From http://www.americancouncils.org/news/hl/Online_Live_Chat_with_TCLP_Alumni
Are you interested in increasing the global competency of your students by hosting a guest Chinese or Egyptian teacher at your school?
Learn more about hosting a fully-funded teacher with the Teachers of Critical Languages Program (TCLP) during an online chat with an alumni host and TCLP staff members. Find out how this program can make a lasting difference in your school and community, and get your questions about the application answered in real time.
For hosting a Chinese teacher:
-Tuesday, December 4, 2012 at 4pm EST, OR
-Thursday, January 10, 2013 at 4pm EST
For hosting an Arabic teacher:
-Thursday, December 6, 2012 at 4pm EST, OR
-Tuesday, January 8, 2013 at 4pm EST
For full details and relevant links, go to http://www.americancouncils.org/news/hl/Online_Live_Chat_with_TCLP_Alumni
September 28, 2012
Polyglot Project: Study Languages through Classic Literature
From http://www.polyglotproject.com
Here is a reference for advanced students’ independent study or for reading classic literature. The Polyglot Project website consists of a readings in 18 different languages. When you double-click on a word, its gloss in English appears.
Available at http://www.polyglotproject.com
Here is a reference for advanced students’ independent study or for reading classic literature. The Polyglot Project website consists of a readings in 18 different languages. When you double-click on a word, its gloss in English appears.
Available at http://www.polyglotproject.com
Embedded Reading: Technique and Blog
From http://embeddedreading.com/about
Embedded Reading is a technique created by language teachers Laurie Clarcq and Michele Whaley. The technique involves working through different versions of the same text. Each version contains more information, and it also has all previous versions embedded in it.
Read a full description of this technique at http://embeddedreading.com/about
Learn more about the method and find more resources at the Embedded Reading blog: http://embeddedreading.com
Embedded Reading is a technique created by language teachers Laurie Clarcq and Michele Whaley. The technique involves working through different versions of the same text. Each version contains more information, and it also has all previous versions embedded in it.
Read a full description of this technique at http://embeddedreading.com/about
Learn more about the method and find more resources at the Embedded Reading blog: http://embeddedreading.com
Härnu: News from All Over the World, and a Chance To Connect with Others Abroad
From http://www.freetech4teachers.com
The purpose of Härnu is to enable you to discover news, videos, music and connect with people all over the world.
To discover news, videos, and music sign-in to Härnu, select a media type, then select a country. Härnu will then give you a list of news stories, videos, or music from your chosen country.
To connect with people all over the world sign-in to Härnu, select "send message," select the location to which you want to send a message, then write and send your message. People from that location can see you message and reply to you.
Read the full review of this website at http://www.freetech4teachers.com/2012/09/harnu-connect-and-learn-with-world.html#.UFeXbRiXSkA
Härnu is available at http://www.harnu.com . When you go to the website you can watch an introductory video explaining how to use the resource.
The purpose of Härnu is to enable you to discover news, videos, music and connect with people all over the world.
To discover news, videos, and music sign-in to Härnu, select a media type, then select a country. Härnu will then give you a list of news stories, videos, or music from your chosen country.
To connect with people all over the world sign-in to Härnu, select "send message," select the location to which you want to send a message, then write and send your message. People from that location can see you message and reply to you.
Read the full review of this website at http://www.freetech4teachers.com/2012/09/harnu-connect-and-learn-with-world.html#.UFeXbRiXSkA
Härnu is available at http://www.harnu.com . When you go to the website you can watch an introductory video explaining how to use the resource.
Free Monthly Lesson Plans
From http://www.languageplan-it.com
Language Plan-It sells lesson plans for teaching Arabic, Russian, French, Spanish, and Italian. The company also makes a free lesson plan for each of the above languages each month. Download this month’s free plans and sign up to receive monthly e-mail reminders at http://www.languageplan-it.com/free-stuff
Language Plan-It sells lesson plans for teaching Arabic, Russian, French, Spanish, and Italian. The company also makes a free lesson plan for each of the above languages each month. Download this month’s free plans and sign up to receive monthly e-mail reminders at http://www.languageplan-it.com/free-stuff
Article: University of Utah Program Helps Refugees with English Literacy Skills
From http://www.sltrib.com/sltrib/news/54897642-78/adult-center-english-eslc.html.csp
U. of U. partners with ESL center to break down language barriers
Refugees » Utah’s large population of refugees is a catalyst for improvements in how to teach those from other cultures.
By Justina McCandless
September 19, 2012
More than 8,000 refugees were resettled in Utah from 2000 to 2009. They came from 42 countries across the world, including Sudan, Burma and Somalia.
Among those who now call Utah home is Barlin Mohamed, 23, who fled Kenya with her family in 2006 because of civil war.
Refugees such as Mohamed are the reason that the English Skills Learning Center (ESLC) in Salt Lake City has joined with the University of Utah on a research project designed to uncover the best strategies of teaching students known as "adult emergent readers."
Many English learners who visit the ESLC are adult refugees — sometimes in their 60s and 70s — who come from cultures where literacy is not the norm. They’ve often never stepped foot in a classroom and are unfamiliar with the notion of what most Americans deem a "typical" education experience.
Read the full article at http://www.sltrib.com/sltrib/news/54897642-78/adult-center-english-eslc.html.csp
U. of U. partners with ESL center to break down language barriers
Refugees » Utah’s large population of refugees is a catalyst for improvements in how to teach those from other cultures.
By Justina McCandless
September 19, 2012
More than 8,000 refugees were resettled in Utah from 2000 to 2009. They came from 42 countries across the world, including Sudan, Burma and Somalia.
Among those who now call Utah home is Barlin Mohamed, 23, who fled Kenya with her family in 2006 because of civil war.
Refugees such as Mohamed are the reason that the English Skills Learning Center (ESLC) in Salt Lake City has joined with the University of Utah on a research project designed to uncover the best strategies of teaching students known as "adult emergent readers."
Many English learners who visit the ESLC are adult refugees — sometimes in their 60s and 70s — who come from cultures where literacy is not the norm. They’ve often never stepped foot in a classroom and are unfamiliar with the notion of what most Americans deem a "typical" education experience.
Read the full article at http://www.sltrib.com/sltrib/news/54897642-78/adult-center-english-eslc.html.csp
Language Objectives: The Key to Effective Content Area Instruction for English Learners
From http://www.colorincolorado.org
In this article written for Colorín Colorado, Jennifer Himmel of the Center for Applied Linguistics (CAL) provides an overview of how to use language objectives in content-area instruction for English learners. Her overview includes:
what a language objective is
steps that teachers can take to create language objectives
how to implement language objectives in a general education classroom
how to align objectives to content and language standards
ideas and resources on how to support teachers as they become familiar with this practice.
Read the article at http://www.colorincolorado.org/article/49646
In this article written for Colorín Colorado, Jennifer Himmel of the Center for Applied Linguistics (CAL) provides an overview of how to use language objectives in content-area instruction for English learners. Her overview includes:
what a language objective is
steps that teachers can take to create language objectives
how to implement language objectives in a general education classroom
how to align objectives to content and language standards
ideas and resources on how to support teachers as they become familiar with this practice.
Read the article at http://www.colorincolorado.org/article/49646
Using Games in the ELL Classroom
From http://www.edweek.org
Larry Ferlazzo and Katie Hull Sypnieski explain how games can be effective instructional tools for language learners, describe the qualities that make games suitable for the classroom, and offer examples of games that can be adapted for all English-ability levels in a two-part series in Education Week. You will need to register (free) to read the articles.
Part 1: http://www.edweek.org/tm/articles/2012/09/19/tln_ferlazzo_hull-sypnieski_ell.html
Part 2: http://www.edweek.org/tm/articles/2012/09/24/tln_ferlazzo_hull-sypnieski_ell_parttwo.html
Larry Ferlazzo and Katie Hull Sypnieski explain how games can be effective instructional tools for language learners, describe the qualities that make games suitable for the classroom, and offer examples of games that can be adapted for all English-ability levels in a two-part series in Education Week. You will need to register (free) to read the articles.
Part 1: http://www.edweek.org/tm/articles/2012/09/19/tln_ferlazzo_hull-sypnieski_ell.html
Part 2: http://www.edweek.org/tm/articles/2012/09/24/tln_ferlazzo_hull-sypnieski_ell_parttwo.html
Resources for Teaching Family in Spanish
From http://spanishplans.org
Here is a description of three resources that Spanish teachers can use in a unit on family, with ideas for how to use them: http://spanishplans.org/2012/09/20/familia-resources
Here is a description of three resources that Spanish teachers can use in a unit on family, with ideas for how to use them: http://spanishplans.org/2012/09/20/familia-resources
Spanish Accents
Would you like for your students to hear the wide variety of Spanish accents that can be heard throughout the world? Here are some useful websites with audio and/or video clips of people with different accents speaking Spanish:
http://cvc.cervantes.es/lengua/voces_hispanicas/default.htm
http://larc.sdsu.edu/Voces
http://www.laits.utexas.edu/spe/index.html
http://www.sparkenthusiasm.com/country_videos.html
http://cvc.cervantes.es/lengua/voces_hispanicas/default.htm
http://larc.sdsu.edu/Voces
http://www.laits.utexas.edu/spe/index.html
http://www.sparkenthusiasm.com/country_videos.html
Autumn Works of Art Activity for Spanish Learners
From http://zachary-jones.com
A collection of works of art from the Spanish-speaking world that feature autumn themes, along with activities for students to practice their Spanish, is available on the Zambombazo website at http://zachary-jones.com/zambombazo/el-otono-en-el-arte
A collection of works of art from the Spanish-speaking world that feature autumn themes, along with activities for students to practice their Spanish, is available on the Zambombazo website at http://zachary-jones.com/zambombazo/el-otono-en-el-arte
Passeport pour la Francophonie: New Resource for Elementary French
From http://www.educationscotland.gov.uk/newsandevents/educationnews/2012/pressreleases/september/primarymodernlanguagessite.asp
Passeport pour la Francophonie is a new website by the Scottish government aimed at young children who are learning French, and their teachers. Here are some excerpts from the government’s press release:
“Passeport pour la Francophonie will support primary teachers to provide stimulating and exciting learning experiences at second level, developing skills for reading, writing, listening and talking. The website provides suggestions for exploring the other curriculum areas such as religious and moral education or maths and numeracy through the medium of French language and culture.
“Learners will find that the activities bring languages to life by traveling through five different countries of the Francophonie. They will discover other cultures, meet children from around the world and gain an understanding and appreciation of their native language and culture.”
The website is available at http://www.educationscotland.gov.uk/passeportfrancophone/index.asp
Read the full press release from Education Scotland at http://www.educationscotland.gov.uk/newsandevents/educationnews/2012/pressreleases/september/primarymodernlanguagessite.asp
Read a review of this new resource at http://lisibo.com/?p=2272
Passeport pour la Francophonie is a new website by the Scottish government aimed at young children who are learning French, and their teachers. Here are some excerpts from the government’s press release:
“Passeport pour la Francophonie will support primary teachers to provide stimulating and exciting learning experiences at second level, developing skills for reading, writing, listening and talking. The website provides suggestions for exploring the other curriculum areas such as religious and moral education or maths and numeracy through the medium of French language and culture.
“Learners will find that the activities bring languages to life by traveling through five different countries of the Francophonie. They will discover other cultures, meet children from around the world and gain an understanding and appreciation of their native language and culture.”
The website is available at http://www.educationscotland.gov.uk/passeportfrancophone/index.asp
Read the full press release from Education Scotland at http://www.educationscotland.gov.uk/newsandevents/educationnews/2012/pressreleases/september/primarymodernlanguagessite.asp
Read a review of this new resource at http://lisibo.com/?p=2272
French Hairdressing Vocabulary
Teachers have been sharing their favorite online sources of specialized vocabulary for talking about hairstyles in French. Here are some of them, ranging from English-French glossaries, to French-language explanations of specialized terms:
http://www.expatica.com/fr/essentials_moving_to/essentials/practical-french-chez-le-coiffeur-33208_10462.html
http://www.helium.com/items/868379-chez-le-coiffeur
http://www.magazine-avantages.fr/,cheveux-maitrisez-le-langage-de-votre-coiffeur,90,388.asp
http://www.hairbook.com/indexpro.php
http://www.expatica.com/fr/essentials_moving_to/essentials/practical-french-chez-le-coiffeur-33208_10462.html
http://www.helium.com/items/868379-chez-le-coiffeur
http://www.magazine-avantages.fr/,cheveux-maitrisez-le-langage-de-votre-coiffeur,90,388.asp
http://www.hairbook.com/indexpro.php
Upcoming German Film Festivals in Portland, OR, and Los Angeles
Here are two upcoming film festivals on the West Coast:
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6th Annual GERMAN CURRENTS Festival of New Films from Germany
October 5th through 7th, 2012 at the Egyptian Theatre in Los Angeles
This year’s selection of five films, screened over three days, includes David Wnendt’s Kriegerin (2011), an intense drama about a young women struggling to break free from her neo-nazi past, and Marten Persiel’s This Ain’t California (2012), a ground-breaking documentary on skateboarders in the GDR. Both films are quickly receiving international critical and popular acclaim.
Learn more about this film festival at http://www.goethe.de/ins/us/los/prj/ger/enindex.htm?wt_sc=germancurrents
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Zeitgeist NW is excited to be the presenting sponsor of KINOFEST PDX, a seven-film selection of new German Cinema October 5-8. Organized by the Northwest Film Center, the films offer something for everyone—drama, comedy, and adventure in a delightful family film. All the screenings will take place at the Film Center’s Whitsell Auditorium, Portland Art Museum.
Learn more about this film festival at http://zeitgeistnorthwest.org/2012/08/20/kinofest-pdx
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6th Annual GERMAN CURRENTS Festival of New Films from Germany
October 5th through 7th, 2012 at the Egyptian Theatre in Los Angeles
This year’s selection of five films, screened over three days, includes David Wnendt’s Kriegerin (2011), an intense drama about a young women struggling to break free from her neo-nazi past, and Marten Persiel’s This Ain’t California (2012), a ground-breaking documentary on skateboarders in the GDR. Both films are quickly receiving international critical and popular acclaim.
Learn more about this film festival at http://www.goethe.de/ins/us/los/prj/ger/enindex.htm?wt_sc=germancurrents
---
Zeitgeist NW is excited to be the presenting sponsor of KINOFEST PDX, a seven-film selection of new German Cinema October 5-8. Organized by the Northwest Film Center, the films offer something for everyone—drama, comedy, and adventure in a delightful family film. All the screenings will take place at the Film Center’s Whitsell Auditorium, Portland Art Museum.
Learn more about this film festival at http://zeitgeistnorthwest.org/2012/08/20/kinofest-pdx
FAQ about the Zertifikat Deutsch, a German Proficiency Test
From http://www.aboutgerman.net/index.htm
The Zertifikat Deutsch (ZD) is actually a group of tests designed to test various levels of German proficiency, based on the Common European Framework of Reference for Languages (CEFR).
Hyde Flippo has put together a Frequently Asked Questions webpage with information about the tests at http://www.aboutgerman.net/AGNwords/german-zertifikat-deutsch.htm
The Zertifikat Deutsch (ZD) is actually a group of tests designed to test various levels of German proficiency, based on the Common European Framework of Reference for Languages (CEFR).
Hyde Flippo has put together a Frequently Asked Questions webpage with information about the tests at http://www.aboutgerman.net/AGNwords/german-zertifikat-deutsch.htm
German Reading Resources
From http://german.about.com
An annotated lists of resources for reading German is available at http://german.about.com/od/readinggerman/Reading_German.htm
Resources include collections of readings, information about German writing, magazines, and poetry.
An annotated lists of resources for reading German is available at http://german.about.com/od/readinggerman/Reading_German.htm
Resources include collections of readings, information about German writing, magazines, and poetry.
