being tested with a small number of teachers in the Springfield district this summer and will be piloted in a handful of other districts in the fall.
The training also will be required for all prospective core-content teachers as a condition for licensing, starting in July 2016.
Read the full article at http://www.edweek.org/ew/articles/2012/08/08/37massell.h31.html?tkn=VMCCMTD6Vs6AYywKCALZnUaTmUBudBuVwCkU&cmp=clp-sb-ascd
Mass. Moves on ELL-Training for Regular Teachers
By Lesli A. Maxwell
August 7, 2012
Under pressure from federal civil rights officials to improve schooling for English-language learners, education leaders in Massachusetts are forging ahead with major changes that will require intensive training for thousands of academic-content teachers with ELLs in their classrooms.
At the heart of the state’s effort to better serve ELL students is a new mandate for teachers at all grade levels in the core areas of mathematics, English/language arts, social studies, and science to earn an “endorsement” in sheltered English immersion, by taking a three-credit course that has been developed by language-acquisition experts. The course is being tested with a small number of teachers in the Springfield district this summer and will be piloted in a handful of other districts in the fall.
The training also will be required for all prospective core-content teachers as a condition for licensing, starting in July 2016.
Read the full article at http://www.edweek.org/ew/articles/2012/08/08/37massell.h31.html?tkn=VMCCMTD6Vs6AYywKCALZnUaTmUBudBuVwCkU&cmp=clp-sb-ascd
Ideas for English Language Learners | Recipes, Travel, Idioms and More
From http://learning.blogs.nytimes.com/2012/08/16/ideas-for-english-language-learners-recipes-travel-idioms-and-more
This summer the New York Times has started a new monthly feature on The Learning Network called “Ideas for E.L.L.’s.”
Written by the teacher, author and “edublogger” Larry Ferlazzo, each edition offers classroom strategies for English language learners with links to recent Times articles, videos and photographs chosen to be both accessible and interesting to those for whom English is not a first language.
This month’s feature includes resources for making cloze activities, dealing with idioms, recipes, Obama’s “Deferred Action” program for certain undocumented immigrants, comparing and contrasting using video, city or neighborhood tours, and natural disasters.
See what Mr. Ferlazzo has found at http://learning.blogs.nytimes.com/2012/08/16/ideas-for-english-language-learners-recipes-travel-idioms-and-more
This summer the New York Times has started a new monthly feature on The Learning Network called “Ideas for E.L.L.’s.”
Written by the teacher, author and “edublogger” Larry Ferlazzo, each edition offers classroom strategies for English language learners with links to recent Times articles, videos and photographs chosen to be both accessible and interesting to those for whom English is not a first language.
This month’s feature includes resources for making cloze activities, dealing with idioms, recipes, Obama’s “Deferred Action” program for certain undocumented immigrants, comparing and contrasting using video, city or neighborhood tours, and natural disasters.
See what Mr. Ferlazzo has found at http://learning.blogs.nytimes.com/2012/08/16/ideas-for-english-language-learners-recipes-travel-idioms-and-more
Irregular Verb Wheel Game
Macmillan Dictionary has an online game in which students can test and reinforce their knowledge of different tenses of irregular verbs in English. Play it at http://www.macmillandictionary.com/verb-wheel
South America Geography Challenge
Paul Widergren has created an online puzzle in which the pieces are unlabeled South American countries. Can you and your students correctly place them? You will become familiar with the shape of each country as you try. http://pwgren.allalla.com/dynamic/SA/index.htm
Specialized Spanish Vocabulary for Technology
Are you using technology in your Spanish class this year? Do you know how Spanish-speakers say “icon” or “backslash”? If not, this blog post will be very helpful for you: http://spanishplans.org/2012/08/17/palabras-de-usar-tecnologia-en-clase
Wright State University’s 2012 Spanish Immersion Day
Wright State University’s 2012 Spanish Immersion Day will take place from 9:30 a.m. to 2:00 p.m. on Wednesday, October 31, 2012. The theme will be “El Día de los Muertos.” Participants agree to speak only Spanish during those hours, in which there will be a variety of fun-filled activities such as music, dancing, crafts, games, lunch, raffle, and more.
The deadline to register your students is September 26.
For full details, please call one of the committee’s co-chairs: Dorothy Álvarez at (937) 775-2673 or Michelle Cipriano at (937) 775-4719 or send an e-mail to: dorothy.alvarez at wright dot edu or michelle.cipriano at wright dot edu.
The deadline to register your students is September 26.
For full details, please call one of the committee’s co-chairs: Dorothy Álvarez at (937) 775-2673 or Michelle Cipriano at (937) 775-4719 or send an e-mail to: dorothy.alvarez at wright dot edu or michelle.cipriano at wright dot edu.
Recordings of French Poems Being Read
From http://www.frenchtoday.com
Camille, creator of the FrenchToday website, has a section in which she reads French poems. Usually she reads slowly first, and then again more quickly. See what’s available for you and your students to listen to at http://www.frenchtoday.com/learn-french/poem-analysis-reading
Camille, creator of the FrenchToday website, has a section in which she reads French poems. Usually she reads slowly first, and then again more quickly. See what’s available for you and your students to listen to at http://www.frenchtoday.com/learn-french/poem-analysis-reading
Start the School Year with a Video Montage of French in Use
A French teacher shares on FLTEACH:
For the 1st day of class I am trying to put together a collection of clips from TV and movies using French - Lucy arrested in Paris, Saturday Night Live French class skit with Alec Baldwin as the teacher, Lindsay Lohan French rant in Parent Trap, etc.
Brightwell, N. [FLTEACH] First day of class video montage. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Aug 2012).
Here is the resulting collection of links to videos suggested by teachers:
Monty Python French Taunting:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=9V7zbWNznbs
Eddie Izzard - edited thanks to Jennifer J
http://www.youtube.com/watch?v=x1sQkEfAdfY&feature=autoplay&list=PL8ABAC4874A62C2EF&index=4&playnext=3&safety_mode=true&persist_safety_mode=1&safe=active
Friends -Joey speaks French
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ZsYehkdp6yQ (short)
Friends- Joey speaks French
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=h6tMCVzq2cQ (long)
GOOD NEWS -Peter Lawford & June Allyson:
http://www.tcm.com/mediaroom/video/445284/Good-News-Movie-Clip-French-Lesson.html
Lucy in Paris:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=V1xMDn-Btkk
Steve Martin-Le Hamburger:
http://www.cleanvideosearch.com/media/action/yt/watch?v=iUCDhvbQFmU
Target Alouette
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=KcgwgkyU4sY
Wonder Years:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ZJKRObMi-2A
Emma Stone Les Jeunes de Paris
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=qJg1aXClk5s
A Cause Des Garcons
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=JqYhuwu614Y
Parent Trap Mom:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=TAK2XrH7Z3I
The Nanny:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=xm2zq3lwh3I
Last Holiday market scene
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=jqyhGCHT-v0
Will Smith Le Short dans le Four
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=38i6aYuXgmM
Bradley Cooper & les jeunes
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=6hmeuMSFIVE
Bradley Cooper interview
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ii7LZAxR1I4
Oreo commercial
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=rB85iQ0Y_bw
Cute Renault commercial
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ExwNzjhI0ic
Capucha (petite fille adorable!)qui raconte une histoire:
http://vimeo.com/2113477
Another FLTEACH user has put together this collection of videos: http://www.youtube.com/playlist?list=PL8ABAC4874A62C2EF
You might also find some good clips at the AATF YouTube channel: http://www.youtube.com/user/aatfrench/videos?view=1
For the 1st day of class I am trying to put together a collection of clips from TV and movies using French - Lucy arrested in Paris, Saturday Night Live French class skit with Alec Baldwin as the teacher, Lindsay Lohan French rant in Parent Trap, etc.
Brightwell, N. [FLTEACH] First day of class video montage. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Aug 2012).
