December 28, 2012
VARGA: Bibliography of Vocabulary Acquisition Research
The Vocabulary Acquisition Research Group Archive is a bibliographical source covering work in the area of vocabulary acquisition in a second language. It was last updated in June of this year. Available at http://www.lognostics.co.uk/varga
Ideas for Community Outreach and Language Learning
Do you have heritage language speakers living in your community? Here is a nice starter list of ideas for reaching out to fluent speakers in ways that require the use of the target language: http://www.strategiesinlanguagelearning.com/fun-language-learning
How to use Social Media in the Foreign Language Class: A Primer
From http://mmeduckworth.blogspot.com/2012/12/how-to-use-social-media-in-foreign.html
French teacher Sylvia Duckworth shares the following on her blog:
“Social Media, Blogs, Wikis, Twitter, YouTube, Facebook, Pinterest, Voicethread … you may have heard a lot about these resources lately. If you have already experimented with them in your classroom: Bravo! However, if you are new to the world of Social Media, this primer might be just the thing for you. I will attempt to explain what the resources are and how you can use them in class to engage and motivate your Foreign Language students.”
Read on at http://mmeduckworth.blogspot.com/2012/12/how-to-use-social-media-in-foreign.html
French teacher Sylvia Duckworth shares the following on her blog:
“Social Media, Blogs, Wikis, Twitter, YouTube, Facebook, Pinterest, Voicethread … you may have heard a lot about these resources lately. If you have already experimented with them in your classroom: Bravo! However, if you are new to the world of Social Media, this primer might be just the thing for you. I will attempt to explain what the resources are and how you can use them in class to engage and motivate your Foreign Language students.”
Read on at http://mmeduckworth.blogspot.com/2012/12/how-to-use-social-media-in-foreign.html
Designer Lessons Blog: Source of Ideas for English Language Learners
From http://designerlessons.org/free-tefl-resources
From the Designer Lessons Blog:
“For the most part, the ‘designer lessons’ [on this blog] aim to elicit natural language in order to create a dialogic relationship between the teacher and the learner. In other words, we believe that student motivation is highest in a class where the students have opportunities to take the lead while the teacher guides, resulting in a co-creation of language in an environment that encourages both freedom of expression and the free-flow of student-led questions.”
Browse through the lessons, which are organized by level, at http://designerlessons.org
From the Designer Lessons Blog:
“For the most part, the ‘designer lessons’ [on this blog] aim to elicit natural language in order to create a dialogic relationship between the teacher and the learner. In other words, we believe that student motivation is highest in a class where the students have opportunities to take the lead while the teacher guides, resulting in a co-creation of language in an environment that encourages both freedom of expression and the free-flow of student-led questions.”
Browse through the lessons, which are organized by level, at http://designerlessons.org
New Internationalist Easier English Wiki
From http://www.esletc.com/2012/12/05/new-internationalist-easier-english-wiki
Two English teachers (Linda Ruas and John Shepheard) have launched a new wiki featuring simplified versions of articles from the New Internationalist, a magazine focused on promoting global justice. Their intention is the make these articles more accessible for English language learners. As of today, the New Internationalist Easier English Wiki features modified articles from the five latest issues. These articles look critically at a wide range of issues and present perspectives that are not so common in the mainstream media. Topics covered so far include the legalization of drugs, healthcare inequality, the power of co-operatives, youth movements, and Internet rights.
Linda and John have also prepared lessons for each issue, in the form of both powerpoints and PDFs. These lessons include vocabulary activities, discussion questions, visual aids and writing prompts aimed at preparing students to read certain articles.
Read the full review of this resource at http://www.esletc.com/2012/12/05/new-internationalist-easier-english-wiki
The wiki itself is available at http://eewiki.newint.org/index.php/Main_Page
Two English teachers (Linda Ruas and John Shepheard) have launched a new wiki featuring simplified versions of articles from the New Internationalist, a magazine focused on promoting global justice. Their intention is the make these articles more accessible for English language learners. As of today, the New Internationalist Easier English Wiki features modified articles from the five latest issues. These articles look critically at a wide range of issues and present perspectives that are not so common in the mainstream media. Topics covered so far include the legalization of drugs, healthcare inequality, the power of co-operatives, youth movements, and Internet rights.
Linda and John have also prepared lessons for each issue, in the form of both powerpoints and PDFs. These lessons include vocabulary activities, discussion questions, visual aids and writing prompts aimed at preparing students to read certain articles.
Read the full review of this resource at http://www.esletc.com/2012/12/05/new-internationalist-easier-english-wiki
The wiki itself is available at http://eewiki.newint.org/index.php/Main_Page
Blog Post: English Language Learners and Special Education
From http://www.elltoolbox.com
What about an ELL with a learning disability?
This is a very common question and one that requires educators to consider many factors before referring an ELL to special education. Just like native speakers of English, ELLs may have learning differences that require the additional support of an IEP and special education. At the same time, it is crucial that we be mindful that having temporary low proficiency in a second language is not a disability, it is a natural part of the language acquisition process.
Read on at http://www.elltoolbox.com/2/post/2012/12/ells-and-special-education-the-languages-of-nyc.html
What about an ELL with a learning disability?
This is a very common question and one that requires educators to consider many factors before referring an ELL to special education. Just like native speakers of English, ELLs may have learning differences that require the additional support of an IEP and special education. At the same time, it is crucial that we be mindful that having temporary low proficiency in a second language is not a disability, it is a natural part of the language acquisition process.
Read on at http://www.elltoolbox.com/2/post/2012/12/ells-and-special-education-the-languages-of-nyc.html
Free Download: Supporting English Language Learners: A Pocket Guide for State and District Leaders
From http://www.air.org/reports-products/index.cfm?fa=viewContent&content_id=2181
Supporting English Language Learners: A Pocket Guide for State and District Leaders summarizes the ELL-relevant information presented in 34 approved applications for Elementary and Secondary Education Act (ESEA) flexibility waivers and suggests promising practices and policies to address these students' needs. The guide, developed by the Center for English Language Learners at AIR, is designed for state and district leaders who play a key role in ensuring that all students—including ELLs—graduate from high school well prepared for college and careers.
This Pocket Guide is the first of three developed to help state and local policymakers and practitioners implement ESEA flexibility plans approved by the U.S. Department of Education. The guide's authors reviewed the approved plans to identify policies relevant to ELLs. The guide includes:
Requirements for each principle related to ELLs in the flexibility waivers
Descriptions of how the plans addressed ELLs
Considerations for research-based enhancements to current policy and practice
Examples of state and district innovations for ELLs related to the waiver provisions
Learn more and download the guide at http://www.air.org/reports-products/index.cfm?fa=viewContent&content_id=2181
Supporting English Language Learners: A Pocket Guide for State and District Leaders summarizes the ELL-relevant information presented in 34 approved applications for Elementary and Secondary Education Act (ESEA) flexibility waivers and suggests promising practices and policies to address these students' needs. The guide, developed by the Center for English Language Learners at AIR, is designed for state and district leaders who play a key role in ensuring that all students—including ELLs—graduate from high school well prepared for college and careers.
This Pocket Guide is the first of three developed to help state and local policymakers and practitioners implement ESEA flexibility plans approved by the U.S. Department of Education. The guide's authors reviewed the approved plans to identify policies relevant to ELLs. The guide includes:
Requirements for each principle related to ELLs in the flexibility waivers
Descriptions of how the plans addressed ELLs
Considerations for research-based enhancements to current policy and practice
Examples of state and district innovations for ELLs related to the waiver provisions
Learn more and download the guide at http://www.air.org/reports-products/index.cfm?fa=viewContent&content_id=2181
New Series: Real Spanish Grammar
From http://spanish.about.com/b/2012/12/22/launch-of-a-series-real-spanish-grammar.htm
About.com is launching a new series called Real Spanish Grammar. Each lesson begins with a brief selection of contemporary Spanish — in other words, it's not "artificial Spanish" written merely for a lesson — provide a translation and then analyze any grammar that might be problematic for someone beyond the beginner's level. One goal is to help learners see how the grammar rules they're studying apply in real life as well as to help students recognize grammar issues as they come up.
The first article in the series deals with two different uses of the verb hacer and is available here: http://spanish.about.com/od/verbs-f-j/a/hacer-uses.htm?nl=1
About.com is launching a new series called Real Spanish Grammar. Each lesson begins with a brief selection of contemporary Spanish — in other words, it's not "artificial Spanish" written merely for a lesson — provide a translation and then analyze any grammar that might be problematic for someone beyond the beginner's level. One goal is to help learners see how the grammar rules they're studying apply in real life as well as to help students recognize grammar issues as they come up.
The first article in the series deals with two different uses of the verb hacer and is available here: http://spanish.about.com/od/verbs-f-j/a/hacer-uses.htm?nl=1
Group Games for Children
Are you looking for ideas for games that your French elementary students can play? Try this French-language website dedicated to group games: http://www.webalain.ch/jeux
New Years Resolutions in French
Here is a unit about new years resolutions for French students: http://www.ngfl-cymru.org.uk/vtc/2009-10/mfl/cynnal/french/unit1/eng
Annotated List of Free Ancient Greek Readers
Here is a nice annotated list of free Greek readers and other resources for vocabulary review and expansion: http://iris.haverford.edu/homer13/2012/11/29/145
A Year of Latin LOLCats
From http://bestlatin.blogspot.com/2012/12/special-edition-year-of-latin-lolcats.html
You may already know about Laura Gibbs’s Latin LOLCats, images of cats with humorous captions in Latin. There are now over 360 separate images, enough to have a LOLCat of the Day widget that you can embed in a web page. Learn more about the widget at http://schoolhousewidgets.blogspot.com/2012/09/latin-lolcats-reference-page.html
You can see a gallery of all of the Latin LOLCats at http://www.flickr.com/photos/38299630@N05/sets/72157632306949484
You may already know about Laura Gibbs’s Latin LOLCats, images of cats with humorous captions in Latin. There are now over 360 separate images, enough to have a LOLCat of the Day widget that you can embed in a web page. Learn more about the widget at http://schoolhousewidgets.blogspot.com/2012/09/latin-lolcats-reference-page.html
You can see a gallery of all of the Latin LOLCats at http://www.flickr.com/photos/38299630@N05/sets/72157632306949484
AP German Language and Culture Development Committee Seminar
From http://www.goethe.de/ins/us/chi/lhr/sem/en10318603v.htm
The Goethe-Institut Chicago invites all interested German teachers to an AP® German Language and Culture Development Committee Seminar: Strategies in Pedagogy presented by the AP German Language and Culture Committee
The free seminar will take place at the Goethe-Institut Chicago, on Saturday, February 23, 2013, 8:30 AM to 12:30 PM.
For more details and to register go to http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2257.html
The Goethe-Institut Chicago invites all interested German teachers to an AP® German Language and Culture Development Committee Seminar: Strategies in Pedagogy presented by the AP German Language and Culture Committee
The free seminar will take place at the Goethe-Institut Chicago, on Saturday, February 23, 2013, 8:30 AM to 12:30 PM.