New Websites for Children Learning Spanish, French, and Welsh
From the MFLResources listserv:
[P]lease find below links to our new free language learning websites for children studying French, Spanish and Welsh :
http://www.french-games.net
http://www.spanish-games.net
http://www.learn-welsh.net
There are lessons, games and tests for 56 topics for each language, all with great audio and visuals. The topics cover core ks2 and ks3 language.
The games are single player versions of hangman, pelmanism, etc. intended for home learning/revision.
The sites are free to use for all materials. There are a couple of adverts that support the sites, but they are not intrusive, and on many pages the learner can go full screen and not see them at all. Unsuitable ad categories have been blocked.
The sites are built in flash and are suitable for all browsers that support flash (but not for the ipod/iphone).
We are working on a similar site for German.
Lewis, T. [mflresources] New high quality MFL learning sites for pupils. MFLResources listserv (mflresources@yahoogroups.com, 24 Sep 2012).
[P]lease find below links to our new free language learning websites for children studying French, Spanish and Welsh :
http://www.french-games.net
http://www.spanish-games.net
http://www.learn-welsh.net
There are lessons, games and tests for 56 topics for each language, all with great audio and visuals. The topics cover core ks2 and ks3 language.
The games are single player versions of hangman, pelmanism, etc. intended for home learning/revision.
The sites are free to use for all materials. There are a couple of adverts that support the sites, but they are not intrusive, and on many pages the learner can go full screen and not see them at all. Unsuitable ad categories have been blocked.
The sites are built in flash and are suitable for all browsers that support flash (but not for the ipod/iphone).
We are working on a similar site for German.
Lewis, T. [mflresources] New high quality MFL learning sites for pupils. MFLResources listserv (mflresources@yahoogroups.com, 24 Sep 2012).
Japanese Language Proficiency Test
The registration period to take the 2012 Japanese Language Proficiency Test ends on October 2. The test itself will be administered the first Sunday in December.
For details on registration go to http://www.jflalc.org/jlpt-12info.html
Learn more about the JLPT at http://www.jflalc.org/jlpt.html
For details on registration go to http://www.jflalc.org/jlpt-12info.html
Learn more about the JLPT at http://www.jflalc.org/jlpt.html
Exhibition of Photo Panels of UNESCO Japanese World Heritage Sites
The Alabama Asian Cultures Foundation (AACF), in partnership with Japan-America Society of Alabama (JASA), and Birmingham Botanical Gardens (BBG), is proud to announce a free exhibition of exquisite photo panels of the fourteen UNESCO Japanese World Heritage Sites. These breathtaking cultural features and natural areas are globally unique in their beauty, importance, and value.
This historic exhibition of more than 67 panels and one map, titled “Birmingham’s Exhibition of World Heritage Photo Panels : Insights into the Soul of Japan,” is made possible by a loan of materials to Alabama Asian Cultures Foundation by the Japan Foundation. The exhibition will open on Friday, October 12, 2012, with a reception sponsored by the AACF and JASA from 5 – 6 P.M. in the pavilion in the Japanese Gardens in Birmingham. A ribbon cutting ceremony opening the photo panels display will be held following the reception, in the Blount Wing of BBG’s Garden Center. The panels will be exhibited during BBG’s normal business hours through Saturday, November 3, 2012.
For full details go to http://alabamaasiancultures.org/index.php/events/40-events/254-japanese-panels
This historic exhibition of more than 67 panels and one map, titled “Birmingham’s Exhibition of World Heritage Photo Panels : Insights into the Soul of Japan,” is made possible by a loan of materials to Alabama Asian Cultures Foundation by the Japan Foundation. The exhibition will open on Friday, October 12, 2012, with a reception sponsored by the AACF and JASA from 5 – 6 P.M. in the pavilion in the Japanese Gardens in Birmingham. A ribbon cutting ceremony opening the photo panels display will be held following the reception, in the Blount Wing of BBG’s Garden Center. The panels will be exhibited during BBG’s normal business hours through Saturday, November 3, 2012.
For full details go to http://alabamaasiancultures.org/index.php/events/40-events/254-japanese-panels
New Website: China and Globalization
Asia Society announces the beta launch of a new Chinese language and content learning website. The concept is simple: Make modern Chinese accessible and relevant to a diverse population of learners – from beginners to heritage students – make it interactive and real-to-life, apply sound pedagogy and a flexible format, and offer it freely.
The focus of these materials is on China and globalization – the interconnectedness of the world in both ancient and modern times. Why China and Globalization? First, China has been a global culture throughout history, one that has been integrally connected with the rest of the world from the earliest periods through to today. Second, language learning should not be separated from the learning of other academic content; rather, intersections and continuities between the two should be consistently explored and built upon.
Tea, China's marketplace, and the historical figure of Cai Wenji are the subjects of the first three units. Later this year there will additional units on Tang Dynasty fashion, ice cream mooncakes, and the global exchange of products. The materials and resources in the China and Globalization series are designed to be used by teachers of Chinese at the elementary and secondary levels, and beyond. Each lesson comes with a set of interactive flashcards and a video that introduces the content. The lessons are generally targeted at beginning and intermediate learners, but can be applied and adapted to just about any Chinese language class.
Explore the site and test the materials in China and Globalization at http://sites.asiasociety.org/chinaandglobalization
The focus of these materials is on China and globalization – the interconnectedness of the world in both ancient and modern times. Why China and Globalization? First, China has been a global culture throughout history, one that has been integrally connected with the rest of the world from the earliest periods through to today. Second, language learning should not be separated from the learning of other academic content; rather, intersections and continuities between the two should be consistently explored and built upon.
Tea, China's marketplace, and the historical figure of Cai Wenji are the subjects of the first three units. Later this year there will additional units on Tang Dynasty fashion, ice cream mooncakes, and the global exchange of products. The materials and resources in the China and Globalization series are designed to be used by teachers of Chinese at the elementary and secondary levels, and beyond. Each lesson comes with a set of interactive flashcards and a video that introduces the content. The lessons are generally targeted at beginning and intermediate learners, but can be applied and adapted to just about any Chinese language class.
Explore the site and test the materials in China and Globalization at http://sites.asiasociety.org/chinaandglobalization
Experience Asia Festival 2012 in Tallahassee
The Asian Coalition of Tallahassee is putting on its 8th annual Experience Asia Festival on October 6 at Lewis and Bloxham Parks in downtown Tallahassee. Enjoy arts and crafts, cultural performances, a variety of appetizing Asian cuisine, and much more.
Full details at available at http://www.asiantlh.org/index1.php
Full details at available at http://www.asiantlh.org/index1.php
American Indian Language Development Institute
From http://www.aildi.arizona.edu/2013-program
American Indian Language Development Institute
Taking Language Home: Ensuring the Survival and Maintenance of Indigenous Languages Beyond the Classroom
June 3-28, 2013
The University of Arizona
AILDI is synonymous with its intense, unique, summer residential program. The AILDI experience offers courses related to language teaching, maintenance, documentation and revitalization. Participants enroll in credit bearing courses taught by a variety of reputable and experienced Indigenous language activists and Indigenous education instructors.
The 2013 theme, Taking Language Home is a simple statement but language workers understand the challenges and complexity of taking language home. The 2013 AILDI courses will focus on supporting efforts to bring language home. Courses will emphasize maintaining language in the family, household and landscape. Courses that focus on language immersion for the family, traditional ecological knowledge and revitalizing spiritual Indigenous traditions will support the continued effort to instill Indigenous language in its original space, the home.
For full details about the AILDI summer session, go to http://www.aildi.arizona.edu/summer-session
Visit AILDI’s Facebook page at http://www.facebook.com/COE.AILDI
American Indian Language Development Institute
Taking Language Home: Ensuring the Survival and Maintenance of Indigenous Languages Beyond the Classroom
June 3-28, 2013
The University of Arizona
AILDI is synonymous with its intense, unique, summer residential program. The AILDI experience offers courses related to language teaching, maintenance, documentation and revitalization. Participants enroll in credit bearing courses taught by a variety of reputable and experienced Indigenous language activists and Indigenous education instructors.
The 2013 theme, Taking Language Home is a simple statement but language workers understand the challenges and complexity of taking language home. The 2013 AILDI courses will focus on supporting efforts to bring language home. Courses will emphasize maintaining language in the family, household and landscape. Courses that focus on language immersion for the family, traditional ecological knowledge and revitalizing spiritual Indigenous traditions will support the continued effort to instill Indigenous language in its original space, the home.
For full details about the AILDI summer session, go to http://www.aildi.arizona.edu/summer-session
Visit AILDI’s Facebook page at http://www.facebook.com/COE.AILDI
Language Gathering: Website for Endangered Language Resources
From http://languagegathering.org/about
The Language Gathering website is a tribute to and platform connecting surviving Indigenous language communities of North America (within the United States, initially) and the many hundreds of community-based language projects they’ve inspired. In months and years to come this permanent resource will expand to profile and connect Indigenous language revitalization efforts underway globally.
You can find out about available teaching and learning resources, funding opportunities, jobs in language revitalization, and more on the website: http://languagegathering.org
The Language Gathering website is a tribute to and platform connecting surviving Indigenous language communities of North America (within the United States, initially) and the many hundreds of community-based language projects they’ve inspired. In months and years to come this permanent resource will expand to profile and connect Indigenous language revitalization efforts underway globally.
You can find out about available teaching and learning resources, funding opportunities, jobs in language revitalization, and more on the website: http://languagegathering.org
Market for Full-Time Language Jobs Improves Again but Still Lags Behind Pre-Recession Levels
From http://chronicle.com/article/Market-for-Full-Time-Language/134602
Market for Full-Time Language Jobs Improves Again but Still Lags Behind Pre-Recession Levels
By Sara Hebel
September 24, 2012
The market in full-time jobs for scholars with Ph.D.'s in English or a foreign language improved in 2011-12, for the second year in a row, according to a new report from the Modern Language Association.
However, the back-to-back annual increases in the number of jobs advertised has not made up for the sharp declines in advertised positions in the years immediately following the recession that began in 2008.
Read the full article at http://chronicle.com/article/Market-for-Full-Time-Language/134602
Market for Full-Time Language Jobs Improves Again but Still Lags Behind Pre-Recession Levels
By Sara Hebel
September 24, 2012
The market in full-time jobs for scholars with Ph.D.'s in English or a foreign language improved in 2011-12, for the second year in a row, according to a new report from the Modern Language Association.
However, the back-to-back annual increases in the number of jobs advertised has not made up for the sharp declines in advertised positions in the years immediately following the recession that began in 2008.
Read the full article at http://chronicle.com/article/Market-for-Full-Time-Language/134602
What Research Tells Us About Immersion, Part 1
This week and next the Global Learning feature of Education Week features Tara Williams Fortune of our sister LRC, the Center for Advanced Research on Language Acquisition. She writes about what research tells us about immersion. Read the first installment at http://blogs.edweek.org/edweek/global_learning/2012/09/what_research_tells_us_about_immersion.html
Job at the Center for Applied Linguistics: Research Assistant, Oral Proficiency Assessment Team
CAL Classification: Research Assistant II
Program Area: World Languages and International Programs
Hours Per Week: 35 hours per week (full time)
Position Available: Immediately
DESCRIPTION OF DUTIES:
The Oral Proficiency Assessment Team (OPAT) conducts research on and develops oral proficiency tests, provides professional development and training on the use of world language assessments, and conducts language program evaluations. Current projects involve conducting research on assessment and maintaining and coding data for a national evaluation of student and teacher language programs; contributing to online courses on assessment, conference planning, and organizing for a Language Resource Center; developing and entering data into databases and conducting research on assessment for test development projects; and other duties as assigned.
PRIMARY RESPONSIBILITIES:
Create and maintain databases
Develop surveys for research projects
Conduct library and Internet searches and other research activities
Develop IRB protocols
Code and analyze data
Coordinate project tasks and timelines
Correspond and coordinate with project managers, research assistants, interns, advisers, partners, and other persons involved in projects
Write and edit proposals, research reports, articles, conference presentations, and other project-related products
Create professional development and training materials on assessment
Deliver professional development workshops and conference presentations on assessment
Transcribe language data
Administer tests to students
Develop language tests and assessment tasks
MINIMUM QUALIFICATIONS:
Master’s degree and two years of relevant work experience
Strong oral and written communication skills in English
Strong interpersonal skills and ability to work well on a team. Must be flexible, organized, attentive to detail, and able to prioritize tasks and meet deadlines
Experience collecting and organizing data, conducting research, and writing and editing reports
Proficiency with MS Outlook, Word, Excel, and PowerPoint
Proficiency in a language other than English
PREFERRED QUALIFICATIONS:
Experience with language teaching and/or professional development for teachers.
Experience with language test development and analysis.
Experience conducting research projects.
Experience coordinating projects and communicating with outside partners.
Experience with HTML and basic programming/web design.
Proficiency with MS Access.
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 12-21
Electronically:
jobs at cal dot org
Attn: Recruitment 12-21
CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Program Area: World Languages and International Programs
Hours Per Week: 35 hours per week (full time)
Position Available: Immediately
DESCRIPTION OF DUTIES:
The Oral Proficiency Assessment Team (OPAT) conducts research on and develops oral proficiency tests, provides professional development and training on the use of world language assessments, and conducts language program evaluations. Current projects involve conducting research on assessment and maintaining and coding data for a national evaluation of student and teacher language programs; contributing to online courses on assessment, conference planning, and organizing for a Language Resource Center; developing and entering data into databases and conducting research on assessment for test development projects; and other duties as assigned.
PRIMARY RESPONSIBILITIES:
Create and maintain databases
Develop surveys for research projects
Conduct library and Internet searches and other research activities
Develop IRB protocols
Code and analyze data
Coordinate project tasks and timelines
Correspond and coordinate with project managers, research assistants, interns, advisers, partners, and other persons involved in projects
Write and edit proposals, research reports, articles, conference presentations, and other project-related products
Create professional development and training materials on assessment
Deliver professional development workshops and conference presentations on assessment
Transcribe language data
Administer tests to students
Develop language tests and assessment tasks
MINIMUM QUALIFICATIONS:
Master’s degree and two years of relevant work experience
Strong oral and written communication skills in English
Strong interpersonal skills and ability to work well on a team. Must be flexible, organized, attentive to detail, and able to prioritize tasks and meet deadlines
Experience collecting and organizing data, conducting research, and writing and editing reports
Proficiency with MS Outlook, Word, Excel, and PowerPoint
Proficiency in a language other than English
PREFERRED QUALIFICATIONS:
Experience with language teaching and/or professional development for teachers.
Experience with language test development and analysis.
Experience conducting research projects.
Experience coordinating projects and communicating with outside partners.
Experience with HTML and basic programming/web design.
Proficiency with MS Access.
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 12-21
Electronically:
jobs at cal dot org
Attn: Recruitment 12-21
CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Tenure-track Position in Russian Literature and Culture at UNC-Chapel Hill
The Department of Germanic and Slavic Languages and Literatures at the University of North Carolina-Chapel Hill (http://gsll.unc.edu ) announces a tenure-track assistant professorship of 20th- and 21st-century Russian literature and culture, beginning July 1, 2013. Area of secondary specialization open; preference may be given to candidates with additional expertise in visual culture (art, cinema, theater, etc.). Must show significant achievement or promise in research and publication, and excellence in teaching. Ph.D. preferred by time of appointment. Will teach wide range of undergraduate and graduate courses in 20th- and 21stt-century Russian literature, and upper-level Russian-language courses as needed. Native or near-native fluency in Russian and English required.
To apply, click on http://unc.peopleadmin.com:80/postings/8618 , and upload: 1) letter of application including a statement of teaching interests; 2) cv; and 3) sample of scholarly writing (30 pages maximum). Arrange for hard copies of four confidential letters of recommendation to be sent to: Professor Christopher Putney, Search Committee Chair, Germanic and Slavic Languages and Literatures, CB# 3160, 426 Dey Hall, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3160. All application materials must be received by 5:00 p.m., November 12, 2012. Applications cannot be returned. Preliminary interviews will be conducted at MLA in Boston, January 3-6, 2013. The University of North Carolina is an Equal Opportunity Employer. Women, minorities, and veterans encouraged to apply.