Here is the resulting collection of links to videos suggested by teachers:
Monty Python French Taunting:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=9V7zbWNznbs
Eddie Izzard - edited thanks to Jennifer J
http://www.youtube.com/watch?v=x1sQkEfAdfY&feature=autoplay&list=PL8ABAC4874A62C2EF&index=4&playnext=3&safety_mode=true&persist_safety_mode=1&safe=active
Friends -Joey speaks French
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ZsYehkdp6yQ (short)
Friends- Joey speaks French
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=h6tMCVzq2cQ (long)
GOOD NEWS -Peter Lawford & June Allyson:
http://www.tcm.com/mediaroom/video/445284/Good-News-Movie-Clip-French-Lesson.html
Lucy in Paris:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=V1xMDn-Btkk
Steve Martin-Le Hamburger:
http://www.cleanvideosearch.com/media/action/yt/watch?v=iUCDhvbQFmU
Target Alouette
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=KcgwgkyU4sY
Wonder Years:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ZJKRObMi-2A
Emma Stone Les Jeunes de Paris
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=qJg1aXClk5s
A Cause Des Garcons
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=JqYhuwu614Y
Parent Trap Mom:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=TAK2XrH7Z3I
The Nanny:
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=xm2zq3lwh3I
Last Holiday market scene
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=jqyhGCHT-v0
Will Smith Le Short dans le Four
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=38i6aYuXgmM
Bradley Cooper & les jeunes
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=6hmeuMSFIVE
Bradley Cooper interview
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ii7LZAxR1I4
Oreo commercial
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=rB85iQ0Y_bw
Cute Renault commercial
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=ExwNzjhI0ic
Capucha (petite fille adorable!)qui raconte une histoire:
http://vimeo.com/2113477
Another FLTEACH user has put together this collection of videos: http://www.youtube.com/playlist?list=PL8ABAC4874A62C2EF
You might also find some good clips at the AATF YouTube channel: http://www.youtube.com/user/aatfrench/videos?view=1
Taste of Greece Festival in Chicago
From http://www.nationalhellenicmuseum.org/taste-greece-2012
The 23rd annual Taste of Greece festival is taking place Saturday and Sunday, August 25-26th, in Chicago’s Greektown. The festival includes authentic Greek food, Greek bands in the evening, dancing, belly dancers, arts, jewelry, import items, games for the children and various services from the surrounding business community.
For full details go to http://www.nationalhellenicmuseum.org/taste-greece-2012
The 23rd annual Taste of Greece festival is taking place Saturday and Sunday, August 25-26th, in Chicago’s Greektown. The festival includes authentic Greek food, Greek bands in the evening, dancing, belly dancers, arts, jewelry, import items, games for the children and various services from the surrounding business community.
For full details go to http://www.nationalhellenicmuseum.org/taste-greece-2012
Fulbright Announcement - German Studies Seminar 2013
The Council for International Exchange of Scholars (CIES) is now accepting applications for the 2013 Fulbright German Studies Seminar. The topic is "Berlin: Where Cultures Meet and Challenges Abound” and the application deadline is October 15, 2012.
Eligible candidates are scholars and professionals from U.S. universities, colleges, and community colleges who hold a Ph.D., or equivalent professional degree, and perform their teaching and research within the broader context of German and European Studies. Candidates must demonstrate substantial professional accomplishments and recognized professional standing. Candidates with full-time teaching appointments are preferred, but adjunct faculty are welcome to apply. Applicants must be U.S. citizens.
The seminar will be held in English and will take place June 10 - 19, 2013. More information about this award can be found online at http://www.cies.org/GSS
Please contact Tanya Janes, Senior Program Officer, at tjanes at iie dot org or (202) 686-6258 or Anna Valiante, Program Coordinator, at avaliante at iie dot org or (202) 686-4026 with any questions.
AATG Headquarters. [AATG-L] Fulbright Announcement - German Studies Seminar 2013. AATG-L listserv (aatg@list.iupui.edu, 16 Aug 2012).
Eligible candidates are scholars and professionals from U.S. universities, colleges, and community colleges who hold a Ph.D., or equivalent professional degree, and perform their teaching and research within the broader context of German and European Studies. Candidates must demonstrate substantial professional accomplishments and recognized professional standing. Candidates with full-time teaching appointments are preferred, but adjunct faculty are welcome to apply. Applicants must be U.S. citizens.
The seminar will be held in English and will take place June 10 - 19, 2013. More information about this award can be found online at http://www.cies.org/GSS
Please contact Tanya Janes, Senior Program Officer, at tjanes at iie dot org or (202) 686-6258 or Anna Valiante, Program Coordinator, at avaliante at iie dot org or (202) 686-4026 with any questions.
AATG Headquarters. [AATG-L] Fulbright Announcement - German Studies Seminar 2013. AATG-L listserv (aatg@list.iupui.edu, 16 Aug 2012).
Todo Alemán Has a Facebook Page
Todo Alemán is an intercultural platform by the Goethe-Institut that addresses young people who speak English, Spanish, German or Portuguese; it is aimed primarily at the Americas. Todo Alemán connects young people from different cultures and provides information on modern life in Germany. Beyond that, Todo Alemán covers exciting projects in the US, Canada, Mexico, Spain, and Portugal.
Check out the new Todo Alemán Facebook page at http://www.facebook.com/goetheinstitut.todoaleman?ref=hl
The Todo Alemán website is available at http://www.goethe.de/ins/us/lp/prj/toa/deindex.htm?wt_sc=us_todoaleman
Check out the new Todo Alemán Facebook page at http://www.facebook.com/goetheinstitut.todoaleman?ref=hl
The Todo Alemán website is available at http://www.goethe.de/ins/us/lp/prj/toa/deindex.htm?wt_sc=us_todoaleman
Timeline of US-German Relations
Your students may not realize the importance of German heritage in the United States, or the long time span of the relationship between Germany and the United States. You can pique their curiosity with this timeline: http://www.germany.info/Vertretung/usa/en/02__GIC/GIC/05/06__Think__Transatlantic/01__Timeline/00Timeline.html
Indonesian and Japanese Readers for the Middle Years
From http://www.asiaeducation.edu.au
Here is a resource for middle school learners of Indonesian and Japanese, from the Asia Education Foundation in Australia:
This multimedia Indonesian reader resource comprises 30 passages, organized in 6 broad themes: Dunia Saya, Kehidupan Sehari-hari, Makanan & Kesehatan, Agama & Kepercayaan, Dunia Manusia, and Lingkungan Kita.
Within each theme, there are 5 passages, ranked from easiest to hardest. For example, the passages in Dunia Saya are generally pitched at lower year levels, whereas those in Lingkungan Kita are generally aimed at higher year levels within the middle school.
The Japanese resource comprises 35 passages, organized into seven broad themes: All about me, World of words, Places, The world around me, Food and health, My world, and Getting around.
In addition to student resources, the readers also contain information for the teacher, acknowledgements and a help section.
The readers are available at http://www.asiaeducation.edu.au/sites/readers/main.htm
Here is a resource for middle school learners of Indonesian and Japanese, from the Asia Education Foundation in Australia:
This multimedia Indonesian reader resource comprises 30 passages, organized in 6 broad themes: Dunia Saya, Kehidupan Sehari-hari, Makanan & Kesehatan, Agama & Kepercayaan, Dunia Manusia, and Lingkungan Kita.
Within each theme, there are 5 passages, ranked from easiest to hardest. For example, the passages in Dunia Saya are generally pitched at lower year levels, whereas those in Lingkungan Kita are generally aimed at higher year levels within the middle school.
The Japanese resource comprises 35 passages, organized into seven broad themes: All about me, World of words, Places, The world around me, Food and health, My world, and Getting around.
In addition to student resources, the readers also contain information for the teacher, acknowledgements and a help section.
The readers are available at http://www.asiaeducation.edu.au/sites/readers/main.htm
Internet Sites in support of Al-Kitaab
From the Arabic-L listserv:
We would like to introduce you to three teaching resources that could be useful for teachers of Arabic in general and those using the Alif Baa and Al-Kitaab, Part I, 3rd edition textbooks in particular. These resources are accessible at the following websites free of any charge:
1. http://press.georgetown.edu/al-kitaab/a/Teacher_Resources/Alif_Baa_3rd_Edition
This site provides detailed schedules, lesson plans, activities, and sample exams for the 10 units in Alif Baa, 3rd edition. The site is complete and ready to welcome all teachers.
2. http://press.georgetown.edu/alkitaab/a/Teacher_Resources/Al_Kitaab_Part1_3rd_Edition
Provides detailed schedules, lesson plans, activities, and sample exams for the first 12 lessons in Al-Kitaab, part I, Third Edition. Please note that this site is still under construction and more lesson plans are now being uploaded.
3. http://universityoftexasarabic.com
Provides day-by-day videos of actual Arabic classes taught at the University of Texas, Austin using Alif-Baa and Al-Kitaab Part I, 3rd edition. The videos cover all units of Alif Baa and the first 12 lessons in Al-Kitaab Part I. The videos are divided into two groups: MaSri and Shaami based on the "flavor" of Arabic introduced in class. We believe that these videos will be of great value not only to those teachers using Al-Kitaab series but to all teachers of Arabic as well.
We encourage all colleagues to visit these sites and hope that they will find them useful. For any questions, please contact Mahmoud Al-Batal at albatal at austin dot utexas dot edu.
alf salaam,
Mahmoud Al-Batal
Arabic-L:PEDA:Internet Sites in support of Al-Kitaab. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 16 Aug 2012).
