From http://www.freetech4teachers.com/2012/10/six-multimedia-timeline-creation-tools.html
Your students can create a timeline of important historical events in their target culture, or of what happens to a character in a story, or of their own lives as a project that makes extensive use of talking about the past.
Richard Byrne reviews six tools that your students can use to create timelines on his blog at http://www.freetech4teachers.com/2012/10/six-multimedia-timeline-creation-tools.html#.UIbZvIV9ngo
October 28, 2012
Ten Ideas for Learning a Language Five Minutes at a Time
From http://www.everydaylanguagelearner.com
Your InterCom editor is an independent language learner in addition to being a language teacher. These hints for finding transitions in your daily routine for inserting extra language study will benefit anyone who is looking for more ways to learn faster: http://www.everydaylanguagelearner.com/2012/10/17/ideas-for-learning-language-five-minutes-at-time
Your InterCom editor is an independent language learner in addition to being a language teacher. These hints for finding transitions in your daily routine for inserting extra language study will benefit anyone who is looking for more ways to learn faster: http://www.everydaylanguagelearner.com/2012/10/17/ideas-for-learning-language-five-minutes-at-time
The Best Sites for Introducing English Language Learners to Maps and Geography
From http://larryferlazzo.edublogs.org
Last week English teacher Larry Ferlazzo posted two new pages full of annotated links to online resources:
The Best Sites For Introducing English Language Learners To Geography
http://larryferlazzo.edublogs.org/2012/10/20/the-best-sites-for-introducing-english-language-learners-to-geography
The Best Sites For Introducing Maps To English Language Learners http://larryferlazzo.edublogs.org/2012/10/18/the-best-sites-for-introducing-maps-to-english-language-learners
Last week English teacher Larry Ferlazzo posted two new pages full of annotated links to online resources:
The Best Sites For Introducing English Language Learners To Geography
http://larryferlazzo.edublogs.org/2012/10/20/the-best-sites-for-introducing-english-language-learners-to-geography
The Best Sites For Introducing Maps To English Language Learners http://larryferlazzo.edublogs.org/2012/10/18/the-best-sites-for-introducing-maps-to-english-language-learners
Translating the Common Core for Dual-Language Classrooms
From http://blogs.edweek.org/edweek/learning-the-language/2012/10/translating_the_common_core_fo.html
Translating the Common Core for Dual-Language Classrooms
By Lesli A. Maxwell
October 23, 2012
When it comes to putting the new common standards into classroom practice, dual-language teachers must prepare and adapt their instructional strategies to teach the more-rigorous common standards in language arts and mathematics not only in English, but in a second language.
In many dual-language programs, particularly in the early grades, students are learning as much as 90 percent of their content in the target, non-English language.
So what does the common core look like in Spanish language arts, for example? Who is doing the kind of translation and modification that dual-language teachers need to bridge the language they are teaching in with the content standards? And where can dual-language teachers find more resources to help them?
There are a few efforts I've recently become aware of, and I'm sure many more exist. But here is what I've come across so far, and I'd encourage anyone with other resources to chip in.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/10/translating_the_common_core_fo.html
Translating the Common Core for Dual-Language Classrooms
By Lesli A. Maxwell
October 23, 2012
When it comes to putting the new common standards into classroom practice, dual-language teachers must prepare and adapt their instructional strategies to teach the more-rigorous common standards in language arts and mathematics not only in English, but in a second language.
In many dual-language programs, particularly in the early grades, students are learning as much as 90 percent of their content in the target, non-English language.
So what does the common core look like in Spanish language arts, for example? Who is doing the kind of translation and modification that dual-language teachers need to bridge the language they are teaching in with the content standards? And where can dual-language teachers find more resources to help them?
There are a few efforts I've recently become aware of, and I'm sure many more exist. But here is what I've come across so far, and I'd encourage anyone with other resources to chip in.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/10/translating_the_common_core_fo.html
College Board Puts Spotlight on Needs of ELLs, New Kinds of Tests
From http://blogs.edweek.org/edweek/learning-the-language/2012/10/college_board_puts_needs_of_el.html
College Board Puts Spotlight on Needs of ELLs, New Kinds of Tests
By Catherine Gewertz
October 24, 2012
The annual meeting of the College Board got off to an unusual start: with a high-profile session on English-learners' "right to rigor," moderated by none other than the organization's brand-new president, David Coleman.
The session, a panel discussion by three nationally known ELL experts, sent a bevy of potent signals to the field about the organization's priorities as new leadership takes hold. Not only do these priorities come straight from the top—as symbolized by Coleman's presence on the dais—but they feature a big shift in thinking about how to teach students who are learning English.
Coleman, widely known as the chief architect of the common standards in English/language arts, made it clear that the central place of "complex text" in those standards extends to English-learners. As many teachers already know—but too many still don't embody in their teaching—students learning English can be robbed of opportunities to grow when they are given watered-down texts in response to their still-developing English-language skills.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/10/college_board_puts_needs_of_el.html
College Board Puts Spotlight on Needs of ELLs, New Kinds of Tests
By Catherine Gewertz
October 24, 2012
The annual meeting of the College Board got off to an unusual start: with a high-profile session on English-learners' "right to rigor," moderated by none other than the organization's brand-new president, David Coleman.
The session, a panel discussion by three nationally known ELL experts, sent a bevy of potent signals to the field about the organization's priorities as new leadership takes hold. Not only do these priorities come straight from the top—as symbolized by Coleman's presence on the dais—but they feature a big shift in thinking about how to teach students who are learning English.
Coleman, widely known as the chief architect of the common standards in English/language arts, made it clear that the central place of "complex text" in those standards extends to English-learners. As many teachers already know—but too many still don't embody in their teaching—students learning English can be robbed of opportunities to grow when they are given watered-down texts in response to their still-developing English-language skills.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/10/college_board_puts_needs_of_el.html
Head of Federal English-Language Acquisition Office Steps Down
From http://blogs.edweek.org/edweek/learning-the-language/2012/10/head_of_federal_english-langua.html
Head of Federal English-Language Acquisition Office Steps Down
By Lesli A. Maxwell
October 26, 2012
Rosalinda B. Barrera, the director of the office of English-language acquisition for the U.S. Department of Education for the last two years, has resigned her position, a department spokesman has confirmed.
Barrera's last day was Oct. 19. There was no official explanation from the department on why she stepped down.
Barrera, the former dean of the college of education at Texas State University-San Marcos, was selected to helm the office after a two-year stretch when there was no permanent leadership. She also took the job after the OELA had lost its oversight and authority over funds from Title III, the provision of the No Child Left Behind Act that authorizes spending for English-language acquisition programs. Since 2008, that authority has resided with the elementary and secondary education office in the department.
During her two years, she hosted a number of "national conversations" in a half dozen cities around the country where English-language learners constitute a significant proportion of public school enrollment.
Joanne Urrutia, the former head of language acquisition and bilingual programs in the Miami-Dade public schools, has been serving as OELA's deputy director, but no word yet as to whether she, or some other appointee, will succeed Barrera.
Head of Federal English-Language Acquisition Office Steps Down
By Lesli A. Maxwell
October 26, 2012
Rosalinda B. Barrera, the director of the office of English-language acquisition for the U.S. Department of Education for the last two years, has resigned her position, a department spokesman has confirmed.
Barrera's last day was Oct. 19. There was no official explanation from the department on why she stepped down.
Barrera, the former dean of the college of education at Texas State University-San Marcos, was selected to helm the office after a two-year stretch when there was no permanent leadership. She also took the job after the OELA had lost its oversight and authority over funds from Title III, the provision of the No Child Left Behind Act that authorizes spending for English-language acquisition programs. Since 2008, that authority has resided with the elementary and secondary education office in the department.
During her two years, she hosted a number of "national conversations" in a half dozen cities around the country where English-language learners constitute a significant proportion of public school enrollment.
Joanne Urrutia, the former head of language acquisition and bilingual programs in the Miami-Dade public schools, has been serving as OELA's deputy director, but no word yet as to whether she, or some other appointee, will succeed Barrera.
Halloween Posters in the Spanish-Speaking World
For a collection of images of posters advertising Halloween celebrations in the Spanish-speaking world and some prompts for reflection, you need look no farther than the Zambombazo website: http://zachary-jones.com/zambombazo/carteles-halloween-en-latinoamerica-y-espana
Today in Francophone History
Pick a date on this website to learn about that day's famous francophone birthdays, holidays and celebrations, and other milestones http://french.about.com/library/bl-todaypick.htm
You can also see what happened on today’s date at http://french.about.com/library/bl-today.htm
You can also see what happened on today’s date at http://french.about.com/library/bl-today.htm
French Week Miami Is a Month Long and It’s Going On Now
From http://www.frenchweekmiami.org
French Week Miami goes from October 27 to November 30 this year. Celebrate the presence of France in South Florida with movies, seminars, concerts, book fairs, wine tastings, and much more.
See the full schedule of events at http://www.frenchweekmiami.org/calendar-of-events1.html
French Week Miami goes from October 27 to November 30 this year. Celebrate the presence of France in South Florida with movies, seminars, concerts, book fairs, wine tastings, and much more.
See the full schedule of events at http://www.frenchweekmiami.org/calendar-of-events1.html
French Version of Daylight Savings Time
Daylight Savings Time will end for the year in the United States next Sunday, November 4. Learn about l'heure d'hiver in France at http://french.about.com/od/vocabulary/a/heuredhiver.htm?nl=1
More Halloween Resources
Here is a collection of Halloween resources for students of classical languages from CANE Press: http://www.canepress.org/2012/10/halloween-resources
Archaeological Institute of America-Cincinnati Society Launches Podcasts
From http://www.archaeological.org/news/nad/10717
The University of Cincinnati's Department of Classics in conjunction with the AIA-Cincinnati Society has launched UC Classics Ancient World Podcasts, produced by the faculty and graduate students from the University of Cincinnati. Podcasts explore compelling stories about the lives of people living in the ancient Mediterranean.
Episodes already available cover topics related to the ancient city of Pompeii and its destruction, while new series in the coming weeks will feature Cincinnati and its ties to ancient Greek and Roman culture, and Qumran and the Dead Sea Scrolls (to coincide with an exhibit at the Cincinnati Museum Center). These series bring together experts in ancient history, language, and archaeology from our department, from UC’s Judaic Studies Department, and from Hebrew Union College to share their passion and knowledge about the Classical world.
The UC Classics Ancient World Podcasts are suitable for audiences of all ages with an interest in the past, and make a great supplement on a visit to a museum, or for middle school, high school, and college classes.
Access the podcast series at http://classics.uc.edu/index.php/podcasts
The University of Cincinnati's Department of Classics in conjunction with the AIA-Cincinnati Society has launched UC Classics Ancient World Podcasts, produced by the faculty and graduate students from the University of Cincinnati. Podcasts explore compelling stories about the lives of people living in the ancient Mediterranean.
Episodes already available cover topics related to the ancient city of Pompeii and its destruction, while new series in the coming weeks will feature Cincinnati and its ties to ancient Greek and Roman culture, and Qumran and the Dead Sea Scrolls (to coincide with an exhibit at the Cincinnati Museum Center). These series bring together experts in ancient history, language, and archaeology from our department, from UC’s Judaic Studies Department, and from Hebrew Union College to share their passion and knowledge about the Classical world.
The UC Classics Ancient World Podcasts are suitable for audiences of all ages with an interest in the past, and make a great supplement on a visit to a museum, or for middle school, high school, and college classes.
Access the podcast series at http://classics.uc.edu/index.php/podcasts
McGill University Summer Institute in Classical Studies
From http://www.mcgill.ca/classics/summer-institute
The Institute offers students a unique opportunity to develop their understanding of the ancient world. Located within the heart of Montreal, Canada, the Institute is ideal for those students who are considering an undergraduate degree at McGill, those wishing to gain experience in a collegiate setting as preparation for university, and university students seeking to develop their training in ancient language and civilization. An introductory course in Latin is complemented by classes on classical mythology and ancient civilization, with an aim of fostering the understanding of ancient Mediterranean history and culture.
High school and AP credit are negotiable for students on a per school basis. Housing options are available to students who require on-campus accommodations for the duration of the course(s) at McGill.
Learn more about this program at http://www.mcgill.ca/classics/summer-institute
The Institute offers students a unique opportunity to develop their understanding of the ancient world. Located within the heart of Montreal, Canada, the Institute is ideal for those students who are considering an undergraduate degree at McGill, those wishing to gain experience in a collegiate setting as preparation for university, and university students seeking to develop their training in ancient language and civilization. An introductory course in Latin is complemented by classes on classical mythology and ancient civilization, with an aim of fostering the understanding of ancient Mediterranean history and culture.
High school and AP credit are negotiable for students on a per school basis. Housing options are available to students who require on-campus accommodations for the duration of the course(s) at McGill.
Learn more about this program at http://www.mcgill.ca/classics/summer-institute
Electronic Dictionary of Mythical Figures
From http://mythreligion.philology.upatras.gr/pages/en/purposes.html
A dictionary of mythological figures is available at http://mythreligion.philology.upatras.gr/pages/en/dictionary.html . Each letter is a PDF file that you can download. This is a revised version the Dictionary of Classical Mythology by M. R. Wright. Here is a fuller description from the dictionary’s preface:
“In the main body of the text the majority of the alphabetical entries are of individual people, but there are also significant groups, such as Amazons and Centaurs, events like the Theban wars, places important to myth such as Eleusis, Delphi and Olympus as well as meteorological phenomena (Rainbow and Winds for example), and the explanation of such sayings as 'Cloudcuckooland' and 'Gordian Knot'. Each entry has its head-word in its most commonly recognised form, followed by the Greek term, and the Latin form where appropriate; the meaning of the name is added in English where it is of interest.”
A dictionary of mythological figures is available at http://mythreligion.philology.upatras.gr/pages/en/dictionary.html . Each letter is a PDF file that you can download. This is a revised version the Dictionary of Classical Mythology by M. R. Wright. Here is a fuller description from the dictionary’s preface:
“In the main body of the text the majority of the alphabetical entries are of individual people, but there are also significant groups, such as Amazons and Centaurs, events like the Theban wars, places important to myth such as Eleusis, Delphi and Olympus as well as meteorological phenomena (Rainbow and Winds for example), and the explanation of such sayings as 'Cloudcuckooland' and 'Gordian Knot'. Each entry has its head-word in its most commonly recognised form, followed by the Greek term, and the Latin form where appropriate; the meaning of the name is added in English where it is of interest.”
Gateway to Chinese: Interactive Beginner’s Resources
From http://www.coerll.utexas.edu/coerll/taxonomy/term/149
Gateway to Chinese offers a collection of free interactive language learning resources for beginning Mandarin Chinese. Students now have the option to practice pronunciation, vocabulary, grammar, listening, and reading skills at their own convenience. Gateway to Chinese resources give students the valuable feedback they need to improve language skills in the critical early stages of learning, and an extensive number of interactive exercises allow them to practice what they learn.
Gateway to Chinese is available at http://sites.la.utexas.edu/chinese
Gateway to Chinese offers a collection of free interactive language learning resources for beginning Mandarin Chinese. Students now have the option to practice pronunciation, vocabulary, grammar, listening, and reading skills at their own convenience. Gateway to Chinese resources give students the valuable feedback they need to improve language skills in the critical early stages of learning, and an extensive number of interactive exercises allow them to practice what they learn.
Gateway to Chinese is available at http://sites.la.utexas.edu/chinese
Article: Mandarin Chinese Becoming First Choice as Second Language
From http://www.denverpost.com/news/ci_21825189/mandarin-chinese-becoming-first-choice-second-language
Mandarin Chinese becoming first choice as second language
By Nancy Lofholm
October 22, 2012
More language students are saying adios to the recent stampede to learn Spanish and huan ying — or welcome — to mastering a Chinese dialect now spoken by an estimated 100 million non-Chinese.