For more details and to register go to http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2257.html
Russian Holidays in 2013
A list of Russian holidays with descriptions, histories and official days off for 2013 is available at http://www.sras.org/russian_holidays
2013 Summer M. A. Program in Japanese Pedagogy at Columbia University
From http://www.columbia.edu/cu/ealac/japanese/pedagogy.html
Has it been your dream to teach the Japanese language to others? The Summer M. A. Program in Japanese Pedagogy at Columbia University may be perfect for you! The Summer M. A. Program in Japanese Pedagogy is an extremely competitive program, attracting the best students and professors from around the world. In fact, the M. A. Program is limited to no more than thirty total students, and accepts only ten to twelve students each year. Over a typical three-year period, you will learn from professors from Columbia, Harvard and Princeton, as well as from other top universities in America, Japan, Europe and Australia. Live in New York and take classes each summer for three years, and you can earn your Masters degree in Japanese Pedagogy. At the same time, you will learn about the Japanese language, about teaching and acquiring foreign languages, and you will gain a highly marketable Masters degree from one of the world’s best universities.
Deadline for Summer Admission: February 15
Learn more at http://gsas.columbia.edu/content/academic-programs/japanese-pedagogy and at http://www.columbia.edu/cu/ealac/japanese/pedagogy.html
Has it been your dream to teach the Japanese language to others? The Summer M. A. Program in Japanese Pedagogy at Columbia University may be perfect for you! The Summer M. A. Program in Japanese Pedagogy is an extremely competitive program, attracting the best students and professors from around the world. In fact, the M. A. Program is limited to no more than thirty total students, and accepts only ten to twelve students each year. Over a typical three-year period, you will learn from professors from Columbia, Harvard and Princeton, as well as from other top universities in America, Japan, Europe and Australia. Live in New York and take classes each summer for three years, and you can earn your Masters degree in Japanese Pedagogy. At the same time, you will learn about the Japanese language, about teaching and acquiring foreign languages, and you will gain a highly marketable Masters degree from one of the world’s best universities.
Deadline for Summer Admission: February 15
Learn more at http://gsas.columbia.edu/content/academic-programs/japanese-pedagogy and at http://www.columbia.edu/cu/ealac/japanese/pedagogy.html
Arabalicious: Arabic Teacher’s Blog Has Resources for Other Teachers
From http://www.arabalicious.com/index.html
Arabalicious is an Arabic teacher’s blog with resources for teachers and students. Access teaching resources at http://www.arabalicious.com/teaching-resources.html and an annotated list of useful websites for teachers at http://www.arabalicious.com/useful-website-for-teachers.html
Arabalicious is an Arabic teacher’s blog with resources for teachers and students. Access teaching resources at http://www.arabalicious.com/teaching-resources.html and an annotated list of useful websites for teachers at http://www.arabalicious.com/useful-website-for-teachers.html
University of Alaska Fairbanks Receives Grant for Native Language Programs
From http://newsminer.com/view/full_story/21189371/article-UAF-lands--1-9M-for-linguistics-programs
UAF lands $1.9M for linguistics programs
by Jeff Richardson
December 20, 2012
The University of Alaska Fairbanks has received a $1.9 million federal grant to support Alaska Native language programs.
The U.S. Department of Education grant will fund a three-year project to boost computer-assisted language learning programs and graduate education for teachers. The effort, dubbed the CALL project, is to support Native language programs in rural Alaska by graduating more Alaska Natives with doctoral and master’s degrees.
Students funded through the grant will work in groups including a faculty member, an Alaska Native doctoral student and about five master’s students. The groups will work to improve the teaching of Native languages and students who speak English as a second language.
The program aims to help master’s degree students become certified teachers who work in language immersion schools, dual language programs and bilingual programs. They will prepare CALL materials for their classrooms as part of their projects, and each participating classroom will receive a SmartBoard and a set of iPads to be used by the students.
UAF associate professor Sabine Siekmann will lead the project, with partners that include the Association of Village Council Presidents and the Lower Kuskokwim School District.
Read more: http://newsminer.com/view/full_story/21189371/article-UAF-lands--1-9M-for-linguistics-programs
UAF lands $1.9M for linguistics programs
by Jeff Richardson
December 20, 2012
The University of Alaska Fairbanks has received a $1.9 million federal grant to support Alaska Native language programs.
The U.S. Department of Education grant will fund a three-year project to boost computer-assisted language learning programs and graduate education for teachers. The effort, dubbed the CALL project, is to support Native language programs in rural Alaska by graduating more Alaska Natives with doctoral and master’s degrees.
Students funded through the grant will work in groups including a faculty member, an Alaska Native doctoral student and about five master’s students. The groups will work to improve the teaching of Native languages and students who speak English as a second language.
The program aims to help master’s degree students become certified teachers who work in language immersion schools, dual language programs and bilingual programs. They will prepare CALL materials for their classrooms as part of their projects, and each participating classroom will receive a SmartBoard and a set of iPads to be used by the students.
UAF associate professor Sabine Siekmann will lead the project, with partners that include the Association of Village Council Presidents and the Lower Kuskokwim School District.
Read more: http://newsminer.com/view/full_story/21189371/article-UAF-lands--1-9M-for-linguistics-programs
Foreign-Language Jobs Will Exceed English Positions, MLA Predicts
From http://chronicle.com/article/In-Abrupt-Reversal/136369
In Abrupt Reversal, Foreign-Language Jobs Will Exceed English Positions, MLA Predicts
By Audrey Williams June
December 20, 2012
For the first time in almost 20 years, there are likely to be more full-time jobs in 2012-13 for foreign-language scholars than for people with Ph.D.'s in English, according to the Modern Language Association.
The prediction is part of an update on the humanities job market released on Thursday by the association ahead of its annual meeting, which begins on January 3 in Boston. It is based on the MLA's Job Information List, which is widely regarded as one of the best gauges of humanities hiring in academe in the nation.
Read the full article at http://chronicle.com/article/In-Abrupt-Reversal/136369
In Abrupt Reversal, Foreign-Language Jobs Will Exceed English Positions, MLA Predicts
By Audrey Williams June
December 20, 2012
For the first time in almost 20 years, there are likely to be more full-time jobs in 2012-13 for foreign-language scholars than for people with Ph.D.'s in English, according to the Modern Language Association.
The prediction is part of an update on the humanities job market released on Thursday by the association ahead of its annual meeting, which begins on January 3 in Boston. It is based on the MLA's Job Information List, which is widely regarded as one of the best gauges of humanities hiring in academe in the nation.
Read the full article at http://chronicle.com/article/In-Abrupt-Reversal/136369
Why Administrators Should Promote Second Language Learning
Second-Language Learning
By Carla Thomas McClure
December 20, 2012
Read Ms. McClure’s article summarizing benefits of second language proficiency and suggestions for program implementation at http://www.districtadministration.com/article/second-language-learning
By Carla Thomas McClure
December 20, 2012
Read Ms. McClure’s article summarizing benefits of second language proficiency and suggestions for program implementation at http://www.districtadministration.com/article/second-language-learning
U.S. House Passes Holt Legislation to Establish National Language Service Corps
From http://www.holt.house.gov/index.php?option=com_content&task=view&id=1071&Itemid=18
Legislation passed on Thursday evening by the U.S. House of Representatives would permanently establish a National Language Service Corps (NLSC) within the Department of Defense to help meet critical defense-related foreign language needs.
The NLSC provision was written by U.S. Rep. Rush Holt (NJ-12) and Sen. Daniel Akaka (D-HI). It is part of the National Defense Authorization Act, which is expected to pass the Senate and be signed into law in the days ahead.
The bill provides that the NLSC will “provide a pool of nongovernmental personnel with foreign language skills who… agree to provide foreign language services to the Department of Defense.” The Secretary of Defense will then be able to “call upon members of the Corps to provide foreign language services to the Department of Defense or another department or agency of the United States.”
The NLSC currently exists as a pilot program that has recruited more than 1,800 members. To date, NLSC members have worked with the Department of the Navy, the National Security Agency, the Centers for Disease Control and Prevention, and other federal agencies. For instance, the NLSC provided translation and interpretation support services to the U.S. Army Pacific for counterinsurgency training in Thailand.
Read the full press release at http://www.holt.house.gov/index.php?option=com_content&task=view&id=1071&Itemid=18
Legislation passed on Thursday evening by the U.S. House of Representatives would permanently establish a National Language Service Corps (NLSC) within the Department of Defense to help meet critical defense-related foreign language needs.
The NLSC provision was written by U.S. Rep. Rush Holt (NJ-12) and Sen. Daniel Akaka (D-HI). It is part of the National Defense Authorization Act, which is expected to pass the Senate and be signed into law in the days ahead.
The bill provides that the NLSC will “provide a pool of nongovernmental personnel with foreign language skills who… agree to provide foreign language services to the Department of Defense.” The Secretary of Defense will then be able to “call upon members of the Corps to provide foreign language services to the Department of Defense or another department or agency of the United States.”
The NLSC currently exists as a pilot program that has recruited more than 1,800 members. To date, NLSC members have worked with the Department of the Navy, the National Security Agency, the Centers for Disease Control and Prevention, and other federal agencies. For instance, the NLSC provided translation and interpretation support services to the U.S. Army Pacific for counterinsurgency training in Thailand.
Read the full press release at http://www.holt.house.gov/index.php?option=com_content&task=view&id=1071&Itemid=18
Job: Professor or Associate Professor in Spanish-English Dual Immersion
From https://www.iastatejobs.com/applicants/jsp/shared/position/JobDetails_css.jsp
The School of Education in the College of Human Sciences at Iowa State University seeks a senior leader as a Professor or Associate Professor in Spanish-English Dual Immersion. In the newly created Ester Catherine Harmon Endowed Professorship, Iowa State University seeks a dynamic Associate or Full Professor to develop a burgeoning teaching and research program into what is envisioned as a leading program in the state and Midwest in Dual Immersion education.
The Harmon Endowed Professor will provide leadership in the teaching of students in communities in Iowa where there is a growing school population of students for whom Spanish is a first language.
The successful candidate will demonstrate a strong record of scholarship and commitment to Dual Immersion education at the elementary level in which the goal for all students is bilingualism and biliteracy in English and another language, particularly Spanish. The Harmon Endowed Professor should be a faculty member who has an excellent record of continuing academic achievement.
View the full job posting at https://www.iastatejobs.com/applicants/jsp/shared/position/JobDetails_css.jsp
The School of Education in the College of Human Sciences at Iowa State University seeks a senior leader as a Professor or Associate Professor in Spanish-English Dual Immersion. In the newly created Ester Catherine Harmon Endowed Professorship, Iowa State University seeks a dynamic Associate or Full Professor to develop a burgeoning teaching and research program into what is envisioned as a leading program in the state and Midwest in Dual Immersion education.
The Harmon Endowed Professor will provide leadership in the teaching of students in communities in Iowa where there is a growing school population of students for whom Spanish is a first language.
The successful candidate will demonstrate a strong record of scholarship and commitment to Dual Immersion education at the elementary level in which the goal for all students is bilingualism and biliteracy in English and another language, particularly Spanish. The Harmon Endowed Professor should be a faculty member who has an excellent record of continuing academic achievement.
View the full job posting at https://www.iastatejobs.com/applicants/jsp/shared/position/JobDetails_css.jsp
Seventh Heritage Language Research Institute
From http://www.nhlrc.ucla.edu/events/institute/2013
Seventh Heritage Language Research Institute:
Heritage Speakers and the Advantages of Bilingualism
June 17 - 21, 2013
University of Illinois at Chicago
Directed by: Professor Maria Polinsky (Harvard)
The cornerstone project for the National Heritage Language Resource Center is an annual research institute, established to support the Center's principal mission of developing the research base for heritage language education.
In keeping with the theme of prior institutes, the 2013 Institute will also include a series of discussions on ways to explore experimental methodologies in language sciences. Sociolinguistic aspects pertaining to heritage language speakers will also be highlighted, in particular understanding their bilingual communication through conversational and discourse analysis.