We would like to introduce you to three teaching resources that could be useful for teachers of Arabic in general and those using the Alif Baa and Al-Kitaab, Part I, 3rd edition textbooks in particular. These resources are accessible at the following websites free of any charge:
1. http://press.georgetown.edu/al-kitaab/a/Teacher_Resources/Alif_Baa_3rd_Edition
This site provides detailed schedules, lesson plans, activities, and sample exams for the 10 units in Alif Baa, 3rd edition. The site is complete and ready to welcome all teachers.
2. http://press.georgetown.edu/alkitaab/a/Teacher_Resources/Al_Kitaab_Part1_3rd_Edition
Provides detailed schedules, lesson plans, activities, and sample exams for the first 12 lessons in Al-Kitaab, part I, Third Edition. Please note that this site is still under construction and more lesson plans are now being uploaded.
3. http://universityoftexasarabic.com
Provides day-by-day videos of actual Arabic classes taught at the University of Texas, Austin using Alif-Baa and Al-Kitaab Part I, 3rd edition. The videos cover all units of Alif Baa and the first 12 lessons in Al-Kitaab Part I. The videos are divided into two groups: MaSri and Shaami based on the "flavor" of Arabic introduced in class. We believe that these videos will be of great value not only to those teachers using Al-Kitaab series but to all teachers of Arabic as well.
We encourage all colleagues to visit these sites and hope that they will find them useful. For any questions, please contact Mahmoud Al-Batal at albatal at austin dot utexas dot edu.
alf salaam,
Mahmoud Al-Batal
Arabic-L:PEDA:Internet Sites in support of Al-Kitaab. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 16 Aug 2012).
Documentary Follows Native Students Learning and Preserving Tewa Language
From http://indiancountrytodaymedianetwork.com/2012/08/14/documentary-follows-native-students-learning-and-preserving-tewa-language-128634
Documentary Follows Native Students Learning and Preserving Tewa Language
By Vincent Schilling
August 14, 2012
In November 2009, Santa Fe Preparatory School in Santa Fe, New Mexico sent out a newsletter announcing a self-study curriculum in which Native teenagers would study the Tewa language with the help of a mentor. When producer/director Aimée Broustra heard about it she decided to make a documentary.
In the film, the Native youth, who are all Tewa, spend hours learning the Tewa language with mentor Laura Kaye Eagles, a seventh grade literature teacher at Santa Fe Prep. The pilot program is administered with the Indigenous Language Institute to help revitalize Native languages. The students get language credit for studying Tewa, as opposed to studying French or Spanish.
The Young Ancestors was recently named an official selection of the 2012 White Sands International Film Festival being held August 22 to 26.
Read the full article at http://indiancountrytodaymedianetwork.com/2012/08/14/documentary-follows-native-students-learning-and-preserving-tewa-language-128634
Learn more about the film at http://theyoungancestors.com/TheYoungAncestors/Home.html
Documentary Follows Native Students Learning and Preserving Tewa Language
By Vincent Schilling
August 14, 2012
In November 2009, Santa Fe Preparatory School in Santa Fe, New Mexico sent out a newsletter announcing a self-study curriculum in which Native teenagers would study the Tewa language with the help of a mentor. When producer/director Aimée Broustra heard about it she decided to make a documentary.
In the film, the Native youth, who are all Tewa, spend hours learning the Tewa language with mentor Laura Kaye Eagles, a seventh grade literature teacher at Santa Fe Prep. The pilot program is administered with the Indigenous Language Institute to help revitalize Native languages. The students get language credit for studying Tewa, as opposed to studying French or Spanish.
The Young Ancestors was recently named an official selection of the 2012 White Sands International Film Festival being held August 22 to 26.
Read the full article at http://indiancountrytodaymedianetwork.com/2012/08/14/documentary-follows-native-students-learning-and-preserving-tewa-language-128634
Learn more about the film at http://theyoungancestors.com/TheYoungAncestors/Home.html
Incipient Chinuk Wawa Wikipedia
The beginnings of a Chinuk Wawa (Chinook Jargon) version of Wikipedia are in progress at http://incubator.wikimedia.org/wiki/Wp/chn . Read through the available articles at http://incubator.wikimedia.org/wiki/Wp/chn/tayi-pipa
Delaware Recruits Immersion Teachers
From http://www.delmarvanow.com/article/20120814/DW08/208140327/Teachers-immerse-languages?odyssey=mod|newswell|text|Delaware%20Wave|p
Teachers immerse in languages
Foreign educators to aid proficiency
by Andrew Staub
August 14, 2012
[M]ore than 340 kindergarteners … will dive into foreign languages this year, spending half their school day being taught in Mandarin Chinese or Spanish.
The four immersion programs, spread among three schools across the state, have already proved a popular draw, with interested students quickly outnumbering the available slots at some schools.
The classes will focus on building language proficiency rather than grammar. Students will learn academic content through Spanish or Chinese as well as English, and classes will have a teacher for each language, according to the Department of Education.
With Gov. Jack Markell putting in a $1.9 million annual investment, the DOE wants language immersion to reach 10 programs next year and 20 programs by 2015. Five years after that, the goal is to have 8,000 K-8 students in immersion programs.
Finding qualified bilingual teachers has been a challenge.
Read the full article at http://www.delmarvanow.com/article/20120814/DW08/208140327/Teachers-immerse-languages?odyssey=mod|newswell|text|Delaware%20Wave|p
Teachers immerse in languages
Foreign educators to aid proficiency
by Andrew Staub
August 14, 2012
[M]ore than 340 kindergarteners … will dive into foreign languages this year, spending half their school day being taught in Mandarin Chinese or Spanish.
The four immersion programs, spread among three schools across the state, have already proved a popular draw, with interested students quickly outnumbering the available slots at some schools.
The classes will focus on building language proficiency rather than grammar. Students will learn academic content through Spanish or Chinese as well as English, and classes will have a teacher for each language, according to the Department of Education.
With Gov. Jack Markell putting in a $1.9 million annual investment, the DOE wants language immersion to reach 10 programs next year and 20 programs by 2015. Five years after that, the goal is to have 8,000 K-8 students in immersion programs.
Finding qualified bilingual teachers has been a challenge.
Read the full article at http://www.delmarvanow.com/article/20120814/DW08/208140327/Teachers-immerse-languages?odyssey=mod|newswell|text|Delaware%20Wave|p
Law Aims To Strengthen Bilingual Education in Illinois
From http://latino.foxnews.com/latino/news/2012/08/09/law-aims-to-strengthen-bilingual-education-in-illinois
Law aims to strengthen bilingual education in Illinois
August 9, 2012
Gov. Pat Quinn on Thursday signed a law to strengthen bilingual education in Illinois and, among other things, it will foster the creation of so-called "parents academies" and cultural programs for immigrants.
In addition, the academies will offer workshops that cover topics ranging from school safety to helping out in the home and nutrition.
Read more: http://latino.foxnews.com/latino/news/2012/08/09/law-aims-to-strengthen-bilingual-education-in-illinois/#ixzz23kNQMhnn
Law aims to strengthen bilingual education in Illinois
August 9, 2012
Gov. Pat Quinn on Thursday signed a law to strengthen bilingual education in Illinois and, among other things, it will foster the creation of so-called "parents academies" and cultural programs for immigrants.
In addition, the academies will offer workshops that cover topics ranging from school safety to helping out in the home and nutrition.
Read more: http://latino.foxnews.com/latino/news/2012/08/09/law-aims-to-strengthen-bilingual-education-in-illinois/#ixzz23kNQMhnn
Job: Arabic Item Writers for American Councils
From the Arabic-L listserv:
American Councils for International Education (AC) is seeking item writers to develop multiple-choice questions for online Arabic proficiency tests.
We are trying to identify Arabic language specialists who
· are at least a level 2+ on the ILR Proficiency Scale or even a native speaker of Arabic
· are familiar with proficiency scales (either ACTFL or ILR)
· are trained in language proficiency testing or teaching (hands-on training is a possibility)
· have used proficiency considerations in teaching or research (desirable but not obligatory)
· have experience and/or interest in developing test questions in English on Arabic prompts
· will find appropriate online stimulus oral and written prompts on which to base multiple-choice questions
We hope you find such an involvement with AC interesting and will decide to send us a short resume. All submissions will receive further information about possible assignments, payments and schedules. In advance, thank you.
Please email your inquiries and submissions to: Inessa Ach (Itemwriting at americancouncils dot org)
Arabic-L:PEDA:Item writers needed for Arabic Proficiency Test. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 13 Aug 2012).
American Councils for International Education (AC) is seeking item writers to develop multiple-choice questions for online Arabic proficiency tests.