More than 60 schools around [Colorado] — ranging from primary-level immersion schools to universities to private language enterprises — are teaching this most widely spoken language in the world. More online classes are popping up. Chinese-language clubs are taking over tables in coffee shops. Chinese tutors are becoming a hot commodity.
The popularity of Mandarin has been driven by several factors: China's ascendancy in the global economy means anyone doing business on an international basis is likely to encounter Mandarin speakers. The spotlight on the 2008 Beijing Olympics increased tourism to China and heightened interest in Mandarin. Also, more Americans are traveling to China to adopt Chinese babies and want to be conversant with their children.
Read the full article at http://www.denverpost.com/news/ci_21825189/mandarin-chinese-becoming-first-choice-second-language
Mandarin Chinese becoming first choice as second language
By Nancy Lofholm
October 22, 2012
More language students are saying adios to the recent stampede to learn Spanish and huan ying — or welcome — to mastering a Chinese dialect now spoken by an estimated 100 million non-Chinese.
More than 60 schools around [Colorado] — ranging from primary-level immersion schools to universities to private language enterprises — are teaching this most widely spoken language in the world. More online classes are popping up. Chinese-language clubs are taking over tables in coffee shops. Chinese tutors are becoming a hot commodity.
The popularity of Mandarin has been driven by several factors: China's ascendancy in the global economy means anyone doing business on an international basis is likely to encounter Mandarin speakers. The spotlight on the 2008 Beijing Olympics increased tourism to China and heightened interest in Mandarin. Also, more Americans are traveling to China to adopt Chinese babies and want to be conversant with their children.
Read the full article at http://www.denverpost.com/news/ci_21825189/mandarin-chinese-becoming-first-choice-second-language
Article: Parents Who Can Afford It Value Global Education and Language Proficiency
From http://blogs.edweek.org/edweek/global_learning/2012/10/global_competence_an_avenue_to_the_world.html
Global Competence: An Avenue to the World
By Anthony Jackson
October 26, 2012
Avenues: The World School opened its doors September 2012 in Manhattan with the goal of creating a global network of schools where students will receive a "world course," gain fluency in a second (or third) language, and achieve academic excellence. … Who wouldn’t want that for their kids?
Apparently a lot of people agreed. The school had over 2,700 students apply for 700 slots. … This is for a brand-new for-profit school costing almost $40,000 per year with no track record, a controversial business model in a city with a considerable number of high-performing private, independent schools. …
So what does it say that presumably educated parents of means lined up to pay $40,000 for a new school to receive an education that explicitly states it will provide a global view, second language learning, and study abroad as its core tenants? People pay for what they value, or what they can't receive for free elsewhere. Perhaps this gives a view on what our broader education system should be developing: what's needed for the future and what parents think is going to help their kids be successful.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2012/10/global_competence_an_avenue_to_the_world.html
Global Competence: An Avenue to the World
By Anthony Jackson
October 26, 2012
Avenues: The World School opened its doors September 2012 in Manhattan with the goal of creating a global network of schools where students will receive a "world course," gain fluency in a second (or third) language, and achieve academic excellence. … Who wouldn’t want that for their kids?
Apparently a lot of people agreed. The school had over 2,700 students apply for 700 slots. … This is for a brand-new for-profit school costing almost $40,000 per year with no track record, a controversial business model in a city with a considerable number of high-performing private, independent schools. …
So what does it say that presumably educated parents of means lined up to pay $40,000 for a new school to receive an education that explicitly states it will provide a global view, second language learning, and study abroad as its core tenants? People pay for what they value, or what they can't receive for free elsewhere. Perhaps this gives a view on what our broader education system should be developing: what's needed for the future and what parents think is going to help their kids be successful.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2012/10/global_competence_an_avenue_to_the_world.html
Job: Indigenous Languages of the Americas, University of California-Davis
From http://linguistlist.org/issues/23/23-4354.html
The Department of Native American Studies at the University of California, Davis (UCD) invites applications for an open-rank position in the area of indigenous languages of the Americas, with an emphasis on North America (U.S., Mexico, Canada) to begin July 1, 2013. This position would be filled by an interdisciplinary scholar with an active research agenda whose field(s) fall(s) within humanities and/or social sciences. The holder of this faculty position in indigenous languages should have a Ph.D. in linguistics or in Native American studies with an emphasis on language, or in a related field, an active interest in indigenous languages of the Americas, and in language acquisition and revitalization. The holder of this position must be able to work with students who are interested in learning more about indigenous languages (in some cases, their heritage languages), and, in particular, with our graduate students who are required to study an indigenous American language. The holder of this position will be considered for appointment as the Director of the Native American Language Center, and should show a (beginning or sustained) track record of grant support for language research.
Application Deadline: 31-Jan-2013 (Open until filled)
View the full job posting at http://linguistlist.org/issues/23/23-4354.html
The Department of Native American Studies at the University of California, Davis (UCD) invites applications for an open-rank position in the area of indigenous languages of the Americas, with an emphasis on North America (U.S., Mexico, Canada) to begin July 1, 2013. This position would be filled by an interdisciplinary scholar with an active research agenda whose field(s) fall(s) within humanities and/or social sciences. The holder of this faculty position in indigenous languages should have a Ph.D. in linguistics or in Native American studies with an emphasis on language, or in a related field, an active interest in indigenous languages of the Americas, and in language acquisition and revitalization. The holder of this position must be able to work with students who are interested in learning more about indigenous languages (in some cases, their heritage languages), and, in particular, with our graduate students who are required to study an indigenous American language. The holder of this position will be considered for appointment as the Director of the Native American Language Center, and should show a (beginning or sustained) track record of grant support for language research.
Application Deadline: 31-Jan-2013 (Open until filled)
View the full job posting at http://linguistlist.org/issues/23/23-4354.html
Scholarships for Students of Classical Languages
Latin teacher Shelly McCormick-Lane has compiled a list of scholarships that students of classical languages may qualify for on her website: http://teacherweb.com/TX/ClearLakeHighSchool/McCormick-Lane/links3.aspx
Inspire your high school students to excel at their language studies!
Inspire your high school students to excel at their language studies!
Teacher Initiated Inquiry Projects Program in Los Angeles
From http://centerx.gseis.ucla.edu/partnerships-grants/tiip
The goal of the Teacher-Initiated Inquiry Projects (TIIP) is to promote teacher innovation and creativity as a vehicle for school reform. TIIP has awarded 48 grants of up to $30,000 to teams of teachers in Los Angeles County across two cohorts.
TIIP seeks to promote teacher innovation and creativity by providing financial support to teachers as they identify, plan and implement their own professional development. Possible projects could include:
University course work
Research
Summer workshops
Conferences
Internships at museums or libraries
Projects funded through TIIP represent a spectrum of disciplines, grade levels and schools.
25 TIIP III grants of $15,000 each will be awarded in the 2012-2013 school year.
For full details go to http://centerx.gseis.ucla.edu/partnerships-grants/tiip
The goal of the Teacher-Initiated Inquiry Projects (TIIP) is to promote teacher innovation and creativity as a vehicle for school reform. TIIP has awarded 48 grants of up to $30,000 to teams of teachers in Los Angeles County across two cohorts.
TIIP seeks to promote teacher innovation and creativity by providing financial support to teachers as they identify, plan and implement their own professional development. Possible projects could include:
University course work
Research
Summer workshops
Conferences
Internships at museums or libraries
Projects funded through TIIP represent a spectrum of disciplines, grade levels and schools.
25 TIIP III grants of $15,000 each will be awarded in the 2012-2013 school year.
For full details go to http://centerx.gseis.ucla.edu/partnerships-grants/tiip
NYSAFLT Professional Webinars for Educators
The New York State Association of Foreign Language Teachers’ new webinar series began last Thursday. Here are the titles of upcoming webinars:
“Designing Performance Assessments in the Communicative Modes”
“Aligning LOTE to the Common Core Follow-Up”
“Performance Assessment"
“FLES and the Common Core”
“Advocacy: An Everyday Occurrence”
“Literacy Strategies for the 21st Century LOTE Teacher”
Learn more, register, and catch recordings of webinars you missed at http://www.nysaflt.org/webinars
“Designing Performance Assessments in the Communicative Modes”
“Aligning LOTE to the Common Core Follow-Up”
“Performance Assessment"
“FLES and the Common Core”
“Advocacy: An Everyday Occurrence”
“Literacy Strategies for the 21st Century LOTE Teacher”
Learn more, register, and catch recordings of webinars you missed at http://www.nysaflt.org/webinars
Khmer Language Summer Abroad Programs
Khmer Language Summer Abroad Programs
University of Hawaii
June 24–Aug. 2, 2013
The Khmer Language Program at the University of Hawaii-Manoa administers two summer abroad programs for Khmer language study in Phnom Penh. The Advanced Study of Khmer (ASK) program (http://manoa.hawaii.edu/ask ) offers six weeks of intensive language training designed for third-year Khmer students; applications due February 1, 2013. The Khmer Language and Culture Study Program (http://khmerstudies.org/research-training/culture-study-program ) offers faculty, post-graduate researchers, K-12 teachers, educators, professionals and undergraduate and graduate students six weeks of intensive language and cultural studies for beginning and intermediate students; applications due February 1, 2013. Both programs are run by UH in collaboration with the Royal University of Phnom-Penh, Center for Khmer Studies. Both programs include one-week home stays in rural Cambodia. For details, see individual program websites or email Chhany Sak-humphry at sak at hawaii dot edu.
[CSEAS-SOCAL] Southeast Asia Announcements 10/26/12. CSEAS-SOCAL e-mail digest (CSEAS-SOCAL@NEWLISTS.SSCNET.UCLA.EDU, 26 Oct 2012).
University of Hawaii
June 24–Aug. 2, 2013
The Khmer Language Program at the University of Hawaii-Manoa administers two summer abroad programs for Khmer language study in Phnom Penh. The Advanced Study of Khmer (ASK) program (http://manoa.hawaii.edu/ask ) offers six weeks of intensive language training designed for third-year Khmer students; applications due February 1, 2013. The Khmer Language and Culture Study Program (http://khmerstudies.org/research-training/culture-study-program ) offers faculty, post-graduate researchers, K-12 teachers, educators, professionals and undergraduate and graduate students six weeks of intensive language and cultural studies for beginning and intermediate students; applications due February 1, 2013. Both programs are run by UH in collaboration with the Royal University of Phnom-Penh, Center for Khmer Studies. Both programs include one-week home stays in rural Cambodia. For details, see individual program websites or email Chhany Sak-humphry at sak at hawaii dot edu.
[CSEAS-SOCAL] Southeast Asia Announcements 10/26/12. CSEAS-SOCAL e-mail digest (CSEAS-SOCAL@NEWLISTS.SSCNET.UCLA.EDU, 26 Oct 2012).
Kansas World Language Association 2012 Conference
From http://www.kswla.org
Kansas World Language Association 2012
November 2-3
Overland Park, Kansas City
See the conference schedule, register, and find out more about what’s to do in Kansas City at http://www.kswla.org/kswla2012.htm
Kansas World Language Association 2012
November 2-3
Overland Park, Kansas City
See the conference schedule, register, and find out more about what’s to do in Kansas City at http://www.kswla.org/kswla2012.htm
Colloquium: The Young Artist Association in the Republic of Vietnam and After
From http://www.international.ucla.edu/cseas/events/showevent.asp?eventid=9718
The Young Artist Association in the Republic of Vietnam and After
Colloquium with Trinh Cung, Hoa Sen University, Vietnam
Friday, November 09, 2012
12:00 PM - 1:30 PM
10383 Bunche Hall
UCLA Campus
The Young Artist Association (Hoi Hoa Si Tre) was perhaps the most dynamic and influential art association in the Republic of Vietnam. In its time, the YAA infused new stylistic elements, commented on war and society, and contributed to the rapid emergence of an internationalized art scene in the Republic. Trinh Cung, one of its founding members, will present this association’s history, legacies, as well as discussing his most recent work as part of a current group show by YAA members.
A founding member of the Young Artist Association, Trinh Cung won numerous national awards in the Republic of Vietnam for his work in the 1960s, including one at the first Saigon Biannual in 1962. His work was also shown at the 1963 Paris Biannual, and the 1964 Tunis Biannual. He has since lectured, published, and exhibited in Vietnam and internationally. He is currently lecturing on art and art history at Hoa Sen University in Hochiminh City, Vietnam.
Cost: Free and open to the public.
For full details go to http://www.international.ucla.edu/cseas/events/showevent.asp?eventid=9718
The Young Artist Association in the Republic of Vietnam and After
Colloquium with Trinh Cung, Hoa Sen University, Vietnam
Friday, November 09, 2012
12:00 PM - 1:30 PM
10383 Bunche Hall
UCLA Campus
The Young Artist Association (Hoi Hoa Si Tre) was perhaps the most dynamic and influential art association in the Republic of Vietnam. In its time, the YAA infused new stylistic elements, commented on war and society, and contributed to the rapid emergence of an internationalized art scene in the Republic. Trinh Cung, one of its founding members, will present this association’s history, legacies, as well as discussing his most recent work as part of a current group show by YAA members.
A founding member of the Young Artist Association, Trinh Cung won numerous national awards in the Republic of Vietnam for his work in the 1960s, including one at the first Saigon Biannual in 1962. His work was also shown at the 1963 Paris Biannual, and the 1964 Tunis Biannual. He has since lectured, published, and exhibited in Vietnam and internationally. He is currently lecturing on art and art history at Hoa Sen University in Hochiminh City, Vietnam.
Cost: Free and open to the public.
For full details go to http://www.international.ucla.edu/cseas/events/showevent.asp?eventid=9718
Call for Papers: Illinois Council on the Teaching of Foreign Languages Fall Conference 2013
From http://www.ictfl.org/form/call-conference-sessions-2013
The I C T F L Fall Conference 2013
October 18-19, 2013 • Tinley Park Conference Center, Tinley Park
Sponsored by the ILLINOIS COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES
This year the organizers are specifically looking for sessions related to the conference theme of “Diversity is Delicious.” ICTFL encourages sessions in target language on topics on culture and diversity. Also desired are sessions re: increasing student proficiencies, thematic lessons, technology usage that encourages communication and topics of interest to language educators such as Common Core, 21st Century Skills, RtI, language advocacy, and teacher evaluation and professional development.
Proposal Deadline: February 1, 2013
Submit a proposal at http://www.ictfl.org/form/call-conference-sessions-2013
The I C T F L Fall Conference 2013
October 18-19, 2013 • Tinley Park Conference Center, Tinley Park
Sponsored by the ILLINOIS COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES
This year the organizers are specifically looking for sessions related to the conference theme of “Diversity is Delicious.” ICTFL encourages sessions in target language on topics on culture and diversity. Also desired are sessions re: increasing student proficiencies, thematic lessons, technology usage that encourages communication and topics of interest to language educators such as Common Core, 21st Century Skills, RtI, language advocacy, and teacher evaluation and professional development.
Proposal Deadline: February 1, 2013
Submit a proposal at http://www.ictfl.org/form/call-conference-sessions-2013
Call for Book Chapters: Multiliteracies in Foreign Language Education
From http://linguistlist.org/issues/23/23-4342.html
Call for Book Chapters: Multiliteracies in Foreign Language Education
Editors: Yuri Kumagai (Smith College), Ana Lopez-Sanchez (Haverford College), and Sujane Wu (Smith College)
The editors welcome chapter proposals that address any aspect of the design, implementation, and assessment of pedagogical practices associated with a multiliteracies-based framework in the Foreign Language collegiate context.