Putney, C. [SEELANGS] Tenure-track position at UNC-Chapel Hill. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 26 Sep 2012).
To apply, click on http://unc.peopleadmin.com:80/postings/8618 , and upload: 1) letter of application including a statement of teaching interests; 2) cv; and 3) sample of scholarly writing (30 pages maximum). Arrange for hard copies of four confidential letters of recommendation to be sent to: Professor Christopher Putney, Search Committee Chair, Germanic and Slavic Languages and Literatures, CB# 3160, 426 Dey Hall, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3160. All application materials must be received by 5:00 p.m., November 12, 2012. Applications cannot be returned. Preliminary interviews will be conducted at MLA in Boston, January 3-6, 2013. The University of North Carolina is an Equal Opportunity Employer. Women, minorities, and veterans encouraged to apply.
Putney, C. [SEELANGS] Tenure-track position at UNC-Chapel Hill. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 26 Sep 2012).
U.S. Department of State Youth Exchange Scholarships for U.S. High School Students
The U.S. Department of State announces scholarships for American high school students to study abroad:
The National Security Language Initiative for Youth (NSLI-Y) offers merit-based scholarships to U. S. high-school aged students for overseas study of seven critical foreign languages: Arabic, Chinese (Mandarin), Hindi, Korean, Persian (Tajik), Russian and Turkish. The NSLI-Y program is designed to immerse participants in the cultural life of the host country, giving them invaluable formal and informal language practice and sparking a lifetime interest in foreign languages and cultures. Applications for summer 2013 and academic year 2013-2014 programs are due November 1, 2012. Visit http://www.nsliforyouth.org for more information.
The Kennedy-Lugar Youth Exchange and Study (YES) Abroad Program offers scholarships to American high school students to spend the 2013-14 academic year in countries that may include Bosnia & Herzegovina, Egypt, Ghana, India, Indonesia, Malaysia, Mali (semester), Morocco, Oman, South Africa, Thailand, Tunisia, and Turkey. This post 9/11 program focuses on increasing understanding between people in the U.S. and countries with significant Muslim populations. The application deadline is January 16, 2013. Visit the YES Program’s website at http://www.yesprograms.org/yesabroad for more information.
The Congress-Bundestag Youth Exchange Program (CBYX) was established in 1983 to celebrate German-American friendship based on common values of democracy. Secondary school students live with host families, attend local schools, and participate in community life in Germany. Young professionals (undergraduates) and high school graduates of vocational studies ages 18-24 study and participate in practical training. Scholarships are now available for academic year 2013-14; application deadlines vary by U.S. region and range from September 2012 to January 2013. For more information and application deadlines, visit the organization in charge of recruitment for your state at http://USAGermanyScholarship.org.
The American Youth Leadership Program offers opportunities for American high students and educators to travel abroad on a three- to four-week-long exchange program to gain first-hand knowledge of foreign cultures and to collaborate on solving global issues. Several different organizations implement this program, and each has organized an academic and experiential educational exchange focused on dialogue and debate, leadership development, and community service. Recruitment areas and application deadlines vary, so please check the American Youth Leadership Program website at http://exchanges.state.gov/youth/programs/ylp/current-youth-leaderships-programs.html for more information.
Radomski, C. [ILR-INFO] U.S. Dept of State Scholarships to Study Abroad - applications now being accepted! ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 24 Sep 2012).
The National Security Language Initiative for Youth (NSLI-Y) offers merit-based scholarships to U. S. high-school aged students for overseas study of seven critical foreign languages: Arabic, Chinese (Mandarin), Hindi, Korean, Persian (Tajik), Russian and Turkish. The NSLI-Y program is designed to immerse participants in the cultural life of the host country, giving them invaluable formal and informal language practice and sparking a lifetime interest in foreign languages and cultures. Applications for summer 2013 and academic year 2013-2014 programs are due November 1, 2012. Visit http://www.nsliforyouth.org for more information.
The Kennedy-Lugar Youth Exchange and Study (YES) Abroad Program offers scholarships to American high school students to spend the 2013-14 academic year in countries that may include Bosnia & Herzegovina, Egypt, Ghana, India, Indonesia, Malaysia, Mali (semester), Morocco, Oman, South Africa, Thailand, Tunisia, and Turkey. This post 9/11 program focuses on increasing understanding between people in the U.S. and countries with significant Muslim populations. The application deadline is January 16, 2013. Visit the YES Program’s website at http://www.yesprograms.org/yesabroad for more information.
The Congress-Bundestag Youth Exchange Program (CBYX) was established in 1983 to celebrate German-American friendship based on common values of democracy. Secondary school students live with host families, attend local schools, and participate in community life in Germany. Young professionals (undergraduates) and high school graduates of vocational studies ages 18-24 study and participate in practical training. Scholarships are now available for academic year 2013-14; application deadlines vary by U.S. region and range from September 2012 to January 2013. For more information and application deadlines, visit the organization in charge of recruitment for your state at http://USAGermanyScholarship.org.
The American Youth Leadership Program offers opportunities for American high students and educators to travel abroad on a three- to four-week-long exchange program to gain first-hand knowledge of foreign cultures and to collaborate on solving global issues. Several different organizations implement this program, and each has organized an academic and experiential educational exchange focused on dialogue and debate, leadership development, and community service. Recruitment areas and application deadlines vary, so please check the American Youth Leadership Program website at http://exchanges.state.gov/youth/programs/ylp/current-youth-leaderships-programs.html for more information.
Radomski, C. [ILR-INFO] U.S. Dept of State Scholarships to Study Abroad - applications now being accepted! ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 24 Sep 2012).
LARC/CALPER 7th Webinar on Assessment
The Language Acquisition Resource Center (LARC) at San Diego State University and the Center for Advanced Language Proficiency Education and Research (CALPER) at Penn State are pleased to announce the next webinar on assessment.
"Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers"
Dr. Cindy Brantmeier
Washington University, St. Louis
October 16, 2012
Description: Foreign/Second language (FL) reading is an outward manifestation of an inward process that cannot be observed, and it is also an ability that some language programs take for granted. This presentation will begin with a brief review of models that treat FL reading, and it will highlight the research that determines specific cognitive, linguistic, and affective contributions to FL reading capabilities. With this foundation, the presentation will move to a discussion about the assessment of FL reading. To date, research has not revealed the perfect test to measure reading comprehension, and consequently a variety of assessment tasks (recall, sentence completion, multiple choice, etc.) are utilized in order to capture a true depiction of the reading process. An explanation of the research on the merits and shortcomings of different assessment tests frequently used to measure reading skills and comprehension will be offered with corresponding suggestions for instructional practice. The presentation will conclude with findings and practical implications of two different studies that utilize self-assessment inventories and metacognitive questionnaires to diagnose strengths and weaknesses of individual readers.
Learn more and register at http://larc.sdsu.edu/events/webinars
"Diagnosing Strengths and Weaknesses of Foreign/Second Language Readers"
Dr. Cindy Brantmeier
Washington University, St. Louis
October 16, 2012
Description: Foreign/Second language (FL) reading is an outward manifestation of an inward process that cannot be observed, and it is also an ability that some language programs take for granted. This presentation will begin with a brief review of models that treat FL reading, and it will highlight the research that determines specific cognitive, linguistic, and affective contributions to FL reading capabilities. With this foundation, the presentation will move to a discussion about the assessment of FL reading. To date, research has not revealed the perfect test to measure reading comprehension, and consequently a variety of assessment tasks (recall, sentence completion, multiple choice, etc.) are utilized in order to capture a true depiction of the reading process. An explanation of the research on the merits and shortcomings of different assessment tests frequently used to measure reading skills and comprehension will be offered with corresponding suggestions for instructional practice. The presentation will conclude with findings and practical implications of two different studies that utilize self-assessment inventories and metacognitive questionnaires to diagnose strengths and weaknesses of individual readers.
Learn more and register at http://larc.sdsu.edu/events/webinars
Online Course: Japan and the World: Historical and Cultural Developments
From http://primarysource.org/japanandtheworld
Japan and the World: Historical and Cultural Developments (5th Century - Present)
Ten-Week Online Course
Course Dates: October 31, 2012 – January 9, 2013
Description: Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Open to all K-12 educators.
For more details and to register go to http://primarysource.org/japanandtheworld
Japan and the World: Historical and Cultural Developments (5th Century - Present)
Ten-Week Online Course
Course Dates: October 31, 2012 – January 9, 2013
Description: Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Open to all K-12 educators.
For more details and to register go to http://primarysource.org/japanandtheworld
La Cosecha: Dual Language Education Conference
From http://dlenm.org/lacosecha
La Cosecha 2012 in Santa Fe
November 7-10, 2012
"Dual Language Education for Every Child and Family"
"La educacíon que merecen todos nuestros hijos"
La Cosecha is one of the largest dual language conferences in the country, and brings together educators, parents, researchers and practitioners supporting dual language enrichment programs in New Mexico and across the U.S.
Visit the conference website at http://dlenm.org/lacosecha
La Cosecha 2012 in Santa Fe
November 7-10, 2012
"Dual Language Education for Every Child and Family"
"La educacíon que merecen todos nuestros hijos"
La Cosecha is one of the largest dual language conferences in the country, and brings together educators, parents, researchers and practitioners supporting dual language enrichment programs in New Mexico and across the U.S.
Visit the conference website at http://dlenm.org/lacosecha
NYS TESOL 42nd Annual Conference
From http://www.nystesol.org
NYS TESOL 42nd Annual Conference
November 2-3, 2012
Albany
Many Voices, Multiple Pathways to English Language Learning Success
Learn more and pre-register at http://www.nystesol.org/annualconf/2012/index.html
NYS TESOL 42nd Annual Conference
November 2-3, 2012
Albany
Many Voices, Multiple Pathways to English Language Learning Success
Learn more and pre-register at http://www.nystesol.org/annualconf/2012/index.html
Annual Meeting of the African Studies Association
From http://africanstudies.terradotta.com/index.cfm?FuseAction=Abroad.Home
55th Annual Meeting of the African Studies Association
November 29 – December 1, 2012
Philadelphia Marriott Downtown
Philadelphia, PA
“Research Frontiers in the Study of Africa”
You can pre-register at http://africanstudies.terradotta.com/index.cfm?FuseAction=Abroad.ViewLink&Parent_ID=9E03FB90-26B9-564D-D66B771C7C118F7C&Link_ID=C56E9B36-26B9-564D-D66C922279D95641
55th Annual Meeting of the African Studies Association
November 29 – December 1, 2012
Philadelphia Marriott Downtown
Philadelphia, PA
“Research Frontiers in the Study of Africa”
You can pre-register at http://africanstudies.terradotta.com/index.cfm?FuseAction=Abroad.ViewLink&Parent_ID=9E03FB90-26B9-564D-D66B771C7C118F7C&Link_ID=C56E9B36-26B9-564D-D66C922279D95641
National Association of Self-Instructional Language Programs Annual Conference
The National Association of Self-Instructional Language Programs (NASILP) will hold its annual conference October 26-27, 2012 at the Hilton Crystal City in Arlington, VA. For the past 35+ years, NASILP has helped educators offer Less Commonly Taught Languages at their institutions. The conference covers topics such as program design, budgeting, implementation of new language offerings, student orientation, the role of the Tutor and responsibilities of the Coordinator and Examiner. Here are a few of the presentations:
§ Scott McGinnis, Defense Language Institute, Washington Office, "The Interagency Roundtable (ILR): A Historical and Current Overview".
§ J.D.Edwards, American Councils for International Education, "National Language Policies; Past as Prologue".
§ Craig Christy, University of North Alabama, “A Successful Critical Language Program Reaccreditation”.
§ Scott Brill, University of Arizona , “Critical Languages Series: New Features and New Devices”
§ Elizabeth Mazzocco, Five Colleges, Inc., “Standardizing Assessment Criteria for Independent Languages”
§ Angela Gleason, Yale University, “Incorporating Native Speakers into Independent Language Study”
Registration deadline: October 17, 2012, hotel booking deadline: October 12, 2012.
You do not need to be a member of NASILP to attend. For more information, please see: http://www.nasilp.net
Brill, S. [ILR-INFO] NASILP conference. ILR-INFO listserv (ILR-INFO@FSILIST2.FSI.STATE.GOV, 25 Sep 2012).
§ Scott McGinnis, Defense Language Institute, Washington Office, "The Interagency Roundtable (ILR): A Historical and Current Overview".
§ J.D.Edwards, American Councils for International Education, "National Language Policies; Past as Prologue".
§ Craig Christy, University of North Alabama, “A Successful Critical Language Program Reaccreditation”.
§ Scott Brill, University of Arizona , “Critical Languages Series: New Features and New Devices”
§ Elizabeth Mazzocco, Five Colleges, Inc., “Standardizing Assessment Criteria for Independent Languages”
§ Angela Gleason, Yale University, “Incorporating Native Speakers into Independent Language Study”
Registration deadline: October 17, 2012, hotel booking deadline: October 12, 2012.
You do not need to be a member of NASILP to attend. For more information, please see: http://www.nasilp.net
Brill, S. [ILR-INFO] NASILP conference. ILR-INFO listserv (ILR-INFO@FSILIST2.FSI.STATE.GOV, 25 Sep 2012).
Call for Proposals: 5th Annual Ohio University CALL Conference
From https://sites.google.com/site/oucallconf
5th Annual Ohio University CALL Conference
Gaming, Simulation and Mobility in Language Learning
April 19, 2013
Submit a proposal at https://docs.google.com/spreadsheet/viewform?formkey=dE1NOGQ0M2VxRFg2ZjdNY2c5LWdfMkE6MA#gid=0
5th Annual Ohio University CALL Conference
Gaming, Simulation and Mobility in Language Learning
April 19, 2013
Submit a proposal at https://docs.google.com/spreadsheet/viewform?formkey=dE1NOGQ0M2VxRFg2ZjdNY2c5LWdfMkE6MA#gid=0
Call for Papers: Jil Jadid Conference in Arabic Literature and Linguistics
From http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2013/jiljadid.php
The Department of and Center for Middle Eastern Studies at the University of Texas at Austin are pleased to announce that they will host the 3rd Annual Jil Jadid Conference in Arabic Literature and Linguistics, a graduate student conference to be held at the University of Texas at Austin, February 21-23, 2013.
Abstract Deadline: November 15, 2012
View the full call for papers at http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2013/jiljadid.php
The Department of and Center for Middle Eastern Studies at the University of Texas at Austin are pleased to announce that they will host the 3rd Annual Jil Jadid Conference in Arabic Literature and Linguistics, a graduate student conference to be held at the University of Texas at Austin, February 21-23, 2013.
Abstract Deadline: November 15, 2012
View the full call for papers at http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2013/jiljadid.php
Call for Proposals: National Chinese Language Conference
From http://sites.asiasociety.org/nclc2013
The National Chinese Language Conference (NCLC) provides a high-profile platform for sharing new ideas and best practices in the field of Chinese language teaching and learning, Chinese history and culture, and U.S.–China educational exchange. The 6th annual NCLC is organized by Asia Society and the College Board, in collaboration with 2013 regional partner Primary Source, and will be held in Boston, MA, April 7–9, 2013. The conference will focus on program quality and sustainability, cutting-edge approaches to teaching that incorporate culture, technology, and international exchange, and best practices in the classroom leading to high levels of language proficiency.
As part of our commitment to introducing new voices and highlighting the latest developments in the field, the organizers invite you to submit a session proposal and share your ideas and successes. Educators of all subject areas are encouraged to apply.
Deadline is October 31, 2012.