We are trying to identify Arabic language specialists who
· are at least a level 2+ on the ILR Proficiency Scale or even a native speaker of Arabic
· are familiar with proficiency scales (either ACTFL or ILR)
· are trained in language proficiency testing or teaching (hands-on training is a possibility)
· have used proficiency considerations in teaching or research (desirable but not obligatory)
· have experience and/or interest in developing test questions in English on Arabic prompts
· will find appropriate online stimulus oral and written prompts on which to base multiple-choice questions
We hope you find such an involvement with AC interesting and will decide to send us a short resume. All submissions will receive further information about possible assignments, payments and schedules. In advance, thank you.
Please email your inquiries and submissions to: Inessa Ach (Itemwriting at americancouncils dot org)
Arabic-L:PEDA:Item writers needed for Arabic Proficiency Test. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 13 Aug 2012).
Job: Professor of Swedish and Scandinavian Studies, Gustavus Adolphus College
Assistant/Associate Professor of Swedish and Scandinavian Studies
Scandinavian Studies Department
Gustavus Adolphus College invites applications for a tenure-track position of Assistant Professor or Associate Professor (with appropriate qualifications) of Swedish and Scandinavian Studies in the Department of Scandinavian Studies to begin September 1, 2013.
Applicants should hold a doctorate or anticipate its completion in Swedish, Scandinavian Studies, or another appropriate field by the start of the appointment. The successful candidate should have native or near-native fluency in Swedish, experience teaching Swedish at all undergraduate levels, and a good general knowledge of the Nordic area. Beyond Swedish-language courses, competitive candidates must be able to offer Scandinavian area studies courses on contemporary Scandinavia within their areas of preparation and design new courses in Swedish and Scandinavian Studies. Demonstrated excellence in working with undergraduate students as both a teacher and mentor is essential. Previous academic experience with diverse populations is highly desirable.
Primary responsibilities include teaching six courses annually: four Swedish language courses and two Scandinavian area studies courses. The successful candidate will work closely with current faculty in the Department to develop a well-rounded curriculum. Key points in the Department’s Student Learning Outcomes include that students will 1) gain an appreciation of the Nordic area as a multicultural and multiethnic region, and 2) acquire the ability to analyze the Nordic region and its cultural forms and aesthetics, social and political systems, and the countries’ roles within the international community.
To apply, send letter of application, curriculum vitae, statements of teaching philosophy and research interests, undergraduate and graduate transcripts (photocopies acceptable), and three letters of professional recommendation to:
Dr. Kjerstin Moody, Chair
Department of Scandinavian Studies
Gustavus Adolphus College
800 W College Ave
Saint Peter, MN 56082-1498
For more details, contact Dr. Kjerstin Moody at 507-933-7423 or kmoody at gustavus dot edu. Application information is also available at: http://www.gustavus.edu/humanresources/employment . Review of applications will begin on November 2, 2012, and continue until the position is filled.
Gustavus Adolphus College is a coeducational, private, Lutheran (ELCA), residential, national liberal arts college of 2500 students. As an Affirmative Action employer, it is the policy and practice of Gustavus Adolphus College to provide equal employment opportunities for all. EOE/M/F/V/D
[NORDIC-T] Asst./Assoc. Professor of Swedish & Scandinavian Studies. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 13 Aug 2012).
Scandinavian Studies Department
Gustavus Adolphus College invites applications for a tenure-track position of Assistant Professor or Associate Professor (with appropriate qualifications) of Swedish and Scandinavian Studies in the Department of Scandinavian Studies to begin September 1, 2013.
Applicants should hold a doctorate or anticipate its completion in Swedish, Scandinavian Studies, or another appropriate field by the start of the appointment. The successful candidate should have native or near-native fluency in Swedish, experience teaching Swedish at all undergraduate levels, and a good general knowledge of the Nordic area. Beyond Swedish-language courses, competitive candidates must be able to offer Scandinavian area studies courses on contemporary Scandinavia within their areas of preparation and design new courses in Swedish and Scandinavian Studies. Demonstrated excellence in working with undergraduate students as both a teacher and mentor is essential. Previous academic experience with diverse populations is highly desirable.
Primary responsibilities include teaching six courses annually: four Swedish language courses and two Scandinavian area studies courses. The successful candidate will work closely with current faculty in the Department to develop a well-rounded curriculum. Key points in the Department’s Student Learning Outcomes include that students will 1) gain an appreciation of the Nordic area as a multicultural and multiethnic region, and 2) acquire the ability to analyze the Nordic region and its cultural forms and aesthetics, social and political systems, and the countries’ roles within the international community.
To apply, send letter of application, curriculum vitae, statements of teaching philosophy and research interests, undergraduate and graduate transcripts (photocopies acceptable), and three letters of professional recommendation to:
Dr. Kjerstin Moody, Chair
Department of Scandinavian Studies
Gustavus Adolphus College
800 W College Ave
Saint Peter, MN 56082-1498
For more details, contact Dr. Kjerstin Moody at 507-933-7423 or kmoody at gustavus dot edu. Application information is also available at: http://www.gustavus.edu/humanresources/employment . Review of applications will begin on November 2, 2012, and continue until the position is filled.
Gustavus Adolphus College is a coeducational, private, Lutheran (ELCA), residential, national liberal arts college of 2500 students. As an Affirmative Action employer, it is the policy and practice of Gustavus Adolphus College to provide equal employment opportunities for all. EOE/M/F/V/D
[NORDIC-T] Asst./Assoc. Professor of Swedish & Scandinavian Studies. NORDIC-T listserv (NORDIC-T@LISTS.UMN.EDU, 13 Aug 2012).
Job at the Center for Applied Linguistics: Tech Lead K-12 Assessment, ELL’s
Tech Lead K-12 Assessment (Applications Programmer)
CAL Classification: Senior Operations Specialist
Program Area: PreK-12 ELLs Assessment
Salary: $80,000 - $94,000
Hours Per Week: 35 hrs/wk (full time)
Position Available: September 1, 2012
DESCRIPTION OF DUTIES:
Lead and coordinate the programming work of a technology team focused on creating a computerized language proficiency assessment for K-12. Serve as a liaison between CAL’s technology team, other CAL working groups and external technology partners.
PRIMARY RESPONSIBILITIES:
Coordinate the technology aspects of the transition from a paper and pencil based assessment to an interactive, multimedia computer-delivered assessment
Serve as liaison with external technology partners
Facilitate the process of Accessible Portable Item Protocol (APIP) compliance between the test development, design and technology teams
Apply APIP standards to item development
Oversee all technological aspects of the item development for the operational assessment
Implement and enforce rigorous quality control procedures
Plan, design, develop and implement standardized templates to streamline item development
Ensure adherence to project timelines and coordination with CAL internal teams
Oversee the work of other programmers
Maintain consistency and integrity across all project work
Stay abreast of trends, new techniques and resources in computerized assessment
QUALIFICATIONS:
Education and Experience: Bachelor’s or Master’s degree in Computer Science or a minimum of five years of equivalent education, and ten years of related experience. Successful candidate will have experience supervising and coordinating a team of programmers to produce computer-based materials. He or she will have project and/or production coordination experience, facility with the technical aspects of programming in a high volume production environment. Experience working with K-12 educational materials is preferred. Familiarity with large-scale test production, coordination of a technology team and strong hands-on programming is required.
Other Qualifications: The successful applicant must have experience developing applications using programs such as: java, php, c# and ASP.NET. and html5, SVG, XML. He/she will be able to balance multiple tasks and schedules, be motivated and flexible, show leadership in order to attain project goals, and have the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication and familiarity with the work of major assessment consortia and excellent communication skills in English is a plus.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-20
Electronically:
jobs at cal dot org
Attn: Recruitment 12-20
Jobs@CAL: Tech Lead K-12 Assessment (Applications Programmer). Jobs at CAL (jobs@cal.org, 15 Aug 2012).
CAL Classification: Senior Operations Specialist
Program Area: PreK-12 ELLs Assessment
Salary: $80,000 - $94,000
Hours Per Week: 35 hrs/wk (full time)
Position Available: September 1, 2012
DESCRIPTION OF DUTIES:
Lead and coordinate the programming work of a technology team focused on creating a computerized language proficiency assessment for K-12. Serve as a liaison between CAL’s technology team, other CAL working groups and external technology partners.
PRIMARY RESPONSIBILITIES:
Coordinate the technology aspects of the transition from a paper and pencil based assessment to an interactive, multimedia computer-delivered assessment
Serve as liaison with external technology partners
Facilitate the process of Accessible Portable Item Protocol (APIP) compliance between the test development, design and technology teams
Apply APIP standards to item development
Oversee all technological aspects of the item development for the operational assessment
Implement and enforce rigorous quality control procedures
Plan, design, develop and implement standardized templates to streamline item development
Ensure adherence to project timelines and coordination with CAL internal teams
Oversee the work of other programmers
Maintain consistency and integrity across all project work
Stay abreast of trends, new techniques and resources in computerized assessment
QUALIFICATIONS:
Education and Experience: Bachelor’s or Master’s degree in Computer Science or a minimum of five years of equivalent education, and ten years of related experience. Successful candidate will have experience supervising and coordinating a team of programmers to produce computer-based materials. He or she will have project and/or production coordination experience, facility with the technical aspects of programming in a high volume production environment. Experience working with K-12 educational materials is preferred. Familiarity with large-scale test production, coordination of a technology team and strong hands-on programming is required.