Submission deadline: November 25, 2012
See the full call for chapters at http://linguistlist.org/issues/23/23-4342.html
Call for Book Chapters: Multiliteracies in Foreign Language Education
Editors: Yuri Kumagai (Smith College), Ana Lopez-Sanchez (Haverford College), and Sujane Wu (Smith College)
The editors welcome chapter proposals that address any aspect of the design, implementation, and assessment of pedagogical practices associated with a multiliteracies-based framework in the Foreign Language collegiate context.
Submission deadline: November 25, 2012
See the full call for chapters at http://linguistlist.org/issues/23/23-4342.html
October 21, 2012
Google Cultural Institute: Historical and Cultural Resources Online
From http://www.google.com/culturalinstitute/about
The Google Cultural Institute has digital exhibits about major historical events throughout the world. In their words, “We have created this site to provide a visually rich and interactive online experience for telling cultural stories in new ways. Discover exhibits by expert curators, find artifacts, view photographs, read original manuscripts, watch videos, and more.”
The Google Cultural Institute website is available at http://www.google.com/culturalinstitute/#!home
Read a review of this resource at http://www.freetech4teachers.com/2012/10/explore-google-cultural-institute.html
The Google Cultural Institute has digital exhibits about major historical events throughout the world. In their words, “We have created this site to provide a visually rich and interactive online experience for telling cultural stories in new ways. Discover exhibits by expert curators, find artifacts, view photographs, read original manuscripts, watch videos, and more.”
The Google Cultural Institute website is available at http://www.google.com/culturalinstitute/#!home
Read a review of this resource at http://www.freetech4teachers.com/2012/10/explore-google-cultural-institute.html
“Are You Smarter Than Google?” Contest Demonstrates Weaknesses of Online Translations Programs
Language teachers’ listservs are often abuzz with posts from teachers wondering what to do about students who attempt to pass off the work of online translators as their own. Here is a positive activity suggested by a Latinteach listserv user:
---
A couple of years ago, I ran a contest called "Are you smarter than Google?" I choose a short story that doesn't have a published translation (where Google does best because it just searches the web and provides the human translation). After school, we gathered the volunteers and then their translations were graded in comparison to Google's. 18 out of the 20 students who competed beat Google in translating. We announced the winners in an assembly and gave small prizes and posted the names. Along with the winners' names, I posted Google's translation with the original Latin for giggles -- a fun contest for them and a good lesson that Google translate is not the way to go with their homework.
Ham, G. [Latinteach] google translate. Latinteach listserv (latinteach@nxport.com, 9 Oct 2012).
---
A couple of years ago, I ran a contest called "Are you smarter than Google?" I choose a short story that doesn't have a published translation (where Google does best because it just searches the web and provides the human translation). After school, we gathered the volunteers and then their translations were graded in comparison to Google's. 18 out of the 20 students who competed beat Google in translating. We announced the winners in an assembly and gave small prizes and posted the names. Along with the winners' names, I posted Google's translation with the original Latin for giggles -- a fun contest for them and a good lesson that Google translate is not the way to go with their homework.
Ham, G. [Latinteach] google translate. Latinteach listserv (latinteach@nxport.com, 9 Oct 2012).
Teaching Vocabulary
Teachers on several listservs and blogs have been discussing how to present vocabulary and what works best for students to retain it. Approaches are diverse; here is a sampling of them:
Some teachers promote autonomy in and individualization of approaches to learning vocabulary:
Here is an article on the British Council’s website about autonomy and vocabulary: http://www.teachingenglish.org.uk/articles/vocabulary-autonomy
Here are some suggestions for self-study from Busuu: http://blog.busuu.com/learn-vocabulary-even-faster-with-our-checkpoints
---
Vocab Man is a rubric in which students select among different study activities to accumulate a required total number of points. Here is a description of it:
Have you heard of the "Vocab Man?" I stumbled across it years ago and modified it to meet my needs. It is essentially a large "man" and inside each body part is a vocabulary review/learning option- IE write words 3X each= 10 points, create a mini book or Powerpoint with 1 drawing/image per word = 20 points, etc. I require 20 points and students that wish to review the vocab with their fellow classmates before a quiz/test (usually with PowerPoint or their books, and I even allow outside the box options that they come up with like creating games).
Botts, L. Re: [FLTEACH] Differentiation with introducing vocabulary. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Oct 2012).
An example of the rubric for Vocab Man is available here: http://aquinasgrammar.com/2011/10/hombre-de-vocabulario , and here is a long list of possible activities: https://sites.google.com/a/dunkerton.k12.ia.us/sramcd/vocab-man-options
Megan Johnston of the Creative Language Class blog describes how she recently guided students through the process of creating their own personalized vocabulary lists for a particular topic: http://creativelanguageclass.wordpress.com/2012/10/10/new-vocab-lists-learning-or-both
Several teachers recommend different online vocabulary-study sites. Here are the most-often recommended:
Quizlet (http://quizlet.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6166
Conjuguemos (https://conjuguemos.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=1471
WordChamp (http://www.wordchamp.com/lingua2/Home.do ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=2610
English language teachers will appreciate Larry Ferlazzo’s webpage with annotated links to resources for developing academic vocabulary: http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary
---
Vocabulary Baseball is a recommended review game. Here’s a description:
Divide your class into 2 teams. You can do this by splitting the room down the middle or by having team captains choose the teams. Designate where the bases are around the room since the runners actually stand at the bases.
You are the pitcher. Give the batter the English word. When my class played, the batter had to give the Nom, Gen. and gender of nouns, the principal parts of verbs, etc. If the batter gives the correct answer, he goes to 1st base. If there are runners on the other bases, they move to the next base. If the batter is wrong, it is an out After 3 outs, the side is retired and the other team is up. At the end of the game the team with the most runs wins as long as the losing team got up to bat that inning and made 3 outs. This is important in case the game is ended mid-inning because class is over.
Base stealing: A person on base can may try to steal if the batter answered incorrectly and it was not the 3rd out. The baserunner trying to steal answers the question given to the batter.. If he is incorrect, it is an out. If the base stealer answers, correctly, he advances to the next base.
When the batter gets a hit, everyone on base moves one base. If a baserunner "steals", only those runners who must move for him to get to the next base move. So, if the base stealer is on 3rd, he goes home and makes a run but if there are others on base, they don't move. If there is no runner on 2nd and the runner on 1st steals, he is the only one to advance a base. However, if the runner on 1st steals and there is a runner on 2nd, the stealer moves to second and the runner on second moves to 3rd, etc.
I also used the 10 run rule. If a team scores 10 runs in one inning, the side is retired and the other team is up. This insures that everyone in the class gets up to bat.
I generally used baseball for vocabulary review, but it also works for other types of reviews.
Peterson, R. [Latinteach] Vocabulary baseball rules. Latinteach listserv (latinteach@nxport.com, 10 Oct 2012).
Some teachers promote autonomy in and individualization of approaches to learning vocabulary:
Here is an article on the British Council’s website about autonomy and vocabulary: http://www.teachingenglish.org.uk/articles/vocabulary-autonomy
Here are some suggestions for self-study from Busuu: http://blog.busuu.com/learn-vocabulary-even-faster-with-our-checkpoints
---
Vocab Man is a rubric in which students select among different study activities to accumulate a required total number of points. Here is a description of it:
Have you heard of the "Vocab Man?" I stumbled across it years ago and modified it to meet my needs. It is essentially a large "man" and inside each body part is a vocabulary review/learning option- IE write words 3X each= 10 points, create a mini book or Powerpoint with 1 drawing/image per word = 20 points, etc. I require 20 points and students that wish to review the vocab with their fellow classmates before a quiz/test (usually with PowerPoint or their books, and I even allow outside the box options that they come up with like creating games).
Botts, L. Re: [FLTEACH] Differentiation with introducing vocabulary. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 3 Oct 2012).
An example of the rubric for Vocab Man is available here: http://aquinasgrammar.com/2011/10/hombre-de-vocabulario , and here is a long list of possible activities: https://sites.google.com/a/dunkerton.k12.ia.us/sramcd/vocab-man-options
Megan Johnston of the Creative Language Class blog describes how she recently guided students through the process of creating their own personalized vocabulary lists for a particular topic: http://creativelanguageclass.wordpress.com/2012/10/10/new-vocab-lists-learning-or-both
Several teachers recommend different online vocabulary-study sites. Here are the most-often recommended:
Quizlet (http://quizlet.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=6166
Conjuguemos (https://conjuguemos.com ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=1471
WordChamp (http://www.wordchamp.com/lingua2/Home.do ), described here: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=2610
English language teachers will appreciate Larry Ferlazzo’s webpage with annotated links to resources for developing academic vocabulary: http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary
---
Vocabulary Baseball is a recommended review game. Here’s a description:
Divide your class into 2 teams. You can do this by splitting the room down the middle or by having team captains choose the teams. Designate where the bases are around the room since the runners actually stand at the bases.
You are the pitcher. Give the batter the English word. When my class played, the batter had to give the Nom, Gen. and gender of nouns, the principal parts of verbs, etc. If the batter gives the correct answer, he goes to 1st base. If there are runners on the other bases, they move to the next base. If the batter is wrong, it is an out After 3 outs, the side is retired and the other team is up. At the end of the game the team with the most runs wins as long as the losing team got up to bat that inning and made 3 outs. This is important in case the game is ended mid-inning because class is over.
Base stealing: A person on base can may try to steal if the batter answered incorrectly and it was not the 3rd out. The baserunner trying to steal answers the question given to the batter.. If he is incorrect, it is an out. If the base stealer answers, correctly, he advances to the next base.
When the batter gets a hit, everyone on base moves one base. If a baserunner "steals", only those runners who must move for him to get to the next base move. So, if the base stealer is on 3rd, he goes home and makes a run but if there are others on base, they don't move. If there is no runner on 2nd and the runner on 1st steals, he is the only one to advance a base. However, if the runner on 1st steals and there is a runner on 2nd, the stealer moves to second and the runner on second moves to 3rd, etc.
I also used the 10 run rule. If a team scores 10 runs in one inning, the side is retired and the other team is up. This insures that everyone in the class gets up to bat.
I generally used baseball for vocabulary review, but it also works for other types of reviews.
Peterson, R. [Latinteach] Vocabulary baseball rules. Latinteach listserv (latinteach@nxport.com, 10 Oct 2012).
The Best Websites for Learning about Halloween
From http://larryferlazzo.edublogs.org
ESL teacher Larry Ferlazzo has an annotated compilations of websites that can help students learn about Halloween, Halloween-associated vocabulary, and the Day of the Dead at http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween
ESL teacher Larry Ferlazzo has an annotated compilations of websites that can help students learn about Halloween, Halloween-associated vocabulary, and the Day of the Dead at http://larryferlazzo.edublogs.org/2008/10/05/the-best-websites-for-learning-about-halloween
Jigsaw Activity for English Learners: Megabridges
From http://www.teachingenglish.org.uk/activities
Here is a jigsaw activity (in which students are in two groups, with each group learning different information and then sharing it with the other group) that centers around two National Geographic video clips about bridges: http://www.teachingenglish.org.uk/activities/megabridges
The activity includes links to the videos and downloads of the accompanying handouts for students.
Here is a jigsaw activity (in which students are in two groups, with each group learning different information and then sharing it with the other group) that centers around two National Geographic video clips about bridges: http://www.teachingenglish.org.uk/activities/megabridges
The activity includes links to the videos and downloads of the accompanying handouts for students.
Research Brief: The CREATE Program: A Comprehensive Model for Instruction of Academic Language and Literacy in the Content Areas
From http://www.cal.org/create/resources/pubs/comprehensive-model-for-instruction-of-academic-language-and-literacy-in-the-content-areas.html
Teachers of English language learners are finding scaffolded learning, which is recommended by second language acquisition researchers, to be in contradiction with district and state expectations for providing academic rigor and preparing students for independent performance on high-stakes tests.
The Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) has responded to this challenge by integrating academic language development into the rigorous content area instruction of learners in the middle grades. This research brief is intended to explain instructional implications from the 7-year CREATE program of study as well as to guide practitioners in implementing the findings. School leaders who are interested in reforms that target academic language development within content area instruction to boost the achievement of both English learners and English-proficient students will benefit from the approach described in this brief. It will also be valuable for preservice and inservice teachers who are interested in practical techniques for creating scaffolded tasks in lesson plans that are aligned with grade-level content standards.
Read the brief at http://www.cal.org/create/resources/pubs/comprehensive-model-for-instruction-of-academic-language-and-literacy-in-the-content-areas.html
Teachers of English language learners are finding scaffolded learning, which is recommended by second language acquisition researchers, to be in contradiction with district and state expectations for providing academic rigor and preparing students for independent performance on high-stakes tests.
The Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) has responded to this challenge by integrating academic language development into the rigorous content area instruction of learners in the middle grades. This research brief is intended to explain instructional implications from the 7-year CREATE program of study as well as to guide practitioners in implementing the findings. School leaders who are interested in reforms that target academic language development within content area instruction to boost the achievement of both English learners and English-proficient students will benefit from the approach described in this brief. It will also be valuable for preservice and inservice teachers who are interested in practical techniques for creating scaffolded tasks in lesson plans that are aligned with grade-level content standards.
