UNESCO’s online archives contain a wealth of multimedia resources dealing with the cultural richness of the world.
Videos of notable painting and carving all over the world? Browse here: http://www.unesco.org/archives/multimedia/index.php?id_page=88&pattern=Painting%20and%20carving
Information about historic sites and cities all over the world? Try this link: http://www.unesco.org/archives/multimedia/index.php?id_page=48&pattern=Historic%20sites%20and%20cities
Start your search for multimedia resources here: http://www.unesco.org/archives/multimedia
November 25, 2012
Good News about Language Study
The Northeast Conference on the Teaching of Foreign Languages is collecting articles with good news about language learning on its website. Go to http://www.nectfl.org/good-news-world-languages to hear about new programs, restored programs, and growing programs.
Blog Post Urges Relevant Vocabulary for Students
From http://spanishplans.org
Here is a revealing quotation from a Spanish teacher’s recent blog post:
“I realized something important this week while going over our unit’s vocabulary. The vocabulary is “household chores” going along with the House Unit. After the initial vocab introduction, we started talking about what chores my students do. I quickly realized that most of my students don’t do any chores at all. So it’s difficult to “say what chores my siblings and I have to do” and “how often” as our objectives would require.
“During one oral activity … I made a comment that left me questioning the purpose of the unit. I said ‘Do you really care if Johnny washes the dishes and how often he does it? No, of course not. That’s not the point. The point is to be communicating.’
“But how can we expect children to want to speak in the target language if they are talking about something they have no interest in. Let’s be realistic; nobody cares about what chores their classmates do. How engaging is talking about chores? Why are we even teaching these words?! How often is Johnny going to encounter a Spanish speaker and tell them that he rarely vacuums the floor?”
Read the rest of her post and her plans and resources for making learning more relevant to her students’ lives at http://spanishplans.org/2012/11/19/connecting-vocabulary
Here is a revealing quotation from a Spanish teacher’s recent blog post:
“I realized something important this week while going over our unit’s vocabulary. The vocabulary is “household chores” going along with the House Unit. After the initial vocab introduction, we started talking about what chores my students do. I quickly realized that most of my students don’t do any chores at all. So it’s difficult to “say what chores my siblings and I have to do” and “how often” as our objectives would require.
“During one oral activity … I made a comment that left me questioning the purpose of the unit. I said ‘Do you really care if Johnny washes the dishes and how often he does it? No, of course not. That’s not the point. The point is to be communicating.’
“But how can we expect children to want to speak in the target language if they are talking about something they have no interest in. Let’s be realistic; nobody cares about what chores their classmates do. How engaging is talking about chores? Why are we even teaching these words?! How often is Johnny going to encounter a Spanish speaker and tell them that he rarely vacuums the floor?”
Read the rest of her post and her plans and resources for making learning more relevant to her students’ lives at http://spanishplans.org/2012/11/19/connecting-vocabulary
California Board Adopts New English-Language Proficiency Standards
From http://blogs.edweek.org/edweek/learning-the-language/2012/11/california_board_adopts_new_en.html
California Board Adopts New English-Language Proficiency Standards
By Lesli A. Maxwell
November 20, 2012
The state board of education in California earlier this month gave its final stamp of approval to new English-language development standards that directly connect to the language demands in the Common Core State Standards.
California—where roughly 25 percent of students in public schools are English-language learners—began the process of revamping its English-language proficiency standards late last year and may well provide the blueprint for other states that must also revise their standards to connect with the common core. This may be particularly true among a group of 13 states known as ELPA21 that are working together to develop a new English-language proficiency assessment. California, as well as Florida, are part of that group.
In addition to the grade-by-grade standards, you can read California's "proficiency level descriptors," which give an overview of the phases of English-language development that ELLs are expected to go through as they learn the language. The descriptors detail the knowledge, skills, and abilities that ELLs need at all of the stages of development and exactly what they need to demonstrate as they exit each of three proficiency levels: emerging, expanding, and bridging.
California Board Adopts New English-Language Proficiency Standards
By Lesli A. Maxwell
November 20, 2012
The state board of education in California earlier this month gave its final stamp of approval to new English-language development standards that directly connect to the language demands in the Common Core State Standards.
California—where roughly 25 percent of students in public schools are English-language learners—began the process of revamping its English-language proficiency standards late last year and may well provide the blueprint for other states that must also revise their standards to connect with the common core. This may be particularly true among a group of 13 states known as ELPA21 that are working together to develop a new English-language proficiency assessment. California, as well as Florida, are part of that group.
In addition to the grade-by-grade standards, you can read California's "proficiency level descriptors," which give an overview of the phases of English-language development that ELLs are expected to go through as they learn the language. The descriptors detail the knowledge, skills, and abilities that ELLs need at all of the stages of development and exactly what they need to demonstrate as they exit each of three proficiency levels: emerging, expanding, and bridging.
Denver Public Schools Reach Agreement for Teaching English Language Learners
From http://www.denverpost.com/breakingnews/ci_22005413/dps-plaintiffs-now-speak-same-language-modified-consent
DPS, plaintiffs now speak same language on modified consent decree
By Kevin Simpson
November 15, 2012
The controversial, court-ordered plan for serving English-language learners in Denver Public Schools has undergone its first overhaul since 1999 — with what all parties call unprecedented cooperation.
If approved by a federal judge, the modified consent decree will mandate several new standards for teaching more than 36,000 students as they work toward English proficiency while also mastering academic content.
The proposed modifications, to be phased in over three years, include improvements to teacher training, student placement and exit procedures, parent communication and oversight — including a study of the program's effectiveness to be completed by 2015.
Read more: http://www.denverpost.com/breakingnews/ci_22005413/dps-plaintiffs-now-speak-same-language-modified-consent
DPS, plaintiffs now speak same language on modified consent decree
By Kevin Simpson
November 15, 2012
The controversial, court-ordered plan for serving English-language learners in Denver Public Schools has undergone its first overhaul since 1999 — with what all parties call unprecedented cooperation.
If approved by a federal judge, the modified consent decree will mandate several new standards for teaching more than 36,000 students as they work toward English proficiency while also mastering academic content.
The proposed modifications, to be phased in over three years, include improvements to teacher training, student placement and exit procedures, parent communication and oversight — including a study of the program's effectiveness to be completed by 2015.
Read more: http://www.denverpost.com/breakingnews/ci_22005413/dps-plaintiffs-now-speak-same-language-modified-consent
English Language Learners in New York Schools Have a Wide Variety of Language Backgrounds
From http://www.timesunion.com/local/article/Schools-lift-the-language-barrier-4048788.php
Schools lift the language barrier
Growing number of native Arabic speakers excel locally thanks to English programs
By Kenneth C. Crowe II
November 18, 2012
The eight students came from Jordan, Algeria, Sudan, Yemen and Iraq to Troy High School.
Whether it's Areeg Khalil, 17, who arrived from Jordan to eventually rank among the top five academic students in the senior class, or junior Akram Meza, 17, from Algeria, who played on the school's Section II champion soccer team, they're among the 17 native Arabic speakers who've learned and perfected their English in the district's English as a Second Language classes.
While Spanish and French traditionally dominated as first languages for immigrant and refugee students, that's changing across the Capital Region's school districts.
Arabic, Chinese, Karen — a language spoken in Burma — and Nepalese are among the growing languages in ESL programs, reflecting the growing diversity among students arriving to study in local classrooms. In the Albany City School District, ESL instructors work with students who speak one of 49 different languages. The number of students learning English has more than doubled in five years in the city district.
Read more: http://www.timesunion.com/local/article/Schools-lift-the-language-barrier-4048788.php#ixzz2DFviVITj
Schools lift the language barrier
Growing number of native Arabic speakers excel locally thanks to English programs
By Kenneth C. Crowe II
November 18, 2012
The eight students came from Jordan, Algeria, Sudan, Yemen and Iraq to Troy High School.
Whether it's Areeg Khalil, 17, who arrived from Jordan to eventually rank among the top five academic students in the senior class, or junior Akram Meza, 17, from Algeria, who played on the school's Section II champion soccer team, they're among the 17 native Arabic speakers who've learned and perfected their English in the district's English as a Second Language classes.
While Spanish and French traditionally dominated as first languages for immigrant and refugee students, that's changing across the Capital Region's school districts.
Arabic, Chinese, Karen — a language spoken in Burma — and Nepalese are among the growing languages in ESL programs, reflecting the growing diversity among students arriving to study in local classrooms. In the Albany City School District, ESL instructors work with students who speak one of 49 different languages. The number of students learning English has more than doubled in five years in the city district.
Read more: http://www.timesunion.com/local/article/Schools-lift-the-language-barrier-4048788.php#ixzz2DFviVITj
Recursos de ELE Website Has Lots of Free Resources
From http://www.recursosdele.com/content/qu%C3%A9-es-recursos-de-ele
Recursos de ELE is a website offering free resources for Spanish learners (but teachers could make use of them in their classrooms). Visit this Spanish-language website and browse for helpful resources and supplementary materials at http://www.recursosdele.com
Recursos de ELE is a website offering free resources for Spanish learners (but teachers could make use of them in their classrooms). Visit this Spanish-language website and browse for helpful resources and supplementary materials at http://www.recursosdele.com
Portail du FLE Website Full of Resources for French Teachers
The Portail du FLE is the website of the Ecole Supérieure de Pédagogie
in Ludwigsburg, Germany. Here is a description of it from the home page:
“Notre objectif est de mettre à la disposition des professeurs de français langue étrangère et tous les internautes francophones des matériaux didactiques prêts à l'emploi élaborés pour le niveau débutant, intermédiaire et avancé sous forme d'un scénario d'apprentissage multimédia et de dossiers pédagogiques téléchargeables permettant la réalisation d'un grand nombre d'activités en cours de français.
“Nous vous proposons des textes à lire et à écouter, des sujets didactisés pour les cours, des fiches de travail à télécharger en format PDF et WORD ainsi que des exercices interactifs pour donner de l'oxygène à vos cours. Pour tous les cours il y a généralement un dossier pédagogique qui y est associé en WORD pour que le cours puisse aussi être préparé, réalisé ou finalisé dans une salle de classe. Pour vous ouvrir l'appétit nous citons quelques exemples:
“La Bretagne, Les pays du Maghreb, l'Algérie, le Québec, Voyage en Francophonie... La géographie de la France, promenade virtuelle à travers Paris, puis à travers la Provence, le Rap et le Rai; les films: Être et avoir, Monsieur Ibrahim et les fleurs du Coran, le gône du Chaâba, Claude Chabrol...”
Browse the available resources at http://portail-du-fle.info
in Ludwigsburg, Germany. Here is a description of it from the home page:
“Notre objectif est de mettre à la disposition des professeurs de français langue étrangère et tous les internautes francophones des matériaux didactiques prêts à l'emploi élaborés pour le niveau débutant, intermédiaire et avancé sous forme d'un scénario d'apprentissage multimédia et de dossiers pédagogiques téléchargeables permettant la réalisation d'un grand nombre d'activités en cours de français.
“Nous vous proposons des textes à lire et à écouter, des sujets didactisés pour les cours, des fiches de travail à télécharger en format PDF et WORD ainsi que des exercices interactifs pour donner de l'oxygène à vos cours. Pour tous les cours il y a généralement un dossier pédagogique qui y est associé en WORD pour que le cours puisse aussi être préparé, réalisé ou finalisé dans une salle de classe. Pour vous ouvrir l'appétit nous citons quelques exemples:
“La Bretagne, Les pays du Maghreb, l'Algérie, le Québec, Voyage en Francophonie... La géographie de la France, promenade virtuelle à travers Paris, puis à travers la Provence, le Rap et le Rai; les films: Être et avoir, Monsieur Ibrahim et les fleurs du Coran, le gône du Chaâba, Claude Chabrol...”
Browse the available resources at http://portail-du-fle.info
Use Google+ Hangouts for a Virtual Scavenger Hunt in the Palace of Versailles
Hangout Quest is a Google+ game that allows you to go on a virtual scavenger hunt inside the Palace of Versailles. The object of the scavenger hunt is to find artwork and other objects in the palace. If you invite others to your Hangout you can compete against them in a race to find the objects first.
Hangout Quest uses the Street View imagery of Google Maps to bring you inside the Palace of Versailles. Another cool piece of technology added to Hangout Quest is facial tracking. The facial tracking technology allows you to move around in the Palace of Versailles by just moving your head instead of clicking around with your mouse.
Read the full review at http://www.freetech4teachers.com/2012/11/use-google-hangouts-for-virtual.html#.ULJ8KoWmDgo
Hangout Quest is available at http://www.hangoutquest.com
Hangout Quest uses the Street View imagery of Google Maps to bring you inside the Palace of Versailles. Another cool piece of technology added to Hangout Quest is facial tracking. The facial tracking technology allows you to move around in the Palace of Versailles by just moving your head instead of clicking around with your mouse.
Read the full review at http://www.freetech4teachers.com/2012/11/use-google-hangouts-for-virtual.html#.ULJ8KoWmDgo
Hangout Quest is available at http://www.hangoutquest.com
Mythweb: Greek Mythology Resource
Are your students learning about Greek myths and heroes? Mythweb is a good online resource, with stories of Greek gods and heroes and an encyclopedia of Greek mythology. It’s available at http://mythweb.com
Vergilian Society Summer Tours
From http://caneweb.org/CANEwp/?p=566
Here are the Vergilian Society 2013 summer tours:
Vergilian Turkey Trip June 28 – July 13, 2013
The Italy of Caesar and Vergil: A Workshop for Teachers July 2-13, 2013
From Neapolis to Apragapolis: The Greco-Roman Bay of Naples July 15 – 27, 2013
Vergil the Poet and Medieval Wizard: Literary Magic July 29-August 10, 2013
For descriptions of each tour, go to http://vergil.clarku.edu/cumae.htm
Here are the Vergilian Society 2013 summer tours:
Vergilian Turkey Trip June 28 – July 13, 2013
The Italy of Caesar and Vergil: A Workshop for Teachers July 2-13, 2013
From Neapolis to Apragapolis: The Greco-Roman Bay of Naples July 15 – 27, 2013
Vergil the Poet and Medieval Wizard: Literary Magic July 29-August 10, 2013
For descriptions of each tour, go to http://vergil.clarku.edu/cumae.htm
SALVI Latin Immersion Programs
SALVI (Septentrionale Americanum Latinitatis Vivae Institutum) is very pleased to announce a full slate of Latin-centered workshops for the current academic year:
- *Biduum Latinum* — a weekend event designed to jump start or recharge your active Latin. Getty Villa, Malibu, CA (January 12-13); Claymont Mansion, Charles Town, WV (February 22-24); Clear Creek Abbey, Tulsa, OK (March 9-11).
- *Academia Aestiva Latina* — June 24-28, a semi-immersion event for secondary school students. Co-sponsored and hosted by the Getty Villa, Malibu, CA.
- *Septimana Californiana* — July 1-8, a full week of Latin discussions and sight-seeing excursions. Housed at Loyola Marymount University, Los Angeles, CA.
- *Rusticatio* — July 4-11 AND July 18-25; a full week of classroom sessions, cooking, and playing in Latin. Housed at Claymont Mansion, Charles Town, WV.