Other Qualifications: The successful applicant must have experience developing applications using programs such as: java, php, c# and ASP.NET. and html5, SVG, XML. He/she will be able to balance multiple tasks and schedules, be motivated and flexible, show leadership in order to attain project goals, and have the ability to work independently as well as cooperatively in a fast-paced team environment. Excellent skills in the following areas are highly desirable: organization, planning, and time management; oral and interpersonal communication and familiarity with the work of major assessment consortia and excellent communication skills in English is a plus.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-20
Electronically:
jobs at cal dot org
Attn: Recruitment 12-20
Jobs@CAL: Tech Lead K-12 Assessment (Applications Programmer). Jobs at CAL (jobs@cal.org, 15 Aug 2012).
National Humanities Center Fellowships
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/national_humanities_center_fellowships
The National Humanities Center offers 40 residential fellowships for advanced study in the humanities during the academic year, September 2013 through May 2014. Applicants must have doctorate or equivalent scholarly credentials. In addition to scholars from all fields of the humanities, the Center accepts individuals from the natural and social sciences, the arts, the professions, and public life who are engaged in humanistic projects. The Center is also international and gladly accepts applications from scholars outside the United States.
Located in the Research Triangle Park of North Carolina, near Chapel Hill, Durham, and Raleigh, the Center provides an environment for individual research and the exchange of ideas. Its building includes private studies for Fellows, conference rooms, a central commons for dining, lounges, reading areas, a reference library, and a Fellows' workroom. The Center's noted library service delivers books and research materials to Fellows, and support for information technology and editorial assistance are also provided. The Center helps locate housing for Fellows in the neighboring communities.
Applications and letters of recommendation must be postmarked by October 15, 2012.
For full details on the application process go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/national_humanities_center_fellowships
The National Humanities Center offers 40 residential fellowships for advanced study in the humanities during the academic year, September 2013 through May 2014. Applicants must have doctorate or equivalent scholarly credentials. In addition to scholars from all fields of the humanities, the Center accepts individuals from the natural and social sciences, the arts, the professions, and public life who are engaged in humanistic projects. The Center is also international and gladly accepts applications from scholars outside the United States.
Located in the Research Triangle Park of North Carolina, near Chapel Hill, Durham, and Raleigh, the Center provides an environment for individual research and the exchange of ideas. Its building includes private studies for Fellows, conference rooms, a central commons for dining, lounges, reading areas, a reference library, and a Fellows' workroom. The Center's noted library service delivers books and research materials to Fellows, and support for information technology and editorial assistance are also provided. The Center helps locate housing for Fellows in the neighboring communities.
Applications and letters of recommendation must be postmarked by October 15, 2012.
For full details on the application process go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/national_humanities_center_fellowships
2013 Blakemore Freeman Fellowships and Refresher Grants for Advanced Study of Asian Languages
Blakemore language grants are awarded to individuals pursuing professional careers in fields such as business, academia, journalism, law, science, medicine, architecture, engineering, the fine arts, public service, etc. who would benefit from improved fluency in an East or Southeast Asian language.
The Blakemore Foundation is now accepting applications for its 2013 Blakemore Freeman Fellowships and Blakemore Refresher Grants. The postmark deadline for applications is December 31, 2012. For application forms, eligibility requirements, grant guidelines and instructions see the Foundation's website at http://www.blakemorefoundation.org.
For 2013, the Foundation plans to award approximately 12-15 grants for the advanced study of Japanese, Chinese, Korean, Thai, Vietnamese, Indonesian, Khmer and Burmese. The grants cover tuition and a stipend for related educational expenses, basic living costs and transportation, but do not include dependent expenses.
The Blakemore Freeman Fellowships fund an academic year of advanced language study at the Inter-University Center for Japanese Language Studies in Yokohama, the Inter-University Program for Chinese Language Studies at Tsinghua University in Beijing, the International Chinese Language Program at National Taiwan University in Taipei, and similar programs in other countries of East and SE Asia. Where there is no structured advanced-level language program at an educational institution in the country, the grant may provide for the financing of private tutorials under terms set forth in the application instructions. The fellowships are limited to U.S. citizens and permanent residents of the U.S. who have an undergraduate degree and are pursuing academic, professional or business careers that involve the regular use of an East or Southeast Asian language. The most important criterion for selection is a focused, well-defined career objective involving Asia in which the regular use of the language is an important aspect.
Blakemore Refresher Grants are intended to provide mid-career professionals an opportunity to renew their East Asian language skills by attending a language program in Asia for a summer or semester of intensive full-time language study at the advanced level. Applicants must be a U.S. citizen or permanent resident of the U.S., working as a professional in an Asian field, or teaching in an Asian field as a professor at a college or university in the United States, or be a former Blakemore Freeman Fellow.
Blakemore Foundation; 1201 Third Avenue, Suite 4900; Seattle, WA 98101; Phone: 206.359.8778; blakemorefoundation at gmail dot com or blakemore at perkinscoie dot com; http://www.blakemorefoundation.org
Center for Southeast Asian Studies. [CSEAS-SOCAL] Southeast Asia Announcements 8/17/12 (CSEAS-SOCAL@NEWLISTS.SSCNET.UCLA.EDU, 17 Aug 2012).
The Blakemore Foundation is now accepting applications for its 2013 Blakemore Freeman Fellowships and Blakemore Refresher Grants. The postmark deadline for applications is December 31, 2012. For application forms, eligibility requirements, grant guidelines and instructions see the Foundation's website at http://www.blakemorefoundation.org.
For 2013, the Foundation plans to award approximately 12-15 grants for the advanced study of Japanese, Chinese, Korean, Thai, Vietnamese, Indonesian, Khmer and Burmese. The grants cover tuition and a stipend for related educational expenses, basic living costs and transportation, but do not include dependent expenses.
The Blakemore Freeman Fellowships fund an academic year of advanced language study at the Inter-University Center for Japanese Language Studies in Yokohama, the Inter-University Program for Chinese Language Studies at Tsinghua University in Beijing, the International Chinese Language Program at National Taiwan University in Taipei, and similar programs in other countries of East and SE Asia. Where there is no structured advanced-level language program at an educational institution in the country, the grant may provide for the financing of private tutorials under terms set forth in the application instructions. The fellowships are limited to U.S. citizens and permanent residents of the U.S. who have an undergraduate degree and are pursuing academic, professional or business careers that involve the regular use of an East or Southeast Asian language. The most important criterion for selection is a focused, well-defined career objective involving Asia in which the regular use of the language is an important aspect.
Blakemore Refresher Grants are intended to provide mid-career professionals an opportunity to renew their East Asian language skills by attending a language program in Asia for a summer or semester of intensive full-time language study at the advanced level. Applicants must be a U.S. citizen or permanent resident of the U.S., working as a professional in an Asian field, or teaching in an Asian field as a professor at a college or university in the United States, or be a former Blakemore Freeman Fellow.
Blakemore Foundation; 1201 Third Avenue, Suite 4900; Seattle, WA 98101; Phone: 206.359.8778; blakemorefoundation at gmail dot com or blakemore at perkinscoie dot com; http://www.blakemorefoundation.org
Center for Southeast Asian Studies. [CSEAS-SOCAL] Southeast Asia Announcements 8/17/12 (CSEAS-SOCAL@NEWLISTS.SSCNET.UCLA.EDU, 17 Aug 2012).
EBWLP Professional Learning Series, 2012 - 2013
From http://blc.berkeley.edu/index.php/blc/post/ebwlp_professional_learning_series_2012_-_2013
Teachers of World Languages and of English Language Learners are invited to participate in the professional learning programs, Foundations of Effective Language Teaching I and Foundations of Effective Language Teaching II. The program will be offered on five Saturdays: September 29, October 20, December 1, January 26, and February 23 from 8:00 to 3:30 at the Berkeley Language Center, Dwinelle Hall, on the UC Berkeley campus. The application is due September 14, 2012.
For full details go to http://blc.berkeley.edu/index.php/blc/post/ebwlp_professional_learning_series_2012_-_2013
Teachers of World Languages and of English Language Learners are invited to participate in the professional learning programs, Foundations of Effective Language Teaching I and Foundations of Effective Language Teaching II. The program will be offered on five Saturdays: September 29, October 20, December 1, January 26, and February 23 from 8:00 to 3:30 at the Berkeley Language Center, Dwinelle Hall, on the UC Berkeley campus. The application is due September 14, 2012.