Learn more and register at http://www.nhlrc.ucla.edu/events/institute/2013
Seventh Heritage Language Research Institute:
Heritage Speakers and the Advantages of Bilingualism
June 17 - 21, 2013
University of Illinois at Chicago
Directed by: Professor Maria Polinsky (Harvard)
The cornerstone project for the National Heritage Language Resource Center is an annual research institute, established to support the Center's principal mission of developing the research base for heritage language education.
In keeping with the theme of prior institutes, the 2013 Institute will also include a series of discussions on ways to explore experimental methodologies in language sciences. Sociolinguistic aspects pertaining to heritage language speakers will also be highlighted, in particular understanding their bilingual communication through conversational and discourse analysis.
Learn more and register at http://www.nhlrc.ucla.edu/events/institute/2013
Intensive Summer Language Institute Program for Chinese Teachers
From http://programs.americancouncils.org/webForms/index.php?frmno=48
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. The ISLI program is funded by the Bureau of Educational and Cultural Affairs at the U.S. Department of State and implemented by American Councils for International Education.
The program will run June 18-August 3, 2013. Applications are due by February 11, 2013.
Learn more about the program at http://programs.americancouncils.org/webForms/index.php?frmno=48 and download more information from http://programs.americancouncils.org/webForms/pdf/ISLI%20FAQ%20for%20website%202013.pdf
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. The ISLI program is funded by the Bureau of Educational and Cultural Affairs at the U.S. Department of State and implemented by American Councils for International Education.
The program will run June 18-August 3, 2013. Applications are due by February 11, 2013.
Learn more about the program at http://programs.americancouncils.org/webForms/index.php?frmno=48 and download more information from http://programs.americancouncils.org/webForms/pdf/ISLI%20FAQ%20for%20website%202013.pdf
Conference: 21st-Century Literacies for the World Language Classroom
From http://www.regonline.com/builder/site/Default.aspx?EventID=1167758
21st-CENTURY LITERACIES FOR THE WORLD LANGUAGE CLASSROOM
Saturday, January 26, 2013 8:30 AM - 3:30 PM
The Wharton School, Jon M. Huntsman Hall
Philadelphia, PA
Conference for High School Language Instructors
Are your students competitive for the global economy?
Which literacies will lead to success?
For success in the globalized economies of today and the future, mastery of financial literacy adds a rich dimension to academics along with the Common Core subjects and 21st century themes that define the main curricular changes in education. The AP vertical theme guide and language and culture planning and pacing guide can offer a productive point of departure to prepare 21st century language educators.
Visit the conference website to learn more and to register: http://www.regonline.com/builder/site/Default.aspx?EventID=1167758
21st-CENTURY LITERACIES FOR THE WORLD LANGUAGE CLASSROOM
Saturday, January 26, 2013 8:30 AM - 3:30 PM
The Wharton School, Jon M. Huntsman Hall
Philadelphia, PA
Conference for High School Language Instructors
Are your students competitive for the global economy?
Which literacies will lead to success?
For success in the globalized economies of today and the future, mastery of financial literacy adds a rich dimension to academics along with the Common Core subjects and 21st century themes that define the main curricular changes in education. The AP vertical theme guide and language and culture planning and pacing guide can offer a productive point of departure to prepare 21st century language educators.
Visit the conference website to learn more and to register: http://www.regonline.com/builder/site/Default.aspx?EventID=1167758
National Chinese Language Conference
From http://sites.asiasociety.org/nclc2013
National Chinese Language Conference
April 7-9
Boston
Engage the Future
The National Chinese Language Conference (NCLC) is dedicated to encouraging dialogue in the field of Chinese language education and ensuring wide-scale success. NCLC is the largest annual gathering of practitioners, policymakers, and school leaders with an interest in Chinese language teaching and learning in North America, and a key venue for bringing together U.S. and Chinese educators in the field.
Registration is now open: http://sites.asiasociety.org/nclc2013
National Chinese Language Conference
April 7-9
Boston
Engage the Future
The National Chinese Language Conference (NCLC) is dedicated to encouraging dialogue in the field of Chinese language education and ensuring wide-scale success. NCLC is the largest annual gathering of practitioners, policymakers, and school leaders with an interest in Chinese language teaching and learning in North America, and a key venue for bringing together U.S. and Chinese educators in the field.
Registration is now open: http://sites.asiasociety.org/nclc2013
Conference: Southwest Association for Language Learning Technology
From http://swallt.org/conferences
SWALLT 2013: Language Assessment: Theories, Methods, and Implementations
Dates: March 8-9, 2012
Host Institution: Brigham Young University, Provo UT
The importance of language assessment and measuring learning outcomes has never been greater. The Southwest Association for Language Learning Technology, a regional group of IALLT, will hold its annual conference at Brigham Young University, an institution noted for its work in language assessment. The conference seeks to address all facets of assessment and measurement within the broad range of language learning. This conference, hosted by the BYU English Language Center, the Office of Digital Humanities, and the College of Humanities, will feature a keynote address by Ray Clifford, BYU Associate Dean and Director of the Center for Language Studies.
Learn more about the conference at http://swallt.org/conferences
SWALLT 2013: Language Assessment: Theories, Methods, and Implementations
Dates: March 8-9, 2012
Host Institution: Brigham Young University, Provo UT
The importance of language assessment and measuring learning outcomes has never been greater. The Southwest Association for Language Learning Technology, a regional group of IALLT, will hold its annual conference at Brigham Young University, an institution noted for its work in language assessment. The conference seeks to address all facets of assessment and measurement within the broad range of language learning. This conference, hosted by the BYU English Language Center, the Office of Digital Humanities, and the College of Humanities, will feature a keynote address by Ray Clifford, BYU Associate Dean and Director of the Center for Language Studies.
Learn more about the conference at http://swallt.org/conferences
Book: Contemporary Computer-Assisted Language Learning
From http://www.bloomsbury.com/uk/contemporary-computer-assisted-language-learning-9781441193629
Contemporary Computer-Assisted Language Learning
Edited by Michael Thomas, Hayo Reinders, and Mark Warschauer
Published by Bloomsbury Publishing
Description: Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work written by leading international figures in the field focusing on a wide range of theoretical and methodological issues. It explains key terms and concepts, synthesizes the research literature and explores the implications of new and emerging technologies.
The book includes chapters on key aspects for CALL such as design, teacher education, evaluation, teaching online and testing, as well as new trends such as social media. The volume takes a broad look at CALL and explores how a variety of theoretical approaches have emerged as influences including socio-cultural theory, constructivism and new literacy studies. A glossary of terms to support those new to CALL as well as to allow those already engaged in the field to deepen their existing knowledge is also provided. Contemporary Computer-Assisted Language Learning is essential reading for postgraduate students of language teaching as well as researchers in related fields involved in the study of computer-assisted learning.
Visit the publisher’s website at http://www.bloomsbury.com/uk/contemporary-computer-assisted-language-learning-9781441193629
Contemporary Computer-Assisted Language Learning
Edited by Michael Thomas, Hayo Reinders, and Mark Warschauer
Published by Bloomsbury Publishing
Description: Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work written by leading international figures in the field focusing on a wide range of theoretical and methodological issues. It explains key terms and concepts, synthesizes the research literature and explores the implications of new and emerging technologies.
The book includes chapters on key aspects for CALL such as design, teacher education, evaluation, teaching online and testing, as well as new trends such as social media. The volume takes a broad look at CALL and explores how a variety of theoretical approaches have emerged as influences including socio-cultural theory, constructivism and new literacy studies. A glossary of terms to support those new to CALL as well as to allow those already engaged in the field to deepen their existing knowledge is also provided. Contemporary Computer-Assisted Language Learning is essential reading for postgraduate students of language teaching as well as researchers in related fields involved in the study of computer-assisted learning.
Visit the publisher’s website at http://www.bloomsbury.com/uk/contemporary-computer-assisted-language-learning-9781441193629
December 19, 2012
Tips for Organization
Recently a new teacher asked her fellow FLTEACH listserv subscribers for suggestions on how to be better organized. Here are some of the suggestions, just in time for winter break:
---
I have developed a system this year that seems to be working. I have color coded folders for each class. Within each class, I have a folder for " to grade/to see" and "to return/to use in class". I also have a folder for "from the office" and another for "to the office". At the end of every day, every paper that touches my desk must be in one of those folders. I use to keep papers in a "one day I will take care of it" pile, but lately I have been just chucking things. If there are readings that I like and want to keep, I scan them and chuck them. I imagine the day I retire I will have a million pdf files to keep me company, but in the meantime I am not burying myself in papers.
Marcin, M. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Dec 2012).
---
I have a table at the front of my room off to one side. On it I put a milk crate (for file folders) and put four colored file folders in it, one color for each level I teach. Whenever I print off handouts, quizzes, tests, flashcards, etc. for the class, I put it in the appropriate file folder in the milk crate. That way, whenever I need to grab a teaching aid, test, or handout, it's right there and I don't have to go back to my desk or file cabinet to look for it. When I am finished with that unit, flashcards and leftover handouts & quizzes go into my file cabinet for future use.
Meyer, C. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Dec 2012).
---
The most important area for me to stay organized is in my files (any papers that I give to students). When I know that I have an activity for something and can't find it, I go crazy! I've tried many different systems over the years, and the one that works best for me is having binders and keeping everything in page protectors. The way that you choose to group materials depends on how your courses are structured.
I have one binder for each level that I teach, and each of those binders is divided with tabs into units (for me, story units). First in each binder are plans for the units, and all of the materials and answer keys follow it.
I have a separate binder for grammar notes and activities (since I do not use a textbook that includes grammar within units) that I can pull out when I want to focus on a specific topic for awhile. I have another binder with thematic vocabulary notes and activities for the same reason.
I also have a binder that contains song lyrics (that don't easily fit into one of my story units), a binder that contains blank forms (for activities that I use in many situations, like storyboards, writing rubrics, dictation forms, reading forms, etc...many of these are posted on my blog), a binder with sub plans (I have a post-it on each plan listing each use--date and level--so that I don't duplicate), and a binder for cultural activities that don't fit into units (like holidays, for examples). Let's just say the supply clerk knows to pull out page protectors as soon as she sees me at her door.
I also try to keep my computer files very organized, in the same way that my hard copies are organized, but with folders grouping units and topics together instead of binders and dividers.
Bex, M. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Dec 2012).
---
What works for me is that I have 2 manila folders for each period I have a class. One folder is for incoming assignments and 1 is for returning papers.
This summer I got to choose new textbooks. So I have made a manila folder for each lesson in each book. I put 1 copy of any handouts in it, so as next time I teach it all I have to do is pulls those out and make copies for the students.
Hanson, M. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Dec 2012).
---
I have developed a system this year that seems to be working. I have color coded folders for each class. Within each class, I have a folder for " to grade/to see" and "to return/to use in class". I also have a folder for "from the office" and another for "to the office". At the end of every day, every paper that touches my desk must be in one of those folders. I use to keep papers in a "one day I will take care of it" pile, but lately I have been just chucking things. If there are readings that I like and want to keep, I scan them and chuck them. I imagine the day I retire I will have a million pdf files to keep me company, but in the meantime I am not burying myself in papers.
Marcin, M. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Dec 2012).