- *Pedagogy Rusticatio* (conducted in English) — July 12-17; an intensive introduction to best practices in language instruction, with guided practice sessions. Housed at Claymont Mansion, Charles Town, WV.
For complete details about all programs, please visit SALVI at:
http://www.latin.org
Myers, Jacque. [Latinteach] SALVI Latin Immersion Programs. Latinteach listserv (latinteach@nxport.com, 17 Nov 2012).
- *Biduum Latinum* — a weekend event designed to jump start or recharge your active Latin. Getty Villa, Malibu, CA (January 12-13); Claymont Mansion, Charles Town, WV (February 22-24); Clear Creek Abbey, Tulsa, OK (March 9-11).
- *Academia Aestiva Latina* — June 24-28, a semi-immersion event for secondary school students. Co-sponsored and hosted by the Getty Villa, Malibu, CA.
- *Septimana Californiana* — July 1-8, a full week of Latin discussions and sight-seeing excursions. Housed at Loyola Marymount University, Los Angeles, CA.
- *Rusticatio* — July 4-11 AND July 18-25; a full week of classroom sessions, cooking, and playing in Latin. Housed at Claymont Mansion, Charles Town, WV.
- *Pedagogy Rusticatio* (conducted in English) — July 12-17; an intensive introduction to best practices in language instruction, with guided practice sessions. Housed at Claymont Mansion, Charles Town, WV.
For complete details about all programs, please visit SALVI at:
http://www.latin.org
Myers, Jacque. [Latinteach] SALVI Latin Immersion Programs. Latinteach listserv (latinteach@nxport.com, 17 Nov 2012).
Latin Carol Celebration in Providence, Rhode Island
From http://caneweb.org/CANEwp/?p=574
65TH ANNUAL BROWN UNIVERSITY
LATIN CAROL CELEBRATION
Monday, December 3, 2012 – 8 p.m.
The First Baptist Meeting House in America
75 North Main Street, Providence, RI 02903
Featuring seasonal readings by members of the Department of Classics (most in Latin, a few in Greek), the Chattertocks’ rendition of The Twelve Days of Christmas and special arrangements by the Brown Madrigal Singers.
65TH ANNUAL BROWN UNIVERSITY
LATIN CAROL CELEBRATION
Monday, December 3, 2012 – 8 p.m.
The First Baptist Meeting House in America
75 North Main Street, Providence, RI 02903
Featuring seasonal readings by members of the Department of Classics (most in Latin, a few in Greek), the Chattertocks’ rendition of The Twelve Days of Christmas and special arrangements by the Brown Madrigal Singers.
German Games Night at the Goethe-Institut Boston
Games Night
Wednesday, November 28, 2012, 8:00–10:00 pm
Goethe-Institut Boston
Admission free
For more details go to http://cms.goethe.de/ins/us/bos/ver/en10127085v.htm?code=bos1112
Wednesday, November 28, 2012, 8:00–10:00 pm
Goethe-Institut Boston
Admission free
For more details go to http://cms.goethe.de/ins/us/bos/ver/en10127085v.htm?code=bos1112
Congress-Bundestag Youth Exchange
From http://www.germany.info/Vertretung/usa/en/09__Language__Study__Exchange/03/02/CBYX.html
Initiated by the United States Congress and the German Bundestag in September 1983 to mark 300 years of the first German settlement in America, CBYX, known as Parlamentarisches Patenschafts-Programm (PPP) in Germany, is a unique, fully-funded scholarship program giving young people ages 15-18 a firsthand experience of the importance of international friendship and cooperation, which rests on shared political and cultural values.
During their CBYX year, scholarship holders attend school, live in a host family, travel the country, and meet with political leaders as they learn about the governmental system of the host country. As they develop friendships for life, young Germans and Americans have the opportunity to improve language skills and act as ambassadors of their country.
Learn more about the program at http://www.germany.info/Vertretung/usa/en/09__Language__Study__Exchange/03/02/CBYX.html or at http://www.usagermanyscholarship.org
Initiated by the United States Congress and the German Bundestag in September 1983 to mark 300 years of the first German settlement in America, CBYX, known as Parlamentarisches Patenschafts-Programm (PPP) in Germany, is a unique, fully-funded scholarship program giving young people ages 15-18 a firsthand experience of the importance of international friendship and cooperation, which rests on shared political and cultural values.
During their CBYX year, scholarship holders attend school, live in a host family, travel the country, and meet with political leaders as they learn about the governmental system of the host country. As they develop friendships for life, young Germans and Americans have the opportunity to improve language skills and act as ambassadors of their country.
Learn more about the program at http://www.germany.info/Vertretung/usa/en/09__Language__Study__Exchange/03/02/CBYX.html or at http://www.usagermanyscholarship.org
Germany.info Advent Calendar
It's almost time for the Germany.info Advent Calendar. Beginning on December 1, you will be able to open a new window each day to discover music, recipes, stories and crafts. Go to http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/AdventCalendar2012.html on December 1 to open your first window.
Elgin Heinz Outstanding Teacher Award for Japanese-American Understanding
From http://www.us-jf.org/elginHeinz.html
The Elgin Heinz Outstanding Teacher Award was approved by the Foundation's Board of Trustees in September 2001 and recognizes exceptional teachers who further mutual understanding between Americans and Japanese. The award is presented annually to two pre-college teachers in two categories, humanities and Japanese language, and consists of a certificate of recognition, a $2,500 monetary award, and $5,000 in project funds.
You may nominate a colleague or apply directly for the award; all application documents must be submitted by February 1, 2013.
For full details go to http://www.us-jf.org/elginHeinz.html
The Elgin Heinz Outstanding Teacher Award was approved by the Foundation's Board of Trustees in September 2001 and recognizes exceptional teachers who further mutual understanding between Americans and Japanese. The award is presented annually to two pre-college teachers in two categories, humanities and Japanese language, and consists of a certificate of recognition, a $2,500 monetary award, and $5,000 in project funds.
You may nominate a colleague or apply directly for the award; all application documents must be submitted by February 1, 2013.
For full details go to http://www.us-jf.org/elginHeinz.html
Iu-Mienh – English Dictionary
From http://www.laostudies.org/publications/mienhdictionary
The Center for Lao Studies (San Francisco, CA) and Silkworm Books (Chiangmai) jointly announce the publication of an Iu-Mienh – English Dictionary With Cultural Notes
An Iu-Mienh – English Dictionary With Cultural Notes is the most extensive collection of Iu Mien vocabulary currently available. It is based on the general dialect spoken in Laos and Thailand, and it is written using the common Romanized script adopted by the Iu Mien community in North America in 1984. This dictionary is a product of more than 20 years work by a team having many years of experience in linguistics and Iu Mien language and culture. It is supported by a 1.3 million word corpus of the language from a variety of sources ranging from formal prose to internet postings and blogs.
Visit the publisher’s website at http://www.laostudies.org/publications/mienhdictionary
The Center for Lao Studies (San Francisco, CA) and Silkworm Books (Chiangmai) jointly announce the publication of an Iu-Mienh – English Dictionary With Cultural Notes
An Iu-Mienh – English Dictionary With Cultural Notes is the most extensive collection of Iu Mien vocabulary currently available. It is based on the general dialect spoken in Laos and Thailand, and it is written using the common Romanized script adopted by the Iu Mien community in North America in 1984. This dictionary is a product of more than 20 years work by a team having many years of experience in linguistics and Iu Mien language and culture. It is supported by a 1.3 million word corpus of the language from a variety of sources ranging from formal prose to internet postings and blogs.
Visit the publisher’s website at http://www.laostudies.org/publications/mienhdictionary
Cherokee Language Integrated into Gmail
From http://muskogeephoenix.com/local/x1951901834/Cherokee-language-integrated-into-Gmail
Cherokee language integrated into Gmail
November 21, 2012
Cherokee has become the first Native American language fully integrated into Gmail, according to a media release. That means users can now exchange emails and instant message chats entirely in the Cherokee Syllabary, just as they would in English, Spanish or other languages.
“When Google decides to support a language, it’s not just about which ones have the largest number of speakers. In order to do business around the world, we need to support languages with millions of speakers, such as Japanese, French or Arabic,” said Craig Cornelius, a Google software engineer. “But we also want to include less spoken languages in order to help preserve the culture and diversity that come with them.”
Cornelius said several Native American tribes have expressed interest in translating their languages with Google, but the Cherokee Nation has been the most intentional in getting the translations done.
Read the full article at http://muskogeephoenix.com/local/x1951901834/Cherokee-language-integrated-into-Gmail
Read related articles at http://techcrunch.com/2012/11/19/gmail-now-supports-cherokee-its-first-native-american-tribal-language and http://gmailblog.blogspot.com/2012/11/gmail-get-started-with-gmail-in-cherokee.html
A wonderful graphic feature about the history of Cherokee writing and its path to a digital medium is here: http://indiancountrytodaymedianetwork.com/2011/09/20/exclusive-artist-roy-boneys-special-graphic-feature-on-the-cherokee-language-54344
Cherokee language integrated into Gmail
November 21, 2012
Cherokee has become the first Native American language fully integrated into Gmail, according to a media release. That means users can now exchange emails and instant message chats entirely in the Cherokee Syllabary, just as they would in English, Spanish or other languages.
“When Google decides to support a language, it’s not just about which ones have the largest number of speakers. In order to do business around the world, we need to support languages with millions of speakers, such as Japanese, French or Arabic,” said Craig Cornelius, a Google software engineer. “But we also want to include less spoken languages in order to help preserve the culture and diversity that come with them.”
Cornelius said several Native American tribes have expressed interest in translating their languages with Google, but the Cherokee Nation has been the most intentional in getting the translations done.
Read the full article at http://muskogeephoenix.com/local/x1951901834/Cherokee-language-integrated-into-Gmail
Read related articles at http://techcrunch.com/2012/11/19/gmail-now-supports-cherokee-its-first-native-american-tribal-language and http://gmailblog.blogspot.com/2012/11/gmail-get-started-with-gmail-in-cherokee.html
A wonderful graphic feature about the history of Cherokee writing and its path to a digital medium is here: http://indiancountrytodaymedianetwork.com/2011/09/20/exclusive-artist-roy-boneys-special-graphic-feature-on-the-cherokee-language-54344
Open Rank Position at Columbia University: PreK-12 Second Language Education
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.
Zhang Waring, Hansun. [BILING] Teachers College, Columbia University TESOL Search Deadline Approaching! BILING listserv (BILING@LISTSERV.UMD.EDU, 21 Nov 2012).
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.
Zhang Waring, Hansun. [BILING] Teachers College, Columbia University TESOL Search Deadline Approaching! BILING listserv (BILING@LISTSERV.UMD.EDU, 21 Nov 2012).
CARLA Summer Institutes 2013
From http://www.carla.umn.edu/about/carlaupdate.html#announcements
The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota has sponsored a summer institute program for second language teachers since 1996. This internationally known program reflects CARLA's commitment to link research and theory with practical applications for the classroom. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities.
CARLA summer institute participants—more than 4,000 to date—have come from all over the world. They have included foreign language and ESL teachers at all levels of instruction, as well as program administrators, curriculum specialists, and language teacher educators.
See what’s scheduled for the 2013 summer institutes at http://www.carla.umn.edu/institutes/2013/schedule.html
The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota has sponsored a summer institute program for second language teachers since 1996. This internationally known program reflects CARLA's commitment to link research and theory with practical applications for the classroom. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities.
CARLA summer institute participants—more than 4,000 to date—have come from all over the world. They have included foreign language and ESL teachers at all levels of instruction, as well as program administrators, curriculum specialists, and language teacher educators.
See what’s scheduled for the 2013 summer institutes at http://www.carla.umn.edu/institutes/2013/schedule.html
IALLT Webinar on Interactive Whiteboards
Do you have an interactive whiteboard in your classroom or lab? Looking for ideas on how to integrate it into student-centered communicative language activities? Then join us for the next IALLT webinar Tuesday December 4 at 3:00 pm ET 2:00 CT 1:00 pm MT 12:00 pm PT. Sarah Withee of Colorado College will be doing a condensed version of the half-day workshop she conducted on this topic at the last IALLT conference. The webinar will be recorded and a link to the recording will be available on the IALLT website.
To sign up for the webinar, please visit the IALLT website athttp://www.iallt.org . Click on the "Conferences" heading and select the "webinar" page, then fill in the registration form for this webinar. Once you have filled in the registration form, you will receive an email with instructions on how to access the webinar a few days before the webinar happens.
If you have questions, please contact Evan Rubin atevanrubin79 at gmail dot com
#9912 IALLT Webinar on Interactive Whiteboards, Dec. 4. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 21 Nov 2012).
To sign up for the webinar, please visit the IALLT website athttp://www.iallt.org . Click on the "Conferences" heading and select the "webinar" page, then fill in the registration form for this webinar. Once you have filled in the registration form, you will receive an email with instructions on how to access the webinar a few days before the webinar happens.
If you have questions, please contact Evan Rubin atevanrubin79 at gmail dot com
#9912 IALLT Webinar on Interactive Whiteboards, Dec. 4. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 21 Nov 2012).
Central States Conference
From http://www.csctfl.org
MultiTasks, MultiSkills, MultiConnections
2013 Central States Conference on the Teaching of Foreign Languages
March 14 - 16, 2013
Hilton Columbus Downtown
Columbus, OH
The annual Central States Conference on the Teaching of Foreign Languages includes approximately 200 workshops and sessions presented by world language teachers at all levels of instruction.
The Central States Conference on the Teaching of Foreign Languages serves the seventeen states of: Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Kentucky, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Tennessee, and Wisconsin.
Visit the conference website at http://www.csctfl.org to learn more and to register.
MultiTasks, MultiSkills, MultiConnections
2013 Central States Conference on the Teaching of Foreign Languages
March 14 - 16, 2013
Hilton Columbus Downtown
Columbus, OH
The annual Central States Conference on the Teaching of Foreign Languages includes approximately 200 workshops and sessions presented by world language teachers at all levels of instruction.
The Central States Conference on the Teaching of Foreign Languages serves the seventeen states of: Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Kentucky, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Tennessee, and Wisconsin.
Visit the conference website at http://www.csctfl.org to learn more and to register.
10th TESOL/Applied Linguistics Graduate Students Conference
From http://www.ecu.edu/cs-cas/engl/talgs/About.cfm
TESOL /Applied Linguistics Graduate Students Conference
Saturday February 16, 2013
East Carolina University
Organized by the Linguistics and TESOL graduate students and faculty, TALGS aims to provide a serious but relaxed environment for graduate students and professionals working in TESL/TEFL/FL and a variety of applied linguistics fields to present their work, receive feedback, and network. The TALGS Conference provides graduate students as well as TESOL and other Foreign Language professionals (including ESOL, TESL, EFL, ESL, TEFL, Spanish, French, German, DLI, etc.) a forum to showcase their research and successful teaching practices. TALGS is committed to bettering the educational experiences of language learners in the community by providing a comfortable environment where an interaction between theory/research and practice/teaching is possible.