View the full call for proposals at http://sites.asiasociety.org/nclc2013/program/present-a-session
The National Chinese Language Conference (NCLC) provides a high-profile platform for sharing new ideas and best practices in the field of Chinese language teaching and learning, Chinese history and culture, and U.S.–China educational exchange. The 6th annual NCLC is organized by Asia Society and the College Board, in collaboration with 2013 regional partner Primary Source, and will be held in Boston, MA, April 7–9, 2013. The conference will focus on program quality and sustainability, cutting-edge approaches to teaching that incorporate culture, technology, and international exchange, and best practices in the classroom leading to high levels of language proficiency.
As part of our commitment to introducing new voices and highlighting the latest developments in the field, the organizers invite you to submit a session proposal and share your ideas and successes. Educators of all subject areas are encouraged to apply.
Deadline is October 31, 2012.
View the full call for proposals at http://sites.asiasociety.org/nclc2013/program/present-a-session
Book: Perspectives on Individual Characteristics and Foreign Language Education
From http://www.degruyter.com/view/product/185276?format=G
Perspectives on Individual Characteristics and Foreign Language Education
Edited by Wai Meng Chan, Kwee Nyet Chin, Sunil Bhatt, and Izumi
Published by de Gruyter
Overview: Learner characteristics have been at the center of second language acquisition and foreign language education research in response to the puzzling questions: Why are there often large differences in second language (L2) learning achievement and why do many learners, though proficient first language speakers, not succeed in learning a L2? The papers in this book explore and challenge the three key factors in individual difference research: language aptitude, language learning strategies and motivation.
Visit the publisher’s website at http://www.degruyter.com/view/product/185276?format=G
Perspectives on Individual Characteristics and Foreign Language Education
Edited by Wai Meng Chan, Kwee Nyet Chin, Sunil Bhatt, and Izumi
Published by de Gruyter
Overview: Learner characteristics have been at the center of second language acquisition and foreign language education research in response to the puzzling questions: Why are there often large differences in second language (L2) learning achievement and why do many learners, though proficient first language speakers, not succeed in learning a L2? The papers in this book explore and challenge the three key factors in individual difference research: language aptitude, language learning strategies and motivation.
Visit the publisher’s website at http://www.degruyter.com/view/product/185276?format=G
September 22, 2012
10 Most Innovative Colleges for Foreign Language Study
Middlebury, the University of Wisconsin, and UCLA are the top 3 of The Best Colleges’ picks for the top colleges for foreign language study. See all ten at http://www.thebestcolleges.org/10-most-innovative-colleges-for-foreign-language-study
Report Summarizes Global Knowledge of US 18-24-year-olds
From http://worldsavvy.org/about/why-need/world-savvy-global-competency-research-results
World Savvy, an organization dedicated to global education, has released the results of its Global Competency Poll. The research was conducted online between June 29th and July 6th among 502 high school graduates ages 18-24.
The resulting analysis of the poll includes the following points:
There is a high demand among young adults for global competency education.
Global issues not regularly discussed in high school; knowledge somewhat lacking.
Data suggests a relationship between global event discussions in high school and future interests/behaviors.
The vast majority of respondents wish their high school curriculum had a more global approach.
Read more about the report and download it at http://worldsavvy.org/about/why-need/world-savvy-global-competency-research-results
World Savvy, an organization dedicated to global education, has released the results of its Global Competency Poll. The research was conducted online between June 29th and July 6th among 502 high school graduates ages 18-24.
The resulting analysis of the poll includes the following points:
There is a high demand among young adults for global competency education.
Global issues not regularly discussed in high school; knowledge somewhat lacking.
Data suggests a relationship between global event discussions in high school and future interests/behaviors.
The vast majority of respondents wish their high school curriculum had a more global approach.
Read more about the report and download it at http://worldsavvy.org/about/why-need/world-savvy-global-competency-research-results
Global Village Festival This Weekend in Irvine, CA
From http://www.cityofirvine.org/globalvillage/default.asp
2012 marks the 11th anniversary of the Irvine Global Village Festival – the City’s largest and most attended community event. Recognized as the best cultural festival in Orange County, Global Village features more than 100 performances on five stages; a line-up of international cuisine guaranteed to transport your taste buds to exotic lands; a bustling international marketplace filled with unique gifts, crafts and textiles; interactive, educational and entertaining cultural displays and demonstrations; a fanciful and vibrant kids village; and a world religions area.
This year’s festival will take place this Saturday, September 29th. Visit the festival website for more information: http://www.cityofirvine.org/globalvillage/default.asp
2012 marks the 11th anniversary of the Irvine Global Village Festival – the City’s largest and most attended community event. Recognized as the best cultural festival in Orange County, Global Village features more than 100 performances on five stages; a line-up of international cuisine guaranteed to transport your taste buds to exotic lands; a bustling international marketplace filled with unique gifts, crafts and textiles; interactive, educational and entertaining cultural displays and demonstrations; a fanciful and vibrant kids village; and a world religions area.
This year’s festival will take place this Saturday, September 29th. Visit the festival website for more information: http://www.cityofirvine.org/globalvillage/default.asp
California Poised To Track Long-Term English Language Learners
From http://www.edweek.org/ew/articles/2012/09/19/04ell_ep.h32.html
Calif. Poised to Spotlight ELLs Stalled in Schools
by Lesli A. Maxwell
September 18, 2012
California is poised to become the first state to unmask the extent to which English-language learners languish in public schools for years without ever reaching fluency.
Under a measure that received broad, bipartisan support from the legislature, the state education department would be required to break out and report data annually on long-term English-learners—tens of thousands statewide—for every school district. The measure would also create a common, statewide definition for long-term ELL students. Students at risk of becoming long-term ELLs would also be flagged.
The legislation is awaiting action from Gov. Jerry Brown, a Democrat, who has until Sept. 28 to decide whether to sign the bill.
Read the full article at http://www.edweek.org/ew/articles/2012/09/19/04ell_ep.h32.html?tkn=WQCCf8zf3fvT%2Fmlx%2BSXOgpJG7RMuArYnOKPa&cmp=clp-sb-ascd
Calif. Poised to Spotlight ELLs Stalled in Schools
by Lesli A. Maxwell
September 18, 2012
California is poised to become the first state to unmask the extent to which English-language learners languish in public schools for years without ever reaching fluency.
Under a measure that received broad, bipartisan support from the legislature, the state education department would be required to break out and report data annually on long-term English-learners—tens of thousands statewide—for every school district. The measure would also create a common, statewide definition for long-term ELL students. Students at risk of becoming long-term ELLs would also be flagged.
The legislation is awaiting action from Gov. Jerry Brown, a Democrat, who has until Sept. 28 to decide whether to sign the bill.
Read the full article at http://www.edweek.org/ew/articles/2012/09/19/04ell_ep.h32.html?tkn=WQCCf8zf3fvT%2Fmlx%2BSXOgpJG7RMuArYnOKPa&cmp=clp-sb-ascd
Online Course: Research-based Recommendations for Instruction of Adolescent NewcomersOnline Course: Research-based Recommendations for Instruction of Adolescent Newcomers
A new resource has just been added to the Center on Instruction website:
Online Course: Research-based Recommendations for Instruction of Adolescent Newcomers
The Center on Instruction has released a FREE self-paced online course providing insight on Research-based Recommendations for Instruction of Adolescent Newcomers. Lesson 1 focuses on the difference between ELL and LEP designations, ELL demographics, the implications of temporary designation, the concept of transferability, and the unique challenges this group poses for schools. Lesson 2 discusses academic achievement and measurement issues within this group of students, the dimensions of word knowledge, academic language, and effective ELL programs. Lesson 3 explores the elements of effective instruction for adolescent newcomers, how to address both language and content needs, and further academic language concerns. Lesson 4 deals with additional elements of effective instruction for adolescent newcomers, direct explicit comprehension instruction, and intensive writing instruction.
To enroll in the course:
1. Visit the Educators’ Academy at RMC: http://rmceducatorsacademy.com/
1. Click the course title: Research-based Recommendations for Instruction of Adolescent Newcomers* (http://rmceducatorsacademy.com/course/view.php?id=13 )
2. If you don’t already have an account with the Educators’ Academy at RMC, you will need to create one now.
3. An email will be sent to the email account you use to create your account. In order to activate your account registration, click on the link in this email to activate your account.** This will bring you to the Educators’ Academy at RMC, click on the course title and begin the course.
*It is best to use Firefox, Safari, or Chrome as your web browser for this course.
**If you do not receive the email in your regular inbox, you may need to check your spam folder.
This resource pertains to the following categories:
Literacy
English Language Learning
eLearning
Special Populations
Research: Meta-analyses and Summaries
PD Modules and Training Materials
Instruction
Adolescent Literacy
Instructional Practice
ELL/Diverse Learners
For More Information: Click on the link below to access these resource materials at the Center on Instruction website: http://centerforinstruction.org/online-course-research-based-recommendations-for-instruction-of-adolescent-newcomers
Online Course: Research-based Recommendations for Instruction of Adolescent Newcomers
The Center on Instruction has released a FREE self-paced online course providing insight on Research-based Recommendations for Instruction of Adolescent Newcomers. Lesson 1 focuses on the difference between ELL and LEP designations, ELL demographics, the implications of temporary designation, the concept of transferability, and the unique challenges this group poses for schools. Lesson 2 discusses academic achievement and measurement issues within this group of students, the dimensions of word knowledge, academic language, and effective ELL programs. Lesson 3 explores the elements of effective instruction for adolescent newcomers, how to address both language and content needs, and further academic language concerns. Lesson 4 deals with additional elements of effective instruction for adolescent newcomers, direct explicit comprehension instruction, and intensive writing instruction.
To enroll in the course:
1. Visit the Educators’ Academy at RMC: http://rmceducatorsacademy.com/
1. Click the course title: Research-based Recommendations for Instruction of Adolescent Newcomers* (http://rmceducatorsacademy.com/course/view.php?id=13 )
2. If you don’t already have an account with the Educators’ Academy at RMC, you will need to create one now.
3. An email will be sent to the email account you use to create your account. In order to activate your account registration, click on the link in this email to activate your account.** This will bring you to the Educators’ Academy at RMC, click on the course title and begin the course.
*It is best to use Firefox, Safari, or Chrome as your web browser for this course.
**If you do not receive the email in your regular inbox, you may need to check your spam folder.
This resource pertains to the following categories:
Literacy
English Language Learning
eLearning
Special Populations
Research: Meta-analyses and Summaries
PD Modules and Training Materials
Instruction
Adolescent Literacy
Instructional Practice
ELL/Diverse Learners
For More Information: Click on the link below to access these resource materials at the Center on Instruction website: http://centerforinstruction.org/online-course-research-based-recommendations-for-instruction-of-adolescent-newcomers
Resources for Hispanic Heritage Month
Hispanic Heritage Month runs from September 15th through October 15th. Here are some resources for teaching about and celebrating Hispanic heritage:
Resources from the Smithsonian: http://www.smithsonianeducation.org/educators/resource_library/hispanic_resources.html
Ideas from Spanish Simply: http://www.spanishsimply.com/2011/09/celebrating-hispanic-heritgage-month.html
Larry Ferlazzo has an annotated list of online resources at http://larryferlazzo.edublogs.org/2008/09/03/the-best-resources-for-hispanic-heritage-month
A suggestion for readings from the Comprehensible Classroom blog: http://martinabex.com/2012/09/15/readings-for-hispanic-heritage-month
Two articles from the Spanish Plans blog at http://spanishplans.org/2012/09/18/hispanic-heritage-post-1 and http://spanishplans.org/2012/09/20/hispanic-heritage-post-2
A dedicated website at the Library of Congress: http://hispanicheritagemonth.gov
Resources from the Smithsonian: http://www.smithsonianeducation.org/educators/resource_library/hispanic_resources.html
Ideas from Spanish Simply: http://www.spanishsimply.com/2011/09/celebrating-hispanic-heritgage-month.html
Larry Ferlazzo has an annotated list of online resources at http://larryferlazzo.edublogs.org/2008/09/03/the-best-resources-for-hispanic-heritage-month
A suggestion for readings from the Comprehensible Classroom blog: http://martinabex.com/2012/09/15/readings-for-hispanic-heritage-month
Two articles from the Spanish Plans blog at http://spanishplans.org/2012/09/18/hispanic-heritage-post-1 and http://spanishplans.org/2012/09/20/hispanic-heritage-post-2
A dedicated website at the Library of Congress: http://hispanicheritagemonth.gov
Summer Seminar in Spain for Spanish Teachers
From http://summerseminarinspain.weebly.com
Summer Seminar in Spain for Spanish Teachers
June 14-28, 2013
The course, Spanish 590C, is specially-designed for Spanish teachers. The course includes conversation, culture, Spain in the 21st century, Spanish history, and problems in teaching Spanish. The class will also learn about the education system in Spain as well as visit local schools in Cáceres. All classes will be taught by staff from the University of Extremadura. Students will participate in conversation groups with area residents when possible.
2 graduate credits are available.
For more details go to http://summerseminarinspain.weebly.com
Summer Seminar in Spain for Spanish Teachers
June 14-28, 2013
The course, Spanish 590C, is specially-designed for Spanish teachers. The course includes conversation, culture, Spain in the 21st century, Spanish history, and problems in teaching Spanish. The class will also learn about the education system in Spain as well as visit local schools in Cáceres. All classes will be taught by staff from the University of Extremadura. Students will participate in conversation groups with area residents when possible.
2 graduate credits are available.
For more details go to http://summerseminarinspain.weebly.com
Numbers Game for Young Students
Here’s a blog post explaining a game for practicing numbers. The post includes the handouts used and a video of the game being played.
http://www.spanishsimply.com/2012/09/castor-counting-game.html
http://www.spanishsimply.com/2012/09/castor-counting-game.html
TAP-FLC Wiki: Resource-Sharing for French Teachers
French teachers can find and share a wide variety of resources on the TAP-FLC wiki. AP resources are especially prominent. The wiki is available at http://ap-flc.wikispaces.com/home
Middletown, Ohio’s Middfest International this year is focusing on France. The festival will take place October 5-7. For more details visit the event website at http://www.middfestinternational.org
Two Classical Writing Contests
Here are two upcoming writing contests for students of classical languages:
CANE Writing Contest
Students are invited to participate in the annual writing contest of the Classical Association of New England. The topic this year is: “Kings and Tyrants, Senators and Citizens: Political Power in Myth and History”. This contest, or written project on a classical subject, is open to all students taking Latin, Greek or Classics in New England middle and secondary schools. The project may be an essay, short story, poem, or drama.
For full details go to http://caneweb.org/CANEwp/?page_id=262
---
SCRIBO is an international Latin composition contest, designed to:
spur interest and excitement in using Latin for creative writing
provide teachers with high quality materials in Latin to read in their classes
honor and recognize top work in Latin creative writing
Students of Latin in any grade, from kindergarten through college, may participate.
The deadline for school registration is December 1, 2012.
For full details go to http://www.ascaniusyci.org/scribo
CANE Writing Contest
Students are invited to participate in the annual writing contest of the Classical Association of New England. The topic this year is: “Kings and Tyrants, Senators and Citizens: Political Power in Myth and History”. This contest, or written project on a classical subject, is open to all students taking Latin, Greek or Classics in New England middle and secondary schools. The project may be an essay, short story, poem, or drama.
For full details go to http://caneweb.org/CANEwp/?page_id=262
---
SCRIBO is an international Latin composition contest, designed to:
spur interest and excitement in using Latin for creative writing
provide teachers with high quality materials in Latin to read in their classes
honor and recognize top work in Latin creative writing
Students of Latin in any grade, from kindergarten through college, may participate.
The deadline for school registration is December 1, 2012.
For full details go to http://www.ascaniusyci.org/scribo
Classical Works Knowledge Base
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/classical_works_knowledge_base
The Classical Works Knowledge Base (CWKB) is a new service of the American Philological Association developed under the direction of Eric Rebillard (Cornell University). The project was supported by a grant made to the American Philological Association (APA) in 2010 by the Andrew W. Mellon Foundation.