---
I have a table at the front of my room off to one side. On it I put a milk crate (for file folders) and put four colored file folders in it, one color for each level I teach. Whenever I print off handouts, quizzes, tests, flashcards, etc. for the class, I put it in the appropriate file folder in the milk crate. That way, whenever I need to grab a teaching aid, test, or handout, it's right there and I don't have to go back to my desk or file cabinet to look for it. When I am finished with that unit, flashcards and leftover handouts & quizzes go into my file cabinet for future use.
Meyer, C. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Dec 2012).
---
The most important area for me to stay organized is in my files (any papers that I give to students). When I know that I have an activity for something and can't find it, I go crazy! I've tried many different systems over the years, and the one that works best for me is having binders and keeping everything in page protectors. The way that you choose to group materials depends on how your courses are structured.
I have one binder for each level that I teach, and each of those binders is divided with tabs into units (for me, story units). First in each binder are plans for the units, and all of the materials and answer keys follow it.
I have a separate binder for grammar notes and activities (since I do not use a textbook that includes grammar within units) that I can pull out when I want to focus on a specific topic for awhile. I have another binder with thematic vocabulary notes and activities for the same reason.
I also have a binder that contains song lyrics (that don't easily fit into one of my story units), a binder that contains blank forms (for activities that I use in many situations, like storyboards, writing rubrics, dictation forms, reading forms, etc...many of these are posted on my blog), a binder with sub plans (I have a post-it on each plan listing each use--date and level--so that I don't duplicate), and a binder for cultural activities that don't fit into units (like holidays, for examples). Let's just say the supply clerk knows to pull out page protectors as soon as she sees me at her door.
I also try to keep my computer files very organized, in the same way that my hard copies are organized, but with folders grouping units and topics together instead of binders and dividers.
Bex, M. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Dec 2012).
---
What works for me is that I have 2 manila folders for each period I have a class. One folder is for incoming assignments and 1 is for returning papers.
This summer I got to choose new textbooks. So I have made a manila folder for each lesson in each book. I put 1 copy of any handouts in it, so as next time I teach it all I have to do is pulls those out and make copies for the students.
Hanson, M. Re: [FLTEACH] organization. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Dec 2012).
Speaking Activities for Beginning Levels
From http://www.teachingenglish.org.uk/activities
These activities are all designed to motivate lower level learners to speak in pairs or small groups: http://www.teachingenglish.org.uk/activities/motivating-speaking-activities-lower-levels
These activities are all designed to motivate lower level learners to speak in pairs or small groups: http://www.teachingenglish.org.uk/activities/motivating-speaking-activities-lower-levels
LINGUIST List Has a New Summer School and Training Course Registry
From http://linguistlist.org/issues/23/23-5241.html
LINGUIST List is pleased to announce their newest feature, the Summer School and Training Course Registry! You can see the registry by visiting the following URL:
http://linguistlist.org/summerschool
Over the years the volume of summer school submissions has increased dramatically, so LINGUIST List has created this area to better suit the needs of their readers. In this new registry you can post announcements about summer schools you may be hosting or other types of short-term courses you might be offering. This will allow for year-round announcements for any type of learning experience you are offering. This new area of the website will give you a place to post and find detailed information about summer school and training opportunities.
Your announcement will include information like:
• How and where to register
• What classes are being offered
• If there is financial aid available
The search function will allow users to search by the linguistic subfield and subject language of your summer school or course. Each announcement will also receive its own mailing list issue, and listing on the LINGUIST List website.
LINGUIST List is pleased to announce their newest feature, the Summer School and Training Course Registry! You can see the registry by visiting the following URL:
http://linguistlist.org/summerschool
Over the years the volume of summer school submissions has increased dramatically, so LINGUIST List has created this area to better suit the needs of their readers. In this new registry you can post announcements about summer schools you may be hosting or other types of short-term courses you might be offering. This will allow for year-round announcements for any type of learning experience you are offering. This new area of the website will give you a place to post and find detailed information about summer school and training opportunities.
Your announcement will include information like:
• How and where to register
• What classes are being offered
• If there is financial aid available
The search function will allow users to search by the linguistic subfield and subject language of your summer school or course. Each announcement will also receive its own mailing list issue, and listing on the LINGUIST List website.
Review Game Idea: I Know More!
Here’s an idea for a review game for beginners that a blogging Spanish teacher got from a presentation at ACTFL and tried out in her own classroom: http://creativelanguageclass.wordpress.com/2012/12/13/i-know-more
Songs for English Language Learners
The British Council has a collection of kid-oriented songs for English Language Learners at http://learnenglishkids.britishcouncil.org/en/songs
Read blogger Larry Ferlazzo’s endorsement of this site at http://larryferlazzo.edublogs.org/2012/12/07/excellent-collection-of-songs-for-english-language-learners
Read blogger Larry Ferlazzo’s endorsement of this site at http://larryferlazzo.edublogs.org/2012/12/07/excellent-collection-of-songs-for-english-language-learners
The Best Sites For Learning About New Year Celebrations
From http://larryferlazzo.edublogs.org/2008/12/03/the-best-sites-for-learning-about-new-year-celebrations
From English language teacher Larry Ferlazzo:
“With New Year’s coming-up (at least in the calendar that many of us use), I thought a “The Best…” list would be in order.
“This list, though, will highlight other New Year celebrations in addition to the one traditionally celebrated in the Gregorian calendar.
“These sites, and many others, can also be found on my website under Holidays. Please feel free to offer any suggestions you have. You might also be interested in The Best Resources For Chinese New Year.”
Access Mr. Ferlazzo’s annotated list of New Year’s resources as well as the other lists he mentions at http://larryferlazzo.edublogs.org/2008/12/03/the-best-sites-for-learning-about-new-year-celebrations
From English language teacher Larry Ferlazzo:
“With New Year’s coming-up (at least in the calendar that many of us use), I thought a “The Best…” list would be in order.
“This list, though, will highlight other New Year celebrations in addition to the one traditionally celebrated in the Gregorian calendar.
“These sites, and many others, can also be found on my website under Holidays. Please feel free to offer any suggestions you have. You might also be interested in The Best Resources For Chinese New Year.”
Access Mr. Ferlazzo’s annotated list of New Year’s resources as well as the other lists he mentions at http://larryferlazzo.edublogs.org/2008/12/03/the-best-sites-for-learning-about-new-year-celebrations
English-Learners and NCLB Waivers: A Guide for States and Districts
From http://blogs.edweek.org/edweek/learning-the-language
English-Learners and NCLB Waivers: A Guide for States and Districts
By Lesli A. Maxwell
December 10, 2012
As 34 states move ahead with the plans that granted them U.S. Department of Education waivers from parts of the No Child Left Behind law, a team of researchers at the American Institutes for Research have been developing guides to help states and districts keep the promises they made to win the flexibility.
English-language learners are the focus of the first of these AIR waiver guides, which, among other things, highlights promising practices that state and local leaders may use to ensure that the particular needs of the English-language learners in their schools are served well under states' waiver plans. Diane August, who directs AIR's Center for English-Language Learners, wrote the guide after reviewing all 34 waiver plans that have been approved by the Education Department.
August lays out concrete steps states and districts must take on behalf of English-learners under three of the four main principles that the Education Department required as a condition for states to receive flexibility.
Read on for a summary of the guide: http://blogs.edweek.org/edweek/learning-the-language/2012/12/_english-learners_NCLB_waivers.html
English-Learners and NCLB Waivers: A Guide for States and Districts
By Lesli A. Maxwell
December 10, 2012
As 34 states move ahead with the plans that granted them U.S. Department of Education waivers from parts of the No Child Left Behind law, a team of researchers at the American Institutes for Research have been developing guides to help states and districts keep the promises they made to win the flexibility.
English-language learners are the focus of the first of these AIR waiver guides, which, among other things, highlights promising practices that state and local leaders may use to ensure that the particular needs of the English-language learners in their schools are served well under states' waiver plans. Diane August, who directs AIR's Center for English-Language Learners, wrote the guide after reviewing all 34 waiver plans that have been approved by the Education Department.
August lays out concrete steps states and districts must take on behalf of English-learners under three of the four main principles that the Education Department required as a condition for states to receive flexibility.
Read on for a summary of the guide: http://blogs.edweek.org/edweek/learning-the-language/2012/12/_english-learners_NCLB_waivers.html
Trace Effects: New Game for Adolescent English Learners by the State Department
From http://americanenglish.state.gov/trace-effects
Trace Effects, launched last Wednesday, is a collaborative English language video game experience for students ages 12-16. Geared toward young people, Trace Effects exposes users to American society and explores themes related to entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution.
The game is available at http://americanenglish.state.gov/trace-effects
Read an article about the game and other English language educations efforts of the State Department at http://blogs.kqed.org/mindshift/2012/12/the-u-s-state-department-gets-in-the-education-game
Trace Effects, launched last Wednesday, is a collaborative English language video game experience for students ages 12-16. Geared toward young people, Trace Effects exposes users to American society and explores themes related to entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution.
The game is available at http://americanenglish.state.gov/trace-effects
Read an article about the game and other English language educations efforts of the State Department at http://blogs.kqed.org/mindshift/2012/12/the-u-s-state-department-gets-in-the-education-game
Society for the Oral Reading of Greek and Latin Literature: Online Selections
From http://www.canepress.org/2012/12/thursday-resource-sorgll
If you want to listen to Latin (and Greek) read in restored pronunciation, the SORGLL (Society for the Oral Reading of Greek and Latin Literature) website has a nice variety of selections: http://www.rhapsodes.fll.vt.edu/Latin.htm
The audio files are clear and easy to understand, and they also have translations of the texts. The original texts on the sites have elisions and long marks written in, which is very helpful for students who are learning about scansion and pronunciation.
If you want to listen to Latin (and Greek) read in restored pronunciation, the SORGLL (Society for the Oral Reading of Greek and Latin Literature) website has a nice variety of selections: http://www.rhapsodes.fll.vt.edu/Latin.htm
The audio files are clear and easy to understand, and they also have translations of the texts. The original texts on the sites have elisions and long marks written in, which is very helpful for students who are learning about scansion and pronunciation.
Job: Editor of Classical World
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/search_for_editor_of_classical_world
After twenty years as Editor of Classical World, Dr. Matthew Santirocco has indicated his intention of stepping down in October, 2013. The Classical Association of the Atlantic States is now searching for a new Editor, who will assume responsibility in the summer of 2013, and whose first issue will be 107.1 (Sept.-Nov. 2013).
The Editor, who must be a member in good standing of the Association, is appointed for a term of five years, renewable.
The Editor receives an honorarium of $10,000 annually, and the Association pays for the editor’s travel and lodging to attend Board meetings during the term of office.
Apply by January 31, 2013.
View the full job announcement at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/search_for_editor_of_classical_world
After twenty years as Editor of Classical World, Dr. Matthew Santirocco has indicated his intention of stepping down in October, 2013. The Classical Association of the Atlantic States is now searching for a new Editor, who will assume responsibility in the summer of 2013, and whose first issue will be 107.1 (Sept.-Nov. 2013).
The Editor, who must be a member in good standing of the Association, is appointed for a term of five years, renewable.
The Editor receives an honorarium of $10,000 annually, and the Association pays for the editor’s travel and lodging to attend Board meetings during the term of office.
Apply by January 31, 2013.