Read the brief at http://www.cal.org/create/resources/pubs/comprehensive-model-for-instruction-of-academic-language-and-literacy-in-the-content-areas.html
All Saints Day and All Souls Day Resources
Here are some online resources that you can use to teach your students about All Saints Day and All Souls Day traditions in the Spanish-speaking world:
Specific to Day of the Dead as it is celebrated in Mexico (and the United States):
-Here is a printable calaca (skull) for students to color from Spanglish Baby: http://www.spanglishbaby.com/?s=el+dia+de+los+muertos&x=0&y=0
-Here is a PowerPoint about the Day of the Dead in Mexico: http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6004440
-Here are clear audio narratives explaining Day of the Dead in Mexico and in the United States: http://www.fluencyprof.com/el-dia-de-los-muertos-comic.html
-Here is a multimedia site about Day of the Dead in Michoacan and Oaxaca: http://www.eluniversal.com.mx/graficos/graficosanimados11/EU_muertos
-Here is a website dedicated to the Mexican celebration: http://www.dayofthedead.com
-If you live near the Bay Area in California, this celebration may be of interest to you: http://www.dayofthedeadsf.org
-The San Diego County Office of Education has guidelines for teachers who teach about Day of the Dead as well as recommended resources at http://www.sdcoe.net/lret2/hss/?loc=fall2009_newsletter&m=1 (scroll about halfway down the page to Resources)
-What Day of the Dead is not, in English http://www.inside-mexico.com/noes.htm and in Spanish http://www.inside-mexico.com/noessp.htm
-Here is an About.com article about Day of the Dead: http://spanish.about.com/cs/culture/a/dayofdead.htm?nl=1
-Here is a craft idea from Spanglish Baby for making a shoebox altar: http://spanglishbaby.com/finds/day-of-the-dead-kids-craft-shoebox-altar
-Here are some activities and handouts with Halloween themes: http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/927765867/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
-Here is Calaveras song on YouTube: http://www.youtube.com/watch?NR=1&v=ZpqoO7LkgF0
-Here is an intriguing wordless animated clip, also on YouTube: http://www.youtube.com/watch?v=FBKn6CPKGnA
-Here’s video explaining the traditions: http://www.youtube.com/watch?v=kimX-rwPmyk
-Here are several resources from the Mis Cositas website: a video focusing on careers (as played by skeleton toys) - http://www.youtube.com/watch?v=OAdBfZI5uq0 ; another video in slow Spanish about the traditions - http://www.youtube.com/watch?v=kimX-rwPmyk ; an online storybook - http://www.miscositas.com/miabuela.html ; photos from Mexico - http://www.flickr.com/photos/miscositaspix/sets/72157625811153814 ; a webquest - http://www.miscositas.com/muertos.html ; and thematic units in English - http://www.miscositas.com/units.html#english ; and Spanish - http://www.miscositas.com/units.html#spanish
Here is an article about All Saints Day in Peru: http://www.dosmanosperu.com/dosmanos/spanish/latin-culture/fiestas/todos-los-santos.php
Most of these resources deal with Mexican traditions, but not all of them: http://www.ac-grenoble.fr/disciplines/espagnol/articles.php?lng=fr&pg=274
Specific to Day of the Dead as it is celebrated in Mexico (and the United States):
-Here is a printable calaca (skull) for students to color from Spanglish Baby: http://www.spanglishbaby.com/?s=el+dia+de+los+muertos&x=0&y=0
-Here is a PowerPoint about the Day of the Dead in Mexico: http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6004440
-Here are clear audio narratives explaining Day of the Dead in Mexico and in the United States: http://www.fluencyprof.com/el-dia-de-los-muertos-comic.html
-Here is a multimedia site about Day of the Dead in Michoacan and Oaxaca: http://www.eluniversal.com.mx/graficos/graficosanimados11/EU_muertos
-Here is a website dedicated to the Mexican celebration: http://www.dayofthedead.com
-If you live near the Bay Area in California, this celebration may be of interest to you: http://www.dayofthedeadsf.org
-The San Diego County Office of Education has guidelines for teachers who teach about Day of the Dead as well as recommended resources at http://www.sdcoe.net/lret2/hss/?loc=fall2009_newsletter&m=1 (scroll about halfway down the page to Resources)
-What Day of the Dead is not, in English http://www.inside-mexico.com/noes.htm and in Spanish http://www.inside-mexico.com/noessp.htm
-Here is an About.com article about Day of the Dead: http://spanish.about.com/cs/culture/a/dayofdead.htm?nl=1
-Here is a craft idea from Spanglish Baby for making a shoebox altar: http://spanglishbaby.com/finds/day-of-the-dead-kids-craft-shoebox-altar
-Here are some activities and handouts with Halloween themes: http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/927765867/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
-Here is Calaveras song on YouTube: http://www.youtube.com/watch?NR=1&v=ZpqoO7LkgF0
-Here is an intriguing wordless animated clip, also on YouTube: http://www.youtube.com/watch?v=FBKn6CPKGnA
-Here’s video explaining the traditions: http://www.youtube.com/watch?v=kimX-rwPmyk
-Here are several resources from the Mis Cositas website: a video focusing on careers (as played by skeleton toys) - http://www.youtube.com/watch?v=OAdBfZI5uq0 ; another video in slow Spanish about the traditions - http://www.youtube.com/watch?v=kimX-rwPmyk ; an online storybook - http://www.miscositas.com/miabuela.html ; photos from Mexico - http://www.flickr.com/photos/miscositaspix/sets/72157625811153814 ; a webquest - http://www.miscositas.com/muertos.html ; and thematic units in English - http://www.miscositas.com/units.html#english ; and Spanish - http://www.miscositas.com/units.html#spanish
Here is an article about All Saints Day in Peru: http://www.dosmanosperu.com/dosmanos/spanish/latin-culture/fiestas/todos-los-santos.php
Most of these resources deal with Mexican traditions, but not all of them: http://www.ac-grenoble.fr/disciplines/espagnol/articles.php?lng=fr&pg=274
Spanish Resources for a Unit on the Home
From http://spanishplans.org
A collection of resources for teaching about parts of a house and other home-related areas was recently posted at http://spanishplans.org/2012/10/14/resources-for-la-casa-unit
A collection of resources for teaching about parts of a house and other home-related areas was recently posted at http://spanishplans.org/2012/10/14/resources-for-la-casa-unit
Spanish Visual Word Play
From http://zachary-jones.com
A recent post on the Zambombazo website is a collection of cartoons that depict word play in Spanish. How many can you figure out? http://zachary-jones.com/zambombazo/los-juegos-de-palabras-visuales-de-wawawiwa
A recent post on the Zambombazo website is a collection of cartoons that depict word play in Spanish. How many can you figure out? http://zachary-jones.com/zambombazo/los-juegos-de-palabras-visuales-de-wawawiwa
Halloween Resources for French Classes
Here are two Halloween resources for French classes.
First, a short French-language Vikidia article about Halloween: http://fr.vikidia.org/wiki/Halloween
Second, a collection of Halloween-themed resources at http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1226120712/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
First, a short French-language Vikidia article about Halloween: http://fr.vikidia.org/wiki/Halloween
Second, a collection of Halloween-themed resources at http://uk.groups.yahoo.com/group/taskmagic/attachments/folder/1226120712/item/list?mode=list&order=ordinal&start=1&count=20&dir=asc
De Imperatoribus Romanis: An Online Encyclopedia of Roman Rulers and Their Families
From http://www.roman-emperors.org
DIR is an on-line encyclopedia on the rulers of the Roman empire from Augustus (27 BC-AD 14) to Constantine XI Palaeologus (1449-1453). The encyclopedia consists of (1) an index of all the emperors who ruled during the empire's 1500 years, (2) a growing number of biographical essays on the individual emperors, (3) family trees ("stemmata") of important imperial dynasties, (4) an index of significant battles in the empire's history, (5) a growing number of capsule descriptions and maps of these battles, and (6) maps of the empire at different times. Wherever possible, these materials are cross-referenced by live links.
These contents are supplemented by an ancient and medieval atlas, a link to a virtual catalog of Roman coins, and other recommended links to related sites. The contents of DIR have been prepared by scholars but are meant to be accessible to non-specialists as well. They have been peer- reviewed for quality and accuracy before publication on this site.
Visit this website at http://www.roman-emperors.org
DIR is an on-line encyclopedia on the rulers of the Roman empire from Augustus (27 BC-AD 14) to Constantine XI Palaeologus (1449-1453). The encyclopedia consists of (1) an index of all the emperors who ruled during the empire's 1500 years, (2) a growing number of biographical essays on the individual emperors, (3) family trees ("stemmata") of important imperial dynasties, (4) an index of significant battles in the empire's history, (5) a growing number of capsule descriptions and maps of these battles, and (6) maps of the empire at different times. Wherever possible, these materials are cross-referenced by live links.
These contents are supplemented by an ancient and medieval atlas, a link to a virtual catalog of Roman coins, and other recommended links to related sites. The contents of DIR have been prepared by scholars but are meant to be accessible to non-specialists as well. They have been peer- reviewed for quality and accuracy before publication on this site.
Visit this website at http://www.roman-emperors.org
Ancient History Discovery Unit Lesson Plan
From http://www.canepress.org
Teacher Bryan Carlson has posted an outline for a discovery unit to use with students studying ancient history, one that he uses with middle school students. See its description at http://www.canepress.org/2012/10/ancient-history-discovery-unit-lesson-plan
Teacher Bryan Carlson has posted an outline for a discovery unit to use with students studying ancient history, one that he uses with middle school students. See its description at http://www.canepress.org/2012/10/ancient-history-discovery-unit-lesson-plan
Halloween Ideas for Latin Classrooms
Latin teachers have been sharing ideas for Halloween-time activities on the Latinteach listserv. Here is one teacher’s contribution:
When I taught in middle school, I did a unit on Superstition in Ancient Rome (also good for Friday the 13th) and included a variety of phobia. What they also liked was receiving a list of Halloween terms in Latin (witch, bat, pumpkin, ghost, etc.) which they used as a springboard for a drawing, with labels in Latin. Some really great results!
With the high school Latin Club, we are painting small pumpkins a la red-figure or back-figure pottery.
Emmanuel, L. Re: [Latinteach] halloween. Latinteach listserv (latinteach@nxport.com, 8 Oct 2012).
When I taught in middle school, I did a unit on Superstition in Ancient Rome (also good for Friday the 13th) and included a variety of phobia. What they also liked was receiving a list of Halloween terms in Latin (witch, bat, pumpkin, ghost, etc.) which they used as a springboard for a drawing, with labels in Latin. Some really great results!
With the high school Latin Club, we are painting small pumpkins a la red-figure or back-figure pottery.
Emmanuel, L. Re: [Latinteach] halloween. Latinteach listserv (latinteach@nxport.com, 8 Oct 2012).
German City Portraits
Your students can explore 18 different German cities by viewing slideshows about them in English or German. Start with an interactive map at http://www.goethe.de/ins/us/saf/prj/sig/gem/cip/enindex.htm
Podcast about Allerheiligen at Slow German
Listen to a podcast in German (and read the transcript) about All Saints Day at http://www.slowgerman.com/2007/10/31/slow-german-015-allerheiligen
Goethe Institut Expands German for Hire Program
The Goethe-Institut is expanding its project German for Hire, and they would like to encourage you to participate in what they believe presents a great opportunity to you and your students.
German for Hire invites native German students at colleges and universities here in the US to become “intercultural ambassadors.” Students visit middle and high schools as well as colleges and talk to students about their lives, hobbies and culture in Germany in order to enhance intercultural understanding, providing American students with a more authentic and modern side of Germany and Europe.
Would you and your students like to have the opportunity to meet a “real” German for whom Germany is more than beer, bratwurst and Oktoberfest? Invite one of our ambassadors to your class(es) and have him/her talk about a topic of your choice. The Goethe-Institut pays for travel, so all you have to do is “order” an ambassador. Here is how:
Go to the website http://www.goethe.de/germanforhire and locate the Goethe-Institut near you. Fill out the form, hit “send,” and we will get in touch with you soon afterwards.
Please contact Peter Rosenbaum if you have further questions about this program: rosenbaum at newyork dot goethe dot org
Technau, B. [AATG-L] Let Germany Come to You(r Class)! AATG-L listserv (aatg@list.iupui.edu, 18 Oct 2012).
German for Hire invites native German students at colleges and universities here in the US to become “intercultural ambassadors.” Students visit middle and high schools as well as colleges and talk to students about their lives, hobbies and culture in Germany in order to enhance intercultural understanding, providing American students with a more authentic and modern side of Germany and Europe.
Would you and your students like to have the opportunity to meet a “real” German for whom Germany is more than beer, bratwurst and Oktoberfest? Invite one of our ambassadors to your class(es) and have him/her talk about a topic of your choice. The Goethe-Institut pays for travel, so all you have to do is “order” an ambassador. Here is how:
Go to the website http://www.goethe.de/germanforhire and locate the Goethe-Institut near you. Fill out the form, hit “send,” and we will get in touch with you soon afterwards.
Please contact Peter Rosenbaum if you have further questions about this program: rosenbaum at newyork dot goethe dot org
Technau, B. [AATG-L] Let Germany Come to You(r Class)! AATG-L listserv (aatg@list.iupui.edu, 18 Oct 2012).
Halloween Activities at the Irish Arts Center in New York
Here are two upcoming events celebrating Halloween at the Irish Arts Center in New York:
-October 27: Join Irish Arts Center for an afternoon filled with lively spirits and fun for the whole family. Children will be lead in creative projects featuring púcas and fairies, crafts including turnip carving, and traditional Irish Halloween activities. Learn more at http://www.irishartscenter.org/kids/oiche_shamhna.html
-October 28: Irish Language Halloween Film Festival. Featuring Bram Stoker agus Dracula, all three episodes of Na Cloigne, trivia, costume competitions, and fun Halloween snacks throughout the evening. Halloween dance party to follow. Learn more at http://www.irishartscenter.org/film/halloween.html
-October 27: Join Irish Arts Center for an afternoon filled with lively spirits and fun for the whole family. Children will be lead in creative projects featuring púcas and fairies, crafts including turnip carving, and traditional Irish Halloween activities. Learn more at http://www.irishartscenter.org/kids/oiche_shamhna.html
-October 28: Irish Language Halloween Film Festival. Featuring Bram Stoker agus Dracula, all three episodes of Na Cloigne, trivia, costume competitions, and fun Halloween snacks throughout the evening. Halloween dance party to follow. Learn more at http://www.irishartscenter.org/film/halloween.html
Japanese Language Education Assistant Program: Apply Now for a Teaching Assistant
From http://www.ictfl.org/content/2012/10/apply-japanese-language-education-assistant-program-j-leap
Applications to be a host school for the Japanese Language Education Assistant Program (J-LEAP) are now available online. This program seeks K-12 Japanese language teachers to apply to become supervisors to young, native Japanese teaching assistants who have studied Japanese language pedagogy. In addition to receiving a teaching assistant for two years, selected schools will be provided with a $1,000 stipend to purchase teaching materials for the Japanese language classroom.
Please not that J-LEAP teaching assistants cannot serve as independent teachers in the classroom. They are not certified and need to be supervised by a certified teacher.
Please click on the link below and scroll down to the J-LEAP section. You will find links to downloadable program prospectus and application on the right. (Deadline: all application materials need to be submitted by January 31.)
http://www.laurasian.org/Programs.htm
Applications to be a host school for the Japanese Language Education Assistant Program (J-LEAP) are now available online. This program seeks K-12 Japanese language teachers to apply to become supervisors to young, native Japanese teaching assistants who have studied Japanese language pedagogy. In addition to receiving a teaching assistant for two years, selected schools will be provided with a $1,000 stipend to purchase teaching materials for the Japanese language classroom.
Please not that J-LEAP teaching assistants cannot serve as independent teachers in the classroom. They are not certified and need to be supervised by a certified teacher.
Please click on the link below and scroll down to the J-LEAP section. You will find links to downloadable program prospectus and application on the right. (Deadline: all application materials need to be submitted by January 31.)
http://www.laurasian.org/Programs.htm
Virginia Association of Teachers of Arabic
From the Arabic-L listserv:
It is our pleasure to announce the establishment of the Virginia Association of Teachers of Arabic (VATA), a non-profit, nonpolitical academic and educational organization. We welcome all Arabic teachers to join the organization to share your expertise with others as well as learn from others. Our goals are:
1. To promote quality teaching and learning in Arabic language and culture at all educational levels,
2. To enhance pedagogical development and career advancement in teaching Arabic as a foreign language,
3. To maximize professional exchanges and collaboration among Arabic language educators.
Members do not have to reside in Virginia; the only requirement is that you have a passion for Arabic teaching. Annual membership fees are only $25. Please email Olla Al-Shalchi (oalshalchi at smith dot edu) to receive the membership form.
Arabic-L:PED:Virginian Association of Teachers of Arabic. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Oct 2012).
It is our pleasure to announce the establishment of the Virginia Association of Teachers of Arabic (VATA), a non-profit, nonpolitical academic and educational organization. We welcome all Arabic teachers to join the organization to share your expertise with others as well as learn from others. Our goals are:
1. To promote quality teaching and learning in Arabic language and culture at all educational levels,
2. To enhance pedagogical development and career advancement in teaching Arabic as a foreign language,
3. To maximize professional exchanges and collaboration among Arabic language educators.
Members do not have to reside in Virginia; the only requirement is that you have a passion for Arabic teaching. Annual membership fees are only $25. Please email Olla Al-Shalchi (oalshalchi at smith dot edu) to receive the membership form.
Arabic-L:PED:Virginian Association of Teachers of Arabic. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Oct 2012).
Qatar Foundation Grants for K-12 Arabic Teachers and Curriculum Development
Qatar Foundation International (QFI) is pleased to announce another round of education grants for Arabic language educators and organizations.