Preregister by January 21, 2013 at http://www.ecu.edu/cs-cas/engl/talgs/registration.cfm
Visit the conference website at http://www.ecu.edu/cs-cas/engl/talgs/index.cfm
TESOL /Applied Linguistics Graduate Students Conference
Saturday February 16, 2013
East Carolina University
Organized by the Linguistics and TESOL graduate students and faculty, TALGS aims to provide a serious but relaxed environment for graduate students and professionals working in TESL/TEFL/FL and a variety of applied linguistics fields to present their work, receive feedback, and network. The TALGS Conference provides graduate students as well as TESOL and other Foreign Language professionals (including ESOL, TESL, EFL, ESL, TEFL, Spanish, French, German, DLI, etc.) a forum to showcase their research and successful teaching practices. TALGS is committed to bettering the educational experiences of language learners in the community by providing a comfortable environment where an interaction between theory/research and practice/teaching is possible.
Preregister by January 21, 2013 at http://www.ecu.edu/cs-cas/engl/talgs/registration.cfm
Visit the conference website at http://www.ecu.edu/cs-cas/engl/talgs/index.cfm
Call for Papers: Eighth International Conference on Language Teacher Education
Eighth International Conference on Language Teacher Education:
Preparing Language Teacher Educators to Meet National and Global Needs
May 30 – June 1, 2013
The George Washington University
Washington, D.C.
Deadline for Submissions: January 10, 2013
Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, LTE 2013 will address the education of teachers of all languages, at all instructional and institutional levels, and in many national and international contexts in which this takes place including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages.
View the full call for papers at http://www.nclrc.org/profdev/conferences_events.html#calls
Preparing Language Teacher Educators to Meet National and Global Needs
May 30 – June 1, 2013
The George Washington University
Washington, D.C.
Deadline for Submissions: January 10, 2013
Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, LTE 2013 will address the education of teachers of all languages, at all instructional and institutional levels, and in many national and international contexts in which this takes place including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages.
View the full call for papers at http://www.nclrc.org/profdev/conferences_events.html#calls
Call for Papers for Edited Volume: Cognitive Grammar in Second/Foreign Language Classroom
From http://linguistlist.org/issues/23/23-4732.html
The proposed book is an edited collection of theoretical accounts of second/foreign language acquisition using the Cognitive Grammar perspective. The volume will offer insights into the role of cognitive grammar and basic background knowledge (e.g., usage-based model, metaphor, and prototype, figure and ground, schemata use) in second/foreign language instruction.
The deadline for submissions is January 15, 2013.
Read the full call for papers at http://linguistlist.org/issues/23/23-4732.html
The proposed book is an edited collection of theoretical accounts of second/foreign language acquisition using the Cognitive Grammar perspective. The volume will offer insights into the role of cognitive grammar and basic background knowledge (e.g., usage-based model, metaphor, and prototype, figure and ground, schemata use) in second/foreign language instruction.
The deadline for submissions is January 15, 2013.
Read the full call for papers at http://linguistlist.org/issues/23/23-4732.html
Call for Papers: Rocky Mountain Modern Language Association
From http://rmmla.wsu.edu/default.asp
2013 RMMLA Convention
VANCOUVER, Washington, USA ~ October 10-12, 2013
You must submit a proposal directly to a session chair. A list of session proposals that have been accepted along with contact information is available at http://rmmla.wsu.edu/call/default.asp
You must submit your proposal by March 1, 2013.
2013 RMMLA Convention
VANCOUVER, Washington, USA ~ October 10-12, 2013
You must submit a proposal directly to a session chair. A list of session proposals that have been accepted along with contact information is available at http://rmmla.wsu.edu/call/default.asp
You must submit your proposal by March 1, 2013.
Call for Session Proposals: Asia Society Partnership for Global Learning Annual Conference
From http://sites.asiasociety.org/pgl2013/about
The Asia Society Partnership for Global Learning annual conference is dedicated to preparing American students to be globally competent and ready for college. The two-day event connects educators, business leaders, policymakers and resource providers to share best practices, build partnerships and advance policies to ensure the next generation is ready to lead in an interconnected world.
The 2013 Partnership for Global Learning annual conference (PGL13) will be an exciting one. Please join us June 28–29 in New York City.
Asia Society invites educators with great program models to present their work at the Partnership for Global Learning annual conference.
Asia Society seeks session proposals that address at least one of the four conference themes:
Deeper Learning - The skills and knowledge an ever-changing world demands.
Expanded Learning - Creative approaches to global competence beyond school hours and walls.
A Digital World - Create a truly global environment, right in your own classroom.
Take Action - Students create their own future through real-world projects.
Applications are due January 3, 2013.
Submit a session proposal at http://sites.asiasociety.org/pgl2013/program/submit-a-session-proposal
The Asia Society Partnership for Global Learning annual conference is dedicated to preparing American students to be globally competent and ready for college. The two-day event connects educators, business leaders, policymakers and resource providers to share best practices, build partnerships and advance policies to ensure the next generation is ready to lead in an interconnected world.
The 2013 Partnership for Global Learning annual conference (PGL13) will be an exciting one. Please join us June 28–29 in New York City.
Asia Society invites educators with great program models to present their work at the Partnership for Global Learning annual conference.
Asia Society seeks session proposals that address at least one of the four conference themes:
Deeper Learning - The skills and knowledge an ever-changing world demands.
Expanded Learning - Creative approaches to global competence beyond school hours and walls.
A Digital World - Create a truly global environment, right in your own classroom.
Take Action - Students create their own future through real-world projects.
Applications are due January 3, 2013.
Submit a session proposal at http://sites.asiasociety.org/pgl2013/program/submit-a-session-proposal
Free Inaugural Issue of Babel! Magazine
From http://linguistlist.org/issues/23/23-4886.html
Babel is a new quarterly print magazine, covering a wide range of topics in linguistics. It brings together cutting-edge research in language studies, presented in a fun and digestible form. With Prof. David Crystal as Linguistic Consultant, and a spirited team of global language academics behind it, Babel promises to broaden your linguistic horizons.
Regular features in Babel include articles on new research (such as politeness in Chinese), biographies of leaders in the field (such as H. Paul Grice), reviews of general interest language books, as well as language games and quizzes.
Visit the Babel website (http://www.babelzine.com) to download a PDF of the free sample issue.
Babel is a new quarterly print magazine, covering a wide range of topics in linguistics. It brings together cutting-edge research in language studies, presented in a fun and digestible form. With Prof. David Crystal as Linguistic Consultant, and a spirited team of global language academics behind it, Babel promises to broaden your linguistic horizons.
Regular features in Babel include articles on new research (such as politeness in Chinese), biographies of leaders in the field (such as H. Paul Grice), reviews of general interest language books, as well as language games and quizzes.
Visit the Babel website (http://www.babelzine.com) to download a PDF of the free sample issue.
Fall 2012 Issue of CLEAR Newsletter
From http://clear.msu.edu/clear/newsletter.php
The Center for Language Education and Research’s Fall 2012 issue of their newsletter is now available for download.
The main article contains numerous language learning strategies for students and teachers alike. Written by Scott Sterling, the article gives concrete ideas students can use to reach their proficiency goals. You can always go to the Newsletter link on our website to download the current or any past issue of the newsletter.
Also included in this issue is a piece in which we say goodbye to two long-time CLEAR team members. You can read a farewell to Dennie Hoopingarner and Vineet Bansal on page 7. In addition, there is an announcement about a new online Master's in Foreign Language Teaching offered by MSU and few other bits of news.
We had a great round of summer workshops in July, with enthusiastic participants from all over the US and several other countries. There are new offerings lined up for next year, which have been posted online. Please visit the Professional Development section of our website for details about our summer 2013 workshops.
Download the newsletter at http://clear.msu.edu/clear/newsletter.php
The Center for Language Education and Research’s Fall 2012 issue of their newsletter is now available for download.
The main article contains numerous language learning strategies for students and teachers alike. Written by Scott Sterling, the article gives concrete ideas students can use to reach their proficiency goals. You can always go to the Newsletter link on our website to download the current or any past issue of the newsletter.
Also included in this issue is a piece in which we say goodbye to two long-time CLEAR team members. You can read a farewell to Dennie Hoopingarner and Vineet Bansal on page 7. In addition, there is an announcement about a new online Master's in Foreign Language Teaching offered by MSU and few other bits of news.
We had a great round of summer workshops in July, with enthusiastic participants from all over the US and several other countries. There are new offerings lined up for next year, which have been posted online. Please visit the Professional Development section of our website for details about our summer 2013 workshops.
Download the newsletter at http://clear.msu.edu/clear/newsletter.php
Book: Dimensions of L2 Performance and Proficiency
From http://benjamins.com/#catalog/books/lllt.32/main
Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA
Edited by Alex Housen, Folkert Kuiken and Ineke Vedder
Published by the John Benjamins Publishing Company
Description: Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, multiple objectives and lack of clarity as to how complexity, accuracy and fluency should be defined, operationalized and measured. The present volume showcases current research on CAF by bringing together eleven contributions from renowned international researchers in the field. These contributions not only add to the body of empirical knowledge about L2 use and L2 development by bringing new research findings to light but they also address fundamental theoretical and methodological issues by responding to questions about the nature, manifestation, development and assessment of CAF as multifaceted constructs. Collectively, the chapters in this book illustrate the converging and sometimes diverging approaches that different disciplines bring to CAF research.
Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.32/main
Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA
Edited by Alex Housen, Folkert Kuiken and Ineke Vedder
Published by the John Benjamins Publishing Company
Description: Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, multiple objectives and lack of clarity as to how complexity, accuracy and fluency should be defined, operationalized and measured. The present volume showcases current research on CAF by bringing together eleven contributions from renowned international researchers in the field. These contributions not only add to the body of empirical knowledge about L2 use and L2 development by bringing new research findings to light but they also address fundamental theoretical and methodological issues by responding to questions about the nature, manifestation, development and assessment of CAF as multifaceted constructs. Collectively, the chapters in this book illustrate the converging and sometimes diverging approaches that different disciplines bring to CAF research.
Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.32/main
November 17, 2012
Language Teaching Knowledge Database
From http://www.teachingenglish.org.uk
Here is an alphabetical list of terms used in language teaching, including descriptions of different kinds of common activities used in classrooms: http://www.teachingenglish.org.uk/knowledge-database
Here is an alphabetical list of terms used in language teaching, including descriptions of different kinds of common activities used in classrooms: http://www.teachingenglish.org.uk/knowledge-database
Creating Vokis – Online Animated Characters That Speak
From http://www.teachingenglish.org.uk/teaching-resources
Vokis are animated characters that speak. You and your students can create Vokis that speak in the target language. Learn how in this post: http://www.teachingenglish.org.uk/activities/creating-vokis-%E2%80%93-online-animated-characters-speak
Vokis are animated characters that speak. You and your students can create Vokis that speak in the target language. Learn how in this post: http://www.teachingenglish.org.uk/activities/creating-vokis-%E2%80%93-online-animated-characters-speak
Your English Students Can Listen to Web of Stories
From http://www.webofstories.com/about#
Are you looking for more authentic listening for your English students? Web of Stories began as an archive of life stories told by some of the great scientists of our time. As the number of stories grew, it became obvious that some were on related topics and a web was slowly being created of connected stories. After a while famous people outside the field of science were also invited to tell their life stories.
You can listen to the stories of famous people in the Lives section. You can also browse by topic in the Channels section. Finally, you and your students can tell your own stories and add them to the website.
Visit and browse the website at http://www.webofstories.com
Are you looking for more authentic listening for your English students? Web of Stories began as an archive of life stories told by some of the great scientists of our time. As the number of stories grew, it became obvious that some were on related topics and a web was slowly being created of connected stories. After a while famous people outside the field of science were also invited to tell their life stories.
You can listen to the stories of famous people in the Lives section. You can also browse by topic in the Channels section. Finally, you and your students can tell your own stories and add them to the website.
Visit and browse the website at http://www.webofstories.com
Brief: Effective Practices for Increasing the Achievement of English Learners
From http://www.cal.org/create/resources/pubs/effective-practices-for-increasing-the-achievement-of-english-learners.html
Effective Practices for Increasing the Achievement of English Learners
by Jana Echevarría
Introduction: As schools focus on preparing students to be college and career ready, the achievement of English learners is a critical issue. It is widely acknowledged that English as a second language programs alone cannot adequately serve the large and growing numbers of English learners in U.S. schools (Brisk, 2010). These students also benefit from content area teachers using strategies and techniques that make subject matter understandable while at the same time developing students’ English language proficiency. This dual approach (i.e., content teaching that incorporates language development, typically referred to as sheltered instruction) and how best to implement it have been the research focus of the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). Sheltered instruction is becoming a more common approach in schools as the number of English learners in U.S. schools increases.
Read the entire article online or download it at http://www.cal.org/create/resources/pubs/effective-practices-for-increasing-the-achievement-of-english-learners.html
Effective Practices for Increasing the Achievement of English Learners
by Jana Echevarría
Introduction: As schools focus on preparing students to be college and career ready, the achievement of English learners is a critical issue. It is widely acknowledged that English as a second language programs alone cannot adequately serve the large and growing numbers of English learners in U.S. schools (Brisk, 2010). These students also benefit from content area teachers using strategies and techniques that make subject matter understandable while at the same time developing students’ English language proficiency. This dual approach (i.e., content teaching that incorporates language development, typically referred to as sheltered instruction) and how best to implement it have been the research focus of the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). Sheltered instruction is becoming a more common approach in schools as the number of English learners in U.S. schools increases.
Read the entire article online or download it at http://www.cal.org/create/resources/pubs/effective-practices-for-increasing-the-achievement-of-english-learners.html
TareasPlus Offers Math and Science Instructional Videos in Spanish
From http://www.tareasplus.com
TareasPlus is a free service that creates and provides high-quality math and science instructional videos in Spanish. Currently there are over 1134 videos available. Spanish immersion and advanced Spanish teachers may make good use of this content for their classes, and ELL/bilingual teachers may welcome the Spanish-language content instruction.
TareasPlus is available at http://www.tareasplus.com
Read a review of this service at http://venturebeat.com/2012/11/08/tareasplus-helps-latin-american-students-master-math-and-science
TareasPlus is a free service that creates and provides high-quality math and science instructional videos in Spanish. Currently there are over 1134 videos available. Spanish immersion and advanced Spanish teachers may make good use of this content for their classes, and ELL/bilingual teachers may welcome the Spanish-language content instruction.
TareasPlus is available at http://www.tareasplus.com
Read a review of this service at http://venturebeat.com/2012/11/08/tareasplus-helps-latin-american-students-master-math-and-science
Online Resources To Help Spanish Heritage Speakers with Spelling
Here is a teacher’s list of websites that may help heritage speakers of Spanish to understand Spanish orthography: http://senorab1972.wordpress.com/2012/11/11/ortografia
New Activity from Zambombazo: Tiempo Mundial
From http://zachary-jones.com
Here is a new activity type on the Zambombazo website to practice talking about the weather all over the world: http://zachary-jones.com/zambombazo/tiempo-mundial-noviembre
Here is a new activity type on the Zambombazo website to practice talking about the weather all over the world: http://zachary-jones.com/zambombazo/tiempo-mundial-noviembre
Job: Assistant Professor of French, Online Emphasis, University of Georgia
From http://linguistlist.org/issues/23/23-4651.html
The Department of Romance Languages at the University of Georgia invites applications for the position of Tenure-Track Assistant Professor of French with a strong online learning component, beginning Fall 2013. Duties include the creation and successful delivery of online courses and curricula at the graduate and undergraduate levels, traditional classroom instruction, and, in time, facilitation of parallel online programs in other languages. Ph.D. in French required at time of appointment, native or near-native fluency in French and English, and an active research agenda in online learning. Relevant skills for Web development are expected, including text encoding and use of design software.