For full details go to http://blc.berkeley.edu/index.php/blc/post/ebwlp_professional_learning_series_2012_-_2013
Midwest Association of Language Testers 2012 Conference
From http://www.linguistics.illinois.edu/research/conferences/mwalt2012
The Linguistics Department of the University of Illinois is excited to be hosting the Midwest Association of Language Testers (MwALT) 2012.
The event will take place October 5th-6th, 2012 at the University of Illinois, Urbana-Champaign.
The theme for this year will be Inferences and Actions in Language Testing.
For full details and to register, go to http://www.linguistics.illinois.edu/research/conferences/mwalt2012
The Linguistics Department of the University of Illinois is excited to be hosting the Midwest Association of Language Testers (MwALT) 2012.
The event will take place October 5th-6th, 2012 at the University of Illinois, Urbana-Champaign.
The theme for this year will be Inferences and Actions in Language Testing.
For full details and to register, go to http://www.linguistics.illinois.edu/research/conferences/mwalt2012
2012 CREATE Conference: English Learners in the Content Area Classes: Teaching for Achievement in the Middle Grades
From http://www.cal.org/create/events/conference/index.html
2012 CREATE Conference
English Learners in the Content Area Classes: Teaching for Achievement in the Middle Grades
October 18-19, 2012
Embassy Suites - Orlando Lake Buena Vista South
Kissimmee, Florida
CREATE’s culminating conference will feature research on current methods for increasing academic rigor in the middle grades while supporting English learners’ language and literacy development in content area classes. CREATE researchers and other top scholars will present their work on projects related to CREATE’s program of research, the instructional implications of such research, and strategies for preparing English learners in the middle grades for college and career readiness.
This conference is intended for leaders in state and regional agencies, school districts, schools, and colleges of education. The 2012 conference will support participants’ learning with keynote presentations, question-and-answer sessions with presenters, and small group interactions with the researchers and colleagues.
Learn more and register at http://www.cal.org/create/events/conference/index.html
2012 CREATE Conference
English Learners in the Content Area Classes: Teaching for Achievement in the Middle Grades
October 18-19, 2012
Embassy Suites - Orlando Lake Buena Vista South
Kissimmee, Florida
CREATE’s culminating conference will feature research on current methods for increasing academic rigor in the middle grades while supporting English learners’ language and literacy development in content area classes. CREATE researchers and other top scholars will present their work on projects related to CREATE’s program of research, the instructional implications of such research, and strategies for preparing English learners in the middle grades for college and career readiness.
This conference is intended for leaders in state and regional agencies, school districts, schools, and colleges of education. The 2012 conference will support participants’ learning with keynote presentations, question-and-answer sessions with presenters, and small group interactions with the researchers and colleagues.
Learn more and register at http://www.cal.org/create/events/conference/index.html
Call for Papers: International Virtual Conference on Russian Studies and Culture
From http://community.middlebury.edu/~beyer/MESIV
International Virtual Conference on Russian Studies and Culture
The Planet “Russian Language” in Virtual Linguistic-Communicative Space
October 3-5
University of Bologna, Italy-MESI, Yerevan, Armenia-Middlebury College, Vermont, USA-Sangmyung University, Cheonan, South Korea
The Aim of the conference is to unite Russian specialists and literary scholars from different countries, to shine light upon relevant issues in Russian studies, literature, language learning pedagogy in the humanities, to increase the effectiveness of international cooperation, and the culture of electronic communication by creating a Network, a new way of sharing experiences, a new innovative educational medium. The International Virtual Conference will be conducted utilizing Adobe Connect Pro Meeting and Skype.
Deadline for submission of application and paper: September 15, 2012.
For full details go to http://community.middlebury.edu/~beyer/MESIV
International Virtual Conference on Russian Studies and Culture
The Planet “Russian Language” in Virtual Linguistic-Communicative Space
October 3-5
University of Bologna, Italy-MESI, Yerevan, Armenia-Middlebury College, Vermont, USA-Sangmyung University, Cheonan, South Korea
The Aim of the conference is to unite Russian specialists and literary scholars from different countries, to shine light upon relevant issues in Russian studies, literature, language learning pedagogy in the humanities, to increase the effectiveness of international cooperation, and the culture of electronic communication by creating a Network, a new way of sharing experiences, a new innovative educational medium. The International Virtual Conference will be conducted utilizing Adobe Connect Pro Meeting and Skype.
Deadline for submission of application and paper: September 15, 2012.
For full details go to http://community.middlebury.edu/~beyer/MESIV
Call for Proposals: National Association for Bilingual Education Conference
From http://www.nabe.org/Default.aspx?pageId=1349563
42nd Annual National Association for Bilingual Education Conference
Lake Buena Vista
February 7-9, 2013
BILINGUAL EDUCATION: Celebrating 42 years of Educational Excellence in Bilingual Education.
The NABE conference is the largest gathering of parents, teachers, administrators, policy makers, future teachers and professors dedicated to serving bilingual and English Language Learners in the United States.
NABE’s annual meeting has expanded beyond the field of bilingual education to include 21st Century Learning, Title l, Title III , Pre-School, Dual Language, Foreign Languages, especially the critical languages, English as a Second Language, Gifted and Talented programs, Sheltered Instruction, Heritage Language Programs, and other approaches for multilingual students from Pre-K to grade 16.
To submit a proposal, go to http://www.nabe.org/Default.aspx?pageId=1356012
The submission deadline is September 12, 2012.
42nd Annual National Association for Bilingual Education Conference
Lake Buena Vista
February 7-9, 2013
BILINGUAL EDUCATION: Celebrating 42 years of Educational Excellence in Bilingual Education.
The NABE conference is the largest gathering of parents, teachers, administrators, policy makers, future teachers and professors dedicated to serving bilingual and English Language Learners in the United States.
NABE’s annual meeting has expanded beyond the field of bilingual education to include 21st Century Learning, Title l, Title III , Pre-School, Dual Language, Foreign Languages, especially the critical languages, English as a Second Language, Gifted and Talented programs, Sheltered Instruction, Heritage Language Programs, and other approaches for multilingual students from Pre-K to grade 16.
To submit a proposal, go to http://www.nabe.org/Default.aspx?pageId=1356012
The submission deadline is September 12, 2012.
Call for Papers: Second Language Acquisition and Pedagogy in Academic Exchange Quarterly
Academic Exchange Quarterly (ISSN 1096-1453)
Winter 2012 Volume 16, Issue 4
Second Language Acquisition and Pedagogy
Call For Papers
Call Deadline: 31-August-2012
This issue aims to explore helpful cutting-edge knowledge on second language acquisition and pedagogy. The target language may be any second/foreign language, including English as a second language (ESL). Both quantitative and qualitative studies are welcome. More specific topics encompass, but are not limited to
1. input and interaction
2. teacher talk (the language of instruction that second/foreign language teachers use in the classroom)
3. interlanguage or learner language analysis (i.e., error, discourse, pragmatics, and conversation analyses)
4. learner variables (such as motivation, personality characteristics, age, aptitude, and learning styles)
5. study abroad
6. task or content based instruction (including immersion program)
7. language for specific purposes (LSP) (including science and technology)
8. form-focused instruction
9. teaching cultural understanding in a second/foreign language class
10. teaching listening, speaking, reading, and/or writing skills
11. teaching and acquiring pronunciation
12. teaching and acquiring vocabulary
13. genre and academic language teaching
14. methodologies and approaches to language teaching
15. learning strategies and/or styles
16. multiple intelligences
17. learner autonomy.
The edition intends to bring together new findings and insights about second language acquisition and, hence, contribute to the enhanced efficacy of second/foreign language learning and teaching.
View the full call for papers at http://rapidintellect.com/AEQweb/12lang.htm
Winter 2012 Volume 16, Issue 4
Second Language Acquisition and Pedagogy
Call For Papers
Call Deadline: 31-August-2012
This issue aims to explore helpful cutting-edge knowledge on second language acquisition and pedagogy. The target language may be any second/foreign language, including English as a second language (ESL). Both quantitative and qualitative studies are welcome. More specific topics encompass, but are not limited to
1. input and interaction
2. teacher talk (the language of instruction that second/foreign language teachers use in the classroom)
3. interlanguage or learner language analysis (i.e., error, discourse, pragmatics, and conversation analyses)
4. learner variables (such as motivation, personality characteristics, age, aptitude, and learning styles)
5. study abroad
6. task or content based instruction (including immersion program)
7. language for specific purposes (LSP) (including science and technology)
8. form-focused instruction
9. teaching cultural understanding in a second/foreign language class
10. teaching listening, speaking, reading, and/or writing skills
11. teaching and acquiring pronunciation
12. teaching and acquiring vocabulary
13. genre and academic language teaching
14. methodologies and approaches to language teaching
15. learning strategies and/or styles
16. multiple intelligences
17. learner autonomy.