Teacher Initiative Grants are awards (up to $3,000) for individual Arabic teachers in K to 12 public or public charter schools in the United States to use for classroom materials, field trips, cultural events, and professional development. Applications are due January 11, 2013. Please see the announcement on QFI's website here: http://www.qfi.org/page/174/5/Opportunities
Curriculum Development Grants: are awards (up to $25,000) for organizations to develop and share materials and curricula for Arabic language K to 12 classrooms. Developed materials must be linked to the ACTFL standards for language learning. Applications are due January 25, 2013. Please see the announcement on QFI's website here: http://www.qfi.org/page/178/5/Opportunities
You will need to submit your applications to QFI’s grants portal here: https://qfi.fluxx.io/user_sessions/new
If you have any questions about this funding opportunity, If you have any questions, please send QFI an email at alci at qfi dot org
Teacher Initiative Grants are awards (up to $3,000) for individual Arabic teachers in K to 12 public or public charter schools in the United States to use for classroom materials, field trips, cultural events, and professional development. Applications are due January 11, 2013. Please see the announcement on QFI's website here: http://www.qfi.org/page/174/5/Opportunities
Curriculum Development Grants: are awards (up to $25,000) for organizations to develop and share materials and curricula for Arabic language K to 12 classrooms. Developed materials must be linked to the ACTFL standards for language learning. Applications are due January 25, 2013. Please see the announcement on QFI's website here: http://www.qfi.org/page/178/5/Opportunities
You will need to submit your applications to QFI’s grants portal here: https://qfi.fluxx.io/user_sessions/new
If you have any questions about this funding opportunity, If you have any questions, please send QFI an email at alci at qfi dot org
Collection of Books Containing Texts in Amerindian Languages before the 19th Century
From the Indigenous Languages and Technology listserv:
http://www.brown.edu/Facilities/John_Carter_Brown_Library/ildb/index.php
The John Carter Brown Library holds one of the world's largest collections of books containing text in one or more Amerindian languages for the period before the nineteenth century. This searchable bibliography lists every book in the library–whether it contains a one-page vocabulary list or an entire work–on native American languages.
Browse or search at http://www.brown.edu/Facilities/John_Carter_Brown_Library/ildb/index.php
http://www.brown.edu/Facilities/John_Carter_Brown_Library/ildb/index.php
The John Carter Brown Library holds one of the world's largest collections of books containing text in one or more Amerindian languages for the period before the nineteenth century. This searchable bibliography lists every book in the library–whether it contains a one-page vocabulary list or an entire work–on native American languages.
Browse or search at http://www.brown.edu/Facilities/John_Carter_Brown_Library/ildb/index.php
Governor Parnell Appoints Alaska Native Language Council
From http://alaska-native-news.com/state_news/6943-governor-parnell-appoints-alaska-native-language-council.html
Governor Parnell Appoints Alaska Native Language Council
By Office of Governor Parnel
October 19, 2012
Governor Sean Parnell yesterday appointed Stephen Walkie Charles, Delores Churchill, April Gale Laktonen Counceller, Bernadette Yaayuk Alvanna-Stimpfle, and Annette Evans-Smith to the Alaska Native Language Preservation and Advisory Council.
The council advises both the governor and Legislature on programs, policies, and projects to provide for the preservation, restoration, and revitalization of Alaska Native languages in the state. All of the appointments to the council represent professional language experts.
Read on to learn about each of the appointees: http://alaska-native-news.com/state_news/6943-governor-parnell-appoints-alaska-native-language-council.html
Governor Parnell Appoints Alaska Native Language Council
By Office of Governor Parnel
October 19, 2012
Governor Sean Parnell yesterday appointed Stephen Walkie Charles, Delores Churchill, April Gale Laktonen Counceller, Bernadette Yaayuk Alvanna-Stimpfle, and Annette Evans-Smith to the Alaska Native Language Preservation and Advisory Council.
The council advises both the governor and Legislature on programs, policies, and projects to provide for the preservation, restoration, and revitalization of Alaska Native languages in the state. All of the appointments to the council represent professional language experts.
Read on to learn about each of the appointees: http://alaska-native-news.com/state_news/6943-governor-parnell-appoints-alaska-native-language-council.html
Bilingual Students in Washington Program Train To Be Interpreters
From http://www.whatkidscando.org/featurestories/2012/09_student_interpreters/index.html
Students train as interpreters, with benefits for all involved
by Barbara Cervone
October 14, 2012
On a fall morning in this community outside Seattle, most of the people waiting in line at the local food bank were elderly immigrants from Ukraine. From her post near the front desk Valentina, a local high school senior, spotted a woman hunched in frustration, struggling to understand a food-bank staffer’s repeated instructions.
With little hesitation, she stepped in. “I’ve been in that position myself,” recalls Valentina, herself a Russian immigrant. “The person keeps talking, raising his voice as he grows impatient.” She knew just what to tell him: “If he wanted the lady to understand him, he’d have to pause between sentences to give me time to interpret. I also told him he’d need to speak slowly and respectfully.”
Valentina’s experience as a newcomer served her well, but an unusual program in the Highline School District has served her even better. For more than a year, she has replaced her afternoon high-school electives with the Student Interpreter program at the nearby Puget Sound Skills Center.
Open to bilingual high school juniors and seniors, the program offers this district’s English language learners an unusual leg up: the opportunity to gain real-world experience as interpreters. If they wish, they also gain entree to the professional translation and interpretation job market. Valentina herself is training to become a medical interpreter.
Read the full article at http://www.whatkidscando.org/featurestories/2012/09_student_interpreters/index.html
Students train as interpreters, with benefits for all involved
by Barbara Cervone
October 14, 2012
On a fall morning in this community outside Seattle, most of the people waiting in line at the local food bank were elderly immigrants from Ukraine. From her post near the front desk Valentina, a local high school senior, spotted a woman hunched in frustration, struggling to understand a food-bank staffer’s repeated instructions.
With little hesitation, she stepped in. “I’ve been in that position myself,” recalls Valentina, herself a Russian immigrant. “The person keeps talking, raising his voice as he grows impatient.” She knew just what to tell him: “If he wanted the lady to understand him, he’d have to pause between sentences to give me time to interpret. I also told him he’d need to speak slowly and respectfully.”
Valentina’s experience as a newcomer served her well, but an unusual program in the Highline School District has served her even better. For more than a year, she has replaced her afternoon high-school electives with the Student Interpreter program at the nearby Puget Sound Skills Center.
Open to bilingual high school juniors and seniors, the program offers this district’s English language learners an unusual leg up: the opportunity to gain real-world experience as interpreters. If they wish, they also gain entree to the professional translation and interpretation job market. Valentina herself is training to become a medical interpreter.
Read the full article at http://www.whatkidscando.org/featurestories/2012/09_student_interpreters/index.html
Article: Going for 90% Plus: How to Stay in the Target Language
From http://www.actfl.org
The October 2012 issue of ACTFL’s The Language Educator is now available to ACTFL members. This issue includes an article that is free to non-members as well: Going for 90% Plus: How to Stay in the Target Language, by Douglass Crouse. Here is an excerpt:
There is no doubt that we as a profession have come a long way from the old drill-and-kill days. Today’s language classrooms increasingly reflect ACTFL’s recommendation that communication in the target language comprises at least 90% of instructional time, in line with an emphasis on Standards-based learning that places proficiency above grammatical precision. But the leap into 90%+ territory can be a daunting one, particularly in light of the strong pull past experience can exert on current practice.
…At the heart of the 90% goal lie two questions that keep teachers up late, pop up routinely on online forums, draw crowds at conferences, and spark animated debate in department meetings:
How do we make the target language comprehensible to our students?
How do we persuade students to resist the easy path of English when speaking with one another?
…Answers vary from instructor to instructor and from one group of learners to another. A class of college language majors might well crave an immersive environment, while students in a middle school classroom—with its mixed levels of motivation and readiness—might require a daily dose of coaxing.
In that context, the 90%+ recommendation serves a dual purpose: as a lens through which teachers get a better sense of what the profession as a whole feels is good practice, and as a yardstick to measure the relative amounts of target and native language they themselves are using and promoting, says Robert Ponterio, a French professor at the State University of New York-Cortland.
You can download the full article at http://www.actfl.org/publications/the-language-educator/sample-articles
This article has generated considerable discussion on the FLTEACH listserv and on the MoreTPRS listserv.
See the discussion on FLTEACH at http://listserv.buffalo.edu/cgi-bin/wa?S2=FLTEACH&q=concerns+about&s=&f=&a=October+2012&b= (generated by searching for the subject line “Concerns about ACTFL Oct. 2012 Target Language Article”).
See the discussion on the MoreTPRS listserv at http://groups.yahoo.com/group/moretprs/msearch?query=actfl+article&submit=Search&charset=ISO-8859-1 (search for “ACTFL article”). You will need to join Yahoo! to access the listserv archives.
The October 2012 issue of ACTFL’s The Language Educator is now available to ACTFL members. This issue includes an article that is free to non-members as well: Going for 90% Plus: How to Stay in the Target Language, by Douglass Crouse. Here is an excerpt:
There is no doubt that we as a profession have come a long way from the old drill-and-kill days. Today’s language classrooms increasingly reflect ACTFL’s recommendation that communication in the target language comprises at least 90% of instructional time, in line with an emphasis on Standards-based learning that places proficiency above grammatical precision. But the leap into 90%+ territory can be a daunting one, particularly in light of the strong pull past experience can exert on current practice.
…At the heart of the 90% goal lie two questions that keep teachers up late, pop up routinely on online forums, draw crowds at conferences, and spark animated debate in department meetings:
How do we make the target language comprehensible to our students?
How do we persuade students to resist the easy path of English when speaking with one another?
…Answers vary from instructor to instructor and from one group of learners to another. A class of college language majors might well crave an immersive environment, while students in a middle school classroom—with its mixed levels of motivation and readiness—might require a daily dose of coaxing.
In that context, the 90%+ recommendation serves a dual purpose: as a lens through which teachers get a better sense of what the profession as a whole feels is good practice, and as a yardstick to measure the relative amounts of target and native language they themselves are using and promoting, says Robert Ponterio, a French professor at the State University of New York-Cortland.
You can download the full article at http://www.actfl.org/publications/the-language-educator/sample-articles
This article has generated considerable discussion on the FLTEACH listserv and on the MoreTPRS listserv.
See the discussion on FLTEACH at http://listserv.buffalo.edu/cgi-bin/wa?S2=FLTEACH&q=concerns+about&s=&f=&a=October+2012&b= (generated by searching for the subject line “Concerns about ACTFL Oct. 2012 Target Language Article”).
See the discussion on the MoreTPRS listserv at http://groups.yahoo.com/group/moretprs/msearch?query=actfl+article&submit=Search&charset=ISO-8859-1 (search for “ACTFL article”). You will need to join Yahoo! to access the listserv archives.
Job: Chinese Flagship Coordinator, Center for Applied Second Language Studies
From http://jobs.uoregon.edu/unclassified.php?id=4075
The Center for Applied Second Language Studies is seeking a permanent Chinese Flagship Coordinator.
Essential Functions:
Grant Administration and Coordination (15%)
- Coordinate university and K–12 partner (Portland Public Schools subcontract) communication and reporting requirements
- Track program and student data information for internal and external reporting purposes
- Manage expenditures to comply with prepared and approved budgets and sustainable practices for using those funds effectively
- Prepare reports for internal and external audiences, including quarterly grant reports
- Maintain information systems for various reporting audiences
- Assist CASLS staff in budget development and allocation of Flagship personnel and financial resources
Academic Support (15%)
- Provide logistical support to academic director, faculty, GTF, and departmental units in implementing Chinese Flagship curriculum
- Hire, manage, and evaluate GTF and student workers
- Coordinate annual Flagship language assessment testing and reporting
- Facilitate the student selection team
- Manage peer language partner (PLP) program in collaboration with EALL
Student Life & Recruiting Activities (50%)
- Support and develop administrative structures to facilitate a clear pathway to Superior proficiency (with multiple entry points appropriate to students’ varied needs and skills)
- Develop and implement a recruitment plan with support of UO Admissions and The Language Flagship
- Develop program marketing with a communications team, including website, brochures, and promotional materials for schools, students, and families
- Support a dynamic residential immersive learning environment in the Global Scholars Residential Hall with UO Housing, the residential Flagship Assistant, and students
- Provide students with clear, transparent, and timely communications
- Coordinate program introDUCKtion and orientation, Week of Welcome, course enrollment, study year abroad, and student-run activities
- Provide objective and accurate administration of the merit-based Flagship scholarship program
- Coordinate with other academic and language programs at the UO to promote student recruitment, residential activities, and academic activities.
Study Abroad (15%)
- Coordinate study abroad application process, planning, preparation, scholarship workshops, and reporting
- Coordinate NSEP Flagship Program Study Abroad component with International Affairs, American Councils, NJU, Qingdao, and NSEP
- Manage transition of overseas programs with goal of placing primary responsibility in International Affairs
- Coordinate student internships with International Affairs, American Councils, Nanjing University, Qingdao, and National Security Education Program; track internship feedback and support internship partner development
- Provide consulting to other study abroad programs
Center Support (5%)
- Assist CASLS with general duties relating to research and development in language teaching and learning
Minimum Qualifications
- Master’s degree in field related to international education
- Experience working with U.S. university faculty and administration across disciplines
- Experience working with undergraduate students in international fields
- Experience coordinating U.S. study abroad programs
- Experience managing U.S. higher education programs
Preferred Qualifications
- Experience working with K-12 education system
- Experience working in Chinese cultural context
- Chinese language ability
To be assured of consideration, application materials must be received by October 30, 2012. The position will remain open until filled.
View the full job posting at http://jobs.uoregon.edu/unclassified.php?id=4075
The Center for Applied Second Language Studies is seeking a permanent Chinese Flagship Coordinator.
Essential Functions:
Grant Administration and Coordination (15%)
- Coordinate university and K–12 partner (Portland Public Schools subcontract) communication and reporting requirements
- Track program and student data information for internal and external reporting purposes
- Manage expenditures to comply with prepared and approved budgets and sustainable practices for using those funds effectively
- Prepare reports for internal and external audiences, including quarterly grant reports
- Maintain information systems for various reporting audiences
- Assist CASLS staff in budget development and allocation of Flagship personnel and financial resources
Academic Support (15%)
- Provide logistical support to academic director, faculty, GTF, and departmental units in implementing Chinese Flagship curriculum
- Hire, manage, and evaluate GTF and student workers
- Coordinate annual Flagship language assessment testing and reporting
- Facilitate the student selection team
- Manage peer language partner (PLP) program in collaboration with EALL
Student Life & Recruiting Activities (50%)
- Support and develop administrative structures to facilitate a clear pathway to Superior proficiency (with multiple entry points appropriate to students’ varied needs and skills)
- Develop and implement a recruitment plan with support of UO Admissions and The Language Flagship
- Develop program marketing with a communications team, including website, brochures, and promotional materials for schools, students, and families
- Support a dynamic residential immersive learning environment in the Global Scholars Residential Hall with UO Housing, the residential Flagship Assistant, and students
- Provide students with clear, transparent, and timely communications
- Coordinate program introDUCKtion and orientation, Week of Welcome, course enrollment, study year abroad, and student-run activities
- Provide objective and accurate administration of the merit-based Flagship scholarship program
- Coordinate with other academic and language programs at the UO to promote student recruitment, residential activities, and academic activities.
Study Abroad (15%)
- Coordinate study abroad application process, planning, preparation, scholarship workshops, and reporting
- Coordinate NSEP Flagship Program Study Abroad component with International Affairs, American Councils, NJU, Qingdao, and NSEP
- Manage transition of overseas programs with goal of placing primary responsibility in International Affairs
- Coordinate student internships with International Affairs, American Councils, Nanjing University, Qingdao, and National Security Education Program; track internship feedback and support internship partner development
- Provide consulting to other study abroad programs
Center Support (5%)
- Assist CASLS with general duties relating to research and development in language teaching and learning
Minimum Qualifications
- Master’s degree in field related to international education
- Experience working with U.S. university faculty and administration across disciplines
- Experience working with undergraduate students in international fields
- Experience coordinating U.S. study abroad programs
- Experience managing U.S. higher education programs
Preferred Qualifications
- Experience working with K-12 education system
- Experience working in Chinese cultural context
- Chinese language ability
To be assured of consideration, application materials must be received by October 30, 2012. The position will remain open until filled.