Review of applications will begin on December 3, 2012, and continue until the position is filled.
View the full job posting at http://linguistlist.org/issues/23/23-4651.html
The Department of Romance Languages at the University of Georgia invites applications for the position of Tenure-Track Assistant Professor of French with a strong online learning component, beginning Fall 2013. Duties include the creation and successful delivery of online courses and curricula at the graduate and undergraduate levels, traditional classroom instruction, and, in time, facilitation of parallel online programs in other languages. Ph.D. in French required at time of appointment, native or near-native fluency in French and English, and an active research agenda in online learning. Relevant skills for Web development are expected, including text encoding and use of design software.
Review of applications will begin on December 3, 2012, and continue until the position is filled.
View the full job posting at http://linguistlist.org/issues/23/23-4651.html
Fifth Annual Fresh French Shorts Festival in Portland, Oregon
From http://www.afportland.org/2012/11/fifth-annual-fresh-french-shorts-reception
The Fifth Annual Fresh French Shorts Festival will be presented at the Portland Art Museum’s Whitsell Auditorium on November 30. The compilation, co-presented by the Alliance and NW Film, will feature an eclectic selection of international prize-winners short films by emerging French directors.
Learn more about this cultural opportunity at http://www.afportland.org/2012/11/fifth-annual-fresh-french-shorts-reception
The Fifth Annual Fresh French Shorts Festival will be presented at the Portland Art Museum’s Whitsell Auditorium on November 30. The compilation, co-presented by the Alliance and NW Film, will feature an eclectic selection of international prize-winners short films by emerging French directors.
Learn more about this cultural opportunity at http://www.afportland.org/2012/11/fifth-annual-fresh-french-shorts-reception
Digital Augustan Rome
From http://digitalaugustanrome.org
The Digital Augustan Rome website and project includes an interactive map of Augustan Rome with an interlinked directory of buildings and monuments, plus a satellite map of modern Rome for comparison and a topographical map of Augustan Rome.
The map and associated resources, along with more information about the ongoing project, are available at http://digitalaugustanrome.org
You can read a short review and description of this resource on the CANEpress blog at http://www.canepress.org/2012/11/thursday-resource-digital-augustan-rome
The Digital Augustan Rome website and project includes an interactive map of Augustan Rome with an interlinked directory of buildings and monuments, plus a satellite map of modern Rome for comparison and a topographical map of Augustan Rome.
The map and associated resources, along with more information about the ongoing project, are available at http://digitalaugustanrome.org
You can read a short review and description of this resource on the CANEpress blog at http://www.canepress.org/2012/11/thursday-resource-digital-augustan-rome
Review Idea: Battleship in Latin
From http://www.canepress.org
Here is a description of using the game “Battleship” as a review activity, especially for verbs and prepositions, in Latin: http://www.canepress.org/2012/11/review-game-battleship
Here is a description of using the game “Battleship” as a review activity, especially for verbs and prepositions, in Latin: http://www.canepress.org/2012/11/review-game-battleship
Welsh Language in the News
From http://www.k-international.com
The Welsh language has been in the news several times recently; read this blog post to learn why: http://www.k-international.com/blog/welsh-language-in-the-news
The Welsh language has been in the news several times recently; read this blog post to learn why: http://www.k-international.com/blog/welsh-language-in-the-news
The Korean Wave: New Teaching Materials from CALPER
From http://calper.la.psu.edu
The CALPER Korean Project, headed by Project Director Susan Strauss (Penn State), has published two new units in the series "Korean Discourse and Genre.”
While the first four units focused on major Korean Holidays 설, 보름, 단오, and 추석, the new materials have "The Korean Wave" as their theme.
The Korean Wave began in the late 90s and has now reached tidal wave proportions. Followers around the world, from East Asia to the Middle East, Australia, and both Americas, immerse themselves in Korean TV dramas, films, Korean foods, music, dance, and video games. Interest in Korean language and culture is clearly on the rise.
The Korean Wave provides a robust source of language, genre, and culture for an exciting fusion with the new National Standards approach to Korean language teaching.
Available are: "Korean Dramas", and "Korean Dramas: Winter Sonata"
Go to the Download Page at http://calper.la.psu.edu/publication.php?page=kordg
The CALPER Korean Project, headed by Project Director Susan Strauss (Penn State), has published two new units in the series "Korean Discourse and Genre.”
While the first four units focused on major Korean Holidays 설, 보름, 단오, and 추석, the new materials have "The Korean Wave" as their theme.
The Korean Wave began in the late 90s and has now reached tidal wave proportions. Followers around the world, from East Asia to the Middle East, Australia, and both Americas, immerse themselves in Korean TV dramas, films, Korean foods, music, dance, and video games. Interest in Korean language and culture is clearly on the rise.
The Korean Wave provides a robust source of language, genre, and culture for an exciting fusion with the new National Standards approach to Korean language teaching.
Available are: "Korean Dramas", and "Korean Dramas: Winter Sonata"
Go to the Download Page at http://calper.la.psu.edu/publication.php?page=kordg
Summer Study Abroad in Laos
From http://www.laostudies.org
The Center for Laotian Studies' popular and growing Summer Study Abroad in Laos (SAIL) program, will be held from June 27- July 31, 2013 in Vientiane, Laos. Undergraduate and graduate students, educators, and those with a passion for Lao, Southeast Asian or Asia studies who are interested in a one-of-a-kind cultural immersion program are encouraged to apply. Participants will spend 5 weeks studying Lao language at the Lao-American College with professors from the National University of Laos, as well as attend a tailored Lao History & Culture class taught by a variety of experts in their field. The program includes weekend excursions and cultural activities, such as cooking classes and an overnight stay in a village, as well as a longer 3-day trip to one of Laos' provinces.
For more details about this program go to http://www.laostudies.org/sail
The Center for Laotian Studies' popular and growing Summer Study Abroad in Laos (SAIL) program, will be held from June 27- July 31, 2013 in Vientiane, Laos. Undergraduate and graduate students, educators, and those with a passion for Lao, Southeast Asian or Asia studies who are interested in a one-of-a-kind cultural immersion program are encouraged to apply. Participants will spend 5 weeks studying Lao language at the Lao-American College with professors from the National University of Laos, as well as attend a tailored Lao History & Culture class taught by a variety of experts in their field. The program includes weekend excursions and cultural activities, such as cooking classes and an overnight stay in a village, as well as a longer 3-day trip to one of Laos' provinces.
For more details about this program go to http://www.laostudies.org/sail
Job: African Languages and Literature at the University of Wisconsin
From http://linguistlist.org/issues/23/23-4652.html
The Department of African Languages and Literature at the University of Wisconsin at Madison seeks an outstanding teacher-scholar at the rank of assistant or associate professor in second language acquisition, with a specialty in African languages beginning August 2013. Preference will be given to candidates whose scholarship and/or teaching focus on Swahili, but other African languages will be considered, e.g., Yoruba or Zulu.
The ideal candidate will be familiar with the latest theoretical trends and research methods in SLA and be able to assume a leadership role in training and supervising TAs and other language instructors for multiple languages that we offer in the department. S/he will be expected to teach courses at both the undergraduate and graduate levels, and conduct research in his/her area of specialization. The successful candidate will be a vital member of the country's oldest African language department, a top tier African Studies Program, as well as an affiliate faculty of the thriving interdisciplinary doctoral program in SLA.
To ensure full consideration, applications must be received no later than December 12, 2012.
View the full job posting at http://linguistlist.org/issues/23/23-4652.html
The Department of African Languages and Literature at the University of Wisconsin at Madison seeks an outstanding teacher-scholar at the rank of assistant or associate professor in second language acquisition, with a specialty in African languages beginning August 2013. Preference will be given to candidates whose scholarship and/or teaching focus on Swahili, but other African languages will be considered, e.g., Yoruba or Zulu.
The ideal candidate will be familiar with the latest theoretical trends and research methods in SLA and be able to assume a leadership role in training and supervising TAs and other language instructors for multiple languages that we offer in the department. S/he will be expected to teach courses at both the undergraduate and graduate levels, and conduct research in his/her area of specialization. The successful candidate will be a vital member of the country's oldest African language department, a top tier African Studies Program, as well as an affiliate faculty of the thriving interdisciplinary doctoral program in SLA.
To ensure full consideration, applications must be received no later than December 12, 2012.
View the full job posting at http://linguistlist.org/issues/23/23-4652.html
Maine Middle School Offers Sign Language Classes
From http://www.mpbn.net/News/MaineNewsArchive/tabid/181/ctl/ViewItem/mid/3475/ItemId/24412/Default.aspx
There's a new language class at Lyman Moore Middle School in Portland. American Sign Language - or ASL - is now one of three world language classes students can take, along with French and Spanish. Lyman Moore is the first middle school in Maine to offer ASL, and there's a reason: Last year, they welcomed their first deaf students into the school. As Patty Wight reports, the ASL class aims to bridge the gap between hearing and non-hearing cultures.
Read or listen to the full report at http://www.mpbn.net/News/MaineNewsArchive/tabid/181/ctl/ViewItem/mid/3475/ItemId/24412/Default.aspx
There's a new language class at Lyman Moore Middle School in Portland. American Sign Language - or ASL - is now one of three world language classes students can take, along with French and Spanish. Lyman Moore is the first middle school in Maine to offer ASL, and there's a reason: Last year, they welcomed their first deaf students into the school. As Patty Wight reports, the ASL class aims to bridge the gap between hearing and non-hearing cultures.
Read or listen to the full report at http://www.mpbn.net/News/MaineNewsArchive/tabid/181/ctl/ViewItem/mid/3475/ItemId/24412/Default.aspx
Growth in Study Abroad Approaches Standstill
From http://chronicle.com/article/Growth-in-Study-Abroad/135716
Growth in Study Abroad Approaches Standstill
By Beth McMurtrie
November 12, 2012
The number of Americans who study abroad grew an anemic 1.3 percent in 2010-11, according to the latest "Open Doors" report by the Institute of International Education.
While the numbers, which are on a two-year lag, were no doubt influenced by the country's economic woes, the poor showing highlights the challenges colleges face in making study abroad an integral part of the college experience.
Short trips are increasingly popular among students. About 38 percent studied abroad during the summer, and 13 percent studied abroad for eight weeks or less during the academic year. Fewer than 4 percent of students spent the entire academic year abroad.
One exception to this trend is the number of American students pursuing their entire degrees abroad. According to the Institute of International Education's Project Atlas, which collects data on global student mobility, about 46,000 Americans took this path in 2011, up 4 percent from a year earlier. The top destinations are Britain and Canada.
Allan E. Goodman, the institute's president, says colleges would be mistaken to blame study abroad's sluggish growth entirely on economic conditions. Rather, institutions need to make the option more accessible to more types of students, like science majors and athletes, and offer it earlier than in the junior year. "We have the wrong paradigm," he says.
Read the full article at http://chronicle.com/article/Growth-in-Study-Abroad/135716
Growth in Study Abroad Approaches Standstill
By Beth McMurtrie
November 12, 2012
The number of Americans who study abroad grew an anemic 1.3 percent in 2010-11, according to the latest "Open Doors" report by the Institute of International Education.
While the numbers, which are on a two-year lag, were no doubt influenced by the country's economic woes, the poor showing highlights the challenges colleges face in making study abroad an integral part of the college experience.
Short trips are increasingly popular among students. About 38 percent studied abroad during the summer, and 13 percent studied abroad for eight weeks or less during the academic year. Fewer than 4 percent of students spent the entire academic year abroad.
One exception to this trend is the number of American students pursuing their entire degrees abroad. According to the Institute of International Education's Project Atlas, which collects data on global student mobility, about 46,000 Americans took this path in 2011, up 4 percent from a year earlier. The top destinations are Britain and Canada.
Allan E. Goodman, the institute's president, says colleges would be mistaken to blame study abroad's sluggish growth entirely on economic conditions. Rather, institutions need to make the option more accessible to more types of students, like science majors and athletes, and offer it earlier than in the junior year. "We have the wrong paradigm," he says.
Read the full article at http://chronicle.com/article/Growth-in-Study-Abroad/135716
Ethnic Studies Could Return to Tucson in Desegregation Plan
From http://blogs.edweek.org/edweek/learning-the-language/2012/11/ethnic_studies_could_return_to.html
Ethnic Studies Could Return to Tucson in Desegregation Plan
By Lesli A. Maxwell
November 12, 2012
Mexican-American studies is poised for a comeback in Tucson. After a years-long, tumultuous fight that came to a head earlier this year when local school officials pulled the plug on the program, a leading civil rights group today announced that the ethnic studies courses will not only return to the school district, but could be expanded.
This turn of events stems from a much broader plan to settle a nearly four-decades-old desegregation lawsuit against Tucson Unified that must still be approved by the federal judge overseeing the case. The lawsuit involves both plaintiffs who are Latino and African American.
The new plan—intended to bring "unitary status" to Tucson Unified—involves numerous, highly prescribed components related to student assignment, transportation, enhancing the racial and ethnic diversity of its workforce, access to rigorous curriculum and programs, family and community engagement, dropout prevention, and discipline practices.
In a call with reporters on Monday, lawyer Nancy Ramirez particularly highlighted the plan's restoration of the popular, yet politically charged Mexican-American studies program. In the draft settlement, the district would not only bring the program back to its high schools, but it would have to expand the course offerings to middle schools by 2014 and propose plans to bring "culturally relevant curricula" to students in the earlier grades.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ethnic_studies_could_return_to.html
Read a related article about the desegregation case at http://azstarnet.com/news/local/education/precollegiate/latinos-support-latest-plan-for-tusd-balance/article_264d4245-73bd-5625-8c5f-d3bb1dd3cb78.html
Ethnic Studies Could Return to Tucson in Desegregation Plan
By Lesli A. Maxwell
November 12, 2012
Mexican-American studies is poised for a comeback in Tucson. After a years-long, tumultuous fight that came to a head earlier this year when local school officials pulled the plug on the program, a leading civil rights group today announced that the ethnic studies courses will not only return to the school district, but could be expanded.
This turn of events stems from a much broader plan to settle a nearly four-decades-old desegregation lawsuit against Tucson Unified that must still be approved by the federal judge overseeing the case. The lawsuit involves both plaintiffs who are Latino and African American.
The new plan—intended to bring "unitary status" to Tucson Unified—involves numerous, highly prescribed components related to student assignment, transportation, enhancing the racial and ethnic diversity of its workforce, access to rigorous curriculum and programs, family and community engagement, dropout prevention, and discipline practices.
In a call with reporters on Monday, lawyer Nancy Ramirez particularly highlighted the plan's restoration of the popular, yet politically charged Mexican-American studies program. In the draft settlement, the district would not only bring the program back to its high schools, but it would have to expand the course offerings to middle schools by 2014 and propose plans to bring "culturally relevant curricula" to students in the earlier grades.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ethnic_studies_could_return_to.html
Read a related article about the desegregation case at http://azstarnet.com/news/local/education/precollegiate/latinos-support-latest-plan-for-tusd-balance/article_264d4245-73bd-5625-8c5f-d3bb1dd3cb78.html
Job: Research Scientist, Center for English Language Learning and Assessment
From http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=137304&type=True&cfcend
The Center for English Language Learning and Assessment (ELLA) is seeking a Research Scientist. The ELLA Center conducts foundational research advancing English language learning and assessment for learners around the world and provides research support for all English language assessments including the TOEFL (Test of English as a Foreign Language) family, the TOEIC (Test of English for International Communication) family, and English assessments for English learners in the US.