View the full job announcement at http://apaclassics.org/index.php/apa_blog/apa_blog_entry/search_for_editor_of_classical_world
Creative New Year Wishes in German
From http://german.about.com
Writing a card, an e-mail to a German friend for New Year’s? Don’t like writing the same New Year well-wishes year after year? Try some of the following more poetic and creative ways of wishing a happy New Year to a friend that About.com guide Ingrid Bauer has gathered from various German sites: http://german.about.com/od/quotationssayings/a/Creative-New-Year-Wishes-In-German.htm?nl=1
Writing a card, an e-mail to a German friend for New Year’s? Don’t like writing the same New Year well-wishes year after year? Try some of the following more poetic and creative ways of wishing a happy New Year to a friend that About.com guide Ingrid Bauer has gathered from various German sites: http://german.about.com/od/quotationssayings/a/Creative-New-Year-Wishes-In-German.htm?nl=1
Record Number of German-Learners at Goethe-Instituts Worldwide
From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/12/14-Goethe.html
More people are learning German at the Goethe-Instituts worldwide than ever before in 2012, said institute president Klaus-Dieter Lehmann at the organization’s annual press conference in Berlin on Thursday.
“Curiosity about Germany has grown immensely, along with the rising expectations of Germany in the world,” Lehmann said.
Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/12/14-Goethe.html
More people are learning German at the Goethe-Instituts worldwide than ever before in 2012, said institute president Klaus-Dieter Lehmann at the organization’s annual press conference in Berlin on Thursday.
“Curiosity about Germany has grown immensely, along with the rising expectations of Germany in the world,” Lehmann said.
Read the full article at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2012/12/14-Goethe.html
School of Russian and Asian Studies 2013 Calendar
As a holiday tradition, SRAS prints a calendar featuring the best of their students’ photography and study abroad stories. If you would like a copy for your Russian department, office, classroom, or Russian club, go to http://www.sras.org/december_2012 to find contact information to request a copy.
Japan Foundation Familiarization Workshop for Post-Secondary Program Coordinators
From http://www.jflalc.org/jf-standard-familiarlization-workshops.html
This workshop is designed for coordinators who are responsible for curriculum design at their Japanese language program. During this workshop, participants will familiarize themselves with JF Standard through the following activities:
Basic idea of what JF Standard is
The relationship between JF Standard and other standards in the U.S. language education
How to use online tools for JF Standard
Revise/improve your curriculum implementing JF Standard
This workshop will provide participants with opportunities to exchange opinions and information with participants from other parts of the country.
Date: February 16 (Saturday) -17 (Sunday), 2013
Venue: JFLA, Los Angeles, CA
For full details go to http://www.jflalc.org/jf-standard-familiarlization-workshops.html
This workshop is designed for coordinators who are responsible for curriculum design at their Japanese language program. During this workshop, participants will familiarize themselves with JF Standard through the following activities:
Basic idea of what JF Standard is
The relationship between JF Standard and other standards in the U.S. language education
How to use online tools for JF Standard
Revise/improve your curriculum implementing JF Standard
This workshop will provide participants with opportunities to exchange opinions and information with participants from other parts of the country.
Date: February 16 (Saturday) -17 (Sunday), 2013
Venue: JFLA, Los Angeles, CA
For full details go to http://www.jflalc.org/jf-standard-familiarlization-workshops.html
Online Lessons: Basic Arabic for Business
An online course of several lessons in business Arabic is available at http://www.learningarabic.eu/?sec=course
NEH Summer Institute: Roots of the Arab Spring
From http://www.neh.gov/divisions/education/other-opportunities/roots-the-arab-spring
National Endowment for the Humanities summer institute for school teachers: Roots of the Arab Spring.
Dates: July 15—August 2
Location: Davis, CA
Description: This new institute brings together teachers and scholars to investigate the historical, social, economic, and cultural dimensions of the Arab Spring, the revolutionary wave of protests and uprisings sweeping through the Arab world since 2010. Beginning with the Napoleonic invasion of Egypt, participants explore the subsequent French, British, and Italian colonial periods in Algeria, Tunisia, Morocco, Syria, Egypt, and Libya. They then investigate how the expansion of European colonialism and global capitalism in the region in the late nineteenth and early twentieth centuries fostered new ideas about modernity, political discourse, and class structures. After this, they investigate the rise of anti-colonial nationalist movements in the period 1919-1939, followed by decolonization during the Cold War era. Subsequent discussion focuses in large part on post-colonial movements, neoliberalism, and challenges to political establishments by workers, youth, women, Islamists, and others culminating in the recent popular uprisings in Egypt, Tunisia, and Syria. Project director and Middle Eastern historian Omnia El Shakry is assisted by staff members (the History Project Team) and academic colleagues at the University of California, Davis, including historian Susan Gibson Miller, anthropologist Suad Joseph, religious studies scholars Flagg Miller and Keith Watenpaugh, and comparative literature professor Noha Radwan. Before the institute, participants read two textbooks, William Cleveland, A History of the Modern Middle East, and Kenneth Perkins's A History of Modern Tunisia, and selections from Akram Khater, ed., Sources in the History of the Modern Middle East. During the institute, they discuss primary source documents, view films, and build a collective resource pool, an annotated bibliography, and a discussion forum using the interactive blogging platform Tumblr. Each participant also creates a lesson or unit plan to submit to colleagues for peer review. Final projects are posted on the Tumblr site and on a university-hosted website.
Full-time teachers in American K-12 schools, whether public, charter, independent, or religiously affiliated, as well as home-schooling parents, are eligible to apply to NEH Summer Seminars and Institutes. Americans teaching abroad are also eligible if a majority of the students they teach are American citizens. Librarians and school administrators may also be eligible.
For more details go to http://www.neh.gov/divisions/education/other-opportunities/roots-the-arab-spring
National Endowment for the Humanities summer institute for school teachers: Roots of the Arab Spring.
Dates: July 15—August 2
Location: Davis, CA
Description: This new institute brings together teachers and scholars to investigate the historical, social, economic, and cultural dimensions of the Arab Spring, the revolutionary wave of protests and uprisings sweeping through the Arab world since 2010. Beginning with the Napoleonic invasion of Egypt, participants explore the subsequent French, British, and Italian colonial periods in Algeria, Tunisia, Morocco, Syria, Egypt, and Libya. They then investigate how the expansion of European colonialism and global capitalism in the region in the late nineteenth and early twentieth centuries fostered new ideas about modernity, political discourse, and class structures. After this, they investigate the rise of anti-colonial nationalist movements in the period 1919-1939, followed by decolonization during the Cold War era. Subsequent discussion focuses in large part on post-colonial movements, neoliberalism, and challenges to political establishments by workers, youth, women, Islamists, and others culminating in the recent popular uprisings in Egypt, Tunisia, and Syria. Project director and Middle Eastern historian Omnia El Shakry is assisted by staff members (the History Project Team) and academic colleagues at the University of California, Davis, including historian Susan Gibson Miller, anthropologist Suad Joseph, religious studies scholars Flagg Miller and Keith Watenpaugh, and comparative literature professor Noha Radwan. Before the institute, participants read two textbooks, William Cleveland, A History of the Modern Middle East, and Kenneth Perkins's A History of Modern Tunisia, and selections from Akram Khater, ed., Sources in the History of the Modern Middle East. During the institute, they discuss primary source documents, view films, and build a collective resource pool, an annotated bibliography, and a discussion forum using the interactive blogging platform Tumblr. Each participant also creates a lesson or unit plan to submit to colleagues for peer review. Final projects are posted on the Tumblr site and on a university-hosted website.
Full-time teachers in American K-12 schools, whether public, charter, independent, or religiously affiliated, as well as home-schooling parents, are eligible to apply to NEH Summer Seminars and Institutes. Americans teaching abroad are also eligible if a majority of the students they teach are American citizens. Librarians and school administrators may also be eligible.
For more details go to http://www.neh.gov/divisions/education/other-opportunities/roots-the-arab-spring
University’s Language House Speaks Anything but English
From http://thedailyrecord.com/2012/12/16/ums-language-house-speaks-anything-but-english
UM’s Language House speaks anything but English
by Marlena Chertock
December 16, 2012
Upstairs in the St. Mary’s Hall apartments at the University of Maryland, students have conversations in Spanish or French. Downstairs they speak Japanese. The only language students can’t speak most of the time is English.
The 100 students in the Language House live an immersion lifestyle. They are required to speak their language of study 80 percent of the time. And they often practice more than one.
The Language House is a thriving example of language immersion programs that have been increasing in schools across the nation. There are currently about 2,000 immersion programs in elementary and middle schools in the U.S., according to the Harvard Graduate School of Education newsletter.
These programs have grown in the past 40 years. The first immersion programs began in California in the 1970s and were based on French-language programs in Canada. They continued to grow throughout the 1980s and ’90s, according to Marty Abbott, the director of education for the American Council on the Teaching of Foreign Languages.
Read more: http://thedailyrecord.com/2012/12/16/ums-language-house-speaks-anything-but-english/#ixzz2FSDbiHfe
UM’s Language House speaks anything but English
by Marlena Chertock
December 16, 2012
Upstairs in the St. Mary’s Hall apartments at the University of Maryland, students have conversations in Spanish or French. Downstairs they speak Japanese. The only language students can’t speak most of the time is English.
The 100 students in the Language House live an immersion lifestyle. They are required to speak their language of study 80 percent of the time. And they often practice more than one.
The Language House is a thriving example of language immersion programs that have been increasing in schools across the nation. There are currently about 2,000 immersion programs in elementary and middle schools in the U.S., according to the Harvard Graduate School of Education newsletter.
These programs have grown in the past 40 years. The first immersion programs began in California in the 1970s and were based on French-language programs in Canada. They continued to grow throughout the 1980s and ’90s, according to Marty Abbott, the director of education for the American Council on the Teaching of Foreign Languages.
Read more: http://thedailyrecord.com/2012/12/16/ums-language-house-speaks-anything-but-english/#ixzz2FSDbiHfe
Anne Arundel Community College STARTALK Summer Job
Anne Arundel Community College is seeking qualified instructors for an intensive summer STARTALK Arabic program entitled "Launching into Arabic Learning and Teaching Program 2013." The student component of the program is designed for high school and college level students and will be held at the U.S. Naval Academy in Annapolis, MD from June 24 - July 19, 2013, pending final approvals. A two week intensive teacher training program will be incorporated into the program immediately prior to the start of the student program (June 10-21, 2013) and is required for all instructors. We are seeking dynamic lead instructors for beginning Novice level Arabic and advanced Novice level Arabic. Courses are heavily focused on the development of communicative Arabic language skills.
Pay is a competitive stipend.
Instructors must have minimum of a Bachelor’s degree and advanced level of Arabic proficiency. Two year’s classroom experience using communicative methodologies to teach in highly interactive classroom environments preferred. Master's degree in Arabic or Education preferred.
U.S. Citizenship preferred due to Department of Navy security procedures.
Please submit your CV and statement of interest, including Arabic proficiency level and teaching experience via email to: Janet M. Paulovich, Director, English Language Learning and Adult Education at jmpaulovich at aacc dot edu
Deadline for application is Jan. 13th, 2013.
Arabic-L:PEDA:Anne Arundel Community College STARTALK summer Job. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Dec 2012).
Pay is a competitive stipend.
Instructors must have minimum of a Bachelor’s degree and advanced level of Arabic proficiency. Two year’s classroom experience using communicative methodologies to teach in highly interactive classroom environments preferred. Master's degree in Arabic or Education preferred.
U.S. Citizenship preferred due to Department of Navy security procedures.
Please submit your CV and statement of interest, including Arabic proficiency level and teaching experience via email to: Janet M. Paulovich, Director, English Language Learning and Adult Education at jmpaulovich at aacc dot edu
Deadline for application is Jan. 13th, 2013.
Arabic-L:PEDA:Anne Arundel Community College STARTALK summer Job. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Dec 2012).