CWKB contain information for the retrieval of citations from ancient Greek and Latin texts--from Homer (8 c. BC) to Bede (mid 8 c. AD)-- in the following online resources: Brepols Library of Latin Texts, Perseus Library, PHI Latin Texts, Thesaurus Linguae Graecae.
CWKB adopts an OpenURL approach. It is both a relational database and a link resolver software. The relational database stores metadata about authors and works; the link resolver parses the OpenURLs, makes a lookup in the relational database, and returns links to digital libraries of Greek and Latin literatures.
For more information, go to this website: http://cwkb.org
The Classical Works Knowledge Base (CWKB) is a new service of the American Philological Association developed under the direction of Eric Rebillard (Cornell University). The project was supported by a grant made to the American Philological Association (APA) in 2010 by the Andrew W. Mellon Foundation.
CWKB contain information for the retrieval of citations from ancient Greek and Latin texts--from Homer (8 c. BC) to Bede (mid 8 c. AD)-- in the following online resources: Brepols Library of Latin Texts, Perseus Library, PHI Latin Texts, Thesaurus Linguae Graecae.
CWKB adopts an OpenURL approach. It is both a relational database and a link resolver software. The relational database stores metadata about authors and works; the link resolver parses the OpenURLs, makes a lookup in the relational database, and returns links to digital libraries of Greek and Latin literatures.
For more information, go to this website: http://cwkb.org
National German Week Is Next Week
National German Week, October 1st through 7th, provides a platform for recognizing the many contributions of Germans to the modern world and an opportunity to highlight great German programs in public and private schools across the country.
Visit the American Association of Teachers of German website for resources: http://www.aatg.org/content/celebrate-national-german-week
Visit the American Association of Teachers of German website for resources: http://www.aatg.org/content/celebrate-national-german-week
New Falko German Learner Corpus Release
From http://linguistlist.org/issues/23/23-3863.html
The error-annotated German learner corpus Falko has released a new subcorpus: FalkoEssayL2WHIGv2.0 including 195 argumentative essays by advanced learners of German (117,189 tokens).
For each text two full-text target hypotheses (a minimal morphosyntactic normalization and an extended semantic-pragmatic version) have been manually annotated.
Each representation has been POS-tagged and lemmatized (Treetagger & rfTagger). rfTagger morphological annotation has been integrated as well.
On this basis, tags indicating differences between the learner text and its POS and lemma annotations and the respective target hypotheses (POS & lemma) have been added.
The corpus is freely available under the following link: http://korpling.german.hu-berlin.de/falko-suche
The annotation guidelines can be found here: http://www.linguistik.hu-berlin.de/institut/professuren/korpuslinguistik/forschung/falko/Falko-Handbuchv2.0.pdf
The error-annotated German learner corpus Falko has released a new subcorpus: FalkoEssayL2WHIGv2.0 including 195 argumentative essays by advanced learners of German (117,189 tokens).
For each text two full-text target hypotheses (a minimal morphosyntactic normalization and an extended semantic-pragmatic version) have been manually annotated.
Each representation has been POS-tagged and lemmatized (Treetagger & rfTagger). rfTagger morphological annotation has been integrated as well.
On this basis, tags indicating differences between the learner text and its POS and lemma annotations and the respective target hypotheses (POS & lemma) have been added.
The corpus is freely available under the following link: http://korpling.german.hu-berlin.de/falko-suche
The annotation guidelines can be found here: http://www.linguistik.hu-berlin.de/institut/professuren/korpuslinguistik/forschung/falko/Falko-Handbuchv2.0.pdf
Fall 2012 Census of College and University Russian Programs
From the SEELANGS listserv:
Dear colleagues,
Over 35 universities have responded thus far to the CCPCR annual enrollment census launched last week. Over 80 institutions reliably participate in this census each year, and we would like to increase that number to provide the best possible survey of programs across the country. If your program has yet to participate, or has not yet responded this time, please read on! (You can check your program's status and current responses by clicking on: http://www1.american.edu/research/CCPCR/COLLEGEENROLL.htm
The Fall 2012 census of college and university Russian programs is now underway. We are requesting your current enrollments now that the semester is underway and your class numbers have, for the most part, stabilized. Hopefully, things have settled down for the fall semester, and we'd appreciate it if you would please take a couple of minutes to help us (and you!) follow the national trends in our discipline. Last year's data reflected stability and some growth in enrollments, and we hope to find that this trend is continuing.
As in the past, we are requesting your 1st and 2nd year enrollments in Russian. In addition to Russian, we are also listing any OTHER SLAVIC and EE LANGUAGES taught at your institution. Over 80 institutions responded last year, and their data is now available on the website (just click on the website address below to get to the home page and the College/University enrollment data). Along with your Russian enrollments, we will list those additional languages; and if you have the data, the enrollments at the first and 2nd year levels in those languages.
You can easily access the CCPCR website to view past responses from your program and others around the country by clicking on the website address below. There you will find the display of last year's data and Russian enrollments dating back to 2002 by selecting the College Enrollment link on the home page. Other Slavic and EE language data is provided for the past two years.
Please respond with your information by selecting our e-mail address: ccpcr at american dot edu. This link is also available on the home page in the College and University enrollments section.
If you don't have access to your Russian enrollment numbers, but can provide a list of the Slavic and EE languages taught at the 1st and 2nd year levels, please send that. A national overview of the extent of our offerings in Slavic and EE languages, or at least a sense of the extent, will emerge from your responses to give the profession a better idea of the distribution and depth of such courses across the country.
Many thanks for providing your program's data!
John
John Schillinger
Chair, CCPCR
Committee on College and Pre-College Russian
e-mail: ccpcr at american dot edu
website: http://www1.american.edu/research/CCPCR
Schillinger, J. [SEELANGS] Annual Slavic & EE enrollment census. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 20 Sep 2012).
Dear colleagues,
Over 35 universities have responded thus far to the CCPCR annual enrollment census launched last week. Over 80 institutions reliably participate in this census each year, and we would like to increase that number to provide the best possible survey of programs across the country. If your program has yet to participate, or has not yet responded this time, please read on! (You can check your program's status and current responses by clicking on: http://www1.american.edu/research/CCPCR/COLLEGEENROLL.htm
The Fall 2012 census of college and university Russian programs is now underway. We are requesting your current enrollments now that the semester is underway and your class numbers have, for the most part, stabilized. Hopefully, things have settled down for the fall semester, and we'd appreciate it if you would please take a couple of minutes to help us (and you!) follow the national trends in our discipline. Last year's data reflected stability and some growth in enrollments, and we hope to find that this trend is continuing.
As in the past, we are requesting your 1st and 2nd year enrollments in Russian. In addition to Russian, we are also listing any OTHER SLAVIC and EE LANGUAGES taught at your institution. Over 80 institutions responded last year, and their data is now available on the website (just click on the website address below to get to the home page and the College/University enrollment data). Along with your Russian enrollments, we will list those additional languages; and if you have the data, the enrollments at the first and 2nd year levels in those languages.
You can easily access the CCPCR website to view past responses from your program and others around the country by clicking on the website address below. There you will find the display of last year's data and Russian enrollments dating back to 2002 by selecting the College Enrollment link on the home page. Other Slavic and EE language data is provided for the past two years.
Please respond with your information by selecting our e-mail address: ccpcr at american dot edu. This link is also available on the home page in the College and University enrollments section.
If you don't have access to your Russian enrollment numbers, but can provide a list of the Slavic and EE languages taught at the 1st and 2nd year levels, please send that. A national overview of the extent of our offerings in Slavic and EE languages, or at least a sense of the extent, will emerge from your responses to give the profession a better idea of the distribution and depth of such courses across the country.
Many thanks for providing your program's data!
John
John Schillinger
Chair, CCPCR
Committee on College and Pre-College Russian
e-mail: ccpcr at american dot edu
website: http://www1.american.edu/research/CCPCR
Schillinger, J. [SEELANGS] Annual Slavic & EE enrollment census. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 20 Sep 2012).
Documentary Film "Kyo-o mamoru" Available as Teaching Resources
From http://tell.cla.purdue.edu/hatasa/protect-today/index-e.html
"Kyo-o mamoru" (Resilience - Protecting Today -) is now available as teaching materials. Those of you who are interested in using this documentary film for instructional purposes can use the following resources for free: original version without subtitles, original version with English subtitles, script in Japanese, script of the English subtitles. Possible uses are, but not limited to, exercise in extracting Japanese script, exercise in translation, discussion on the film, discussion on Great East Japan Earthquake and Tsunami.
For full details go to http://tell.cla.purdue.edu/hatasa/protect-today/index-e.html
"Kyo-o mamoru" (Resilience - Protecting Today -) is now available as teaching materials. Those of you who are interested in using this documentary film for instructional purposes can use the following resources for free: original version without subtitles, original version with English subtitles, script in Japanese, script of the English subtitles. Possible uses are, but not limited to, exercise in extracting Japanese script, exercise in translation, discussion on the film, discussion on Great East Japan Earthquake and Tsunami.
For full details go to http://tell.cla.purdue.edu/hatasa/protect-today/index-e.html
Apply Now for Japan Foundation Programs
From http://www.jpf.go.jp/e/program/index.html
The Japan Foundation invites individuals and organizations that are planning international exchange projects and activities to participate in programs of the Japan Foundation. The Japan Foundation carries out its programs and activities in the following three major categories: 1) Art and Cultural Exchange, 2) Japanese-Language Education Overseas, and 3) Japanese Studies Overseas and Intellectual Exchange. Successful applicants are provided with grants, research scholarships, Japanese-language training programs, and other forms of support.
The Japan Foundation Program Guidelines for Fiscal 2013-2014 outline the full array of the Japan Foundation's applicable programs.
Please read the General Instructions thoroughly, and then go to the Program List, organized by categories and objectives, for general information of each program. If you find a program to which you wish to apply, obtain the application forms, fill out the forms, and submit the application by the deadline to the office specified.
Access the program guidelines at http://www.jpf.go.jp/e/program/index.html
The Japan Foundation invites individuals and organizations that are planning international exchange projects and activities to participate in programs of the Japan Foundation. The Japan Foundation carries out its programs and activities in the following three major categories: 1) Art and Cultural Exchange, 2) Japanese-Language Education Overseas, and 3) Japanese Studies Overseas and Intellectual Exchange. Successful applicants are provided with grants, research scholarships, Japanese-language training programs, and other forms of support.
The Japan Foundation Program Guidelines for Fiscal 2013-2014 outline the full array of the Japan Foundation's applicable programs.
Please read the General Instructions thoroughly, and then go to the Program List, organized by categories and objectives, for general information of each program. If you find a program to which you wish to apply, obtain the application forms, fill out the forms, and submit the application by the deadline to the office specified.
Access the program guidelines at http://www.jpf.go.jp/e/program/index.html
Arabic Oral Proficiency: A Guide for Students
This free online tutorial helps high school and university-level students of Arabic understand and improve their oral proficiency. It teaches students how oral proficiency is rated according to the ACTFL Proficiency Guidelines so that they can self-assess and set language learning goals. The tutorial features authentic examples of students speaking Arabic at different levels, tips and resources to improve oral proficiency, and student descriptions of their experiences being assessed and then using their Arabic to communicate abroad.
Access this new online resource at http://www.cal.org/aop/index.php
Access this new online resource at http://www.cal.org/aop/index.php
Article: Utah Dual-Immersion Programs To Expand As Students Graduate Age
From http://www.deseretnews.com/article/865562059/Elevating-the-conversation-Dual-immersion-students-classes-grow-up.html
Elevating the conversation: Dual-immersion students, classes grow up
By Benjamin Wood
September 9, 2012
With Spanish-, French- and Chinese-speaking elementary students getting older each year, Davis School District is venturing into uncharted territory for Utah and the next inevitable step in language education this fall: junior high immersion programs.
"We're sort of blazing the trail," said the district's secondary world languages supervisor, Bonnie Flint. "We had to think, 'What are we going to do for these kids?' We couldn't just drop them."
Carmiol is quick to point out that other school districts, such as Salt Lake City and Alpine, have made efforts to accommodate immersion students when they leave elementary school. But Davis is the first district in Utah to create a secondary immersion program that follows students as they move toward high school graduation.
In Utah, the number of schools offering immersion courses has grown steadily each year. In 2009 there were 25 dual-language programs in the state and today there are 77, according to the State Office of Education. This year also marks the first time Portuguese dual immersion is offered, with programs at Rocky Mountain Elementary in Alpine School District and Lakeview Elementary in Provo.
Read the full article at http://www.deseretnews.com/article/865562059/Elevating-the-conversation-Dual-immersion-students-classes-grow-up.html
Elevating the conversation: Dual-immersion students, classes grow up
By Benjamin Wood
September 9, 2012
With Spanish-, French- and Chinese-speaking elementary students getting older each year, Davis School District is venturing into uncharted territory for Utah and the next inevitable step in language education this fall: junior high immersion programs.
"We're sort of blazing the trail," said the district's secondary world languages supervisor, Bonnie Flint. "We had to think, 'What are we going to do for these kids?' We couldn't just drop them."
Carmiol is quick to point out that other school districts, such as Salt Lake City and Alpine, have made efforts to accommodate immersion students when they leave elementary school. But Davis is the first district in Utah to create a secondary immersion program that follows students as they move toward high school graduation.
In Utah, the number of schools offering immersion courses has grown steadily each year. In 2009 there were 25 dual-language programs in the state and today there are 77, according to the State Office of Education. This year also marks the first time Portuguese dual immersion is offered, with programs at Rocky Mountain Elementary in Alpine School District and Lakeview Elementary in Provo.
Read the full article at http://www.deseretnews.com/article/865562059/Elevating-the-conversation-Dual-immersion-students-classes-grow-up.html
Employment Opportunity: SIOP Instructional Coach, Danbury Public Schools, CT
Employment Opportunity: Sheltered Instruction Observation Protocol (SIOP) Instructional Coach, Danbury Public Schools, CT
Position: Sheltered Instruction Observation Protocol (SIOP) Instructional Coach, Grades 6-12
Job Description: The SIOP Coach will play an essential role in the SIOP Model implementation process by providing stability and consistency to this professional development initiative. The coach’s encouragement and support will help teachers develop and maintain fidelity to the SIOP model of delivery of instruction.
Certification Requirements: CT TESOL Certification and secondary school experience.
Qualifications:
Valid CT TESOL teaching certificate;
Five (5) years successful teaching experience with English language learners (ELLs);
Experience training staff on Sheltered Instruction Observation Protocol (SIOP);
Ability to implement and monitor best practices in second language acquisition;
Ability to work within and across departments and grade spans;
Knowledge and ability to articulate and achieve alignment of CT ELL Framework and DPS curriculum goals;
Knowledge of Data Teams’ philosophy and practice.
Essential Job Functions:
Coach SIOP-trained teachers through observations, co-planning, co-teaching, and site-based SIOP follow-up support meetings and training workshops;
Coach ESL, Bilingual, and content-area teachers in modifying and differentiating instruction and assessment for ELLs;
Demonstrate model lessons for ESL, Bilingual and content-area teachers using the SIOP features;
Develop, implement and conduct differentiated training and staff development activities for faculty;
Use data management systems to inform instructional practice and shape professional development activities;
Assist school-based teams to develop capacity to train and coach more classroom and content-area teachers;
Perform related duties as assigned
Application: Apply online at https://www.applitrack.com/danbury/onlineapp/_application.aspx?posjobcodes=1186&posfirstchoice=high%20school%20teaching&posspecialty=sheltered%20instructional%20observation%20protocol%20%28siop%29%20instructional%20coach , including all required attachments. http://www.danbury.k12.ct.us
Position: Sheltered Instruction Observation Protocol (SIOP) Instructional Coach, Grades 6-12
Job Description: The SIOP Coach will play an essential role in the SIOP Model implementation process by providing stability and consistency to this professional development initiative. The coach’s encouragement and support will help teachers develop and maintain fidelity to the SIOP model of delivery of instruction.