A Ph.D. or Ed.D. in language testing, language education, cognitive science, psychology, or a related field is required.
View the full job posting at http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=137304&type=True&cfcend
The Center for English Language Learning and Assessment (ELLA) is seeking a Research Scientist. The ELLA Center conducts foundational research advancing English language learning and assessment for learners around the world and provides research support for all English language assessments including the TOEFL (Test of English as a Foreign Language) family, the TOEIC (Test of English for International Communication) family, and English assessments for English learners in the US.
A Ph.D. or Ed.D. in language testing, language education, cognitive science, psychology, or a related field is required.
View the full job posting at http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=137304&type=True&cfcend
Job: Supervisory Language Training Specialist, US Department of State
From https://www.usajobs.gov/GetJob/ViewDetails/331160200
This Language Training Supervisor position is located in the Division of East Asian and Pacific Languages (EAP), School of Language Studies, Foreign Service Institute (FSI/SLS) in Arlington, Virginia.
Duties: Manages and directs the long term Southeast Asian language training program which varies widely in numbers of Language and Culture Instructors (LCI's) and students supervised, frequency of course presentations and lengths of courses. Recruits, trains and develops Language and Culture Instructors to teach language and culture of the Southeast Asian languages. Exercises professional linguistic skills to develop and monitor language training program(s) to bring students to high levels of language proficiency. May manage groups of instructors and students whose political, cultural and religious differences make coordination and counseling efforts difficult and challenging. Designs new courses and/or makes extensive revisions in existing training courses. Becomes certified to administer and score official proficiency tests.
Applications close November 27, 2012.
View the full job posting at https://www.usajobs.gov/GetJob/ViewDetails/331160200
This Language Training Supervisor position is located in the Division of East Asian and Pacific Languages (EAP), School of Language Studies, Foreign Service Institute (FSI/SLS) in Arlington, Virginia.
Duties: Manages and directs the long term Southeast Asian language training program which varies widely in numbers of Language and Culture Instructors (LCI's) and students supervised, frequency of course presentations and lengths of courses. Recruits, trains and develops Language and Culture Instructors to teach language and culture of the Southeast Asian languages. Exercises professional linguistic skills to develop and monitor language training program(s) to bring students to high levels of language proficiency. May manage groups of instructors and students whose political, cultural and religious differences make coordination and counseling efforts difficult and challenging. Designs new courses and/or makes extensive revisions in existing training courses. Becomes certified to administer and score official proficiency tests.
Applications close November 27, 2012.
View the full job posting at https://www.usajobs.gov/GetJob/ViewDetails/331160200
Grants from the Institute of Turkish Studies
From http://turkishstudies.org/grants/index.shtml
The Institute of Turkish Studies (ITS) is pleased to announce its 2013-2014 grant competition in the field of Turkish Studies. The grants include sabbatical research grants, dissertation writing grants, language study grants, travel grants, matching funds for new positions, grants for publication, grants for library acquisitions, and teaching aids grants.
The deadline for applications is March 8, 2013.
Learn the details of each grant at http://turkishstudies.org/grants/grants_competition.shtml
The Institute of Turkish Studies (ITS) is pleased to announce its 2013-2014 grant competition in the field of Turkish Studies. The grants include sabbatical research grants, dissertation writing grants, language study grants, travel grants, matching funds for new positions, grants for publication, grants for library acquisitions, and teaching aids grants.
The deadline for applications is March 8, 2013.
Learn the details of each grant at http://turkishstudies.org/grants/grants_competition.shtml
Call for Grant Proposals: Foundation for Endangered Languages
From http://www.ogmios.org
The Foundation for Endangered Languages is now accepting proposals for projects of work that will support, enable or assist the use of one or more endangered languages. These endangered languages may be anywhere in the world.
The Foundation is committed to raising awareness of endangered languages and supporting revitalization and preservation of endangered languages through all channels and media. The Foundation awards grants to projects that further its aims as and when its funds permit. The Foundation's funds remain limited this year and only an exceptional award will be greater than US $1,000. Smaller proposals will have a better chance of receiving funding.
Priority will be given to projects that focus on the revitalization of endangered languages and support the use of endangered languages in various spheres of community life (home, education, cultural and social life). Any language documentation proposals must have a clear and immediate relevance to prospects for language revitalization.
Proposals are due in late December; for full details go to http://www.ogmios.org/grants/index.htm
The Foundation for Endangered Languages is now accepting proposals for projects of work that will support, enable or assist the use of one or more endangered languages. These endangered languages may be anywhere in the world.
The Foundation is committed to raising awareness of endangered languages and supporting revitalization and preservation of endangered languages through all channels and media. The Foundation awards grants to projects that further its aims as and when its funds permit. The Foundation's funds remain limited this year and only an exceptional award will be greater than US $1,000. Smaller proposals will have a better chance of receiving funding.
Priority will be given to projects that focus on the revitalization of endangered languages and support the use of endangered languages in various spheres of community life (home, education, cultural and social life). Any language documentation proposals must have a clear and immediate relevance to prospects for language revitalization.
Proposals are due in late December; for full details go to http://www.ogmios.org/grants/index.htm
Critical Languages Institute
From http://cli.asu.edu/about_the_cli
Founded in 1991, the Critical Languages Institute has evolved into one of the largest summer training facilities in the U.S. for less commonly taught languages, offering courses in 9 languages at up to 5 levels to over 150 students each summer.
The signature of the CLI are its hybrid courses, where classes are conducted in two segments, a 7-week course on the ASU campus and an optional 4-week overseas program. CLI instruction is proficiency-oriented and practical.
CLI-Arizona students are encouraged to take advantage of the Institute's jobs and grants program, which offers presentations on grant writing and job-hunting, one-on-one sessions for students applying for grants and/or positions, and visits from government and private recruiters.
Several of CLI's overseas programs include volunteer service opportunities or internships. These programs provide students an opportunity to apply their language skills in a hands-on setting.
For full details about the 2013 Critical Languages Institute, go to http://cli.asu.edu
The application deadline is February 1, 2013.
Founded in 1991, the Critical Languages Institute has evolved into one of the largest summer training facilities in the U.S. for less commonly taught languages, offering courses in 9 languages at up to 5 levels to over 150 students each summer.
The signature of the CLI are its hybrid courses, where classes are conducted in two segments, a 7-week course on the ASU campus and an optional 4-week overseas program. CLI instruction is proficiency-oriented and practical.
CLI-Arizona students are encouraged to take advantage of the Institute's jobs and grants program, which offers presentations on grant writing and job-hunting, one-on-one sessions for students applying for grants and/or positions, and visits from government and private recruiters.
Several of CLI's overseas programs include volunteer service opportunities or internships. These programs provide students an opportunity to apply their language skills in a hands-on setting.
For full details about the 2013 Critical Languages Institute, go to http://cli.asu.edu
The application deadline is February 1, 2013.
Webinar: Using Backward Design Principles for Instruction and Assessment
From http://larc.sdsu.edu/webinar-clementi
Webinar with Dr. Donna Clementi
Pathways to Excellence: Using Backward Design Principles for Instruction and Assessment
Date: Thursday, November 29, 2012
Time: 1:30-2:40 pm Pacific Time / 3:30-4:40 pm Central Time / 4:30-5:40 pm Eastern Time
Backward Design principles require that teachers begin unit planning by describing what they want students to know and be able to do by the end of the instructional unit. Teachers must describe how students will demonstrate that they can apply the grammar and vocabulary and cultural knowledge presented in the unit to real life situations. This webinar will outline a step-by-step process to create a standards-based performance assessment unit.
Learn more about this webinar and sign up at http://larc.sdsu.edu/webinar-clementi
Webinar with Dr. Donna Clementi
Pathways to Excellence: Using Backward Design Principles for Instruction and Assessment
Date: Thursday, November 29, 2012
Time: 1:30-2:40 pm Pacific Time / 3:30-4:40 pm Central Time / 4:30-5:40 pm Eastern Time
Backward Design principles require that teachers begin unit planning by describing what they want students to know and be able to do by the end of the instructional unit. Teachers must describe how students will demonstrate that they can apply the grammar and vocabulary and cultural knowledge presented in the unit to real life situations. This webinar will outline a step-by-step process to create a standards-based performance assessment unit.
Learn more about this webinar and sign up at http://larc.sdsu.edu/webinar-clementi
Institute: Hot Topics in ELL Education
From http://www.cal.org/about/calnews/111312.html
Hot Topics in ELL Education Institute
December 3-5, 2012
Washington, DC
This engaging three-day institute is designed to increase understanding and provide practical resources about important topics for educators working with English language learners in their classrooms and schools.
The institute focuses on two key topics from CAL’s new Hot Topics in ELL Education professional development series:
Listening and Speaking: Oral Language and Vocabulary Development for English Language Learners
Math and Science: Skills and Strategies to Adapt Instruction for English Language Learners
The institute is designed for classroom teachers in elementary and middle schools (Grades K-8). Other educators (including ESL and other school specialists and district and state administrators who work with classroom teachers) will also find value in this professional development opportunity. Collaborative teaching teams are especially encouraged to attend.
Learn more and register at http://www.cal.org/solutions/profdev/ht/institute.html
Hot Topics in ELL Education Institute
December 3-5, 2012
Washington, DC
This engaging three-day institute is designed to increase understanding and provide practical resources about important topics for educators working with English language learners in their classrooms and schools.
The institute focuses on two key topics from CAL’s new Hot Topics in ELL Education professional development series:
Listening and Speaking: Oral Language and Vocabulary Development for English Language Learners
Math and Science: Skills and Strategies to Adapt Instruction for English Language Learners
The institute is designed for classroom teachers in elementary and middle schools (Grades K-8). Other educators (including ESL and other school specialists and district and state administrators who work with classroom teachers) will also find value in this professional development opportunity. Collaborative teaching teams are especially encouraged to attend.
Learn more and register at http://www.cal.org/solutions/profdev/ht/institute.html
Joint Annual Meetings of the American Philological Association and the Archaeological Institute of America
From http://aia.archaeological.org/webinfo.php?page=10096
The Joint Annual Meeting (AM) of the Archaeological Institute of America (AIA) and the American Philological Association (APA) will be held January 3-6, 2013 in the heart of Seattle, Washington at the Washington State Convention Center and the Sheraton Seattle Hotel. The three-day academic program is created by an esteemed panel comprised of experts in related fields.
Learn more about this conference at http://aia.archaeological.org/webinfo.php?page=10096
The Joint Annual Meeting (AM) of the Archaeological Institute of America (AIA) and the American Philological Association (APA) will be held January 3-6, 2013 in the heart of Seattle, Washington at the Washington State Convention Center and the Sheraton Seattle Hotel. The three-day academic program is created by an esteemed panel comprised of experts in related fields.
Learn more about this conference at http://aia.archaeological.org/webinfo.php?page=10096
Call for Papers: International Association for Language Learning Technology
From http://www.iallt.org
International Association for Language Learning Technology
2013 Conference
June 11-15, Ft. Lauderdale, Florida
The theme for the 2013 conference, "Sunshine and Cloud Apps: The Next Generation in Language Learning Technology,” reflects both the atmosphere of Florida, “The Sunshine State”, as well as a glance into the future with the wide use of “Apps” that are already making their mark with the next generation of language users in global social networks and seamless, mobile technologies.
Although no technology conference is complete without demonstrations of the latest gadgets, software and digital resources, the categories of proposals the organizers are seeking are equally focused in the fields of pedagogy, methods, best practices, K-12, Specific Tools/Technologies, Lab and Media Center Administration. Suggested topics include, but are not limited to:
Best Practices in Computer-Assisted Language Learning
Professional Development Solutions and Challenges
New Frameworks for Distance Education and Hybrid Environments
Leadership in the field of Language Learning Technologies
Innovative Practices in K-12 Language and Cultural Learning
Lab and Media Center Administration
Generation NeXt, Technology and Language Education
Online Language Learning Today and Tomorrow
Student and institutional privacy issues in digital language learning contexts
New Horizons in Gaming and Virtual Reality for Language & Cultural Learning
Augmented reality for the language learning context
The Edges of Copyright & e-Learning
Mobile language learning
The deadline for submitting proposals to the Program Committee is January 11, 2013.
View the full call for papers at http://www.iallt.org/iallt_2013_3
International Association for Language Learning Technology
2013 Conference
June 11-15, Ft. Lauderdale, Florida
The theme for the 2013 conference, "Sunshine and Cloud Apps: The Next Generation in Language Learning Technology,” reflects both the atmosphere of Florida, “The Sunshine State”, as well as a glance into the future with the wide use of “Apps” that are already making their mark with the next generation of language users in global social networks and seamless, mobile technologies.
Although no technology conference is complete without demonstrations of the latest gadgets, software and digital resources, the categories of proposals the organizers are seeking are equally focused in the fields of pedagogy, methods, best practices, K-12, Specific Tools/Technologies, Lab and Media Center Administration. Suggested topics include, but are not limited to:
Best Practices in Computer-Assisted Language Learning
Professional Development Solutions and Challenges
New Frameworks for Distance Education and Hybrid Environments
Leadership in the field of Language Learning Technologies
Innovative Practices in K-12 Language and Cultural Learning
Lab and Media Center Administration
Generation NeXt, Technology and Language Education
Online Language Learning Today and Tomorrow
Student and institutional privacy issues in digital language learning contexts
New Horizons in Gaming and Virtual Reality for Language & Cultural Learning
Augmented reality for the language learning context
The Edges of Copyright & e-Learning
Mobile language learning
The deadline for submitting proposals to the Program Committee is January 11, 2013.
View the full call for papers at http://www.iallt.org/iallt_2013_3
Book: Second Dialect Acquisition
From http://www.cambridge.org/us/knowledge/isbn/item6958598/Second%20Dialect%20Acquisition/?site_locale=en_US
Second Dialect Acquisition
By Jeff Siegel
Published by Cambridge University Press
Description: What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition (SLA), and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, the first to focus specifically on second dialect acquisition (SDA). Siegel surveys a wide range of studies that throw light on SDA. These concern dialects of English as well as those of other languages, including Dutch, German, Greek, Norwegian, Portuguese and Spanish. He also describes the individual and linguistic factors that affect SDA, such as age, social identity and language complexity. The book discusses problems faced by students who have to acquire the standard dialect without any special teaching, and presents some educational approaches that have been successful in promoting SDA in the classroom.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item6958598/Second%20Dialect%20Acquisition/?site_locale=en_US
Second Dialect Acquisition
By Jeff Siegel
Published by Cambridge University Press
Description: What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition (SLA), and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, the first to focus specifically on second dialect acquisition (SDA). Siegel surveys a wide range of studies that throw light on SDA. These concern dialects of English as well as those of other languages, including Dutch, German, Greek, Norwegian, Portuguese and Spanish. He also describes the individual and linguistic factors that affect SDA, such as age, social identity and language complexity. The book discusses problems faced by students who have to acquire the standard dialect without any special teaching, and presents some educational approaches that have been successful in promoting SDA in the classroom.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item6958598/Second%20Dialect%20Acquisition/?site_locale=en_US
Book: Task-Based Language Teaching in Foreign Language Contexts
From http://benjamins.com/#catalog/books/tblt.4/main
Task-Based Language Teaching in Foreign Language Contexts: Research and implementation
Edited by Ali Shehadeh and Christine A. Coombe
Published by the John Benjamins Publishing Company
Summary: This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.
Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.4/main
Task-Based Language Teaching in Foreign Language Contexts: Research and implementation
Edited by Ali Shehadeh and Christine A. Coombe
Published by the John Benjamins Publishing Company
Summary: This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.
Visit the publisher’s website at http://benjamins.com/#catalog/books/tblt.4/main
November 11, 2012
Teaching Numbers the “Sesame Street” Way
From http://www.teachforjune.com
Do your students learn their numbers in order, and struggle to produce them when needed in isolation? Read how teacher Scott Benedict teaches each number individually over several months in this blog post: http://www.teachforjune.com/2012/11/05/teaching-numbers-the-sesame-street-way
Do your students learn their numbers in order, and struggle to produce them when needed in isolation? Read how teacher Scott Benedict teaches each number individually over several months in this blog post: http://www.teachforjune.com/2012/11/05/teaching-numbers-the-sesame-street-way
2013 ACTFL Video Contest
From http://actflvideocontest.org
ACTFL is proud to present a national student video contest to celebrate Discover Languages month during February 2013! This effort is part of the sustained Discover Languages public awareness campaign, which is designed to bring media attention to the critical need of all students to have the opportunity to learn a second language.
Students across the country, from elementary school through college age, are encouraged to submit videos on how language learning has been important in their lives. The videos will be judged for originality and creativity by a celebrity panel of judges and cash and product prizes will be awarded to the students who produce the winning videos.
The 2013 contest is now open. You can register for it and upload your video at http://actflvideocontest.org
ACTFL is proud to present a national student video contest to celebrate Discover Languages month during February 2013! This effort is part of the sustained Discover Languages public awareness campaign, which is designed to bring media attention to the critical need of all students to have the opportunity to learn a second language.
Students across the country, from elementary school through college age, are encouraged to submit videos on how language learning has been important in their lives. The videos will be judged for originality and creativity by a celebrity panel of judges and cash and product prizes will be awarded to the students who produce the winning videos.
The 2013 contest is now open. You can register for it and upload your video at http://actflvideocontest.org
Teaching Tips in Guardian Article
Read how five different language teachers in England are enlivening their classrooms in this recent article in the Guardian: http://www.guardian.co.uk/teacher-network/2012/nov/07/languages-teaching-tips-technology-ideas?CMP=twt_gu
Report: Scrap One-Size-Fits-All Approach to Teaching ELLs
From http://blogs.edweek.org/edweek/learning-the-language/2012/11/report_scrap_one-size-fits-all.html
Report: Scrap One-Size-Fits-All Approach to Teaching ELLs
By Lesli A. Maxwell
November 2, 2012
As more and more school districts around the country put the common standards in English/language arts and mathematics into practice, one refrain is growing louder and louder: Instruction for English-learners must change radically.
These shifts will be most critical in the secondary grades, where too often the focus for English-learners is on making sure they learn the language and little else.
So argues a new policy brief released this week from the Washington-based Alliance for Excellent Education.
The Alliance's report zeroes in on what teachers can do to understand and leverage the linguistic and cultural strengths of their ELL students and create supportive, discourse-rich classrooms where students interact and communicate constantly with both ELL and non-ELL peers about complex, academic content across all subjects.
It also calls attention to how state policy governing curriculum, assessment, and teacher preparation could be improved in order to support the changes in classroom practices that English-learners will need to tackle the more rigorous content in the common standards as they develop their language skills.
Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2012/11/report_scrap_one-size-fits-all.html
Report: Scrap One-Size-Fits-All Approach to Teaching ELLs
By Lesli A. Maxwell
November 2, 2012
As more and more school districts around the country put the common standards in English/language arts and mathematics into practice, one refrain is growing louder and louder: Instruction for English-learners must change radically.
These shifts will be most critical in the secondary grades, where too often the focus for English-learners is on making sure they learn the language and little else.
So argues a new policy brief released this week from the Washington-based Alliance for Excellent Education.
The Alliance's report zeroes in on what teachers can do to understand and leverage the linguistic and cultural strengths of their ELL students and create supportive, discourse-rich classrooms where students interact and communicate constantly with both ELL and non-ELL peers about complex, academic content across all subjects.
It also calls attention to how state policy governing curriculum, assessment, and teacher preparation could be improved in order to support the changes in classroom practices that English-learners will need to tackle the more rigorous content in the common standards as they develop their language skills.
Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2012/11/report_scrap_one-size-fits-all.html
Strategies for Teaching English Learners and Students with Learning Disabilities
Researcher John Carr highlights six “instructional strategies that work for students with learning disabilities, for English language learners, and for students in general” in this recent article: http://www.ascd.org/ascd-express/vol8/802-carr.aspx
ELL-Focused Projects Are Big Winners in Investing in Innovation Competition
From http://blogs.edweek.org/edweek/learning-the-language/2012/11/ell-focused_projects_are_big_w.html
ELL-Focused Projects Are Big Winners in i3 Competition
By Lesli A. Maxwell
November 8, 2012
The U.S. Department of Education has announced 20 awards in the latest round of its Investing in Innovation competition, and proposals that pledge to improve outcomes for English-language learners are well-represented in the winners' circle.
Winners of the i3 competition—some school districts; others, nonprofit organizations—will share $150 million in federal prize money to help underwrite their various projects. As a condition of getting the federal money, they must secure private matching funds.
Under the department's rules for the competition, proposals had to include one of six areas (teachers and principals, STEM, standards, to name a few) as a chief focus, or "absolute priority," in Education Department parlance. But under a second tier of five "competitive preference priorities," applicants could earn additional points for targeting, for example, English-language learners and/or students with disabilities. According to the department, eight winning applicants did just that.
Read about the winning projects that have a focus in English language learners at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ell-focused_projects_are_big_w.html
ELL-Focused Projects Are Big Winners in i3 Competition
By Lesli A. Maxwell
November 8, 2012
The U.S. Department of Education has announced 20 awards in the latest round of its Investing in Innovation competition, and proposals that pledge to improve outcomes for English-language learners are well-represented in the winners' circle.
Winners of the i3 competition—some school districts; others, nonprofit organizations—will share $150 million in federal prize money to help underwrite their various projects. As a condition of getting the federal money, they must secure private matching funds.
Under the department's rules for the competition, proposals had to include one of six areas (teachers and principals, STEM, standards, to name a few) as a chief focus, or "absolute priority," in Education Department parlance. But under a second tier of five "competitive preference priorities," applicants could earn additional points for targeting, for example, English-language learners and/or students with disabilities. According to the department, eight winning applicants did just that.
Read about the winning projects that have a focus in English language learners at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ell-focused_projects_are_big_w.html
Memes en Español
Memes en Español is a new website where CCFLT Teacher of the Year Noah Geisel collects memes, posters, and other artifacts of popular culture in Spanish. Some of the content may be inappropriate for your classroom, but you can browse through the collection for images that may get your students’ attention and engage them. Each image is followed by expansion questions.
Memes in Español is available at http://mememartes.tumblr.com
You can read Mr. Geisel’s explanation of it in the latest CCFLT newsletter at http://www.scribd.com/doc/112081861/CCFLT-October-2012-Newsletter-Updated ; scroll down to page 8.
Memes in Español is available at http://mememartes.tumblr.com
You can read Mr. Geisel’s explanation of it in the latest CCFLT newsletter at http://www.scribd.com/doc/112081861/CCFLT-October-2012-Newsletter-Updated ; scroll down to page 8.
Spanish MOOC Equivalent to First-Year University Class
From http://spanishmooc.com
This is a 3 credit course for students with no background in Spanish to become competent in communicate through listening, speaking, reading, and writing. This open course will create and provide resources reusable under creative commons standards. Registration for the course is available immediately,
Although the course cannot provide college credit from an accredited university, capable students will learn the material of a first-year college class, and will receive a letter grade.
The course will be a combination of recorded video instruction, conversation practice with other students, and homework assignments given and evaluated through the integrated Instreamia learning platform. In these assignments, students will practice listening recognition, vocabulary understanding, context comprehension, and grammar usage.
Learn more about this free course, which starts in late January 2013, at http://spanishmooc.com
This is a 3 credit course for students with no background in Spanish to become competent in communicate through listening, speaking, reading, and writing. This open course will create and provide resources reusable under creative commons standards. Registration for the course is available immediately,
Although the course cannot provide college credit from an accredited university, capable students will learn the material of a first-year college class, and will receive a letter grade.
The course will be a combination of recorded video instruction, conversation practice with other students, and homework assignments given and evaluated through the integrated Instreamia learning platform. In these assignments, students will practice listening recognition, vocabulary understanding, context comprehension, and grammar usage.
Learn more about this free course, which starts in late January 2013, at http://spanishmooc.com
Resources for the Latin Grammy Awards
The 2012 Latin Grammy Awards will be this Thursday, November 15. You can learn more about the awards at the Latin Grammy website (http://www.latingrammy.com/en ) or in this Wikipedia article: http://en.wikipedia.org/wiki/Latin_Grammy_Awards_of_2012
Here are some activities from the Zambombazo website to use in conjunction with the awards: http://zachary-jones.com/zambombazo/crucigrama-webquest-latin-grammys-2012 and http://zachary-jones.com/zambombazo/papeleta-imprimible-latin-grammy-2012
Here are some activities from the Zambombazo website to use in conjunction with the awards: http://zachary-jones.com/zambombazo/crucigrama-webquest-latin-grammys-2012 and http://zachary-jones.com/zambombazo/papeleta-imprimible-latin-grammy-2012
Workshop for Midwestern French Teachers
From the Ohio Foreign Language Association listserv:
Every year the French Consulate in Chicago offers PD opportunities for teachers of French in the Midwestern United States. It appears that this year’s workshop will focus on the incorporation of songs in the French language classroom. The workshop will take place on Saturday, November 17, 2012, at the Alliance Française regional headquarters in Chicago. If you happen to be in Chicago that weekend or willing to travel to get there, please note that space is limited. The deadline to register is Monday, November 12th. For additional information about the event and how to register, click on this link: http://www.consulfrance-chicago.org/spip.php?article1665.
Wertz, R. [OFLA] FW: Professional Development in Chicago for French Teachers. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 7 Nov 2012).
Every year the French Consulate in Chicago offers PD opportunities for teachers of French in the Midwestern United States. It appears that this year’s workshop will focus on the incorporation of songs in the French language classroom. The workshop will take place on Saturday, November 17, 2012, at the Alliance Française regional headquarters in Chicago. If you happen to be in Chicago that weekend or willing to travel to get there, please note that space is limited. The deadline to register is Monday, November 12th. For additional information about the event and how to register, click on this link: http://www.consulfrance-chicago.org/spip.php?article1665.
Wertz, R. [OFLA] FW: Professional Development in Chicago for French Teachers. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 7 Nov 2012).
New Ancient World Mapping Application: Antiquity à la Carte 2.0
From http://awmc.unc.edu/wordpress/blog/2012/10/31/antiquity-a-la-carte-2-0
The Ancient World Mapping Center is pleased to release version 2.0 of the Antiquity à la Carte application. Version 1.0 appeared in spring 2012 and served as a proof of concept for the mapping application. The application, engineered by Ryan Horne, provides the user with a map base that can be populated by drawing on the collective databases of the Ancient World Mapping Center and the Pleiades Project.
Go to http://awmc.unc.edu/wordpress/blog/2012/10/31/antiquity-a-la-carte-2-0 to learn about the features of the new version.
The application is available at http://awmc.unc.edu/wordpress/alacarte
The Ancient World Mapping Center is pleased to release version 2.0 of the Antiquity à la Carte application. Version 1.0 appeared in spring 2012 and served as a proof of concept for the mapping application. The application, engineered by Ryan Horne, provides the user with a map base that can be populated by drawing on the collective databases of the Ancient World Mapping Center and the Pleiades Project.
Go to http://awmc.unc.edu/wordpress/blog/2012/10/31/antiquity-a-la-carte-2-0 to learn about the features of the new version.
The application is available at http://awmc.unc.edu/wordpress/alacarte
Classical Association of New England Summer Institute 2013
From http://caneweb.org/CANEwp/?p=559
The Classical Association of New England Summer Institute 2013
July 15-20, 2013
Brown University, Providence, Rhode Island
America’s Founding Fathers and the Classics of Greece and Rome
The organizers of the 2013 C.A.N.E. Summer Institute invite you to join us this summer as we celebrate the role of the Greek and Roman Classics – literature, history, art, and architecture – in the formation of our own national traditions. Whether you are a high school or college teacher of Latin and/or Greek, English, History, or other related disciplines, an undergraduate or graduate student, or a devoted lifelong learner, you will enjoy an enriching educational experience that includes a wide variety of mini-courses, lectures, workshops, and special events while also offering ample opportunity for collegial interaction between participants. Special attention will be focused on the literature (both prose and poetry), art, architecture, and other aspects of Greco-Roman antiquity that most strongly influenced America’s Founding Fathers, as well on the Classical authors and works most commonly read in our nation’s schools and colleges in the formative years of the 18th century, many of which are still taught regularly today.
Learn more at http://caneweb.org/CANEwp/?page_id=165
The Classical Association of New England Summer Institute 2013
July 15-20, 2013
Brown University, Providence, Rhode Island
America’s Founding Fathers and the Classics of Greece and Rome
The organizers of the 2013 C.A.N.E. Summer Institute invite you to join us this summer as we celebrate the role of the Greek and Roman Classics – literature, history, art, and architecture – in the formation of our own national traditions. Whether you are a high school or college teacher of Latin and/or Greek, English, History, or other related disciplines, an undergraduate or graduate student, or a devoted lifelong learner, you will enjoy an enriching educational experience that includes a wide variety of mini-courses, lectures, workshops, and special events while also offering ample opportunity for collegial interaction between participants. Special attention will be focused on the literature (both prose and poetry), art, architecture, and other aspects of Greco-Roman antiquity that most strongly influenced America’s Founding Fathers, as well on the Classical authors and works most commonly read in our nation’s schools and colleges in the formative years of the 18th century, many of which are still taught regularly today.
Learn more at http://caneweb.org/CANEwp/?page_id=165
Cartoon Offers a Glimpse of Teenage Life in Ancient Rome
Ray Laurence has created a six-and-a-half minute animated video about the life of Lucius Popidius Secundus, a 17-year old living in Rome in 73 AD. This gem is available at http://ed.ted.com/lessons/a-glimpse-of-teenage-life-in-ancient-rome-ray-laurence
Ancient Battles Recreated in Playmobil
See the siege of Jeruselem, the fall of Carthage, and the battle of Plataiai re-enacted with toy figures on the AciesFilms YouTube channel: http://www.youtube.com/user/AciesFilms
High School German Website Includes Resources Calendar
From http://highschoolgerman.com
The High School German website is a creation by a German teacher for German teachers. It includes a calendar where teachers can suggest resources appropriate for the events in a given month. For example, this month includes recommended St. Martin’s Day resources, a song commemorating the fall of the Wall, and Thanksgiving ideas: http://highschoolgerman.com/calendar/november
If you register, you can contribute your own ideas as well.