View the full job posting at http://jobs.uoregon.edu/unclassified.php?id=4075
Job: Second Lang Acquisition: Assistant Professor, University of Oregon
From http://linguistlist.org/issues/23/23-4325.html
The Department of Linguistics at the University of Oregon is searching for an assistant professor with a specialization in second language acquisition. The position begins September 16, 2013.
The successful candidate will be expected to maintain an active SLA research profile that connects with current areas of strength in the department and to contribute to service requirements. Teaching expectations include undergraduate and graduate courses in general linguistics and second language acquisition, plus courses in our Second Language Acquisition and Teaching Certificate (http://slat.uoregon.edu ) and in the MA Language teaching Specialization (http://logos.uoregon.edu/programs/graduate/teaching_specialization.shtml ).
The successful candidate may also propose the development of other courses, including graduate seminars in areas of specialization, plus mentoring of graduate student research at both the MA and PhD levels. While this appointment is wholly within Linguistics, there will be considerable opportunity to interact with faculty and students in allied departments and programs, e.g., various language teaching departments, Psychology, the Center for Applied Second Language Studies (http://casls.uoregon.edu ), the Northwest Indian Language Institute (http://pages.uoregon.edu/nwili ), and the World Languages Academy (http://wla.uoregon.edu ).
Application Deadline: 15-Dec-2012 (Open until filled)
View the full job posting at http://linguistlist.org/issues/23/23-4325.html
The Department of Linguistics at the University of Oregon is searching for an assistant professor with a specialization in second language acquisition. The position begins September 16, 2013.
The successful candidate will be expected to maintain an active SLA research profile that connects with current areas of strength in the department and to contribute to service requirements. Teaching expectations include undergraduate and graduate courses in general linguistics and second language acquisition, plus courses in our Second Language Acquisition and Teaching Certificate (http://slat.uoregon.edu ) and in the MA Language teaching Specialization (http://logos.uoregon.edu/programs/graduate/teaching_specialization.shtml ).
The successful candidate may also propose the development of other courses, including graduate seminars in areas of specialization, plus mentoring of graduate student research at both the MA and PhD levels. While this appointment is wholly within Linguistics, there will be considerable opportunity to interact with faculty and students in allied departments and programs, e.g., various language teaching departments, Psychology, the Center for Applied Second Language Studies (http://casls.uoregon.edu ), the Northwest Indian Language Institute (http://pages.uoregon.edu/nwili ), and the World Languages Academy (http://wla.uoregon.edu ).
Application Deadline: 15-Dec-2012 (Open until filled)
View the full job posting at http://linguistlist.org/issues/23/23-4325.html
LTTC- GEPT Research Grants Program
The Language Training and Testing Center in Taiwan is now accepting applications for its LTTC-GEPT Research Grants. Funding of up to NT$1,000,000 (US$32,000) per research project will be awarded to a number of qualified proposals this year. Educational institutions and individual researchers with relevant experience are invited to apply for funding of research related to the General English Proficiency Test (GEPT).
Applications should be submitted via email on or before December 17, 2012.
For full details about this funding opportunity go to http://www.lttc.ntu.edu.tw/lttc-gept-grants/main.htm
Learn more about the GEPT at http://en.wikipedia.org/wiki/General_English_Proficiency_Test and more about the LTTC at http://www.lttc.ntu.edu.tw/E_LTTC/aboutthelttc.htm
Applications should be submitted via email on or before December 17, 2012.
For full details about this funding opportunity go to http://www.lttc.ntu.edu.tw/lttc-gept-grants/main.htm
Learn more about the GEPT at http://en.wikipedia.org/wiki/General_English_Proficiency_Test and more about the LTTC at http://www.lttc.ntu.edu.tw/E_LTTC/aboutthelttc.htm
Workshop in Rome for Elementary and Middle School Teachers
From http://www.ascaniusyci.org/rome
Roman Explorations is a workshop for elementary and middle school teachers (who are not currently Latin teachers) and homeschool instructors, on-site in Rome. You will learn about the Latin language, as well as the culture, myth, and history of the ancient Romans. You will also see fun techniques for incorporating these topics in your classroom.
Learn more about next summer’s workshop at http://www.ascaniusyci.org/rome
Roman Explorations is a workshop for elementary and middle school teachers (who are not currently Latin teachers) and homeschool instructors, on-site in Rome. You will learn about the Latin language, as well as the culture, myth, and history of the ancient Romans. You will also see fun techniques for incorporating these topics in your classroom.
Learn more about next summer’s workshop at http://www.ascaniusyci.org/rome
Webinar: From Language Lab to Language Center - and Beyond: Rethinking Learning Spaces for the 21st Century Learner
Please join the International Association for Language Learning Technology for its November webinar: From Language Lab to Language Center - and Beyond: Rethinking Learning Spaces for the 21st Century Learner
Wednesday November 14 2012 3:00 pm Eastern / 2:00 pm Central / 1:00 Mountain / 12:00 Pacific
The fourth webinar in the IALLT webinar series, entitled "From Language Lab to Language Center - and Beyond: Rethinking Learning Spaces for the 21st Century Learner" is open to anyone, whether you are an IALLT member or not! So if you are a language center director, language instructor, or language technology professional and are interested in the topic, please join in! The presenter is Ute Lahaie, Dean of Undergraduate Studies at Walsh University. Dr. Lahaie is a former Language Center Directors professor of world languages. In her current position, she is chairing a Learning Spaces Task Force, designed to prepare the faculty for the use of 21st century learning spaces that go beyond the walls of the existing classrooms. Ute Lahaie will address questions concerning the design and management of learning spaces that support interdisciplinary and global projects. Questions from the participants are encouraged.
To register for the webinar, please visit
https://docs.google.com/spreadsheet/viewform?fromEmail=true&formkey=dFNjSVBNbm9WcE1Md3NuUHdzeml3VkE6MA
Foelsche, O. #9887 IALLT Webinar. IALLT listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 20 Oct 2012).
Wednesday November 14 2012 3:00 pm Eastern / 2:00 pm Central / 1:00 Mountain / 12:00 Pacific
The fourth webinar in the IALLT webinar series, entitled "From Language Lab to Language Center - and Beyond: Rethinking Learning Spaces for the 21st Century Learner" is open to anyone, whether you are an IALLT member or not! So if you are a language center director, language instructor, or language technology professional and are interested in the topic, please join in! The presenter is Ute Lahaie, Dean of Undergraduate Studies at Walsh University. Dr. Lahaie is a former Language Center Directors professor of world languages. In her current position, she is chairing a Learning Spaces Task Force, designed to prepare the faculty for the use of 21st century learning spaces that go beyond the walls of the existing classrooms. Ute Lahaie will address questions concerning the design and management of learning spaces that support interdisciplinary and global projects. Questions from the participants are encouraged.
To register for the webinar, please visit
https://docs.google.com/spreadsheet/viewform?fromEmail=true&formkey=dFNjSVBNbm9WcE1Md3NuUHdzeml3VkE6MA
Foelsche, O. #9887 IALLT Webinar. IALLT listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 20 Oct 2012).
Webinar: Film and Commercials in the German Classroom
From http://aatgstore.aatg.org/webinar-film-and-commercials-in-the-german-classroom
Join AATG Tuesday, October 23, 2012 at 6:00 pm (EDT) / 5:00 pm (CDT) / 4:00 pm (MDT) / 3:00 pm (PDT) for a webinar: Film and Commercials in the German Classroom.
Authentic film and commercials help students develop intercultural sensitivity and critical media literacy. Discover multiple proven strategies for using film to enhance language and culture instruction. You'll learn how to use film to stimulate multi-level reading, speaking, and writing activities, as a focus for assessment--and to reinforce language structures.
Not available for the live webinar? You can order it on demand starting Wednesday, October 24.
For full details go to http://aatgstore.aatg.org/webinar-film-and-commercials-in-the-german-classroom
Join AATG Tuesday, October 23, 2012 at 6:00 pm (EDT) / 5:00 pm (CDT) / 4:00 pm (MDT) / 3:00 pm (PDT) for a webinar: Film and Commercials in the German Classroom.
Authentic film and commercials help students develop intercultural sensitivity and critical media literacy. Discover multiple proven strategies for using film to enhance language and culture instruction. You'll learn how to use film to stimulate multi-level reading, speaking, and writing activities, as a focus for assessment--and to reinforce language structures.
Not available for the live webinar? You can order it on demand starting Wednesday, October 24.
For full details go to http://aatgstore.aatg.org/webinar-film-and-commercials-in-the-german-classroom
Call for Proposals: South Central Association of Language Learning Technology
From http://www.socallt.org/conf/2013-conference
SOCALLT 2013 will be held April 11-13 on the campus of Texas Christian University in Ft. Worth. The theme for this conference will be:
LANGUAGE TEACHING & LEARNING IN AN ERA OF UBIQUITOUS TECHNOLOGY
Submit a proposal at http://www.socallt.org/conf/2013-conference/call-for-proposals-2013
The deadline is January 31, 2013
SOCALLT 2013 will be held April 11-13 on the campus of Texas Christian University in Ft. Worth. The theme for this conference will be:
LANGUAGE TEACHING & LEARNING IN AN ERA OF UBIQUITOUS TECHNOLOGY
Submit a proposal at http://www.socallt.org/conf/2013-conference/call-for-proposals-2013
The deadline is January 31, 2013
Call for Papers: Special Issue on Imagination in Language Learning
From http://linguistlist.org/issues/23/23-4301.html
Studies in Second Language Learning and Teaching invites proposals for submissions to a special issue focusing on the role of the imagination in language learning. SSLLT invites both conceptual and empirical papers, welcoming a broad range of theoretical and methodological perspectives.
Proposals should consist of a titled abstract of not more than 200 words and must be received by Friday 25th January, 2013.
View the full call for proposals at http://linguistlist.org/issues/23/23-4301.html
Studies in Second Language Learning and Teaching invites proposals for submissions to a special issue focusing on the role of the imagination in language learning. SSLLT invites both conceptual and empirical papers, welcoming a broad range of theoretical and methodological perspectives.
Proposals should consist of a titled abstract of not more than 200 words and must be received by Friday 25th January, 2013.
View the full call for proposals at http://linguistlist.org/issues/23/23-4301.html
Call for Papers: Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics
Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics is an on-line journal (http://www.tc.columbia.edu/tesolalwebjournal ) dedicated to publishing research in progress in the fields of TESOL and Applied Linguistics.
Within a conceptual framework that values an integration of theory and practice, the journal publishes full-length articles dealing, in a principled way, with language, language acquisition, language teaching, language assessment, and language use. The journal also publishes interviews, short commentaries, and book reviews.
The Editorial Board is currently accepting manuscripts for review for the Spring 2013 issue. Submissions from both within and outside the Teachers College community are welcome. The deadline for submission is December 10, 2012.
Articles submitted to the journal should be no longer than 8,000 words. Each paper must begin with an abstract not exceeding 200 words. No information that identifies the author should be included in the paper. A separate title page should be provided, with the following information: title, the author's name, affiliation, address, and e-mail address. Contributors may submit their papers in either of two ways. Three printed copies (double-spaced throughout) or an electronic version of the initial submission should be sent/e-mailed to:
Catherine Box, Managing Editor
TESOL/AL Web Journal
Teachers College, Columbia University
Box 66
525 West 120th Street
New York, NY 10027
E-mail: tcwebjournal@tc.columbia.edu
Manuscripts submitted should follow the TESOL Quarterly format. Works referred to should be separately listed at the end of the article. Submission Preparation Checklist is available at
http://journals.tc-library.org/index.php/tesol/about/submissions
Questions concerning submission can be directed to Catherine Box
(tcwebjournal at columbia dot edu).
Johnson, R. [nystesol-l] Call for Papers for TC Web Journal. NYSTESOL-L listserv (nystesol-l@nystesol.org, 19 Oct 2012).
Within a conceptual framework that values an integration of theory and practice, the journal publishes full-length articles dealing, in a principled way, with language, language acquisition, language teaching, language assessment, and language use. The journal also publishes interviews, short commentaries, and book reviews.
The Editorial Board is currently accepting manuscripts for review for the Spring 2013 issue. Submissions from both within and outside the Teachers College community are welcome. The deadline for submission is December 10, 2012.
Articles submitted to the journal should be no longer than 8,000 words. Each paper must begin with an abstract not exceeding 200 words. No information that identifies the author should be included in the paper. A separate title page should be provided, with the following information: title, the author's name, affiliation, address, and e-mail address. Contributors may submit their papers in either of two ways. Three printed copies (double-spaced throughout) or an electronic version of the initial submission should be sent/e-mailed to:
Catherine Box, Managing Editor
TESOL/AL Web Journal
Teachers College, Columbia University
Box 66
525 West 120th Street
New York, NY 10027
E-mail: tcwebjournal@tc.columbia.edu
Manuscripts submitted should follow the TESOL Quarterly format. Works referred to should be separately listed at the end of the article. Submission Preparation Checklist is available at
http://journals.tc-library.org/index.php/tesol/about/submissions
Questions concerning submission can be directed to Catherine Box
(tcwebjournal at columbia dot edu).
Johnson, R. [nystesol-l] Call for Papers for TC Web Journal. NYSTESOL-L listserv (nystesol-l@nystesol.org, 19 Oct 2012).
October 2012 Issue of Reading in a Foreign Language Now Available Online
From http://nflrc.hawaii.edu/rfl
The October 2012 issue (Volume 24, Number 2) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl
In this issue, Osamu Takeuchi, Maiko Ikeda, and Atsushi Mizumoto present the results of a near-infrared spectroscopy study that examined the cerebral basis for language learner strategies. This article is followed by an article by Cindy Brantmeier, Aimee Callender, Xiucheng Yu and Mark McDaniel in which they report on the effects of textual enhancements and comprehension within adults of English in China. Eun Hee Jeon discusses the role of oral reading fluency in second language reading of Korean EFL learners, and William J. Comer describes how intermediate-level English L1 readers of L2 Russian deploy lexical inferencing and other strategies when reading informational texts. In the final article, Ahmad Alhaqbani and Mehdi Riazi present their study of EFL university students’ awareness of their strategy use in reading Arabic academic texts.
This issue also includes NFLRC’s annual feature of Reading on L2 reading: Publication in other venues 2011-2012.
RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai’i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor.
The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
The October 2012 issue (Volume 24, Number 2) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at http://nflrc.hawaii.edu/rfl
In this issue, Osamu Takeuchi, Maiko Ikeda, and Atsushi Mizumoto present the results of a near-infrared spectroscopy study that examined the cerebral basis for language learner strategies. This article is followed by an article by Cindy Brantmeier, Aimee Callender, Xiucheng Yu and Mark McDaniel in which they report on the effects of textual enhancements and comprehension within adults of English in China. Eun Hee Jeon discusses the role of oral reading fluency in second language reading of Korean EFL learners, and William J. Comer describes how intermediate-level English L1 readers of L2 Russian deploy lexical inferencing and other strategies when reading informational texts. In the final article, Ahmad Alhaqbani and Mehdi Riazi present their study of EFL university students’ awareness of their strategy use in reading Arabic academic texts.
This issue also includes NFLRC’s annual feature of Reading on L2 reading: Publication in other venues 2011-2012.
RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai’i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor.