Certification Requirements: CT TESOL Certification and secondary school experience.
Qualifications:
Valid CT TESOL teaching certificate;
Five (5) years successful teaching experience with English language learners (ELLs);
Experience training staff on Sheltered Instruction Observation Protocol (SIOP);
Ability to implement and monitor best practices in second language acquisition;
Ability to work within and across departments and grade spans;
Knowledge and ability to articulate and achieve alignment of CT ELL Framework and DPS curriculum goals;
Knowledge of Data Teams’ philosophy and practice.
Essential Job Functions:
Coach SIOP-trained teachers through observations, co-planning, co-teaching, and site-based SIOP follow-up support meetings and training workshops;
Coach ESL, Bilingual, and content-area teachers in modifying and differentiating instruction and assessment for ELLs;
Demonstrate model lessons for ESL, Bilingual and content-area teachers using the SIOP features;
Develop, implement and conduct differentiated training and staff development activities for faculty;
Use data management systems to inform instructional practice and shape professional development activities;
Assist school-based teams to develop capacity to train and coach more classroom and content-area teachers;
Perform related duties as assigned
Application: Apply online at https://www.applitrack.com/danbury/onlineapp/_application.aspx?posjobcodes=1186&posfirstchoice=high%20school%20teaching&posspecialty=sheltered%20instructional%20observation%20protocol%20%28siop%29%20instructional%20coach , including all required attachments. http://www.danbury.k12.ct.us
Job: TESOL Assistant Professor, East Carolina University
From http://linguistlist.org/issues/23/23-3862.html
The Department of English at East Carolina University (http://www.ecu.edu/English ) is seeking to fill a tenure-track position at the Assistant Professor level, specializing in Teaching English to Speakers of Other Languages (TESOL), to begin August 12, 2013. Candidates should have expertise in the field of TESOL and be prepared to teach in the areas of language testing and quantitative research methods. Secondary interest in other areas of applied linguistics and/or sociolinguistics is a plus. PhD or equivalent by date of appointment is required.
View the full job posting at http://linguistlist.org/issues/23/23-3862.html
The Department of English at East Carolina University (http://www.ecu.edu/English ) is seeking to fill a tenure-track position at the Assistant Professor level, specializing in Teaching English to Speakers of Other Languages (TESOL), to begin August 12, 2013. Candidates should have expertise in the field of TESOL and be prepared to teach in the areas of language testing and quantitative research methods. Secondary interest in other areas of applied linguistics and/or sociolinguistics is a plus. PhD or equivalent by date of appointment is required.
View the full job posting at http://linguistlist.org/issues/23/23-3862.html
Job: English Language Learner Title III Coordinator
From https://jobs.hrd.state.ma.us/recruit/public/3111/job/job_view.do?postingId=J31798
The Office for English Language Acquisition and Academic Achievement (OELAAA) in Massachusetts is seeking an English Language Learner Title III Coordinator to coordinate, implement and evaluate Title III grants, Title III accountability reporting and technical assistance provided to districts receiving Title III funds.
View the full job posting at https://jobs.hrd.state.ma.us/recruit/public/3111/job/job_view.do?postingId=J31798
The Office for English Language Acquisition and Academic Achievement (OELAAA) in Massachusetts is seeking an English Language Learner Title III Coordinator to coordinate, implement and evaluate Title III grants, Title III accountability reporting and technical assistance provided to districts receiving Title III funds.
View the full job posting at https://jobs.hrd.state.ma.us/recruit/public/3111/job/job_view.do?postingId=J31798
Ohio Foreign Language Association Awards
From http://www.ofla-online.org/index.php/awards
The Ohio Foreign Language Association Awards Committee is accepting nominations for the OFLA’s several awards to teachers, students, and community members.
The deadline for all nominations is November 1, 2012.
For full details and to download a document describing all of the awards, go to http://www.ofla-online.org/index.php/awards/awards
The Ohio Foreign Language Association Awards Committee is accepting nominations for the OFLA’s several awards to teachers, students, and community members.
The deadline for all nominations is November 1, 2012.
For full details and to download a document describing all of the awards, go to http://www.ofla-online.org/index.php/awards/awards
Seminars and Workshops from Primary Source, 2012-2013
From http://primarysource.org/index.php?option=com_content&view=article&id=1:seminars&catid=157:%20&Itemid=9
Primary Source promotes history and humanities education by connecting educators to people and cultures throughout the world.
Primary Source face-to-face courses feature scholarly presentations incorporating a variety of media, interactive teacher-led workshops modeling classroom and curriculum activities, and occasional field trips to museums and cultural sites. PDPs are included with most programs and graduate credit is available for the 3-day seminar series. Unless otherwise noted, all courses take place at Primary Source in Watertown, Massachusetts.
Upcoming seminars cover information about China, West Africa, the Middle East, the United States, Mexico, Korea, India, and more, including the Common Core and ideas for teaching geography.
See the lineup for 2012-2013 at http://primarysource.org/index.php?option=com_content&view=article&id=1:seminars&catid=157:%20&Itemid=9
Primary Source promotes history and humanities education by connecting educators to people and cultures throughout the world.
Primary Source face-to-face courses feature scholarly presentations incorporating a variety of media, interactive teacher-led workshops modeling classroom and curriculum activities, and occasional field trips to museums and cultural sites. PDPs are included with most programs and graduate credit is available for the 3-day seminar series. Unless otherwise noted, all courses take place at Primary Source in Watertown, Massachusetts.
Upcoming seminars cover information about China, West Africa, the Middle East, the United States, Mexico, Korea, India, and more, including the Common Core and ideas for teaching geography.
See the lineup for 2012-2013 at http://primarysource.org/index.php?option=com_content&view=article&id=1:seminars&catid=157:%20&Itemid=9
Lecture: Language Teaching and SLA: Understanding the Limits and Possibilities of the Research-teaching Interface
From http://blc.berkeley.edu/index.php/blc/post/lecture_november_16_2012_lourdes_ortega
Language Teaching and SLA: Understanding the Limits and Possibilities of the Research-teaching Interface
Lourdes Ortega
November 16, 3-5 PM
Berkeley Language Center
Abstract: Language teachers often feel unsure of the value of second language acquisition (SLA) research, wondering if studies about language teaching are relevant and realistic enough to give them insights that can inform and improve their daily practice. SLA researchers also seem to feel unsure of the value for language teachers of what they do, and many have advised extreme caution when applying to language classrooms the research knowledge they generate. In this talk, I will analyze the research-teaching interface that has obtained in the three areas of motivation, aptitude, and error correction in order to show how and why SLA research has sometimes, but not always, been meaningful enough to be supportive of teachers’ professional praxis. In motivation research, SLA has produced knowledge that has an easy and natural relevance for language teaching praxis. In the area of aptitude, a large amount of contextualization and critical professional translation is needed, but possible, before the research can be of use in actual local classroom contexts. With respect to SLA research on error correction, surprisingly, the potential of relevance for teaching is greatest but remains largely unfulfilled, in my view due to shortcomings in the research side of the interface. Ultimately, cross-fertilization between language teaching and SLA research might be better supported if researchers and teachers alike learn to nurture more critical but also more hopeful understandings about the possibilities and limits of the research-teaching interface.
See the full announcement at http://blc.berkeley.edu/index.php/blc/post/lecture_november_16_2012_lourdes_ortega
Language Teaching and SLA: Understanding the Limits and Possibilities of the Research-teaching Interface
Lourdes Ortega
November 16, 3-5 PM
Berkeley Language Center
Abstract: Language teachers often feel unsure of the value of second language acquisition (SLA) research, wondering if studies about language teaching are relevant and realistic enough to give them insights that can inform and improve their daily practice. SLA researchers also seem to feel unsure of the value for language teachers of what they do, and many have advised extreme caution when applying to language classrooms the research knowledge they generate. In this talk, I will analyze the research-teaching interface that has obtained in the three areas of motivation, aptitude, and error correction in order to show how and why SLA research has sometimes, but not always, been meaningful enough to be supportive of teachers’ professional praxis. In motivation research, SLA has produced knowledge that has an easy and natural relevance for language teaching praxis. In the area of aptitude, a large amount of contextualization and critical professional translation is needed, but possible, before the research can be of use in actual local classroom contexts. With respect to SLA research on error correction, surprisingly, the potential of relevance for teaching is greatest but remains largely unfulfilled, in my view due to shortcomings in the research side of the interface. Ultimately, cross-fertilization between language teaching and SLA research might be better supported if researchers and teachers alike learn to nurture more critical but also more hopeful understandings about the possibilities and limits of the research-teaching interface.
See the full announcement at http://blc.berkeley.edu/index.php/blc/post/lecture_november_16_2012_lourdes_ortega
Regional Workshops to Introduce Ohio's New Learning Standards for K-12 World Languages
The STARS registration portal is now open for a series of regional workshops that the Ohio Foreign Language Association is holding to formally introduce the new learning standards for world languages. World language teachers of all languages (i.e., modern, classical, ASL) are invited to attend as are curriculum coordinators and other district decision-makers charged with the implementation of the new standards.
To register, follow these steps:
1. First, go to http://www.education.ohio.gov.
2. Next, click on “Safe Sign-in” in the upper middle of the ODE homepage.
3. Either sign in with your SAFE account or follow the prompts to create a SAFE account and then sign in.
4. Click on “STARS V2.0” in the Web Systems menu.
5. Click on “Event Search” under the STARS Dashboard.
6. Enter the key words “world language” (singular) in either the “Event Name” or “Key Word” fields in the Search Box
7. When the list of regional workshops appears, highlight the workshop for which you would like to register by left-clicking once on it and then click on “Register for Selected Event”.
8. Follow the prompts to enter your registration information.
9. Be sure to click on the “Register” button at the end to ensure that you are registered.
10. Pay attention to any site-specific information regarding parking or the location of the room being used for the workshop. (Signs will be posted in most locations to help direct you.)
11. Click on the “map to location” link to get the address and directions to the site.
If you have difficulty registering using the STARS portal, please contact Lisa Simpson at Lisa.Simpson at education dot ohio dot gov or 614-752-8759.
Here is the workshop description as it appears on the STARS registration portal:
This series of regional workshops is designed to introduce Ohio's New Learning Standards for K-12 World Languages to interested stakeholders including world language teachers, curriculum directors, and other district decision-makers who are responsible for their full implementation by the 2014-2015 academic year. All meetings will be held from 5-7 pm. Workshop participants will engage in intensive learning around the new standards. Topics to be covered will include an overview of the revisionary process, highlights of the new standards, a comparison of the old and new standards, a look at the tie between language proficiency and the new standards, and recommendations for implementation. The relationship between the world language learning standards and Ohio's new system for evaluating teachers will also be examined briefly. IMPORTANT: please print and bring a copy of the new K-12 learning standards with you to the workshop. The new learning standards can be accessed here:
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=105009
The workshops will all be held from 5-7 pm on these dates at the following sites:
9-25: Piqua High School (Piqua)
9-26: Jackson High School (Massillon)
9-27: Muskingum Valley ESC (Zanesville)
10-01: Wood County ESC (Bowling Green)
10-03: Gordy Hall - Ohio University (Athens)
10-04: Unioto High School (Chillicothe)
10-11: Finneytown Secondary Campus – High School Media Center (Cincinnati)
10-17: Hudson High School (Hudson)
10-24: Clark Hall - Gahanna-Jefferson High School Annex (Gahanna/Columbus)
Wertz, R. [OFLA] STARS Registration Now OPen for Regional Workshops to Introduce Ohio's New Learning Standards for K-12 World Languages. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 18 Sep 2012).
To register, follow these steps:
1. First, go to http://www.education.ohio.gov.
2. Next, click on “Safe Sign-in” in the upper middle of the ODE homepage.
3. Either sign in with your SAFE account or follow the prompts to create a SAFE account and then sign in.
4. Click on “STARS V2.0” in the Web Systems menu.
5. Click on “Event Search” under the STARS Dashboard.
6. Enter the key words “world language” (singular) in either the “Event Name” or “Key Word” fields in the Search Box
7. When the list of regional workshops appears, highlight the workshop for which you would like to register by left-clicking once on it and then click on “Register for Selected Event”.
8. Follow the prompts to enter your registration information.
9. Be sure to click on the “Register” button at the end to ensure that you are registered.
10. Pay attention to any site-specific information regarding parking or the location of the room being used for the workshop. (Signs will be posted in most locations to help direct you.)
11. Click on the “map to location” link to get the address and directions to the site.
If you have difficulty registering using the STARS portal, please contact Lisa Simpson at Lisa.Simpson at education dot ohio dot gov or 614-752-8759.
Here is the workshop description as it appears on the STARS registration portal:
This series of regional workshops is designed to introduce Ohio's New Learning Standards for K-12 World Languages to interested stakeholders including world language teachers, curriculum directors, and other district decision-makers who are responsible for their full implementation by the 2014-2015 academic year. All meetings will be held from 5-7 pm. Workshop participants will engage in intensive learning around the new standards. Topics to be covered will include an overview of the revisionary process, highlights of the new standards, a comparison of the old and new standards, a look at the tie between language proficiency and the new standards, and recommendations for implementation. The relationship between the world language learning standards and Ohio's new system for evaluating teachers will also be examined briefly. IMPORTANT: please print and bring a copy of the new K-12 learning standards with you to the workshop. The new learning standards can be accessed here:
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=105009
The workshops will all be held from 5-7 pm on these dates at the following sites:
9-25: Piqua High School (Piqua)
9-26: Jackson High School (Massillon)
9-27: Muskingum Valley ESC (Zanesville)
10-01: Wood County ESC (Bowling Green)
10-03: Gordy Hall - Ohio University (Athens)
10-04: Unioto High School (Chillicothe)
10-11: Finneytown Secondary Campus – High School Media Center (Cincinnati)
10-17: Hudson High School (Hudson)
10-24: Clark Hall - Gahanna-Jefferson High School Annex (Gahanna/Columbus)
Wertz, R. [OFLA] STARS Registration Now OPen for Regional Workshops to Introduce Ohio's New Learning Standards for K-12 World Languages. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 18 Sep 2012).
Symposium: Rethinking the Language Center in the Age of Globalization
Rethinking the Language Center in the Age of Globalization
A Symposium sponsored by the Consortium for Language Teaching and Learning and the Yale Center for Language Study
November 9 and 10, 2012
Yale University
See a conference program and register at http://www.languageconsortium.org/news-events/2012/8/27/rethinking-the-language-center-in-the-age-of-globalization-a.html
A Symposium sponsored by the Consortium for Language Teaching and Learning and the Yale Center for Language Study
November 9 and 10, 2012
Yale University
See a conference program and register at http://www.languageconsortium.org/news-events/2012/8/27/rethinking-the-language-center-in-the-age-of-globalization-a.html
Oklahoma Native Language Association Annual Meeting
The Oklahoma Native Language Association will be holding its annual meeting and conference on Tuesday, October 30, 2012 and Wednesday, October 31, 2012, in Tahlequah, Oklahoma in the Cherokee Nation Community Ballroom.
Learn more and register at http://oknativelanguage.com
Learn more and register at http://oknativelanguage.com
Massachusetts Foreign Language Association Fall Conference
MaFLA's 45th Annual Fall Conference
Foreign Languages: Our Global Lens
Sturbridge Host Hotel October 25 - 27, 2012
Learn more and register at http://mafla.org
Foreign Languages: Our Global Lens
Sturbridge Host Hotel October 25 - 27, 2012
Learn more and register at http://mafla.org
New England Regional Association for Language Learning Technology Fall Conference
From http://www.nerallt.org
NERALLT Fall 2012 Conference
On the Horizon: The Future of Language Teaching and Learning Technologies
Hosted by the Blume Center, Trinity College, Hartford, CT
October 11-12, 2012
NERALLT is happy to announce that the Fall 2012 conference program is now available and that registration is open.