Job: Consultant opportunities, National Foreign Language Center
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English. We are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. We focus on less commonly taught languages, and are currently looking for several individuals to help us launch projects in the following languages:
· Greek
· Italian
· Polish
· Tagalog
· Urdu
· Vietnamese
· West Punjabi
Minimum Requirements:
Native, or near-native, proficiency in the target language
English proficiency
Ability to conduct Internet research and submit Word documents and/or audio files
Knowledge of ILR scale of language proficiency
Test development experience
Specifically, we need educated native or near-native speakers of the target languages to select authentic reading and audio passages, record audio files, and develop test items.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Submit your current resume or CV with your language in the subject line.
[ILR-INFO] Job: Consultant opportunties, National Foreign Language Center (NFLC) (UNCLASSIFIED). ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 17 Dec 2012).
· Greek
· Italian
· Polish
· Tagalog
· Urdu
· Vietnamese
· West Punjabi
Minimum Requirements:
Native, or near-native, proficiency in the target language
English proficiency
Ability to conduct Internet research and submit Word documents and/or audio files
Knowledge of ILR scale of language proficiency
Test development experience
Specifically, we need educated native or near-native speakers of the target languages to select authentic reading and audio passages, record audio files, and develop test items.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Submit your current resume or CV with your language in the subject line.
[ILR-INFO] Job: Consultant opportunties, National Foreign Language Center (NFLC) (UNCLASSIFIED). ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 17 Dec 2012).
Job: Research Assistants, Center for Applied Second Language Studies
The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing.
Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience.
Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2014. Screening of applicants will take place as positions become available and continue until positions are filled. Some hires from this pool may require a background check.
Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development
To apply, submit a letter of interest and resume/curriculum vita to Mandy Lindgren, Business Manager, by mail to CASLS, 5290 University of Oregon, Eugene, OR 97403 or by email to mandyl at uoregon dot edu. Application letters should be addressed to Dr. Carl Falsgraf.
EO/AA/ADA institution committed to cultural diversity. We invite applications from candidates who share our commitment to diversity.
View this job posting online at http://jobs.uoregon.edu/unclassified.php?id=4119
Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience.
Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2014. Screening of applicants will take place as positions become available and continue until positions are filled. Some hires from this pool may require a background check.
Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development
To apply, submit a letter of interest and resume/curriculum vita to Mandy Lindgren, Business Manager, by mail to CASLS, 5290 University of Oregon, Eugene, OR 97403 or by email to mandyl at uoregon dot edu. Application letters should be addressed to Dr. Carl Falsgraf.
EO/AA/ADA institution committed to cultural diversity. We invite applications from candidates who share our commitment to diversity.
View this job posting online at http://jobs.uoregon.edu/unclassified.php?id=4119
Pearson Call for External Research 2013
From http://pearsonpte.com/research/Pages/ResearchOpportunities.aspx
Pearson invites researchers in the field of language testing and assessment to submit research proposals. They also welcome enquiries from graduate students who wish to conduct research using our test data. The selection criteria for research proposals include the suitability of the research methodology and the quality of the research proposal.
Application deadline: February 28, 2013
Go to http://pearsonpte.com/research/Pages/Research2013.aspx to read about all of the opportunities in 2013.
Pearson invites researchers in the field of language testing and assessment to submit research proposals. They also welcome enquiries from graduate students who wish to conduct research using our test data. The selection criteria for research proposals include the suitability of the research methodology and the quality of the research proposal.
Application deadline: February 28, 2013
Go to http://pearsonpte.com/research/Pages/Research2013.aspx to read about all of the opportunities in 2013.
Upcoming NNELL Professional Development Webinars
From http://www.nnell.org/webinars
The National Network for Early Language Learning will be offering several professional development webinars in 2013 to address the professional development needs of those who teach World Languages to our youngest learners. Here’s a summary of the planned webinars:
Literacy and FLES: Connecting to the Common Core Learning Standards
Date: January 14, 2013
Learning by Doing: Language Learning in Summer Camps, After School Clubs, and the Hands-On Classroom
Date: February 5, 2013
Engaging Students through Digital Storytelling
Date: March 21, 2013
Learn more details about all three webinars as well as how to register at http://www.nnell.org/webinars/
The National Network for Early Language Learning will be offering several professional development webinars in 2013 to address the professional development needs of those who teach World Languages to our youngest learners. Here’s a summary of the planned webinars:
Literacy and FLES: Connecting to the Common Core Learning Standards
Date: January 14, 2013
Learning by Doing: Language Learning in Summer Camps, After School Clubs, and the Hands-On Classroom
Date: February 5, 2013
Engaging Students through Digital Storytelling
Date: March 21, 2013
Learn more details about all three webinars as well as how to register at http://www.nnell.org/webinars/
Webinar: Project-Based Learning: Freedom and Excitement in the Classroom
From http://www.tesol.org/events-landing-page/2012/11/20/project-based-learning-freedom-and-excitement-in-the-classroom
Webinar: Project-Based Learning: Freedom and Excitement in the Classroom
January 11, 2013
For secondary- and university-level teachers, university students, and student teachers worldwide
The level of excitement exhibited by students engaged in project-based learning (PBL) is hard to imagine. Several components contribute to this excitement: motivation, self-determination, and creativity.
This webinar presents the theoretical and practical considerations of PBL and the teaching of English to speakers of other languages. It also shows how teachers can integrate PBL into their instruction to motivate students. Several examples of successful student work in PBL are presented and resources are provided to assist teachers in developing their own projects.
Registration deadline: January 7, 2013
For full details go to http://www.tesol.org/events-landing-page/2012/11/20/project-based-learning-freedom-and-excitement-in-the-classroom
Webinar: Project-Based Learning: Freedom and Excitement in the Classroom
January 11, 2013
For secondary- and university-level teachers, university students, and student teachers worldwide
The level of excitement exhibited by students engaged in project-based learning (PBL) is hard to imagine. Several components contribute to this excitement: motivation, self-determination, and creativity.
This webinar presents the theoretical and practical considerations of PBL and the teaching of English to speakers of other languages. It also shows how teachers can integrate PBL into their instruction to motivate students. Several examples of successful student work in PBL are presented and resources are provided to assist teachers in developing their own projects.
Registration deadline: January 7, 2013
For full details go to http://www.tesol.org/events-landing-page/2012/11/20/project-based-learning-freedom-and-excitement-in-the-classroom
Spring Fellowship in Korean Studies
From http://www.koreasociety.org/korean_studies/fellowships
The Korea Society invites applications from American educators to participate in the ninth annual Spring Fellowship in Korean Studies program, to be held in Korea from March 27– April 7, 2013. The program includes lectures and discussions on topics of current interest, guided tours, and opportunities for on-site study in locales of historic and contemporary relevance in Korea.
Applicants are requested to submit one copy of the application packet, including the application form and supporting documentation, by February 8, 2013.
For full details go to http://www.koreasociety.org/korean_studies/fellowships
The Korea Society invites applications from American educators to participate in the ninth annual Spring Fellowship in Korean Studies program, to be held in Korea from March 27– April 7, 2013. The program includes lectures and discussions on topics of current interest, guided tours, and opportunities for on-site study in locales of historic and contemporary relevance in Korea.
Applicants are requested to submit one copy of the application packet, including the application form and supporting documentation, by February 8, 2013.
For full details go to http://www.koreasociety.org/korean_studies/fellowships
Northeast Conference on the Teaching of Foreign Language Conference
From http://www.nectfl.org/conference
NECTFL Conference
Developing Leaders for Tomorrow’s Learners
March 7 – 10, 2013 at the Marriott Waterfront Hotel in Baltimore, MD
If you teach one of the following languages, you will have a full program of world-class professional development directly related to that language during your Conference (there will also be Japanese and Russian):
Arabic
Chinese
French
German
Italian
Latin/Greek
Spanish
If you teach at one of the following levels, you will find a full range of sessions, workshops and teaching labs on the program at your Conference:
Elementary/preK-5
Middle School
High School
Community College
College/University
Adult/Government
Visit the conference website at http://www.nectfl.org/conference
NECTFL Conference
Developing Leaders for Tomorrow’s Learners
March 7 – 10, 2013 at the Marriott Waterfront Hotel in Baltimore, MD
If you teach one of the following languages, you will have a full program of world-class professional development directly related to that language during your Conference (there will also be Japanese and Russian):
Arabic
Chinese
French
German
Italian
Latin/Greek
Spanish
If you teach at one of the following levels, you will find a full range of sessions, workshops and teaching labs on the program at your Conference:
Elementary/preK-5
Middle School
High School
Community College
College/University
Adult/Government
Visit the conference website at http://www.nectfl.org/conference
2013 Annual Meeting of the Classical Association of New England
From http://caneweb.org/CANEwp/?page_id=6
The 2013 Annual Meeting will take place March 15-16 at the University of Connecticut.
First Time Attendees! The Finnegan-Plante scholarship will grant $150 to first time attendees who are members of CANE and whose schools do not cover their costs.
For more details go to http://caneweb.org/CANEwp/?page_id=6 and explore the options on the Annual Meeting pull-down menu.
The 2013 Annual Meeting will take place March 15-16 at the University of Connecticut.
First Time Attendees! The Finnegan-Plante scholarship will grant $150 to first time attendees who are members of CANE and whose schools do not cover their costs.
For more details go to http://caneweb.org/CANEwp/?page_id=6 and explore the options on the Annual Meeting pull-down menu.
Call for Posters: American Indian Language Development Institute National Conference 2013
From http://aildi.arizona.edu/national-conference-2013
The American Indian Language Development Institute (AILDI) at the University of Arizona is hosting a national conference on Indigenous languages on June 17th and 18th, 2013, 'Re-visiting the State of Indigenous Languages.' In addition to an exciting set of invited talks by leading scholars and community language experts, the organizers are soliciting posters and demonstrations that address this topic. Posters, demonstrations/exhibit sessions from indigenous community members are strongly encouraged.
The deadline for abstracts for this session is March 25, 2013.
View the full call for posters and demonstrations at http://aildi.arizona.edu/conference-poster-session-2013
The American Indian Language Development Institute (AILDI) at the University of Arizona is hosting a national conference on Indigenous languages on June 17th and 18th, 2013, 'Re-visiting the State of Indigenous Languages.' In addition to an exciting set of invited talks by leading scholars and community language experts, the organizers are soliciting posters and demonstrations that address this topic. Posters, demonstrations/exhibit sessions from indigenous community members are strongly encouraged.
The deadline for abstracts for this session is March 25, 2013.
View the full call for posters and demonstrations at http://aildi.arizona.edu/conference-poster-session-2013
Call for Papers: Tennessee Foreign Language Teaching Association Journal
From http://linguistlist.org/issues/23/23-5250.html
The Editorial Board of The TFLTA Journal would like to invite you to submit scholarly articles (i.e., research conducted in the second language (L2) classroom; L2 instructional strategies; meta-analyses; assessment issues; integration of authentic literature/culture into the classroom; content-enriched and content-based instruction; digital literacies; common core alignment; research-supported position papers) of interest to K-16 world language (modern, classical and second languages) educators.
The deadline for the Spring 2013 issue of the journal is March 1, 2013, in order to allow ample time for a blind review of submitted manuscripts and the editing of accepted articles.
View the full call for papers at http://linguistlist.org/issues/23/23-5250.html
The Editorial Board of The TFLTA Journal would like to invite you to submit scholarly articles (i.e., research conducted in the second language (L2) classroom; L2 instructional strategies; meta-analyses; assessment issues; integration of authentic literature/culture into the classroom; content-enriched and content-based instruction; digital literacies; common core alignment; research-supported position papers) of interest to K-16 world language (modern, classical and second languages) educators.