The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai‘i College of Languages, Linguistics and Literature, and the University of Hawai‘i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl
October 2012 NCLRC Newsletter
From http://www.nclrc.org
The October 2012 online issue of the National Capital Language Resource Center’s newsletter is available online at http://www.nclrc.org/newsletter.html
Here’s NCLRC’s header for this month’s issue:
Our theme this year is Languages at the Core. We have an exciting line-up of columns to help us come to grips with integrating both the Common Core and STEM into our daily teaching practices. In addition, we are adding some new columns, including Business Language, Embassy Spotlight, NCLRC Highlights, More Commonly Taught Languages, and a poll that invites you to reflect on what you have encountered in each issue. We present the calendar of events taking place across the nation.
Read the latest issue online at http://www.nclrc.org/newsletter.html and subscribe to receive it in your e-mail at http://www.nclrc.org/signupform.html
The October 2012 online issue of the National Capital Language Resource Center’s newsletter is available online at http://www.nclrc.org/newsletter.html
Here’s NCLRC’s header for this month’s issue:
Our theme this year is Languages at the Core. We have an exciting line-up of columns to help us come to grips with integrating both the Common Core and STEM into our daily teaching practices. In addition, we are adding some new columns, including Business Language, Embassy Spotlight, NCLRC Highlights, More Commonly Taught Languages, and a poll that invites you to reflect on what you have encountered in each issue. We present the calendar of events taking place across the nation.
Read the latest issue online at http://www.nclrc.org/newsletter.html and subscribe to receive it in your e-mail at http://www.nclrc.org/signupform.html
October 14, 2012
Speechy: Database of Free, Useful Online Resources for Language Teachers
From http://www.speechyproject.org/about-speechy
InterCom isn’t the only service that looks for helpful online tools for teachers. The people on the Speechy website surf the Internet looking for free, reliable, easy-to-use, stable, and implementable resources for language teachers. The Resources a la carte and Teaching Materials tabs focus only on Spanish, French, and English; but the Tools tab includes resources for any language.
Speechy is available at http://www.speechyproject.org
InterCom isn’t the only service that looks for helpful online tools for teachers. The people on the Speechy website surf the Internet looking for free, reliable, easy-to-use, stable, and implementable resources for language teachers. The Resources a la carte and Teaching Materials tabs focus only on Spanish, French, and English; but the Tools tab includes resources for any language.
Speechy is available at http://www.speechyproject.org
Alternative Dictionaries: Collection of Taboo Words
I (your InterCom editor) remember one day in college when a Spanish professor dedicated the last part of a class to teaching us naughty words. Those who didn’t want to hear were free to go, and the rest of us stayed on for a dispassionate presentation of sexual and scatological words in Spanish with their closest English equivalents.
If you are looking for a list of dirty words in the world’s languages, carefully organized by language family and sub-family, try the Alternative Dictionaries website: http://www.alternative-dictionaries.net
If you are looking for a list of dirty words in the world’s languages, carefully organized by language family and sub-family, try the Alternative Dictionaries website: http://www.alternative-dictionaries.net
Folk DC: European Folk Music for Language Learners
From http://folkdc.eu/about-the-project
The Digital Children’s Folksongs for Language and Cultural Learning (Folk DC) project is a European Union project designed to motivate young language learners to engage with language learning through using Folk songs, and activities around the songs, in 10 European languages (Czech, Swedish, English, Finnish, Romani, Italian, Portuguese, Romanian, Spanish, Turkish). The project is producing an Autonomous Teacher Training Tool kit (ATTT). The ATTT resources include downloads and live streams of folk songs along with their lyrics, descriptions of activities to accompany the songs, “how to” videos for using audio and digital tools, and more.
Learn more about available resources at http://folkdc.eu/resources
Visit the project home page at http://folkdc.eu
The Digital Children’s Folksongs for Language and Cultural Learning (Folk DC) project is a European Union project designed to motivate young language learners to engage with language learning through using Folk songs, and activities around the songs, in 10 European languages (Czech, Swedish, English, Finnish, Romani, Italian, Portuguese, Romanian, Spanish, Turkish). The project is producing an Autonomous Teacher Training Tool kit (ATTT). The ATTT resources include downloads and live streams of folk songs along with their lyrics, descriptions of activities to accompany the songs, “how to” videos for using audio and digital tools, and more.
Learn more about available resources at http://folkdc.eu/resources
Visit the project home page at http://folkdc.eu
Ideas for Turning Drawings of Vocabulary into Speaking Activities
From http://elmundodebirch.wordpress.com
A Spanish teacher recently had to be gone from class with little notice and asked her students to draw some food vocabulary in her absence. Read her blog post about how she turned the results of their work into several different speaking activities: http://elmundodebirch.wordpress.com/2012/10/09/student-drawings-and-the-unexpected-speaking-activity
A Spanish teacher recently had to be gone from class with little notice and asked her students to draw some food vocabulary in her absence. Read her blog post about how she turned the results of their work into several different speaking activities: http://elmundodebirch.wordpress.com/2012/10/09/student-drawings-and-the-unexpected-speaking-activity
Holding Conferences with Parents of English Language Learners
From http://edge.ascd.org/_Holding-Conferences-with-Parents-of-ELLs/blog/6384467/127586.html
The increasing population of linguistically and culturally diverse students in our schools poses a challenge for classroom teachers who need to communicate with their families. Parents of English language learners may not be familiar with the practice of meeting with their child’s teacher and do not know what is expected of them during a parent-teacher conference. Many classroom teachers do not know how to communicate with parents who do not speak English and who are not familiar with U.S. school practices.
Conferences with parents of English language learners (ELLs) require preparation on order to have a productive meeting. Here are six ideas that will help teachers of ELLs: http://edge.ascd.org/_Holding-Conferences-with-Parents-of-ELLs/blog/6384467/127586.html
The increasing population of linguistically and culturally diverse students in our schools poses a challenge for classroom teachers who need to communicate with their families. Parents of English language learners may not be familiar with the practice of meeting with their child’s teacher and do not know what is expected of them during a parent-teacher conference. Many classroom teachers do not know how to communicate with parents who do not speak English and who are not familiar with U.S. school practices.
Conferences with parents of English language learners (ELLs) require preparation on order to have a productive meeting. Here are six ideas that will help teachers of ELLs: http://edge.ascd.org/_Holding-Conferences-with-Parents-of-ELLs/blog/6384467/127586.html
Using Photos and Video With English Language Learners
Teacher Larry Ferlazzo has a new column in Edutopia describing activities that use images and connect to the Common Core Standards. Read on at http://www.edutopia.org/blog/ell-engagment-using-photos
Mr. Ferlazzo has another column describing eight ways to use video with English Language learners. Read at http://www.edutopia.org/blog/ell-engagement-using-video-larry-ferlazzo-katie-hull-sypnieski
Both articles are largely excerpted from a new book, The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels, by Mr. Ferlazzo and Katie Hull Sypnieski. Learn more about the book at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118095677,descCd-buy.html or at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=14747
Mr. Ferlazzo has another column describing eight ways to use video with English Language learners. Read at http://www.edutopia.org/blog/ell-engagement-using-video-larry-ferlazzo-katie-hull-sypnieski
Both articles are largely excerpted from a new book, The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels, by Mr. Ferlazzo and Katie Hull Sypnieski. Learn more about the book at http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118095677,descCd-buy.html or at http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=14747
Guide: Tying Common Core and English-Proficiency
From http://www.edweek.org/ew/articles/2012/10/10/07ell.h32.html
Guide: Tying Common Core and English-Proficiency
By Lesli A. Maxwell
October 9, 2012
As school districts forge ahead in putting the common academic standards into practice, many states are still revising or creating new English-language-proficiency standards to spell out for teachers the sophisticated language skills that their English-learner students will need to succeed with the rigorous new academic expectations.
To help states with that task, the Washington-based Council of Chief State School Officers late last month released a detailed set of guidelines created by English-language-learner experts and some of the lead writers of the Common Core State Standards in English/language arts and mathematics, as well as the Next Generation Science Standards. The new guide, or framework, as it's formally called, is designed to be a road map for states as they update, revamp, and rewrite the English-language-proficiency standards that teachers will use as guideposts to help ELL students acquire the academic language necessary to learn the new content.’
Read more and find links to the new guide at http://www.edweek.org/ew/articles/2012/10/10/07ell.h32.html?tkn=PYCF%2FvFRpzyFO2V5x8czFgo2IewqKvcwSfuz&cmp=clp-sb-ascd
Guide: Tying Common Core and English-Proficiency
By Lesli A. Maxwell
October 9, 2012
As school districts forge ahead in putting the common academic standards into practice, many states are still revising or creating new English-language-proficiency standards to spell out for teachers the sophisticated language skills that their English-learner students will need to succeed with the rigorous new academic expectations.
To help states with that task, the Washington-based Council of Chief State School Officers late last month released a detailed set of guidelines created by English-language-learner experts and some of the lead writers of the Common Core State Standards in English/language arts and mathematics, as well as the Next Generation Science Standards. The new guide, or framework, as it's formally called, is designed to be a road map for states as they update, revamp, and rewrite the English-language-proficiency standards that teachers will use as guideposts to help ELL students acquire the academic language necessary to learn the new content.’
Read more and find links to the new guide at http://www.edweek.org/ew/articles/2012/10/10/07ell.h32.html?tkn=PYCF%2FvFRpzyFO2V5x8czFgo2IewqKvcwSfuz&cmp=clp-sb-ascd
PRTESOL 39th Annual Convention and 11th Central American and Caribbean Basin Conference
From http://puertoricotesol.org
The Puerto Rico TESOL Annual Convention will be held concurrently with the Central American and Caribbean Basin Conference on November 16th and 17th, 2012, in Isla Verde, Puerto Rico. The conference theme is Journal into English as a Global Language: Embracing Diversity.
A TESOL Symposium entitled Facilitating Learning Through Student Empowerment will take place on November 15th in San Juan.
For details on both, go to http://puertoricotesol.org
The Puerto Rico TESOL Annual Convention will be held concurrently with the Central American and Caribbean Basin Conference on November 16th and 17th, 2012, in Isla Verde, Puerto Rico. The conference theme is Journal into English as a Global Language: Embracing Diversity.
A TESOL Symposium entitled Facilitating Learning Through Student Empowerment will take place on November 15th in San Juan.
For details on both, go to http://puertoricotesol.org
Société Honoraire de Français: Start a Chapter in Your School
From http://frenchteachers.org/shf
The establishment of a chapter of the Société honoraire de français offers several potential benefits to a secondary French program.
First, it provides an opportunity to recognize outstanding scholarship in the study of French language through selection for membership, the placement of a special seal on the graduate's diploma, the wearing of a tri-colored cord at graduation, and the right to wear the official emblem/pin of the honor society.
Second, the chapter provides a vehicle for focusing activities around French language and literature and also for encouraging member participation in the annual writing contest as well as apply for the annual travel grants.
In addition, there is the opportunity for students to experience leadership in serving as officers, directing the initiation ceremony, and/or leading other chapter events.
Learn more about what you need to do to start a chapter in your school at http://frenchteachers.org/shf
See models of chapter bylaws and an application form on the AATF Ohio website at http://aatfohio.wordpress.com/societe-honoraire-de-francais
The establishment of a chapter of the Société honoraire de français offers several potential benefits to a secondary French program.
First, it provides an opportunity to recognize outstanding scholarship in the study of French language through selection for membership, the placement of a special seal on the graduate's diploma, the wearing of a tri-colored cord at graduation, and the right to wear the official emblem/pin of the honor society.
Second, the chapter provides a vehicle for focusing activities around French language and literature and also for encouraging member participation in the annual writing contest as well as apply for the annual travel grants.
In addition, there is the opportunity for students to experience leadership in serving as officers, directing the initiation ceremony, and/or leading other chapter events.
Learn more about what you need to do to start a chapter in your school at http://frenchteachers.org/shf
See models of chapter bylaws and an application form on the AATF Ohio website at http://aatfohio.wordpress.com/societe-honoraire-de-francais
Le Grand Concours: National French Contest
From http://www.frenchteachers.org/concours
The National French Contest/Le Grand Concours is an annual competition sponsored by the American Association of Teachers of French.
Students of French in grades 1-12, in all 50 states and abroad, take a written test and compete against students with similar educational background for prizes. Grades 1-6 participate in the FLES Contest. Grades 7-12 in the Secondary Contest.
Students enter via their French teacher. All students are eligible -- home school parents or private tutors can request information on participation from the nearest Chapter Administrator. Students of non-AATF members are also welcome to participate.
Teachers contact local Chapter Contest Administrator for information on local deadlines and entry fees.
Past copies of the Contest are available for purchase for review and practice purposes. Audio scripts and scoring keys for past years are also available.
For more information about the conference go to http://www.frenchteachers.org/concours
The National French Contest/Le Grand Concours is an annual competition sponsored by the American Association of Teachers of French.
Students of French in grades 1-12, in all 50 states and abroad, take a written test and compete against students with similar educational background for prizes. Grades 1-6 participate in the FLES Contest. Grades 7-12 in the Secondary Contest.
Students enter via their French teacher. All students are eligible -- home school parents or private tutors can request information on participation from the nearest Chapter Administrator. Students of non-AATF members are also welcome to participate.
Teachers contact local Chapter Contest Administrator for information on local deadlines and entry fees.
Past copies of the Contest are available for purchase for review and practice purposes. Audio scripts and scoring keys for past years are also available.
For more information about the conference go to http://www.frenchteachers.org/concours
Fall Meeting of the California Classical Association-South
JULIUS CAESAR: History, Pedagogy, Science Fiction
The Fall Meeting of the California Classical Association-South
Saturday, November 10, 2012
University Hall 3700
Loyola Marymount University, Los Angeles
Please register by November 3.
Download a registration form at http://www.csulb.edu/colleges/cla/departments/complit-classics/programs/cca-south/cca-south-meetings
The Fall Meeting of the California Classical Association-South
Saturday, November 10, 2012
University Hall 3700
Loyola Marymount University, Los Angeles
Please register by November 3.
Download a registration form at http://www.csulb.edu/colleges/cla/departments/complit-classics/programs/cca-south/cca-south-meetings
California Classical Studies: Open-Access Digital Publication Project Launched
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/open-access_digital_publication_project_launched
The Department of Classics of the University of California, Berkeley, is pleased to announce the initiation of new publication series entitled California Classical Studies. The series is intended to provide a peer-reviewed open-access venue for disseminating basic research, data-heavy research, including archaeological research, and highly specialized research of the kind that is either hard to place with the leading publishers in Classics or extremely expensive for libraries and individuals when produced by a leading academic publisher. It aims to promote open access to such scholarship both in the interest of university library budgets and in the interest of attaining the widest possible dissemination of up-to-date, peer-reviewed classical scholarship.
Read more about the project at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/open-access_digital_publication_project_launched
The Department of Classics of the University of California, Berkeley, is pleased to announce the initiation of new publication series entitled California Classical Studies. The series is intended to provide a peer-reviewed open-access venue for disseminating basic research, data-heavy research, including archaeological research, and highly specialized research of the kind that is either hard to place with the leading publishers in Classics or extremely expensive for libraries and individuals when produced by a leading academic publisher. It aims to promote open access to such scholarship both in the interest of university library budgets and in the interest of attaining the widest possible dissemination of up-to-date, peer-reviewed classical scholarship.
Read more about the project at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/open-access_digital_publication_project_launched
Ursula Krechel Wins German Book Prize for Novel “Landgericht”
From http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/10/08-BookPrize.html
Author Ursula Krechel has been awarded the 2012 German Book Prize for her novel Landgericht (Court of Justice), the Börsenverein des Deutschen Buchhandels Stiftung (Foundation of the German Publishers & Booksellers Association) announced on Monday just before the start of the Frankfurt Book Fair.