For full details, to see the conference program, and to register, go to http://www.nerallt.org
NERALLT Fall 2012 Conference
On the Horizon: The Future of Language Teaching and Learning Technologies
Hosted by the Blume Center, Trinity College, Hartford, CT
October 11-12, 2012
NERALLT is happy to announce that the Fall 2012 conference program is now available and that registration is open.
For full details, to see the conference program, and to register, go to http://www.nerallt.org
Call for CALICO Book Proposals
The Computer Assisted Language Instruction Consortium (CALICO) is now soliciting proposals for the next volume in its series to be published in spring 2014. The volume may be a single-authored monograph or edited volume and may treat any topic related to the field of CALL.
Proposals should include the following information:
1. name of the author(s)/editor(s);
2. tentative title;
3. description of how the book will contribute to the discipline;
4. outline of the scope and sequence of the book, including the number of chapters, their titles, and a brief synopsis of each;
5. if an edited volume, description of the procedures for soliciting and refereeing manuscripts for the chapters; and
6. if the book lends itself to multimedia inclusion, please describe what might be incorporated if the book were published in an e-book version as opposed to print.
Proposals should be submitted as a Word document attached to an email message sent to ec06 at txstate dot edu or info at calico dot org by no later than January 31, 2013.
Final decisions will be made by the end of February 2013.
Horn, E. Call for Book Proposals for 2014. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Sep 2012).
Learn more about CALICO and see recent volumes in this series at https://calico.org
Proposals should include the following information:
1. name of the author(s)/editor(s);
2. tentative title;
3. description of how the book will contribute to the discipline;
4. outline of the scope and sequence of the book, including the number of chapters, their titles, and a brief synopsis of each;
5. if an edited volume, description of the procedures for soliciting and refereeing manuscripts for the chapters; and
6. if the book lends itself to multimedia inclusion, please describe what might be incorporated if the book were published in an e-book version as opposed to print.
Proposals should be submitted as a Word document attached to an email message sent to ec06 at txstate dot edu or info at calico dot org by no later than January 31, 2013.
Final decisions will be made by the end of February 2013.
Horn, E. Call for Book Proposals for 2014. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 17 Sep 2012).
Learn more about CALICO and see recent volumes in this series at https://calico.org
Call for Proposals: Electronic Village Special Events at TESOL 2013
From http://www.call-is.org/info
TESOL 2013
March 20-23 2013, Dallas, Texas, USA
Electronic Village Special Events: Call for Proposals
You are invited to submit a proposal for participation in one or more of the CALL Interest Section’s Electronic Village Special Events.
Deadline for Submissions: November 30, 2012
View the full call for proposals at http://www.call-is.org/info
For more information about TESOL 2013 go to http://www.tesol.org/convention2013
TESOL 2013
March 20-23 2013, Dallas, Texas, USA
Electronic Village Special Events: Call for Proposals
You are invited to submit a proposal for participation in one or more of the CALL Interest Section’s Electronic Village Special Events.
Deadline for Submissions: November 30, 2012
View the full call for proposals at http://www.call-is.org/info
For more information about TESOL 2013 go to http://www.tesol.org/convention2013
Call for Papers: Southern Conference on Slavic Studies Annual Meeting
CALL FOR PAPERS
51st Annual Meeting
Southern Conference on Slavic Studies
Greensboro, NC
March 21-23, 2013
DEADLINE FOR SUBMISSION OF PROPOSALS: January 15, 2013
The Fifty-First Annual Meeting of the Southern Conference on Slavic Studies (SCSS) will be held at the Marriott Hotel in Downtown Greensboro, NC, March 21-23, 2013. The meeting will be co-hosted by the University of North Carolina at Greensboro, Elon University, and Wake Forest University. The SCSS is the largest of the regional Slavic and Eurasian Studies associations and its programs attract national and international scholarly participation. The purpose of SCSS is to promote scholarship, education, and in all other ways to advance scholarly interest in Russian, Soviet, and East European studies in the Southern region of the United States and nationwide. Membership in SCSS is open to all persons interested in furthering these goals.
Papers from all humanities and social science disciplines are welcome and encouraged, as is a focus on countries other than Russia/USSR. Papers and panels on all topics will be considered. The program committee is accepting panel and paper proposals until January 15, 2013. Whole panel proposals (chair, three papers, discussant) are preferred, but proposals for individual papers are also welcome. Whole panel proposals should include the titles of each individual paper as well as a title for the panel itself and identifying information (email addresses and institutional affiliations) for all participants. Proposals for individual papers should include email contact, institutional affiliation, and a brief (one paragraph) abstract to guide the program committee in the assembly of panels. If any AV equipment will be needed, the panel and paper proposals should indicate so when they are submitted. AV will be of limited availability and assigned on a first-come, first-served basis. Email (preferably) your proposals to Sharon Kowalsky at Sharon.Kowalsky at tamuc dot edu (please note my email has changed from previous years), or send it by conventional post to:
Dr. Sharon Kowalsky
Department of History
Texas A&M University-Commerce
PO Box 3011
Commerce, TX 75429
For local arrangements or conference information other than the program, please contact Dr. Jeff Jones, University of North Carolina at Greensboro, jwjones at uncg dot edu, 336-334-4068. For questions, proposals or other information regarding the program, please contact Sharon Kowalsky at Sharon.Kowalsky at tamuc dot edu or 903-886-5627.
Kalb, J. [SEELANGS] SCSS CFP deadline Jan 15, 2013 **PLEASE FORWARD TO ANYONE YOU THINK IS INTERESTED. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 13 Sep 2012).
51st Annual Meeting
Southern Conference on Slavic Studies
Greensboro, NC
March 21-23, 2013
DEADLINE FOR SUBMISSION OF PROPOSALS: January 15, 2013
The Fifty-First Annual Meeting of the Southern Conference on Slavic Studies (SCSS) will be held at the Marriott Hotel in Downtown Greensboro, NC, March 21-23, 2013. The meeting will be co-hosted by the University of North Carolina at Greensboro, Elon University, and Wake Forest University. The SCSS is the largest of the regional Slavic and Eurasian Studies associations and its programs attract national and international scholarly participation. The purpose of SCSS is to promote scholarship, education, and in all other ways to advance scholarly interest in Russian, Soviet, and East European studies in the Southern region of the United States and nationwide. Membership in SCSS is open to all persons interested in furthering these goals.
Papers from all humanities and social science disciplines are welcome and encouraged, as is a focus on countries other than Russia/USSR. Papers and panels on all topics will be considered. The program committee is accepting panel and paper proposals until January 15, 2013. Whole panel proposals (chair, three papers, discussant) are preferred, but proposals for individual papers are also welcome. Whole panel proposals should include the titles of each individual paper as well as a title for the panel itself and identifying information (email addresses and institutional affiliations) for all participants. Proposals for individual papers should include email contact, institutional affiliation, and a brief (one paragraph) abstract to guide the program committee in the assembly of panels. If any AV equipment will be needed, the panel and paper proposals should indicate so when they are submitted. AV will be of limited availability and assigned on a first-come, first-served basis. Email (preferably) your proposals to Sharon Kowalsky at Sharon.Kowalsky at tamuc dot edu (please note my email has changed from previous years), or send it by conventional post to:
Dr. Sharon Kowalsky
Department of History
Texas A&M University-Commerce
PO Box 3011
Commerce, TX 75429
For local arrangements or conference information other than the program, please contact Dr. Jeff Jones, University of North Carolina at Greensboro, jwjones at uncg dot edu, 336-334-4068. For questions, proposals or other information regarding the program, please contact Sharon Kowalsky at Sharon.Kowalsky at tamuc dot edu or 903-886-5627.
Kalb, J. [SEELANGS] SCSS CFP deadline Jan 15, 2013 **PLEASE FORWARD TO ANYONE YOU THINK IS INTERESTED. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 13 Sep 2012).
Summer 2012 Issue of the Heritage Language Journal
From http://hlj.ucla.edu
The Heritage Language Journal, Volume 9, Issue 2 of the journal is now on line. This issue is the second and final proceedings issue from the NHLRC First International Conference on Heritage/Community Languages held in 2010.
Access to the journal and its archives is free, although subscribers are required to log in to read the papers.
Read the current issue at http://hlj.ucla.edu
The Heritage Language Journal, Volume 9, Issue 2 of the journal is now on line. This issue is the second and final proceedings issue from the NHLRC First International Conference on Heritage/Community Languages held in 2010.
Access to the journal and its archives is free, although subscribers are required to log in to read the papers.
Read the current issue at http://hlj.ucla.edu
Book: Bilingual Community Education and Multilingualism
From http://www.multilingual-matters.com/display.asp?isb=9781847697998
Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City
By Ofelia García, Zeena Zakharia, and Bahar Otcu
Published by Multilingual Matters
Summary: This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York. Employing a rich variety of case studies which highlight the importance of the ethnolinguistic community in bilingual education, this collection examines the various structures that these communities use to educate their children as bilingual Americans. In doing so, it highlights the efforts and activism of these communities and what bilingual community education really means in today's globalized world. The volume offers new understandings of heritage language education, bilingual education, and speech communities for bilingual Americans in the 21st century.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847697998
Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City
By Ofelia García, Zeena Zakharia, and Bahar Otcu
Published by Multilingual Matters
Summary: This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York. Employing a rich variety of case studies which highlight the importance of the ethnolinguistic community in bilingual education, this collection examines the various structures that these communities use to educate their children as bilingual Americans. In doing so, it highlights the efforts and activism of these communities and what bilingual community education really means in today's globalized world. The volume offers new understandings of heritage language education, bilingual education, and speech communities for bilingual Americans in the 21st century.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847697998
September 16, 2012
ClipArt ETC: Another Source for Free Images
ClipArt ETC currently has over 66,000 free clipart images. Every item comes with a choice of image size and format as well as complete source information for proper citations in school projects.
Browse the available images at http://etc.usf.edu/clipart
Browse the available images at http://etc.usf.edu/clipart
Crossword Puzzles: Template and Ideas for Use
Spanish teacher Martina Bex suggests ways to use crossword puzzles in novel ways on her blog: http://martinabex.com/2012/09/09/crossword-puzzle
Download her template for crossword puzzles at http://www.teacherspayteachers.com/Product/Crossword-puzzle-template (you will need to join Teachers Pay Teachers first).
Download her template for crossword puzzles at http://www.teacherspayteachers.com/Product/Crossword-puzzle-template (you will need to join Teachers Pay Teachers first).
Ideas for the Beginning of the School Year, Part 4
Here are even more ideas that teachers are sharing for the beginning of the school year:
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The British Council offers suggestions for getting-to-know-your activities for the beginning of the year at http://www.teachingenglish.org.uk/language-assistant/teaching-tips/activities-first-lessons-1
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Tomorrow, I'm putting a bunch of really random items in a box and telling each kid they have to pick one out of there and explain why they picked it. I'm doing this with my homeroom and not my language classes, but it is a fun activity and it is interesting to hear the reason behind why some kids pick certain items. Some will be literal - like 'I picked this toothbrush because I want to be a dentist' and others will be more creative like 'I picked this fan because I'm really cool'. I suppose you could turn it into a language activity by choosing only items they have learned the vocabulary for and if they are upper level, having them tell their reasoning in the target language.
Thomen, L. Re: [FLTEACH] Ice breaker activities. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Aug 2012).
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Here's one I use every year:
It's called Meetball (by Marianne Torbert).
1. Divide class into groups of 8. Give each group a ball-type object (I have several yarn-balls/ "pom-poms" pre-made).
2. Step 1: Each time you catch the ball, say your name loud enough for everyone to hear. Once you've caught the ball twice, put your hands behind your back so that people know who still needs a turn.
3. Step 2: All hands in front again- this time, when you catch the ball, don't say anything. Everyone else says your name. Again, once you've caught it twice, put your hands behind your back.
3. Step 3: All hands in front again- call out the person's name first, then throw it to them. Once you've caught it twice, put your hands behind your back.
4. As you see fit, start combing groups. Ideally, in a class of 3 circles, break 1 circle in half. Send half to circle A and half to circle B. Start over, cutting back on repetition if students are catching on quickly.
5. In the end, everyone's together- hold the ball over each person's head and have the class name each person.
This lets me learn everyone's name in about 10-15 min.
Number introduction:
I list on the board 5 numbers that are significant in my life (i.e. 11 since my husband's birthday is in November; 2 because I have 2 daughters). The students then try to guess each number's significance.
Once that's done, students do the same thing in pairs.
After everyone's done, partners introduce each other to the class. If you're short on time, just reduce the numbers that they're describing.
B. Hsu-Miller. Re: [FLTEACH] ice breaker activities. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 Aug 2012).
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I have had great success playing a Latin version of "I Spy" as a way to "practice classroom rules and Latin pronunciation" on the first day of class. Students get to speak some Latin, learn some terms for items around the classroom, and visually explore the class room as they look around for the "aliquid."
Holec, B. Re: [Latinteach] First day of class. Latinteach listserv (latinteach@nxport.com, 27 Aug 2012).
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Teacher Larry Ferlazzo does a speed-dating activity in which students learn about each other. See his example of the poster he does about himself for the activity at http://larryferlazzo.edublogs.org/2012/09/07/the-who-am-i-poster-i-use-as-a-model-for-students
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The British Council offers suggestions for getting-to-know-your activities for the beginning of the year at http://www.teachingenglish.org.uk/language-assistant/teaching-tips/activities-first-lessons-1
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Tomorrow, I'm putting a bunch of really random items in a box and telling each kid they have to pick one out of there and explain why they picked it. I'm doing this with my homeroom and not my language classes, but it is a fun activity and it is interesting to hear the reason behind why some kids pick certain items. Some will be literal - like 'I picked this toothbrush because I want to be a dentist' and others will be more creative like 'I picked this fan because I'm really cool'. I suppose you could turn it into a language activity by choosing only items they have learned the vocabulary for and if they are upper level, having them tell their reasoning in the target language.
Thomen, L. Re: [FLTEACH] Ice breaker activities. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Aug 2012).
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Here's one I use every year:
It's called Meetball (by Marianne Torbert).
1. Divide class into groups of 8. Give each group a ball-type object (I have several yarn-balls/ "pom-poms" pre-made).
2. Step 1: Each time you catch the ball, say your name loud enough for everyone to hear. Once you've caught the ball twice, put your hands behind your back so that people know who still needs a turn.
3. Step 2: All hands in front again- this time, when you catch the ball, don't say anything. Everyone else says your name. Again, once you've caught it twice, put your hands behind your back.
3. Step 3: All hands in front again- call out the person's name first, then throw it to them. Once you've caught it twice, put your hands behind your back.
4. As you see fit, start combing groups. Ideally, in a class of 3 circles, break 1 circle in half. Send half to circle A and half to circle B. Start over, cutting back on repetition if students are catching on quickly.
5. In the end, everyone's together- hold the ball over each person's head and have the class name each person.
This lets me learn everyone's name in about 10-15 min.
Number introduction:
I list on the board 5 numbers that are significant in my life (i.e. 11 since my husband's birthday is in November; 2 because I have 2 daughters). The students then try to guess each number's significance.
Once that's done, students do the same thing in pairs.
After everyone's done, partners introduce each other to the class. If you're short on time, just reduce the numbers that they're describing.
B. Hsu-Miller. Re: [FLTEACH] ice breaker activities. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 Aug 2012).
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I have had great success playing a Latin version of "I Spy" as a way to "practice classroom rules and Latin pronunciation" on the first day of class. Students get to speak some Latin, learn some terms for items around the classroom, and visually explore the class room as they look around for the "aliquid."
Holec, B. Re: [Latinteach] First day of class. Latinteach listserv (latinteach@nxport.com, 27 Aug 2012).