Access the calendar at http://highschoolgerman.com/calendar
The High School German website is a creation by a German teacher for German teachers. It includes a calendar where teachers can suggest resources appropriate for the events in a given month. For example, this month includes recommended St. Martin’s Day resources, a song commemorating the fall of the Wall, and Thanksgiving ideas: http://highschoolgerman.com/calendar/november
If you register, you can contribute your own ideas as well.
Access the calendar at http://highschoolgerman.com/calendar
Japan Outreach Initiative
From http://www.laurasian.org/joi/index.htm
The Japan Foundation Center for Global Partnership (CGP) and The Laurasian Institution (TLI) have designed the Japan Outreach Initiative (JOI). This program offers a grassroots opportunity to develop a deeper understanding of Japan by sending Japanese individuals to U.S. sites as volunteer coordinators of community outreach activities about Japan.
For program cycle 2013-2015, the deadline for applications for coordinators is January 7, 2013 and for hosting organizations, January 15, 2013.
Learn more about this program at http://www.laurasian.org/joi/index.htm
The Japan Foundation Center for Global Partnership (CGP) and The Laurasian Institution (TLI) have designed the Japan Outreach Initiative (JOI). This program offers a grassroots opportunity to develop a deeper understanding of Japan by sending Japanese individuals to U.S. sites as volunteer coordinators of community outreach activities about Japan.
For program cycle 2013-2015, the deadline for applications for coordinators is January 7, 2013 and for hosting organizations, January 15, 2013.
Learn more about this program at http://www.laurasian.org/joi/index.htm
27 Online Free Resources for Learning Chinese
From http://www.saporedicina.com/english
Read blogger Furio’s recent summary of 27 free resources that can help your students to learn Chinese online at http://www.saporedicina.com/english/learn-chinese-online-25-excellent-free-resources
Read blogger Furio’s recent summary of 27 free resources that can help your students to learn Chinese online at http://www.saporedicina.com/english/learn-chinese-online-25-excellent-free-resources
Ohio State University Gets $9.6M State Department Grant for Asian Language Programs
From http://www.bizjournals.com/columbus/news/2012/11/01/ohio-state-gets-96-million-us.html
OSU gets $9.6M State Department grant for Asian language programs
by Carrie Ghose
November 1, 2012
The U.S. State Department has awarded a three-year, $9.6 million grant to Ohio State University’s Department of East Asian Languages and Literatures to set up and run four language institutes in Asia to immerse U.S. students in the culture of the language they’re learning.
The department and National East Asian Languages Center will set up institutes in China, Japan, Korea and Indonesia. Ohio State professors Galal Walker and Mari Noda won the grant, and said in a release they expect the program to sustain itself with fees from Asian universities at the end of the grant period.
Walker has worked at Ohio State to develop students’ cultural knowledge along with language fluency, which he said is critical to effective business communication.
“We have proven that with the proper training in Chinese language and culture and sufficient amounts of work, Americans of all backgrounds can reach the highest level of capabilities for building successful China-related careers,” he said in a release.
OSU gets $9.6M State Department grant for Asian language programs
by Carrie Ghose
November 1, 2012
The U.S. State Department has awarded a three-year, $9.6 million grant to Ohio State University’s Department of East Asian Languages and Literatures to set up and run four language institutes in Asia to immerse U.S. students in the culture of the language they’re learning.
The department and National East Asian Languages Center will set up institutes in China, Japan, Korea and Indonesia. Ohio State professors Galal Walker and Mari Noda won the grant, and said in a release they expect the program to sustain itself with fees from Asian universities at the end of the grant period.
Walker has worked at Ohio State to develop students’ cultural knowledge along with language fluency, which he said is critical to effective business communication.
“We have proven that with the proper training in Chinese language and culture and sufficient amounts of work, Americans of all backgrounds can reach the highest level of capabilities for building successful China-related careers,” he said in a release.
December 18th Is World Arabic Language Day
From http://www.unesco.org/new/en/media-services/single-view/news/world_arabic_language_day
During its 190th session the UNESCO Executive Board adopted a decision to celebrate 18 December of every year as World Arabic Language Day. The new initiative, proposed by Morocco and Saudi Arabia, seeks to promote multilingualism and cultural diversity, as well as celebrate Arabic language’s role in and contribution to the safeguarding and dissemination of human civilization and culture. The decision recognizes the need to implement more wide-ranging cooperation between peoples through multilingualism, cultural rapprochement and dialogue among civilizations.
See the full announcement at http://www.unesco.org/new/en/media-services/single-view/news/world_arabic_language_day
Do you have an idea for celebrating World Arabic Language Day in your school? Leave a comment on our blog.
During its 190th session the UNESCO Executive Board adopted a decision to celebrate 18 December of every year as World Arabic Language Day. The new initiative, proposed by Morocco and Saudi Arabia, seeks to promote multilingualism and cultural diversity, as well as celebrate Arabic language’s role in and contribution to the safeguarding and dissemination of human civilization and culture. The decision recognizes the need to implement more wide-ranging cooperation between peoples through multilingualism, cultural rapprochement and dialogue among civilizations.
See the full announcement at http://www.unesco.org/new/en/media-services/single-view/news/world_arabic_language_day
Do you have an idea for celebrating World Arabic Language Day in your school? Leave a comment on our blog.
How Can Lydia Callis’ New Fame Serve as a Teachable Moment?
From http://www.mentalfloss.com
Since Hurricane Sandy, ASL interpreter Lydia Callis has become famous for her work interpreting for New York City Mayor Bloomberg. However, some in the Deaf community are offended by skits in which actors parody the situation, using mock sign language for laughs. The Mental Floss blog has a recent article explaining why Ms. Callis appears so expressive; the article breaks down photos of Ms. Callis into their grammatical components to explain how facial expressions are part of ASL.
Take advantage of this opportunity to educate people about ASL: http://www.mentalfloss.com/blogs/archives/149593
Since Hurricane Sandy, ASL interpreter Lydia Callis has become famous for her work interpreting for New York City Mayor Bloomberg. However, some in the Deaf community are offended by skits in which actors parody the situation, using mock sign language for laughs. The Mental Floss blog has a recent article explaining why Ms. Callis appears so expressive; the article breaks down photos of Ms. Callis into their grammatical components to explain how facial expressions are part of ASL.
Take advantage of this opportunity to educate people about ASL: http://www.mentalfloss.com/blogs/archives/149593
Article: Dual-Language Program Is about Building Bridges
From http://www.news-gazette.com/news/education/2012-11-05/bilingual-program-about-building-bridges.html
Bilingual program is about 'building bridges'
by Meg Dickinson
November 5, 2012
The Urbana school district this year started a dual-language program in kindergarten and first grade at Leal and Prairie schools. There are a total of six classrooms — four kindergartens and two first grades — in which English and Spanish speakers learn together in both languages.
Leal Principal Spencer Landsman said he hasn't seen any native English-speaking students stressed out about being taught in Spanish.
"They are totally unfazed," Landsman said, and they figure things out. "I haven't even seen a perplexed look."
Guadalupe Ricconi, the Urbana school district's interim director of bilingual and multicultural programs, said she has enjoyed seeing students go through phases of language acquisition just as research on the topic predicts.
Read the full article at http://www.news-gazette.com/news/education/2012-11-05/bilingual-program-about-building-bridges.html
Bilingual program is about 'building bridges'
by Meg Dickinson
November 5, 2012
The Urbana school district this year started a dual-language program in kindergarten and first grade at Leal and Prairie schools. There are a total of six classrooms — four kindergartens and two first grades — in which English and Spanish speakers learn together in both languages.
Leal Principal Spencer Landsman said he hasn't seen any native English-speaking students stressed out about being taught in Spanish.
"They are totally unfazed," Landsman said, and they figure things out. "I haven't even seen a perplexed look."
Guadalupe Ricconi, the Urbana school district's interim director of bilingual and multicultural programs, said she has enjoyed seeing students go through phases of language acquisition just as research on the topic predicts.
Read the full article at http://www.news-gazette.com/news/education/2012-11-05/bilingual-program-about-building-bridges.html
Article: Intelligence Official Calls Language ‘Central’ to New Strategy
From http://www.defense.gov/news/newsarticle.aspx?id=118461
Intel Official Calls Language ‘Central’ to New Strategy
By Natela Cutter
November 6, 2012
Undersecretary of Defense for Intelligence Michael G. Vickers was pleasantly surprised Nov. 3 when he encountered his former Spanish instructor at the Defense Language Institute Foreign Language Center here while observing a Spanish language class.
As a young Special Forces soldier and then as an officer, Vickers graduated from the DLIFLC Czech course in 1977 and from the Spanish course in 1979 with top scores.
“As we come out of a decade of wars, the world is getting more complicated, and there is more volatility, for example, across the Middle East,” he explained. “Having people with these [language] skills is tremendously valuable. If you are not going to have a lot there, you ought to have your best there.
“I think [language] is really central,” he continued. “Our new defense strategy focuses on Asia, North Africa and the Middle East region, and these skills will be paramount to that strategy.”
Read the full article at http://www.defense.gov/news/newsarticle.aspx?id=118461
Intel Official Calls Language ‘Central’ to New Strategy
By Natela Cutter
November 6, 2012
Undersecretary of Defense for Intelligence Michael G. Vickers was pleasantly surprised Nov. 3 when he encountered his former Spanish instructor at the Defense Language Institute Foreign Language Center here while observing a Spanish language class.
As a young Special Forces soldier and then as an officer, Vickers graduated from the DLIFLC Czech course in 1977 and from the Spanish course in 1979 with top scores.
“As we come out of a decade of wars, the world is getting more complicated, and there is more volatility, for example, across the Middle East,” he explained. “Having people with these [language] skills is tremendously valuable. If you are not going to have a lot there, you ought to have your best there.
“I think [language] is really central,” he continued. “Our new defense strategy focuses on Asia, North Africa and the Middle East region, and these skills will be paramount to that strategy.”
Read the full article at http://www.defense.gov/news/newsarticle.aspx?id=118461
Article: A Foreign Language Is The Best Way To Stand Out In Tough Job Market
From http://www.businessinsider.com/one-skill-that-will-instantly-make-you-a-better-job-candidate-2012-11
A Foreign Language Is The Best Way To Stand Out In Tough Job Market
Christian Arno
November 7, 2012
Looking for another way to stand out in a tough job market, plus increase your competitiveness and versatility down the road in your career? If you can commit to adding one or more languages to your resume, you’ll instantly stand out from the crowd.
Being able to use a foreign language for business purposes is a transferable skill that will always be in demand, no matter what career path you follow.
Read more: http://www.businessinsider.com/one-skill-that-will-instantly-make-you-a-better-job-candidate-2012-11
A Foreign Language Is The Best Way To Stand Out In Tough Job Market
Christian Arno
November 7, 2012
Looking for another way to stand out in a tough job market, plus increase your competitiveness and versatility down the road in your career? If you can commit to adding one or more languages to your resume, you’ll instantly stand out from the crowd.
Being able to use a foreign language for business purposes is a transferable skill that will always be in demand, no matter what career path you follow.
Read more: http://www.businessinsider.com/one-skill-that-will-instantly-make-you-a-better-job-candidate-2012-11
Cambridge Michigan Language Assessments Internship Program for English Language Teachers
From http://www.cambridgemichigan.org
The CaMLA internship program provides professional training and research opportunities for English language teaching professionals and graduate students. Successful applicants will work closely with CaMLA teams on English language assessment tasks and projects that are appropriate to their interests and skills.
The Two Internship Strands
Assessment Internships
Interns will be involved in activities relating to the design and construction of language assessments. These can include item writing and review, quality assurance activities, and test development projects.
Research Internships
Interns will work with CaMLA researchers and will contribute to a variety of test review and research activities. They will have an opportunity to learn about research design, data collection and analysis, and the documentation of results.
The specific content and goals of each internship will be determined on an individual basis.
Duration and Funding
Internships will take place from May through July. The length of each internship will be dependent upon its content and goals, but internships are typically 8 to 12 weeks of work. CaMLA will provide a salary of up to $1200 per month, pro-rated for the length of the internship.
The deadline for applications is February 1, 2013.
For full details go to http://www.cambridgemichigan.org/about-us/working-with-us/internships
The CaMLA internship program provides professional training and research opportunities for English language teaching professionals and graduate students. Successful applicants will work closely with CaMLA teams on English language assessment tasks and projects that are appropriate to their interests and skills.
The Two Internship Strands
Assessment Internships
Interns will be involved in activities relating to the design and construction of language assessments. These can include item writing and review, quality assurance activities, and test development projects.
Research Internships
Interns will work with CaMLA researchers and will contribute to a variety of test review and research activities. They will have an opportunity to learn about research design, data collection and analysis, and the documentation of results.
The specific content and goals of each internship will be determined on an individual basis.
Duration and Funding
Internships will take place from May through July. The length of each internship will be dependent upon its content and goals, but internships are typically 8 to 12 weeks of work. CaMLA will provide a salary of up to $1200 per month, pro-rated for the length of the internship.
The deadline for applications is February 1, 2013.
For full details go to http://www.cambridgemichigan.org/about-us/working-with-us/internships
Slavic Language Coordinator Position at the University of Chicago
The Department of Slavic Languages & Literatures at the University of Chicago is accepting applications for a three year renewable appointment as a Language Coordinator at the rank of Senior Lecturer beginning July 1, 2013. The duties will include developing, overseeing and coordinating the Department’s language program, which currently offers Russian, Czech, BCS, Polish and Georgian. In addition, the Coordinator will be closely involved in training and supervising graduate student instructors. The Language Coordinator will teach four quarter long courses per year; one of these will regularly be a pedagogy course for graduate students preparing to teach a Slavic language.
The position is open to all candidates who will have completed all requirements toward the Ph.D. by June 30, 2013, and have native or near-native proficiency in Russian and English. The ideal candidate must be able to teach all levels of Russian language and have a demonstrated commitment to current pedagogical theory and language teaching, as well as experience in an American university setting teaching and supervising staff. Knowledge of one or more other Slavic languages is a plus.
To apply for this position please go to the University of Chicago Academic Career Opportunities website, https://academiccareers.uchicago.edu and select requisition #01531, and upload your curriculum vitae, a research statement, a separate statement addressing how your teaching would strike a balance between teaching grammar and communicative skills, and the names and contact information for three references.
Review of applications will begin on December 1, 2012.
Application deadline: All application materials, including reference letters, must be uploaded by 11:59 PM CST on Tuesday, January 15, 2013.
The position is contingent upon final budgetary approval.
The University of Chicago is an Affirmative Action/Equal Opportunity Employer
Slavic Department. [SEELANGS] Slavic Language Coordinator Position - Senior Lecturer. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 5 Nov 2012).
The position is open to all candidates who will have completed all requirements toward the Ph.D. by June 30, 2013, and have native or near-native proficiency in Russian and English. The ideal candidate must be able to teach all levels of Russian language and have a demonstrated commitment to current pedagogical theory and language teaching, as well as experience in an American university setting teaching and supervising staff. Knowledge of one or more other Slavic languages is a plus.