The edition intends to bring together new findings and insights about second language acquisition and, hence, contribute to the enhanced efficacy of second/foreign language learning and teaching.
View the full call for papers at http://rapidintellect.com/AEQweb/12lang.htm
August 12, 2012
Form for Listening Tasks for Novice Learners
A useful discussion of listening tasks for novice language learners, accompanied with a form for Spanish learners to fill out after watching any video, is available at http://creativelanguageclass.wordpress.com/2012/07/26/listening-task-for-novice-learners
Exploring the Olympics on Google Earth and Google Maps
If you've been watching the Olympic Games and wondering how you might incorporate them in your classroom, here are couple of resources to investigate.
The Google Earth Blog has published a short list of Google Earth tours based on the Olympic Games in London. The list includes a fly-over tour of the marathon route, Street View imagery of the Olympic Park, and 3D models of some of the Olympic venues.
Google's London 2012 page includes a Google Map showing the distribution of Olympic medals. Visitors can see the distribution of medals according to medal color and country.
Read more and access links to these two resources at http://www.freetech4teachers.com/2012/07/exploring-olympics-on-google-earth-and.html
The Google Earth Blog has published a short list of Google Earth tours based on the Olympic Games in London. The list includes a fly-over tour of the marathon route, Street View imagery of the Olympic Park, and 3D models of some of the Olympic venues.
Google's London 2012 page includes a Google Map showing the distribution of Olympic medals. Visitors can see the distribution of medals according to medal color and country.
Read more and access links to these two resources at http://www.freetech4teachers.com/2012/07/exploring-olympics-on-google-earth-and.html
Language Nuggets: Blog Encourages Conversations about Language and Language Learning
From the NYSTESOL listserv:
Educators working with ELLs often extend their responsibilities and dedication to realms beyond our job descriptions. Frequently, we become advocates for our students and families both in school and out. Within the walls of our schools, we must figure out ways open the minds of all those who interact daily with ELLs.
Last year, in hopes of generating interest and cultivating understanding about language learning, I began sharing a weekly "Language Nugget" with my colleagues via email. There were different topics ranging from language acquisition to endangered languages to information about loanwords to strategies for encouraging ELLs to speak in small groups.
I spoke with my administration first, asking them for permission to email everyone on the staff list. They agreed only if I included an "opt out" clause. Much to my surprise, throughout the year nobody requested to be removed from the list.
Until June, I continued to send "nuggets" to the entire staff. I received dozens of comments that began, "That article you sent was very interesting..." I overheard conversations about bilingualism inspired by a video about sign language in Nicaragua.
I have been working on a way to make this possible for other ELL teachers.
I hope you will join me in learning more and sharing that knowledge with others.
If you would like to receive one or two weekly nuggets (never more) delivered right to your email inbox, please read the instructions below.
Go to the Language Nugget blog here: http://www.elltoolbox.com/blog.html
On the right side of the blog, you will see a box where you can enter your email.
Enter your email.
You will then be sent a confirmation email.
Check your inbox and confirm the sign up.
Wait for your weekly nugget to be delivered. (It won't happen immediately because they're published weekly)
Read it.
Share liberally with friends and colleagues.
Begin conversations.
Scibienski, D. [nystesol-l] A New Blog Sharing Info about Languages and Learning. NYSTESOL-L listserv (nystesol-l@nystesol.org, 6 Aug 2012).
Educators working with ELLs often extend their responsibilities and dedication to realms beyond our job descriptions. Frequently, we become advocates for our students and families both in school and out. Within the walls of our schools, we must figure out ways open the minds of all those who interact daily with ELLs.
Last year, in hopes of generating interest and cultivating understanding about language learning, I began sharing a weekly "Language Nugget" with my colleagues via email. There were different topics ranging from language acquisition to endangered languages to information about loanwords to strategies for encouraging ELLs to speak in small groups.
I spoke with my administration first, asking them for permission to email everyone on the staff list. They agreed only if I included an "opt out" clause. Much to my surprise, throughout the year nobody requested to be removed from the list.
Until June, I continued to send "nuggets" to the entire staff. I received dozens of comments that began, "That article you sent was very interesting..." I overheard conversations about bilingualism inspired by a video about sign language in Nicaragua.
I have been working on a way to make this possible for other ELL teachers.
I hope you will join me in learning more and sharing that knowledge with others.
If you would like to receive one or two weekly nuggets (never more) delivered right to your email inbox, please read the instructions below.
Go to the Language Nugget blog here: http://www.elltoolbox.com/blog.html
On the right side of the blog, you will see a box where you can enter your email.
Enter your email.
You will then be sent a confirmation email.
Check your inbox and confirm the sign up.
Wait for your weekly nugget to be delivered. (It won't happen immediately because they're published weekly)
Read it.
Share liberally with friends and colleagues.
Begin conversations.
Scibienski, D. [nystesol-l] A New Blog Sharing Info about Languages and Learning. NYSTESOL-L listserv (nystesol-l@nystesol.org, 6 Aug 2012).
Activity Idea: Ready, Steady, Cook
From http://evasimkesyan.edublogs.org
Here is an activity idea for food. Students watch a cooking video, and then they do a paired activity in which they are assigned certain ingredients, look for a recipe that uses those ingredients, and then explain the recipe to another pair.
Read a description of the activity at http://evasimkesyan.edublogs.org/2012/08/09/ready-steady-cook
You can watch episodes of the Australian show Ready, Steady, Cook at http://readysteadycook.ten.com.au
Here is an activity idea for food. Students watch a cooking video, and then they do a paired activity in which they are assigned certain ingredients, look for a recipe that uses those ingredients, and then explain the recipe to another pair.
Read a description of the activity at http://evasimkesyan.edublogs.org/2012/08/09/ready-steady-cook
You can watch episodes of the Australian show Ready, Steady, Cook at http://readysteadycook.ten.com.au
Simple English Videos: Movie Previews Linked to Time-Aligned Transcripts
Here is a new resource for English language learners: Simple English Videos. Students can select a movie preview to watch, with a transcript down below. They can also click on a sentence in the transcript, and the video will start at that point. Some of the transcripts aren’t accurate, so it’s a good idea to have teacher supervision.
Read a description of the new website by its creator here: http://www.vickihollett.com/coming-soon
Read a short review of it here: http://larryferlazzo.edublogs.org/2012/08/11/simple-english-videos-looks-like-a-useful-site
The Simple English Videos website is available at http://www.simpleenglishvideos.com/all-movies
Read a description of the new website by its creator here: http://www.vickihollett.com/coming-soon
Read a short review of it here: http://larryferlazzo.edublogs.org/2012/08/11/simple-english-videos-looks-like-a-useful-site
The Simple English Videos website is available at http://www.simpleenglishvideos.com/all-movies
Charlottesville, Virginia’s Elementary Spanish Program Can Serve as a Guide for Other Programs
From http://www.ccs.k12.va.us/programs/ElementarySpanish.html
The elementary Spanish program is a sequential FLES (Foreign Language in the Elementary Schools) model that is tailor-made for Charlottesville schools. It began with kindergarten and first grade classes during the 2008–2009 school year. Each year thereafter an additional grade level was added. For the 2012–2013 school year, students in kindergarten through fifth grade receive approximately sixty minutes of instruction per week with an elementary Spanish teacher.
You can download “Curriculum at a Glance” documents for each grade level, K-4, at http://www.ccs.k12.va.us/programs/ElementarySpanish.html
The elementary Spanish program is a sequential FLES (Foreign Language in the Elementary Schools) model that is tailor-made for Charlottesville schools. It began with kindergarten and first grade classes during the 2008–2009 school year. Each year thereafter an additional grade level was added. For the 2012–2013 school year, students in kindergarten through fifth grade receive approximately sixty minutes of instruction per week with an elementary Spanish teacher.
You can download “Curriculum at a Glance” documents for each grade level, K-4, at http://www.ccs.k12.va.us/programs/ElementarySpanish.html
Craft Idea: Guatemalan Worry Doll
Here’s a recent blog post explaining how to make a Guatemalan worry doll - a possible craft idea for you and your students: http://cherokeecampfiregirl.deviantart.com/#/d5avkqu
Edustation: Learn Spanish and Other Languages through Videos in a Social Network
From http://howlearnspanish.com
Edustation.es is a website for people learning languages that’s entirely in Spanish. Right now they support Spanish, English, Polish, French, and German. On this site all the material (texts, video, recordings, pictures, etc.) is uploaded by the users who also provide subtitles in the case of videos (Spanish subtitles) as well as explanations and translations. You get points for everything you upload and those points increase your public ranking in the community where everyone can see how much everyone else has contributed, which thereby encourages people to contribute new material.