The deadline for the Spring 2013 issue of the journal is March 1, 2013, in order to allow ample time for a blind review of submitted manuscripts and the editing of accepted articles.
View the full call for papers at http://linguistlist.org/issues/23/23-5250.html
Call for Proposals for WIDA’s 2013 National Conference
From http://proposals.cps.wida.wceruw.org/Proposal/Details
The Content Committee announces the “Call for Proposals” for the WIDA 2013 National Conference. The conference will take place October 17-19, 2013 in Milwaukee. The Committee welcomes proposals from all educators, regardless of membership in the WIDA Consortium, who wish to share innovative educational practices with our audience.
The theme for the 2013 Conference is “Language Learner Success: Building on Strengths.” This directly ties into WIDA’s CAN DO philosophy, which emphasizes the assets, contributions, and potential of linguistically diverse students. While keeping this theme in mind, the Committee expects proposals to fall into one of four broad topic areas: academic language and literacy; effective instructional practices; program management, and; national initiatives.
Proposals will be considered for inclusion in the program if they are received by midnight CST on Friday, February 15, 2013.
WIDA stands for World-Class Instructional Design and Assessment, and it is housed within the Wisconsin Center for Education Research at the School of Education, University of Wisconsin-Madison.
View the call for proposals at http://proposals.cps.wida.wceruw.org/Proposal/Details
The Content Committee announces the “Call for Proposals” for the WIDA 2013 National Conference. The conference will take place October 17-19, 2013 in Milwaukee. The Committee welcomes proposals from all educators, regardless of membership in the WIDA Consortium, who wish to share innovative educational practices with our audience.
The theme for the 2013 Conference is “Language Learner Success: Building on Strengths.” This directly ties into WIDA’s CAN DO philosophy, which emphasizes the assets, contributions, and potential of linguistically diverse students. While keeping this theme in mind, the Committee expects proposals to fall into one of four broad topic areas: academic language and literacy; effective instructional practices; program management, and; national initiatives.
Proposals will be considered for inclusion in the program if they are received by midnight CST on Friday, February 15, 2013.
WIDA stands for World-Class Instructional Design and Assessment, and it is housed within the Wisconsin Center for Education Research at the School of Education, University of Wisconsin-Madison.
View the call for proposals at http://proposals.cps.wida.wceruw.org/Proposal/Details
November/December 2012 Issue of the NCLRC Newsletter
The November/December 2012 issue of the National Capitol Language Resource Center Language Resource newsletter is out and available online at http://www.nclrc.org/newsletter.html
In this issue:
Language or Languages at the Core?
By Tara Fortune
...What is missing from these two documents [CCSS and STEM], however, is an explicit mention of world languages and cultures education as an essential component of a well-designed, standards-based curriculum that aims to prepare a globally competitive workforce. It would seem that learning languages other than English is still viewed by some as a dispensable add-on, a useful supplement once you have accomplished the basics. How can world language educators promote a shift in focus away from “(English) Language at the Core” to “Languages at the Core?”
Mini-Immersions: Everyday happenings
By Sheila W. Cockey
How do I get my students to use more of the language in less formal situations?
Assessing Culture
By Mackenzie Price
Teaching Strategic Reading for Chinese as a Second Language (CSL) Learners
By Ruyu Li
Common Core State Standards and Heritage Language Education: How do they match?
Sara Beaudrie, Ph. D.
Linguistics at the Core
By Terrell Morgan, Ph.D.
Language Resources on iPod, iPhone and iPad
By Jamie Suria, GWU Graduate Student of Education
Students Learn to Speak by Speaking
By Marcel LaVergne, Ed.D.
Yes You Can (Teach Business Language)
By Margaret Gonglewski, Ph.D.
And more: http://www.nclrc.org/newsletter.html
In this issue:
Language or Languages at the Core?
By Tara Fortune
...What is missing from these two documents [CCSS and STEM], however, is an explicit mention of world languages and cultures education as an essential component of a well-designed, standards-based curriculum that aims to prepare a globally competitive workforce. It would seem that learning languages other than English is still viewed by some as a dispensable add-on, a useful supplement once you have accomplished the basics. How can world language educators promote a shift in focus away from “(English) Language at the Core” to “Languages at the Core?”
Mini-Immersions: Everyday happenings
By Sheila W. Cockey
How do I get my students to use more of the language in less formal situations?
Assessing Culture
By Mackenzie Price
Teaching Strategic Reading for Chinese as a Second Language (CSL) Learners
By Ruyu Li
Common Core State Standards and Heritage Language Education: How do they match?
Sara Beaudrie, Ph. D.
Linguistics at the Core
By Terrell Morgan, Ph.D.
Language Resources on iPod, iPhone and iPad
By Jamie Suria, GWU Graduate Student of Education
Students Learn to Speak by Speaking
By Marcel LaVergne, Ed.D.
Yes You Can (Teach Business Language)
By Margaret Gonglewski, Ph.D.
And more: http://www.nclrc.org/newsletter.html
Book: Competency-based Language Teaching in Higher Education
From http://www.springer.com/education+%26+language/book/978-94-007-5385-3
Competency-based Language Teaching in Higher Education
Edited by María Luisa Pérez Cañado
Published by Springer
Summary: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks.
Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programs.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-5385-3
Competency-based Language Teaching in Higher Education
Edited by María Luisa Pérez Cañado
Published by Springer
Summary: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks.
Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programs.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-5385-3
Book: Perspectives on Teaching and Learning English Literacy in China
From http://www.springer.com/education+%26+language/book/978-94-007-4993-1
Perspectives on Teaching and Learning English Literacy in China
Edited by Jiening Ruan and Cynthia Leung
Published by Springer
Summary: This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on English literacy in China, while the other volume is on Chinese literacy. In modern day China, English has enjoyed an increasingly important status in education, but not without challenges. The essays in this volume provide a comprehensive, cross-disciplinary look at changes in English literacy practices and literacy instruction in China from the first English school in the 19th century to recent curriculum reform efforts to modernize English instruction from basic education through higher education. Together, the essays address a wide array of topics, including early childhood English education, uses of information technology to teach English, and teaching English to Chinese minority students. This work is essential reading for those who want to expand their understanding of English literacy education in China.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-4993-1
Perspectives on Teaching and Learning English Literacy in China
Edited by Jiening Ruan and Cynthia Leung
Published by Springer
Summary: This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on English literacy in China, while the other volume is on Chinese literacy. In modern day China, English has enjoyed an increasingly important status in education, but not without challenges. The essays in this volume provide a comprehensive, cross-disciplinary look at changes in English literacy practices and literacy instruction in China from the first English school in the 19th century to recent curriculum reform efforts to modernize English instruction from basic education through higher education. Together, the essays address a wide array of topics, including early childhood English education, uses of information technology to teach English, and teaching English to Chinese minority students. This work is essential reading for those who want to expand their understanding of English literacy education in China.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-94-007-4993-1
December 14, 2012
Holiday Videos in Spanish
From http://creativelanguageclass.wordpress.com
Here’s a small collection of Christmas-themed ads in Spanish that you and your students may enjoy: http://creativelanguageclass.wordpress.com/2012/12/09/celebrating-la-navidad-videos-for-class
Scroll down to the comments for more suggested videos.
Here’s a small collection of Christmas-themed ads in Spanish that you and your students may enjoy: http://creativelanguageclass.wordpress.com/2012/12/09/celebrating-la-navidad-videos-for-class
Scroll down to the comments for more suggested videos.
Elementary Spanish Lesson: El Coquí: Folktale and Puppets
Read an early elementary Spanish teacher’s description of her lesson centered around coquíes, especially in Puerto Rico: http://www.spanishsimply.com/2012/12/el-coqui-folktale-and-puppets.html
Summer 2013 Professional Development Opportunities from Dickinson College
From http://www.dickinson.edu/academics/programs/classical-studies/content/Teacher-Workshops
Here are two professional development opportunities in summer 2013:
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CONVENTICULUM DICKINSONIENSE
July 5-11, 2013
Dickinson College
Carlisle, Pennsylvania
The Conventiculum Dickinsoniense is a total immersion seminar in active Latin. It is specifically designed for all cultivators of Latin who wish to gain some ability to express themselves ex-tempore in correct Latin. A wide range of people can benefit from the seminar: professors in universities, teachers in secondary schools, graduate students, undergraduates, and other lovers of Latin, provided that anyone who considers applying has a solid understanding of the grammatical essentials of the Latin language. A minimum requirement for participation is knowledge of Latin grammar and the ability to read a Latin text of average complexity, even if using a dictionary often. But no previous experience in speaking Latin is necessary. Sessions will be aimed at helping participants to increase their ability to use Latin effectively in spoken discourse and to understand others speaking in Latin. After the first evening reception (in which any language may be spoken), Latin will be the exclusive language used throughout the seminar. Participants will be involved in intensive activity each day from morning until early evening (with breaks for lunch and mid-afternoon pauses). They will experience Latin conversations on topics ranging from themes in literature and art all the way to the routines and activities of daily life, and will enjoy the benefits of reading and discussing texts in the target language. Activities will involve both written and spoken discourse, both of which engage the active faculties of expression, and each of which is complementary to the other. The seminar will not merely illustrate how active Latin can be a useful tool for teachers, it will show how developing an active facility in Latin can directly and personally benefit any cultivator of Latin who wishes to acquire a more instinctive command of the language and a more intimate relationship with Latin writings.
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Dickinson Summer Latin Workshop
July 11-16, 2013
The Dickinson Summer Latin Workshop is intended for teachers of Latin, as a way to refresh the mind through study of an extended Latin text, and to share experiences and ideas with Latinists and teachers. Sometimes those who are not currently engaged in teaching have participated as well, including retired teachers and those working towards teacher certification.
In 2012 we will read Ovid’s Fasti, Book 4, on the month of April. It includes Ovid’s celebration of Venus as the goddess of creation, a description of the festival of the Magna Mater, and the story of Claudia Quinta; Ovid’s discussion of the Cerialia includes his famous narrative of the abduction of Persephone, the wandering of Ceres, and the return of Persephone to Olympus. Book 4 also contains the account of the Parilia, and the story of the founding augury Rome and death of Remus. The final sections tell the story of Mezentius in connection to the Vinalia and include an agricultural prayer on the Robigalia.
For full details go to http://www.dickinson.edu/academics/programs/classical-studies/content/Teacher-Workshops
Here are two professional development opportunities in summer 2013:
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CONVENTICULUM DICKINSONIENSE
July 5-11, 2013
Dickinson College
Carlisle, Pennsylvania
The Conventiculum Dickinsoniense is a total immersion seminar in active Latin. It is specifically designed for all cultivators of Latin who wish to gain some ability to express themselves ex-tempore in correct Latin. A wide range of people can benefit from the seminar: professors in universities, teachers in secondary schools, graduate students, undergraduates, and other lovers of Latin, provided that anyone who considers applying has a solid understanding of the grammatical essentials of the Latin language. A minimum requirement for participation is knowledge of Latin grammar and the ability to read a Latin text of average complexity, even if using a dictionary often. But no previous experience in speaking Latin is necessary. Sessions will be aimed at helping participants to increase their ability to use Latin effectively in spoken discourse and to understand others speaking in Latin. After the first evening reception (in which any language may be spoken), Latin will be the exclusive language used throughout the seminar. Participants will be involved in intensive activity each day from morning until early evening (with breaks for lunch and mid-afternoon pauses). They will experience Latin conversations on topics ranging from themes in literature and art all the way to the routines and activities of daily life, and will enjoy the benefits of reading and discussing texts in the target language. Activities will involve both written and spoken discourse, both of which engage the active faculties of expression, and each of which is complementary to the other. The seminar will not merely illustrate how active Latin can be a useful tool for teachers, it will show how developing an active facility in Latin can directly and personally benefit any cultivator of Latin who wishes to acquire a more instinctive command of the language and a more intimate relationship with Latin writings.