To apply for this position please go to the University of Chicago Academic Career Opportunities website, https://academiccareers.uchicago.edu and select requisition #01531, and upload your curriculum vitae, a research statement, a separate statement addressing how your teaching would strike a balance between teaching grammar and communicative skills, and the names and contact information for three references.
Review of applications will begin on December 1, 2012.
Application deadline: All application materials, including reference letters, must be uploaded by 11:59 PM CST on Tuesday, January 15, 2013.
The position is contingent upon final budgetary approval.
The University of Chicago is an Affirmative Action/Equal Opportunity Employer
Slavic Department. [SEELANGS] Slavic Language Coordinator Position - Senior Lecturer. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 5 Nov 2012).
Job: Assistant Professor of Arabic, Western Michigan University
From http://linguistlist.org/issues/23/23-4575.html
Western Michigan University invites applications and nominations for the position of Assistant Professor of Arabic, an academic year, tenure-track position within the Department of World Languages and Literatures, pending budgetary approval.
Review of applications will begin on November 1, 2012, and continue until position is filled.
View the full job posting at http://linguistlist.org/issues/23/23-4575.html
Western Michigan University invites applications and nominations for the position of Assistant Professor of Arabic, an academic year, tenure-track position within the Department of World Languages and Literatures, pending budgetary approval.
Review of applications will begin on November 1, 2012, and continue until position is filled.
View the full job posting at http://linguistlist.org/issues/23/23-4575.html
Job: Senior Lecturer/Director of ITA Preparation Program, Pennsylvania State University
From http://linguistlist.org/issues/23/23-4582.html
The Department of Applied Linguistics at The Pennsylvania State University seeks qualified applicants for a multi-year position as Senior Lecturer in Applied Linguistics. The position begins in Fall 2013. The Senior Lecturer will serve as Director of the university-wide International Teaching Assistant (ITA) Preparation Program, train the graduate teaching assistants who teach in this program, administer the English language proficiency exam for ITAs, and coordinate the department's research activities in the academic socialization of ITAs. The Senior Lecturer will also be expected to teach and to advise students in the Applied Linguistics MA/TESL and Ph.D. degree programs.
Applicants should have substantial administrative and/or supervisory experience in ITA program direction. Ph.D. in TESOL, Applied Linguistics or related fields should be completed by time of appointment.
Review of dossiers will begin December 3, 2012.
View the full job posting at http://linguistlist.org/issues/23/23-4582.html
The Department of Applied Linguistics at The Pennsylvania State University seeks qualified applicants for a multi-year position as Senior Lecturer in Applied Linguistics. The position begins in Fall 2013. The Senior Lecturer will serve as Director of the university-wide International Teaching Assistant (ITA) Preparation Program, train the graduate teaching assistants who teach in this program, administer the English language proficiency exam for ITAs, and coordinate the department's research activities in the academic socialization of ITAs. The Senior Lecturer will also be expected to teach and to advise students in the Applied Linguistics MA/TESL and Ph.D. degree programs.
Applicants should have substantial administrative and/or supervisory experience in ITA program direction. Ph.D. in TESOL, Applied Linguistics or related fields should be completed by time of appointment.
Review of dossiers will begin December 3, 2012.
View the full job posting at http://linguistlist.org/issues/23/23-4582.html
Webinar: The Common Core State Standards and English Language Learners
From http://www.aft.org/issues/standards/ellwebinar.cfm
The American Federation of Teachers will be webcasting a conversation on the Common Core State Standards and English Language Learners on November 13, 2012, from 2:00 p.m. - 4:30 p.m. EST.
As schools and districts across the country begin implementing the Common Core State Standards, educators and leaders will need the latest information on developments and resources to help general education and specialized teachers of English language learners with Common Core implementation.
The meeting will be webcast live and will feature presentations by the two consortia developing assessments for the Common Core State Standards—Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers (PARCC). Additionally, there will be presentations by Stanford University’s Understanding Language initiative, the Council of Chief State School Officers and Colorín Colorado.
For full details go to http://www.aft.org/issues/standards/ellwebinar.cfm
Read more about this upcoming event at http://blogs.edweek.org/edweek/learning-the-language/2012/11/aft_to_host_event_on_common_st.html
The American Federation of Teachers will be webcasting a conversation on the Common Core State Standards and English Language Learners on November 13, 2012, from 2:00 p.m. - 4:30 p.m. EST.
As schools and districts across the country begin implementing the Common Core State Standards, educators and leaders will need the latest information on developments and resources to help general education and specialized teachers of English language learners with Common Core implementation.
The meeting will be webcast live and will feature presentations by the two consortia developing assessments for the Common Core State Standards—Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers (PARCC). Additionally, there will be presentations by Stanford University’s Understanding Language initiative, the Council of Chief State School Officers and Colorín Colorado.
For full details go to http://www.aft.org/issues/standards/ellwebinar.cfm
Read more about this upcoming event at http://blogs.edweek.org/edweek/learning-the-language/2012/11/aft_to_host_event_on_common_st.html
Institutes and Seminars from the American Councils for International Education
From http://www.americancouncils.org
Here are two programs offered by ACIE for educators:
Educational Seminars: Exchanges for Teachers and Administrators
The Educational Seminars Program offers Department of State funded grants for U.S. school teachers and administrators. Exchanges are short term, taking place during the summer, and focus on sharing of best practices and professional development. Current programs are administered with Argentina, Brazil, Thailand, Portugal and Uruguay.
Learn more and apply at http://www.americancouncils.org/educationalSeminars.php
Intensive Summer Language Institutes in China
This program provides fully funded fellowships for non-native speakers of Chinese who are teaching Chinese to spend six weeks overseas studying intermediate and advanced-level Chinese in Changchun, China. Fellowships are available to current K-12 teachers and community college instructors of Mandarin Chinese, as well as to students enrolled in education programs who intend to teach Mandarin.
Application deadline: February 11, 2013
Learn more and apply at http://www.americancouncils.org/program/3g/ISLI
Here are two programs offered by ACIE for educators:
Educational Seminars: Exchanges for Teachers and Administrators
The Educational Seminars Program offers Department of State funded grants for U.S. school teachers and administrators. Exchanges are short term, taking place during the summer, and focus on sharing of best practices and professional development. Current programs are administered with Argentina, Brazil, Thailand, Portugal and Uruguay.
Learn more and apply at http://www.americancouncils.org/educationalSeminars.php
Intensive Summer Language Institutes in China
This program provides fully funded fellowships for non-native speakers of Chinese who are teaching Chinese to spend six weeks overseas studying intermediate and advanced-level Chinese in Changchun, China. Fellowships are available to current K-12 teachers and community college instructors of Mandarin Chinese, as well as to students enrolled in education programs who intend to teach Mandarin.
Application deadline: February 11, 2013
Learn more and apply at http://www.americancouncils.org/program/3g/ISLI
A Second Language Acquisition Certificate Program for LCTL Instructors
As interest in Less Commonly Taught Languages (LCTL) learning and teaching increases, so does the need to prepare graduate students, teaching assistants who are planning to pursue LCTL teaching as a profession and faculty members in the field who need retooling. The 2013 NALRC Summer Institute, which takes place May 20-31, 2013, has been designed to help meet this need. It will train fellows in a number of crucial areas central to the effective operation of an LCTL Program.
Applicants should submit a letter of application and supporting documents for the 2013 Summer Institute by November 16, 2012. Applicants will be notified of selection by November 30, 2012. Supporting documents include:
-a CV
-two letters of recommendation indicating the importance of the training for the applicant. (One of the letters must be from the executive officer of the applicant's home department or LCTL studies program, or Program's Language Coordinator.)
You can submit your application and supporting documents, or direct questions to nalrc at indiana dot edu. This program will be hosted at Indiana University.
ACTFL Connection - 11/8/12
Applicants should submit a letter of application and supporting documents for the 2013 Summer Institute by November 16, 2012. Applicants will be notified of selection by November 30, 2012. Supporting documents include:
-a CV
-two letters of recommendation indicating the importance of the training for the applicant. (One of the letters must be from the executive officer of the applicant's home department or LCTL studies program, or Program's Language Coordinator.)
You can submit your application and supporting documents, or direct questions to nalrc at indiana dot edu. This program will be hosted at Indiana University.
ACTFL Connection - 11/8/12
42nd Annual National Association for Bilingual Education Conference
From http://www.nabe.org/Default.aspx?pageId=1349563
42nd Annual National Association for Bilingual Education Conference
February 7-9, 2013
Lake Buena Vista, Florida
The NABE conference is the largest gathering of parents, teachers, administrators, policy makers, future teachers and professors dedicated to serving bilingual and English Language Learners in the United States.
NABE’s annual meeting has expanded beyond the field of bilingual education to include 21st Century Learning, Title I, Title III, Pre-School, Dual Language, Foreign Languages, especially the critical languages, English as a Second Language, Gifted and Talented programs, Sheltered Instruction, Heritage Language Programs, and other approaches for multilingual students from Pre-K to grade 16.
Visit the conference website at http://www.nabe.org/Default.aspx?pageId=1349563
42nd Annual National Association for Bilingual Education Conference
February 7-9, 2013
Lake Buena Vista, Florida
The NABE conference is the largest gathering of parents, teachers, administrators, policy makers, future teachers and professors dedicated to serving bilingual and English Language Learners in the United States.
NABE’s annual meeting has expanded beyond the field of bilingual education to include 21st Century Learning, Title I, Title III, Pre-School, Dual Language, Foreign Languages, especially the critical languages, English as a Second Language, Gifted and Talented programs, Sheltered Instruction, Heritage Language Programs, and other approaches for multilingual students from Pre-K to grade 16.
Visit the conference website at http://www.nabe.org/Default.aspx?pageId=1349563
Middle East Studies Association 2012 Annual Meeting
From http://www.mesa.arizona.edu/annual-meeting/index.html
Middle East Studies Association
2012 Annual Meeting
November 17-20
Sheraton Denver Downtown Hotel
Denver, Colorado
MESA 2012: 200+ sessions complemented by a four-day film festival and bustling book bazaar. Learn more on the MESA website: http://www.mesa.arizona.edu/annual-meeting/index.html
Middle East Studies Association
2012 Annual Meeting
November 17-20
Sheraton Denver Downtown Hotel
Denver, Colorado
MESA 2012: 200+ sessions complemented by a four-day film festival and bustling book bazaar. Learn more on the MESA website: http://www.mesa.arizona.edu/annual-meeting/index.html
Call for Proposals: Classical Association of New England Annual Meeting
From http://caneweb.org/CANEwp/?page_id=255
CANE is now accepting proposals for the 2013 Annual Meeting, 15-16 March, at the University of Connecticut, Storrs, CT. Submission DEADLINE is December 1, 2012.
You can view the submission guidelines at http://caneweb.org/CANEwp/?page_id=218 and submit a proposal at caneweb.org/CANEwp/?page_id=496
First-time attendees may qualify for a scholarship to help pay for the costs of attending; learn more at http://caneweb.org/CANEwp/?page_id=413
CANE is now accepting proposals for the 2013 Annual Meeting, 15-16 March, at the University of Connecticut, Storrs, CT. Submission DEADLINE is December 1, 2012.
You can view the submission guidelines at http://caneweb.org/CANEwp/?page_id=218 and submit a proposal at caneweb.org/CANEwp/?page_id=496
First-time attendees may qualify for a scholarship to help pay for the costs of attending; learn more at http://caneweb.org/CANEwp/?page_id=413
Book: Integrating Multilingual Students into College Classrooms
From http://www.multilingual-matters.com/display.asp?isb=9781847698193
Integrating Multilingual Students into College Classrooms: Practical Advice for Faculty
By Johnnie Johnson Hafernik and Fredel M. Wiant
Published by Multilingual Matters
Summary: Today more and more ethnically, culturally, and linguistically diverse students enroll in our college and university courses. These diverse, multilingual students enrich our campuses and at the same time present challenges. Who are these students? What skills do these diverse students need to be successful in college? How can faculty help them succeed? For faculty in all disciplines seeking answers to these questions, this is an essential book. This text provides practical advice on how to assist these students with academic tasks and how to help them to succeed in the academy.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847698193
Integrating Multilingual Students into College Classrooms: Practical Advice for Faculty
By Johnnie Johnson Hafernik and Fredel M. Wiant
Published by Multilingual Matters
Summary: Today more and more ethnically, culturally, and linguistically diverse students enroll in our college and university courses. These diverse, multilingual students enrich our campuses and at the same time present challenges. Who are these students? What skills do these diverse students need to be successful in college? How can faculty help them succeed? For faculty in all disciplines seeking answers to these questions, this is an essential book. This text provides practical advice on how to assist these students with academic tasks and how to help them to succeed in the academy.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847698193
Book: Native Listening
From http://mitpress.mit.edu/books/native-listening-0
Native Listening
By Anne Cutler
Published by the MIT Press
Summary: Understanding speech in our native tongue seems natural and effortless; listening to speech in a nonnative language is a different experience. In this book, Anne Cutler argues that listening to speech is a process of native listening because so much of it is exquisitely tailored to the requirements of the native language. Her cross-linguistic study (drawing on experimental work in languages that range from English and Dutch to Chinese and Japanese) documents what is universal and what is language specific in the way we listen to spoken language.
Cutler describes the formidable range of mental tasks we carry out, all at once, with astonishing speed and accuracy, when we listen. These include evaluating probabilities arising from the structure of the native vocabulary, tracking information to locate the boundaries between words, paying attention to the way the words are pronounced, and assessing not only the sounds of speech but prosodic information that spans sequences of sounds. She describes infant speech perception, the consequences of language-specific specialization for listening to other languages, the flexibility and adaptability of listening (to our native languages), and how language-specificity and universality fit together in our language processing system.
Drawing on her four decades of work as a psycholinguist, Cutler documents the recent growth in our knowledge about how spoken-word recognition works and the role of language structure in this process. Her book is a significant contribution to a vibrant and rapidly developing field.
Visit the publisher’s website at http://mitpress.mit.edu/books/native-listening-0
Native Listening
By Anne Cutler
Published by the MIT Press
Summary: Understanding speech in our native tongue seems natural and effortless; listening to speech in a nonnative language is a different experience. In this book, Anne Cutler argues that listening to speech is a process of native listening because so much of it is exquisitely tailored to the requirements of the native language. Her cross-linguistic study (drawing on experimental work in languages that range from English and Dutch to Chinese and Japanese) documents what is universal and what is language specific in the way we listen to spoken language.
Cutler describes the formidable range of mental tasks we carry out, all at once, with astonishing speed and accuracy, when we listen. These include evaluating probabilities arising from the structure of the native vocabulary, tracking information to locate the boundaries between words, paying attention to the way the words are pronounced, and assessing not only the sounds of speech but prosodic information that spans sequences of sounds. She describes infant speech perception, the consequences of language-specific specialization for listening to other languages, the flexibility and adaptability of listening (to our native languages), and how language-specificity and universality fit together in our language processing system.
Drawing on her four decades of work as a psycholinguist, Cutler documents the recent growth in our knowledge about how spoken-word recognition works and the role of language structure in this process. Her book is a significant contribution to a vibrant and rapidly developing field.
Visit the publisher’s website at http://mitpress.mit.edu/books/native-listening-0
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