They have a wide variety of interesting content presented in a variety of formats: texts, videos, and pictures. The videos include music videos, TED talks, fun Spanish lessons, interviews with flamenco dancers, documentaries about Spanish-speaking countries, short fun educational cartoons for kids, short travel videos about Spanish-speaking places, and more. The texts they have include an equally wide variety in terms of subject matter and difficulty, such as: a short article about the Ocelot, articles that teach you about Spanish-speaking countries like Chile and Argentina and Bolivia and more, articles on economics and politics (advanced level), history and culture of Spanish-speaking countries like Machu Picchu in Peru, Spanish translations of movie quotes, etc.
Read the full review of this resource at http://howlearnspanish.com/2012/08/learn-spanish-with-edustation-es
edustation.es is available at http://www.edustation.es
Edustation.es is a website for people learning languages that’s entirely in Spanish. Right now they support Spanish, English, Polish, French, and German. On this site all the material (texts, video, recordings, pictures, etc.) is uploaded by the users who also provide subtitles in the case of videos (Spanish subtitles) as well as explanations and translations. You get points for everything you upload and those points increase your public ranking in the community where everyone can see how much everyone else has contributed, which thereby encourages people to contribute new material.
They have a wide variety of interesting content presented in a variety of formats: texts, videos, and pictures. The videos include music videos, TED talks, fun Spanish lessons, interviews with flamenco dancers, documentaries about Spanish-speaking countries, short fun educational cartoons for kids, short travel videos about Spanish-speaking places, and more. The texts they have include an equally wide variety in terms of subject matter and difficulty, such as: a short article about the Ocelot, articles that teach you about Spanish-speaking countries like Chile and Argentina and Bolivia and more, articles on economics and politics (advanced level), history and culture of Spanish-speaking countries like Machu Picchu in Peru, Spanish translations of movie quotes, etc.
Read the full review of this resource at http://howlearnspanish.com/2012/08/learn-spanish-with-edustation-es
edustation.es is available at http://www.edustation.es
2012 Franco Fête in Minneapolis
From http://und.edu/orgs/initiatives-in-french-midwest/english/franco.cfm
Franco-Fête Minneapolis 2012
September 28 & 29
Minneapolis, Minnesota
A Multicultural, Multicontinental, Bilingual Event
Franco-Fete will include all the elements of a fine program: family, food, fun…along with academics, history, music…
This will be the first such Fete in Minneapolis-St. Paul, but is not a first ever venture.
Leader Dr. Virgil Benoit, French-Canadian (Franco-American), professor of French at the University of North Dakota and a lifelong part of the Red Lake Falls MN community, has been putting together similar festivals for over 35 years in various places in Minnesota and North Dakota. Dr. Benoit is a professor of diverse talents and great skill, as well as having great passion for the culture and language of his birth.
This years conference will be the largest and most ambitious thus far. Most likely it will be continued in subsequent years.
For full details go to http://www.outsidethewalls.org/blog/?m=20120723
Franco-Fête Minneapolis 2012
September 28 & 29
Minneapolis, Minnesota
A Multicultural, Multicontinental, Bilingual Event
Franco-Fete will include all the elements of a fine program: family, food, fun…along with academics, history, music…
This will be the first such Fete in Minneapolis-St. Paul, but is not a first ever venture.
Leader Dr. Virgil Benoit, French-Canadian (Franco-American), professor of French at the University of North Dakota and a lifelong part of the Red Lake Falls MN community, has been putting together similar festivals for over 35 years in various places in Minnesota and North Dakota. Dr. Benoit is a professor of diverse talents and great skill, as well as having great passion for the culture and language of his birth.
This years conference will be the largest and most ambitious thus far. Most likely it will be continued in subsequent years.
For full details go to http://www.outsidethewalls.org/blog/?m=20120723
Fun Poster: Pig Latin
Latin teachers and their students will enjoy this comic with Latin phrases re-contextualized from a pig’s perspective: http://www.incidentalcomics.com/2012_08_01_archive.html
You can order the comic in a poster form here: http://www.incidentalcomics.com/p/poster-shop.html
You can order the comic in a poster form here: http://www.incidentalcomics.com/p/poster-shop.html
Survey on Japanese-Language Education Abroad 2012
From http://www.jpf.go.jp
The Japan Foundation has been conducting “Survey on Japanese-Language Education Abroad 2012”. The results of the survey will be compiled in the form of a report to describe the current situation of Japanese-language education overseas. The report will be utilized as a valuable information source to build networks among institutions and figures related to Japanese-language education.
Your program may be contacted for the survey - more information is available at http://www.jpf.go.jp/e/japanese/new/1208/08_01.html
You can purchase the results of the 2009 survey at http://www.jpf.go.jp/e/japanese/survey/result/index.html
The Japan Foundation has been conducting “Survey on Japanese-Language Education Abroad 2012”. The results of the survey will be compiled in the form of a report to describe the current situation of Japanese-language education overseas. The report will be utilized as a valuable information source to build networks among institutions and figures related to Japanese-language education.
Your program may be contacted for the survey - more information is available at http://www.jpf.go.jp/e/japanese/new/1208/08_01.html
You can purchase the results of the 2009 survey at http://www.jpf.go.jp/e/japanese/survey/result/index.html
Xiaoli Doty’s Wiki Is Full of Chinese Resources
Chinese teacher Xiaoli Doty has put together an extensive wiki full of resources, both her own and found resources on the Internet. Browse through and find useful materials at http://xiaolidoty.wikispaces.com
Book: Teaching and Learning Chinese in Global Contexts
From http://www.continuumbooks.com/books/detail.aspx?BookId=169562&SearchType=Basic
Teaching and Learning Chinese in Global Contexts CFL Worldwide
Edited by Linda Tsung and Ken Cruickshank
Published by Continuum
Description: Although there is an extensive literature on the teaching of English as a Second or Other Language, there is very little published research on the teaching or learning of Chinese in similar contexts. This book is the first to bring together research into the teaching and learning of Chinese as a foreign language to non-native speakers, as a second language to minority groups and as a heritage/community language in the diaspora.
The volume showcases the contribution of researchers working in such areas as language teaching and learning, policy development, language assessment, language development, bilingualism, all within the context of Chinese as a Second or Other Language.
This is an exciting extension of teaching research beyond the traditional TESOL field and with be of interest to researchers and practitioners working in applied linguistics and Chinese language education worldwide.
Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=169562&SearchType=Basic
Teaching and Learning Chinese in Global Contexts CFL Worldwide
Edited by Linda Tsung and Ken Cruickshank
Published by Continuum
Description: Although there is an extensive literature on the teaching of English as a Second or Other Language, there is very little published research on the teaching or learning of Chinese in similar contexts. This book is the first to bring together research into the teaching and learning of Chinese as a foreign language to non-native speakers, as a second language to minority groups and as a heritage/community language in the diaspora.
The volume showcases the contribution of researchers working in such areas as language teaching and learning, policy development, language assessment, language development, bilingualism, all within the context of Chinese as a Second or Other Language.
This is an exciting extension of teaching research beyond the traditional TESOL field and with be of interest to researchers and practitioners working in applied linguistics and Chinese language education worldwide.
Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=169562&SearchType=Basic
Report from Australia: Building Demand for Asian Literacy
From http://www.asiaeducation.edu.au/leading_schools/building_demand/building_demand_-_landing.html
The Australia-based Asia Education Foundation has gathered proven ideas from around the country to illustrate ‘what works’ in building demand. Some of these programs were specifically set up to stimulate demand; many were not, and built demand incidentally to fulfilling other learning purposes.
Download a copy of their June 2012 report on their report, which summarizes the successes and challenges of building demand for Asia literacy and makes recommendations for improving the current situation, at http://www.asiaeducation.edu.au/leading_schools/building_demand/building_demand_-_landing.html
More resources are also available at their website, including a literature review, 26 illustrations of what works, and more information about three elements found to be common to successful programs.
The Australia-based Asia Education Foundation has gathered proven ideas from around the country to illustrate ‘what works’ in building demand. Some of these programs were specifically set up to stimulate demand; many were not, and built demand incidentally to fulfilling other learning purposes.
Download a copy of their June 2012 report on their report, which summarizes the successes and challenges of building demand for Asia literacy and makes recommendations for improving the current situation, at http://www.asiaeducation.edu.au/leading_schools/building_demand/building_demand_-_landing.html
More resources are also available at their website, including a literature review, 26 illustrations of what works, and more information about three elements found to be common to successful programs.
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