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Teacher Larry Ferlazzo does a speed-dating activity in which students learn about each other. See his example of the poster he does about himself for the activity at http://larryferlazzo.edublogs.org/2012/09/07/the-who-am-i-poster-i-use-as-a-model-for-students
Resources for English Language Teachers about the Common Core State Standards
From www.colorincolorado.org
This Colorín Colorado resource section explores what the Common Core State Standards (CCSS) will mean for English language learners (ELLs).
Featured Resources:
Common Core and ELLs
Getting to Know the Common Core State Standards: A user-friendly introduction to the standards written by ELL expert Susan Lafond
What do the CCSS mean for ELLs?: Information about implementing the new standards with English language learners
Video Interviews: Educators and policy makers discuss challenges and opportunities that the CCSS present for ELLs
In the classroom: Albuquerque, NM
Common Core in the Classroom: Multimedia project and partnership between Colorín Colorado and Albuquerque Teachers Federation (ATF)
Meet the Teachers: Video interviews and journal entries from participating teachers
Meet the Experts: Video interviews with Dr. August and Dr. Ellen Bernstein, ATF President
Video clips: Professional development videos of lesson planning sessions
District planning
Planning for the CCSS: Information about district planning, professional development, and collaboration
Parent Resources: Tip sheets and ideas for including families in CCSS planning
Recommended Resources: CCSS discussion topics and lesson plans from schools, districts, and a wide variety of organizations
Access all of these resources at http://www.colorincolorado.org/educators/common_core
This Colorín Colorado resource section explores what the Common Core State Standards (CCSS) will mean for English language learners (ELLs).
Featured Resources:
Common Core and ELLs
Getting to Know the Common Core State Standards: A user-friendly introduction to the standards written by ELL expert Susan Lafond
What do the CCSS mean for ELLs?: Information about implementing the new standards with English language learners
Video Interviews: Educators and policy makers discuss challenges and opportunities that the CCSS present for ELLs
In the classroom: Albuquerque, NM
Common Core in the Classroom: Multimedia project and partnership between Colorín Colorado and Albuquerque Teachers Federation (ATF)
Meet the Teachers: Video interviews and journal entries from participating teachers
Meet the Experts: Video interviews with Dr. August and Dr. Ellen Bernstein, ATF President
Video clips: Professional development videos of lesson planning sessions
District planning
Planning for the CCSS: Information about district planning, professional development, and collaboration
Parent Resources: Tip sheets and ideas for including families in CCSS planning
Recommended Resources: CCSS discussion topics and lesson plans from schools, districts, and a wide variety of organizations
Access all of these resources at http://www.colorincolorado.org/educators/common_core
ELL Best Practices Collection
From http://www.tolerance.org
Teaching Tolerance’s ELL Best Practices collection includes a variety of resources that will help you ensure your school environment is welcoming to English language learners (ELLs) and their families. Access this collection of guides, articles, and strategies at http://www.tolerance.org/activity/ell-best-practices-collection
Teaching Tolerance’s ELL Best Practices collection includes a variety of resources that will help you ensure your school environment is welcoming to English language learners (ELLs) and their families. Access this collection of guides, articles, and strategies at http://www.tolerance.org/activity/ell-best-practices-collection
Celebrities Who Speak Spanish
From http://spanish.about.com
Inspire your students! Here is a list of celebrities who speak (at least some) Spanish as a second language: http://spanish.about.com/od/entertainmentinspanish/a/celebs-spanish.htm?nl=1
Inspire your students! Here is a list of celebrities who speak (at least some) Spanish as a second language: http://spanish.about.com/od/entertainmentinspanish/a/celebs-spanish.htm?nl=1
Cultural Camp for Young, Adopted Latinos
From http://minnesota.publicradio.org/display/web/2012/09/07/arts/adopted-latino-camp
Minnesota Mix: A cultural camp for young, adopted Latinos
by Nikki Tundel
September 7, 2012
They were born in Guatemala, Bolivia, and Ecuador and adopted by families in New York, California, and Wisconsin. And last month, they all convened at a camp in Lakeville, Minn., geared specifically for them -- adopted children who were born in Latin American countries.
Some 500 children spent part of their summer vacation at La Semana -- Spanish for "the week" -- a culture camp that immerses them in the traditions of their birth countries.
While they're at the camp, the children get a crash course in Spanish -- a language many of these American-raised kids don't speak. Hot dogs and roasted marshmallows are replaced by tamales and sweet empanadas. And instead of Kumbaya, its Cumbia, a Colombian style of dance.
Read the full article at http://minnesota.publicradio.org/display/web/2012/09/07/arts/adopted-latino-camp
Minnesota Mix: A cultural camp for young, adopted Latinos
by Nikki Tundel
September 7, 2012
They were born in Guatemala, Bolivia, and Ecuador and adopted by families in New York, California, and Wisconsin. And last month, they all convened at a camp in Lakeville, Minn., geared specifically for them -- adopted children who were born in Latin American countries.
Some 500 children spent part of their summer vacation at La Semana -- Spanish for "the week" -- a culture camp that immerses them in the traditions of their birth countries.
While they're at the camp, the children get a crash course in Spanish -- a language many of these American-raised kids don't speak. Hot dogs and roasted marshmallows are replaced by tamales and sweet empanadas. And instead of Kumbaya, its Cumbia, a Colombian style of dance.
Read the full article at http://minnesota.publicradio.org/display/web/2012/09/07/arts/adopted-latino-camp
Celebrities Who Speak French
From http://french.about.com
Remind your students how cool French is with this long list of French-speaking celebrities from non-French speaking countries: http://french.about.com/od/teachingresources/a/celebrities.htm?nl=1
Remind your students how cool French is with this long list of French-speaking celebrities from non-French speaking countries: http://french.about.com/od/teachingresources/a/celebrities.htm?nl=1
Is French Losing the Tu/Vous Distinction?
Scholars and teachers of French may enjoy following a discussion of the influence that social media are having on the tu/vous distinction in French.
First is an article in the BBC News Magazine about the use of tu in Twitter: http://www.bbc.co.uk/news/magazine-19499771
Here is a French-language response in Le Monde: http://bigbrowser.blog.lemonde.fr/2012/09/07/a-tu-et-a-toi-twitter-va-t-il-tuer-le-vouvoiement
And here is a response to that in the Guardian: http://www.guardian.co.uk/commentisfree/2012/sep/10/france-tu-vous-distinction-twitter-generation
Enjoy discussing modern usage with your colleagues and with your students!
First is an article in the BBC News Magazine about the use of tu in Twitter: http://www.bbc.co.uk/news/magazine-19499771
Here is a French-language response in Le Monde: http://bigbrowser.blog.lemonde.fr/2012/09/07/a-tu-et-a-toi-twitter-va-t-il-tuer-le-vouvoiement
And here is a response to that in the Guardian: http://www.guardian.co.uk/commentisfree/2012/sep/10/france-tu-vous-distinction-twitter-generation
Enjoy discussing modern usage with your colleagues and with your students!
Revised Version of Careers for Classicists
From http://apaclassics.org/index.php/education/careers_for_classicists_section/copyright
The American Philological Association is pleased to publish a revision of Careers for Classicists by Kenneth F. Kitchell, Jr. with the assistance of the APA Education Committee. Careers is copyright 2012 by the American Philological Association and is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Download in PDF format at http://apaclassics.org/index.php/education/careers_for_classicists_section/copyright or read it online at http://apaclassics.org/index.php/education/careers_for_classicists
The American Philological Association is pleased to publish a revision of Careers for Classicists by Kenneth F. Kitchell, Jr. with the assistance of the APA Education Committee. Careers is copyright 2012 by the American Philological Association and is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Download in PDF format at http://apaclassics.org/index.php/education/careers_for_classicists_section/copyright or read it online at http://apaclassics.org/index.php/education/careers_for_classicists
Latin Pedagogy Blog
The Classical Association of New England has a blog with some new activity in it. Posts include teaching resources, useful links, and discussions of pedagogy.
Read the latest posts at http://www.canepress.org
Read the latest posts at http://www.canepress.org
Brooklyn Latin School Uses Classic Methods and Principles To Prepare Students for the Modern World
From http://www.nydailynews.com/new-york/education/brooklyn-latin-school-classic-methods-principles-prepare-students-modern-world-article-1.1154736
Brooklyn Latin School uses classic methods and principles to prepare students for the modern world
Principal Jason Griffiths tapped to model the Bushwick magnet school after Boston Latin, America's oldest institution and alma mater of John Adams and John Hancock
By Michael Menna
September 9, 2012
At the Brooklyn Latin School, the old and the new make a good team.
Born out of Mayor Bloomberg’s 2005 announcement to create seven select public schools, the Bushwick magnet school has sought to use old-school methods and principles to better prepare its students for a modern world.
Though some skeptics doubted whether the top floors of Bushwick’s PS 147 could provide a suitable site for a school like Brooklyn Latin — concerned that New York families might view its premium on Old World virtues as dated and out-of-touch — a quick glance at teacher-student discussions shows enthusiasm is never a problem there.
Read more: http://www.nydailynews.com/new-york/education/brooklyn-latin-school-classic-methods-principles-prepare-students-modern-world-article-1.1154736#ixzz26gZwp8F2
Brooklyn Latin School uses classic methods and principles to prepare students for the modern world
Principal Jason Griffiths tapped to model the Bushwick magnet school after Boston Latin, America's oldest institution and alma mater of John Adams and John Hancock
By Michael Menna
September 9, 2012
At the Brooklyn Latin School, the old and the new make a good team.
Born out of Mayor Bloomberg’s 2005 announcement to create seven select public schools, the Bushwick magnet school has sought to use old-school methods and principles to better prepare its students for a modern world.
Though some skeptics doubted whether the top floors of Bushwick’s PS 147 could provide a suitable site for a school like Brooklyn Latin — concerned that New York families might view its premium on Old World virtues as dated and out-of-touch — a quick glance at teacher-student discussions shows enthusiasm is never a problem there.
Read more: http://www.nydailynews.com/new-york/education/brooklyn-latin-school-classic-methods-principles-prepare-students-modern-world-article-1.1154736#ixzz26gZwp8F2
American Association of Teachers of German Launches Community College Honor Society
From http://www.aatg.org
The American Association of Teachers of German is pleased to announce the founding of Epsilon Phi Delta. ΕΦΔ Ehrenverbindung für Deutsch: National Honor Society for Community College Students of German was founded to reward scholastic achievement in the study of German and to promote interest in the study of German language, literature, and culture.
Learn more about Epsilon Phi Delta and how you can establish a chapter at http://www.aatg.org/EPD
The American Association of Teachers of German is pleased to announce the founding of Epsilon Phi Delta. ΕΦΔ Ehrenverbindung für Deutsch: National Honor Society for Community College Students of German was founded to reward scholastic achievement in the study of German and to promote interest in the study of German language, literature, and culture.
Learn more about Epsilon Phi Delta and how you can establish a chapter at http://www.aatg.org/EPD
Win Prizes by Taking the Think Transatlantic Quiz
You and your students can test your transatlantic knowledge via an online quiz at Germany.info.
All you need to do is identify eight famous transatlantic figures. Submissions must be received by Friday, September 28 at noon. Winners will be randomly selected from correct entries. Their prizes may include German-engineered headphones and beer steins.
Here is the quiz: https://www.germany.info/Vertretung/usa/en/02__GIC/GIC/05/06__Think__Transatlantic/07__Quiz/TTQuiz.html
All you need to do is identify eight famous transatlantic figures. Submissions must be received by Friday, September 28 at noon. Winners will be randomly selected from correct entries. Their prizes may include German-engineered headphones and beer steins.
Here is the quiz: https://www.germany.info/Vertretung/usa/en/02__GIC/GIC/05/06__Think__Transatlantic/07__Quiz/TTQuiz.html
Exhibition at University of Missouri-St. Louis: Youth Resistance to Nazi Germany
From http://www.marsh.us.com/GCC/Long_Live_Freedom.html
The German Culture Center at the University of Missouri-St. Louis presents a new exhibition entitled “Es lebe die Freiheit” (Long Live Freedom). The exhibit, created in Frankfurt in 2011 by the Studienkreis Deutscher Widerstand 1933-1945 (Research Institute for the Study of German Resistance 1933-1945) describes resistance by young Germans to National Socialism.
The grand opening of the exhibition will be September 19, and it will run through October 18. For full details about it and to visit an online gallery, go to http://www.marsh.us.com/GCC/Long_Live_Freedom.html
The German Culture Center at the University of Missouri-St. Louis presents a new exhibition entitled “Es lebe die Freiheit” (Long Live Freedom). The exhibit, created in Frankfurt in 2011 by the Studienkreis Deutscher Widerstand 1933-1945 (Research Institute for the Study of German Resistance 1933-1945) describes resistance by young Germans to National Socialism.
The grand opening of the exhibition will be September 19, and it will run through October 18. For full details about it and to visit an online gallery, go to http://www.marsh.us.com/GCC/Long_Live_Freedom.html
Japanese Students Can Practice Introductions with Business Cards
From https://www.erin.ne.jp/en
In a past InterCom we wrote about the web version of Erin’s Challenge, a Japanese-learning program for young people (http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=11004)
Here’s a timely activity from the website for the beginning of the year, when students are learning to introduce themselves: they can make a business card online in this game: https://www.erin.ne.jp/en/lesson01/letstry/game.html
In a past InterCom we wrote about the web version of Erin’s Challenge, a Japanese-learning program for young people (http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=11004)
Here’s a timely activity from the website for the beginning of the year, when students are learning to introduce themselves: they can make a business card online in this game: https://www.erin.ne.jp/en/lesson01/letstry/game.html
Japanese Expressions Used in Letters
From http://japanese.about.com
The difference between written language and conversational language in Japanese is much greater than in English. Japanese letters often use classical grammar patterns which are seldom used in conversation. Although there are no particular rules when writing to close friends, there are many set expressions and honorific expressions (keigo) used in formal letters. A conversational style is not usually used when writing formal letters.
See a list of expressions and their explanations at http://japanese.about.com/od/grammarlessons/a/101401.htm?nl=1
The difference between written language and conversational language in Japanese is much greater than in English. Japanese letters often use classical grammar patterns which are seldom used in conversation. Although there are no particular rules when writing to close friends, there are many set expressions and honorific expressions (keigo) used in formal letters. A conversational style is not usually used when writing formal letters.
See a list of expressions and their explanations at http://japanese.about.com/od/grammarlessons/a/101401.htm?nl=1
Interdisciplinary Lesson Plans about Cambodia
From http://www.primarysource.org/teacher-created-curriculum
Long an immigrant city, Lowell, Massachusetts, is well known as the home of one of the largest Cambodian populations in the United States. Thanks to a grant from the Theodore Edson Parker Foundation, ten K-12 Lowell teachers in partnership with Primary Source created more than twenty interdisciplinary lessons on Cambodia to better engage their students and generate understanding of their histories and cultures. The lessons range from daily life in a Cambodian village to literature and history lessons around Luong Ung's memoir First They Killed My Father, to lessons helping newly arrived Cambodians adjust to school life in the United States. Each of the lessons incorporates literacy objectives in addition to content objectives. The lessons provide global models for curriculum writing about any culture.
Access the lessons at http://resources.primarysource.org/lowelllessonplans
Long an immigrant city, Lowell, Massachusetts, is well known as the home of one of the largest Cambodian populations in the United States. Thanks to a grant from the Theodore Edson Parker Foundation, ten K-12 Lowell teachers in partnership with Primary Source created more than twenty interdisciplinary lessons on Cambodia to better engage their students and generate understanding of their histories and cultures. The lessons range from daily life in a Cambodian village to literature and history lessons around Luong Ung's memoir First They Killed My Father, to lessons helping newly arrived Cambodians adjust to school life in the United States. Each of the lessons incorporates literacy objectives in addition to content objectives. The lessons provide global models for curriculum writing about any culture.
Access the lessons at http://resources.primarysource.org/lowelllessonplans
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