“In her novel Landgericht, Ursula Krechel recounts the entanglements in the life of Judge Richard Kornitzer as he returns home from exile. He is steeped in and shattered by his belief in justice and the rule of law when he loses the battle to restore his dignity in the confines of post-war Germany. The novel’s language oscillates between narrative, documentary, essay and analysis. At times poetic, at others laconic, Krechel precisely depicts her image of the early German Federal Republic – from its architecture and ways of life, right up to the contradictions of family psychology. Landgericht is a moving, politically acute novel that makes an admirably cool and modern impression,” the prize jury said in explaining its decision.
Read more about the prize and the other contenders at http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/10/08-BookPrize.html
Author Ursula Krechel has been awarded the 2012 German Book Prize for her novel Landgericht (Court of Justice), the Börsenverein des Deutschen Buchhandels Stiftung (Foundation of the German Publishers & Booksellers Association) announced on Monday just before the start of the Frankfurt Book Fair.
“In her novel Landgericht, Ursula Krechel recounts the entanglements in the life of Judge Richard Kornitzer as he returns home from exile. He is steeped in and shattered by his belief in justice and the rule of law when he loses the battle to restore his dignity in the confines of post-war Germany. The novel’s language oscillates between narrative, documentary, essay and analysis. At times poetic, at others laconic, Krechel precisely depicts her image of the early German Federal Republic – from its architecture and ways of life, right up to the contradictions of family psychology. Landgericht is a moving, politically acute novel that makes an admirably cool and modern impression,” the prize jury said in explaining its decision.
Read more about the prize and the other contenders at http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/10/08-BookPrize.html
Deutschdrang: Materials for Learning German
From http://www.deutschdrang.com/Pages/aboutus.aspx
The Deutschdrang website is the creation of German instructor and translator Yvonne Mattson. Access the materials she has created over the years, including grammar lessons, online exercises, worksheets, webquests, and essays on German customs at http://www.deutschdrang.com/Pages/default.aspx
The Deutschdrang website is the creation of German instructor and translator Yvonne Mattson. Access the materials she has created over the years, including grammar lessons, online exercises, worksheets, webquests, and essays on German customs at http://www.deutschdrang.com/Pages/default.aspx
German American Partnership Program: Apply Now for 2013
From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/10/10-GAPP.html
The German American Partnership Program (GAPP) is the largest and most successful high school exchange program between the United States and Germany. Each year, around 12,000 students travel across the Atlantic to visit their partner schools and have life-changing experiences.
Schools interested in taking part in a GAPP exchange should start by completing an Application for a School Partnership, available on the GAPP website. Program administrators then assist with matching partner schools. Schools that have previously organized GAPP exchanges and plan to take a group to Germany in 2013 must return the program questionnaire to the New York office by November 12 in order to be e-mailed the grant application package in early December 2012.
Learn more about GAPP at http://exchanges.state.gov/youth/programs/gapp.html and at http://www.goethe.de/ins/us/lp/prj/gapp/enindex.htm
The German American Partnership Program (GAPP) is the largest and most successful high school exchange program between the United States and Germany. Each year, around 12,000 students travel across the Atlantic to visit their partner schools and have life-changing experiences.
Schools interested in taking part in a GAPP exchange should start by completing an Application for a School Partnership, available on the GAPP website. Program administrators then assist with matching partner schools. Schools that have previously organized GAPP exchanges and plan to take a group to Germany in 2013 must return the program questionnaire to the New York office by November 12 in order to be e-mailed the grant application package in early December 2012.
Learn more about GAPP at http://exchanges.state.gov/youth/programs/gapp.html and at http://www.goethe.de/ins/us/lp/prj/gapp/enindex.htm
DigiBaeck: Free Digital Archive Documenting 500 Years of German-Speaking Jewish History
From http://www.lbi.org/digibaeck/digibaeck-highlights
Leo Baeck Institute (LBI), the premiere research library and archive devoted exclusively to documenting the history of German-speaking Jewry, has completed the digitization of its entire archive, which now provides free online access to primary source materials encompassing five centuries of Jewish life in Central Europe.
See highlights from the archive at http://www.lbi.org/digibaeck/digibaeck-highlights and begin your own research on its homepage at http://www.lbi.org/digibaeck
Leo Baeck Institute (LBI), the premiere research library and archive devoted exclusively to documenting the history of German-speaking Jewry, has completed the digitization of its entire archive, which now provides free online access to primary source materials encompassing five centuries of Jewish life in Central Europe.
See highlights from the archive at http://www.lbi.org/digibaeck/digibaeck-highlights and begin your own research on its homepage at http://www.lbi.org/digibaeck
Guide to Fermented Milk Products in Eurasia
The School of Russian and Asian Studies has an article in this month’s newsletter about the wide variety of fermented milk beverages that one might encounter traveling in Russia and Eurasia. Read it here: http://www.sras.org/the_sras_guide_to_fermented_milk
The full October 2012 SRAS newsletter is available here: http://www.sras.org/october_2012
The full October 2012 SRAS newsletter is available here: http://www.sras.org/october_2012
Arabic Online: Multimedia Language Learning Materials
From http://www.wmich.edu/languages/academics/arabic/arabiconline.html
Arabic Online is a resource page for multimedia language learning materials. This portal provides access to full instructional units offering authentic texts and audio/video excerpts with self graded comprehension questions. The materials are free to use and no registration is needed. Simply choose one of the courses below and you can get started.
Advanced Standard Arabic I (Arab Cultures)
Advanced Standard Arabic II (Arab Cultures)
Advanced Egyptian Arabic I (The Cultures of Egypt)
Available at http://www.wmich.edu/languages/academics/arabic/arabiconline.html
Arabic Online is a resource page for multimedia language learning materials. This portal provides access to full instructional units offering authentic texts and audio/video excerpts with self graded comprehension questions. The materials are free to use and no registration is needed. Simply choose one of the courses below and you can get started.
Advanced Standard Arabic I (Arab Cultures)
Advanced Standard Arabic II (Arab Cultures)
Advanced Egyptian Arabic I (The Cultures of Egypt)
Available at http://www.wmich.edu/languages/academics/arabic/arabiconline.html
Job: Assistant Professor in Second Language Acquisition at the University of Utah
From http://linguistlist.org/issues/23/23-4164.html
The Department of Linguistics at the University of Utah invites applications for a tenure-line position at the rank of Assistant Professor to begin July 1, 2013, pending budgetary approval.
The successful applicant will have a primary research specialization in the Second Language Acquisition of Phonetics, Phonology, Morphology, Syntax and/or Semantics, and will provide evidence of a cohesive research program and teaching excellence.
Duties require a sustained research program, the mentorship of graduate and/or undergraduate student-scholars, a normal teaching load of 4 courses per year, and departmental and/or university service.
To ensure full consideration, applications should be submitted to this site by November 16, 2012
View the full job posting at http://linguistlist.org/issues/23/23-4164.html
The Department of Linguistics at the University of Utah invites applications for a tenure-line position at the rank of Assistant Professor to begin July 1, 2013, pending budgetary approval.
The successful applicant will have a primary research specialization in the Second Language Acquisition of Phonetics, Phonology, Morphology, Syntax and/or Semantics, and will provide evidence of a cohesive research program and teaching excellence.
Duties require a sustained research program, the mentorship of graduate and/or undergraduate student-scholars, a normal teaching load of 4 courses per year, and departmental and/or university service.
To ensure full consideration, applications should be submitted to this site by November 16, 2012
View the full job posting at http://linguistlist.org/issues/23/23-4164.html
Job: PreK-12 Second Language Education, Teachers College, Columbia University
From the BILING listserv:
Position Opening: Open Rank
Teachers College, Columbia University
Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.
Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.
Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.
To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relevant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch at tc dot columbia dot edu. The subject line should include your (the applicant’s) first and last name.
Review of applications will begin on November 30, 2012, and will continue until the search is completed.
Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.
--
Dr. Hansun Zhang Waring
Box 66, Program in TESOL/Applied Linguistics
Department of Arts & Humanities
Teachers College, Columbia University
525 W. 120 Street New York, NY 10027
Phone: (212)678-8128
Fax: (212)678-3428
http://www.tc.columbia.edu/faculty/index.htm?facid=hz30
http://www.tc.edu/lansi
Waring, H. [BILING] TESOL and Applied Linguistics Position Opening (Open Rank). BILING listserv (BILING@LISTSERV.UMD.EDU, 13 Oct 2012).
Position Opening: Open Rank
Teachers College, Columbia University
Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.
Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.
Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.
To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relevant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch at tc dot columbia dot edu. The subject line should include your (the applicant’s) first and last name.
Review of applications will begin on November 30, 2012, and will continue until the search is completed.
Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.
--
Dr. Hansun Zhang Waring
Box 66, Program in TESOL/Applied Linguistics
Department of Arts & Humanities
Teachers College, Columbia University
525 W. 120 Street New York, NY 10027
Phone: (212)678-8128
Fax: (212)678-3428
http://www.tc.columbia.edu/faculty/index.htm?facid=hz30
http://www.tc.edu/lansi
Waring, H. [BILING] TESOL and Applied Linguistics Position Opening (Open Rank). BILING listserv (BILING@LISTSERV.UMD.EDU, 13 Oct 2012).
CCFLT Student Essay Contest and Videotaped Speaking Contest
Here are two contests from the Colorado Congress of Foreign Language Teachers:
---
CCFLT is seeking student essays in English for its 17th annual essay contest. Winning essays will be posted at the CCFLT Spring Conference and will be shared at the local, state, and national levels with representatives and senators to make them aware of the voices of their young constituents.
The elementary and middle school winners will receive $25, while high school and university winners will receive $50; K-12 winners also receive a plaque commemorating their accomplishment. The teachers of the winning students will be invited to attend the Spring Conference Awards Luncheon to accept the award on behalf of their students.
The essay topics reflect the theme of the CCFLT 2013 Spring Conference, “Back to the Future: 21st Century Technology Today.” Topics are as follows:
Elementary and Middle School:
How has technology helped me to learn another language?
High School and University:
As social media continues to skyrocket, how can I use this technology to help me learn another language?
Deadline for submissions is December 1, 2012.
---
12th Annual Videotaped Speaking Contest
A fantastic opportunity for students of CCFLT members to create 90-second video/digitally-taped conversation based on the new Colorado Academic Standards for World Language. This contest is open to all students at all levels.
2013 Theme: You are applying for a summer internship at an international camp. The application requires a video showing how you can manage multi-tasks addressing multi-skills of participants and how you make connections through language with the various participants. Create your video showing how you are absolutely the best candidate for this internship.
All submissions must be received by December 1, 2012.
--
For more details about both contests see the CCFLT October 2012 newsletter at http://www.scribd.com/doc/108057452/CCFLT-October-2012-Newsletter and scroll down to pages 13 through 17.
---
CCFLT is seeking student essays in English for its 17th annual essay contest. Winning essays will be posted at the CCFLT Spring Conference and will be shared at the local, state, and national levels with representatives and senators to make them aware of the voices of their young constituents.
The elementary and middle school winners will receive $25, while high school and university winners will receive $50; K-12 winners also receive a plaque commemorating their accomplishment. The teachers of the winning students will be invited to attend the Spring Conference Awards Luncheon to accept the award on behalf of their students.
The essay topics reflect the theme of the CCFLT 2013 Spring Conference, “Back to the Future: 21st Century Technology Today.” Topics are as follows:
Elementary and Middle School:
How has technology helped me to learn another language?
High School and University:
As social media continues to skyrocket, how can I use this technology to help me learn another language?
Deadline for submissions is December 1, 2012.
---
12th Annual Videotaped Speaking Contest
A fantastic opportunity for students of CCFLT members to create 90-second video/digitally-taped conversation based on the new Colorado Academic Standards for World Language. This contest is open to all students at all levels.
2013 Theme: You are applying for a summer internship at an international camp. The application requires a video showing how you can manage multi-tasks addressing multi-skills of participants and how you make connections through language with the various participants. Create your video showing how you are absolutely the best candidate for this internship.
All submissions must be received by December 1, 2012.
--
For more details about both contests see the CCFLT October 2012 newsletter at http://www.scribd.com/doc/108057452/CCFLT-October-2012-Newsletter and scroll down to pages 13 through 17.
Spaan Fellowship Program for Language Assessment Research
From http://www.cambridgemichigan.org/resources/spaan
CaMLA is pleased to announce the resumption of the Spaan Fellowship Program. Established in recognition of Mary Spaan’s contributions to the field of language assessment, the Spaan Fellowship Program provides financial support for those wishing to carry out research projects related to second or foreign language assessment.
Applications are now invited for the 2013 calendar year. CaMLA is offering research funding for up to three projects investigating an aspect of CaMLA’s tests; each project will receive up to $3000. Proposals are invited from graduate students, faculty, and other language assessment professionals. For more information about the application process, please go to: http://www.cambridgemichigan.org/resources/spaan
Banerjee, J. [LTEST-L] Spaan Fellowship Program 2013. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 3 Oct 2012).
CaMLA is pleased to announce the resumption of the Spaan Fellowship Program. Established in recognition of Mary Spaan’s contributions to the field of language assessment, the Spaan Fellowship Program provides financial support for those wishing to carry out research projects related to second or foreign language assessment.
Applications are now invited for the 2013 calendar year. CaMLA is offering research funding for up to three projects investigating an aspect of CaMLA’s tests; each project will receive up to $3000. Proposals are invited from graduate students, faculty, and other language assessment professionals. For more information about the application process, please go to: http://www.cambridgemichigan.org/resources/spaan
Banerjee, J. [LTEST-L] Spaan Fellowship Program 2013. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 3 Oct 2012).
Funding for Bilingual Classrooms
Language Lizard has a webpage with annotated and well-organized links to potential sources of funding for bilingual classrooms at http://www.languagelizard.com/v/vspfiles/newsarticle28.htm
Language Learning Makes the Brain Grow, Swedish Study Suggests
From http://www.sciencedaily.com/releases/2012/10/121008082953.htm
Language Learning Makes the Brain Grow, Swedish Study Suggests
October 8, 2012
At the Swedish Armed Forces Interpreter Academy, young recruits learn a new language at a very fast pace. By measuring their brains before and after the language training, a group of researchers has had an almost unique opportunity to observe what happens to the brain when we learn a new language in a short period of time.
At the Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a flair for languages go from having no knowledge of a language such as Arabic, Russian or Dari to speaking it fluently in the space of 13 months. From morning to evening, weekdays and weekends, the recruits study at a pace unlike on any other language course.
As a control group, the researchers used medicine and cognitive science students at Umeå University -- students who also study hard, but not languages. Both groups were given MRI scans before and after a three-month period of intensive study. While the brain structure of the control group remained unchanged, specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deep-lying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.
Read the full article at http://www.sciencedaily.com/releases/2012/10/121008082953.htm
Access the study itself at http://www.sciencedirect.com/science/article/pii/S1053811912006581
Language Learning Makes the Brain Grow, Swedish Study Suggests
October 8, 2012
At the Swedish Armed Forces Interpreter Academy, young recruits learn a new language at a very fast pace. By measuring their brains before and after the language training, a group of researchers has had an almost unique opportunity to observe what happens to the brain when we learn a new language in a short period of time.
At the Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a flair for languages go from having no knowledge of a language such as Arabic, Russian or Dari to speaking it fluently in the space of 13 months. From morning to evening, weekdays and weekends, the recruits study at a pace unlike on any other language course.
As a control group, the researchers used medicine and cognitive science students at Umeå University -- students who also study hard, but not languages. Both groups were given MRI scans before and after a three-month period of intensive study. While the brain structure of the control group remained unchanged, specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deep-lying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.
Read the full article at http://www.sciencedaily.com/releases/2012/10/121008082953.htm
Access the study itself at http://www.sciencedirect.com/science/article/pii/S1053811912006581
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