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Dickinson Summer Latin Workshop
July 11-16, 2013
The Dickinson Summer Latin Workshop is intended for teachers of Latin, as a way to refresh the mind through study of an extended Latin text, and to share experiences and ideas with Latinists and teachers. Sometimes those who are not currently engaged in teaching have participated as well, including retired teachers and those working towards teacher certification.
In 2012 we will read Ovid’s Fasti, Book 4, on the month of April. It includes Ovid’s celebration of Venus as the goddess of creation, a description of the festival of the Magna Mater, and the story of Claudia Quinta; Ovid’s discussion of the Cerialia includes his famous narrative of the abduction of Persephone, the wandering of Ceres, and the return of Persephone to Olympus. Book 4 also contains the account of the Parilia, and the story of the founding augury Rome and death of Remus. The final sections tell the story of Mezentius in connection to the Vinalia and include an agricultural prayer on the Robigalia.
For full details go to http://www.dickinson.edu/academics/programs/classical-studies/content/Teacher-Workshops
New York Classical Club Annual Winter Conference
From http://www.nyclassicalclub.org/events.htm
Saturday, January 26, 2013, 11am-6pm, NYU Jurow Hall, Silver Center
Annual Winter Conference: "Julius Caesar in History and in the Classroom." Please join us for this timely conference on the life and work of Julius Caesar, including a review of the new Advanced Placement curriculum.
All are welcome; high school teachers and students working with the new AP curriculum are especially encouraged to attend.
For full details go to http://www.nyclassicalclub.org/events.htm
Saturday, January 26, 2013, 11am-6pm, NYU Jurow Hall, Silver Center
Annual Winter Conference: "Julius Caesar in History and in the Classroom." Please join us for this timely conference on the life and work of Julius Caesar, including a review of the new Advanced Placement curriculum.
All are welcome; high school teachers and students working with the new AP curriculum are especially encouraged to attend.
For full details go to http://www.nyclassicalclub.org/events.htm
How and Why to Use Graphic Organizers in a Latin Class
Shelly McCormick-Lane has a guest post on the CANE Press blog about using graphic organizers in Latin class: http://www.canepress.org/2012/12/how-and-why-to-use-graphic-organizers-in-a-latin-class
German Government Launches App Platform
From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2012/12/03AppPlatform.html
Have you ever wondered where you could visit Germany's oldest trees? Or wanted to follow in the footsteps of the "fairy tale king" Ludwig II? Or how about getting a run down of the weapons systems used by the German army? At govapps.de, a new app directory created by the German government, you can find all these and more.
The directory was designed in order to create a central place where Germany-related apps could be browsed and downloaded. The offerings cover themes such as family, education, and social networks and every region in the country. All of the apps featured there are free.
Other offerings include tu-was, the German police's first app, which is meant to help citizens help those in danger without putting themselves at risk; the DB navigator, which can help you book your next train trip; and many city-specific apps.
Visit the app platform at http://www.govapps.de/start
Have you ever wondered where you could visit Germany's oldest trees? Or wanted to follow in the footsteps of the "fairy tale king" Ludwig II? Or how about getting a run down of the weapons systems used by the German army? At govapps.de, a new app directory created by the German government, you can find all these and more.
The directory was designed in order to create a central place where Germany-related apps could be browsed and downloaded. The offerings cover themes such as family, education, and social networks and every region in the country. All of the apps featured there are free.
Other offerings include tu-was, the German police's first app, which is meant to help citizens help those in danger without putting themselves at risk; the DB navigator, which can help you book your next train trip; and many city-specific apps.
Visit the app platform at http://www.govapps.de/start
High Schools Needed To Host White Rose Exhibition
The White Rose traveling exhibition is looking for exhibitors!
AATG is currently scheduling 2013 (April-September) on the West Coast, 2014 (March-December) in the Midwest and are looking for high schools in Florida, interested in hosting the exhibition April-December 2013.
http://www.aatg.org/weisserose-exhibition
Visit this Facebook page to view pictures of previous exhibitions: http://www.facebook.com/WeisseRoseStiftung
Kretschmann, A. [AATG-L] White Rose exhibition. AATG-L listserv (aatg@list.iupui.edu, 10 Dec 2012).
AATG is currently scheduling 2013 (April-September) on the West Coast, 2014 (March-December) in the Midwest and are looking for high schools in Florida, interested in hosting the exhibition April-December 2013.
http://www.aatg.org/weisserose-exhibition
Visit this Facebook page to view pictures of previous exhibitions: http://www.facebook.com/WeisseRoseStiftung
Kretschmann, A. [AATG-L] White Rose exhibition. AATG-L listserv (aatg@list.iupui.edu, 10 Dec 2012).
New Slavic Humanities Index
From http://slavus.ca
The Slavic Humanities Index is a new bibliographic database in the field of Central, Eastern, and South-eastern European Studies. This is a cover-to-cover indexing tool encompassing important scholarly and cultural periodicals in the humanities of the region. This interdisciplinary index includes bibliographic citations of articles in history, philosophy, literature, linguistics, ethnology, as well as cultural, borderland, and regional studies. Thus, the database allows cross-cultural and cross-discipline searches. The periodicals indexed in the database are published in Belarus, Bulgaria, Croatia, the Czech Republic, Macedonia, Poland, Serbia, Slovakia, Slovenia, and Ukraine.
Designed for the scholarly community and for anyone interested in the field of Central, Eastern, and South-eastern Europe, the index aims to improve bibliographic awareness of scholarships of the region and thus facilitate research in this field. The index will help make new discoveries, write new books and articles, and make contemporary scholarships of the region more visible and known. It is hoped that the index will open up the rich world of Slavic humanities to the scholarly and cultural community around the globe.
Access this index at http://slavus.ca
The Slavic Humanities Index is a new bibliographic database in the field of Central, Eastern, and South-eastern European Studies. This is a cover-to-cover indexing tool encompassing important scholarly and cultural periodicals in the humanities of the region. This interdisciplinary index includes bibliographic citations of articles in history, philosophy, literature, linguistics, ethnology, as well as cultural, borderland, and regional studies. Thus, the database allows cross-cultural and cross-discipline searches. The periodicals indexed in the database are published in Belarus, Bulgaria, Croatia, the Czech Republic, Macedonia, Poland, Serbia, Slovakia, Slovenia, and Ukraine.
Designed for the scholarly community and for anyone interested in the field of Central, Eastern, and South-eastern Europe, the index aims to improve bibliographic awareness of scholarships of the region and thus facilitate research in this field. The index will help make new discoveries, write new books and articles, and make contemporary scholarships of the region more visible and known. It is hoped that the index will open up the rich world of Slavic humanities to the scholarly and cultural community around the globe.
Access this index at http://slavus.ca
Japan Bowl Competition in April 2013
From http://www.us-japan.org/dc/japanbowl.php
The Japan Bowl was created by the Japan-America Society of Washington DC in 1992. It is an academic competition that tests the achievements of high school students throughout the United States who are studying the Japanese language.
The 2013 National Japan Bowl will be held Thursday-Friday, April 11-12, 2013 at the National 4-H Youth Conference Center in Chevy Chase, Maryland.
Learn more about the National Japan Bowl at http://www.us-japan.org/dc/japanbowl.php
This year the inaugural Japan Bowl of Southern California will take place on March 9, 2013. Learn more about it at http://www.jas-socal.org/JapanBowl
The Japan Bowl was created by the Japan-America Society of Washington DC in 1992. It is an academic competition that tests the achievements of high school students throughout the United States who are studying the Japanese language.
The 2013 National Japan Bowl will be held Thursday-Friday, April 11-12, 2013 at the National 4-H Youth Conference Center in Chevy Chase, Maryland.
Learn more about the National Japan Bowl at http://www.us-japan.org/dc/japanbowl.php
This year the inaugural Japan Bowl of Southern California will take place on March 9, 2013. Learn more about it at http://www.jas-socal.org/JapanBowl
Website with Arabic Resources: Al-Bustan Digital Education
Developed by Al-Bustan Seeds of Culture, Al-Bustan Digital Education is an online resource with interactive learning and playing applications to further educators’ and students’ understanding and appreciation of the Arabic language, arts, culture, and history.
Browse the available resources at http://albustanseeds.org/digital
Browse the available resources at http://albustanseeds.org/digital
Job: Head of Foreign Language Instructional Technology, John Hopkins University
From http://linguistlist.org/issues/23/23-5174.html
The Paul H. Nitze School of Advanced International Studies (SAIS) of the Johns Hopkins University invites applications for the Head of Foreign Language Instructional Technology. Based in Washington, D.C., this position will be responsible for teaching courses in:
- Modern foreign languages, language teaching methodology, and instructional technology (50% of time).
- Provide vision and leadership in the implementation of new technologies in the school language curriculum; as well as technological and linguistic expertise in the development of instructional materials and resources for blended learning, in alignment with the priorities and goals set by the Language Studies Program (LSP).
- Work with the LSP Director to develop the planning process, policies, and protocols for the use of technology in the LSP.
- Serve as liaison between the language faculty and the departments of Information Technology and Academic Technology.
- Be responsible for the implementation, monitoring and evaluation of technologies and related practices within the LSP.
- Assist language faculty on the appraisal and adoption of software and equipment.
- Manage the Language Technology Center staff, facilities and equipment.
Qualifications:
- A Ph.D. in Modern Foreign Languages or Applied Linguistics with a focus on instructional technology.
View the full job posting at http://linguistlist.org/issues/23/23-5174.html
The Paul H. Nitze School of Advanced International Studies (SAIS) of the Johns Hopkins University invites applications for the Head of Foreign Language Instructional Technology. Based in Washington, D.C., this position will be responsible for teaching courses in:
- Modern foreign languages, language teaching methodology, and instructional technology (50% of time).
- Provide vision and leadership in the implementation of new technologies in the school language curriculum; as well as technological and linguistic expertise in the development of instructional materials and resources for blended learning, in alignment with the priorities and goals set by the Language Studies Program (LSP).
- Work with the LSP Director to develop the planning process, policies, and protocols for the use of technology in the LSP.
- Serve as liaison between the language faculty and the departments of Information Technology and Academic Technology.
- Be responsible for the implementation, monitoring and evaluation of technologies and related practices within the LSP.
- Assist language faculty on the appraisal and adoption of software and equipment.
- Manage the Language Technology Center staff, facilities and equipment.
Qualifications:
- A Ph.D. in Modern Foreign Languages or Applied Linguistics with a focus on instructional technology.
View the full job posting at http://linguistlist.org/issues/23/23-5174.html
Job: Instructor, Monterey Institute of International Studies
From http://linguistlist.org/issues/23/23-5173.html
Monterey Institute of International Studies
Language Instructor- Arabic, Japanese, Chinese, Spanish, and Russian
Multiple Positions Available
Summer Intensive Language Program
Position Dates: June 13-August 9, 2013
Definition: The Summer Intensive Language Program (SILP) provides beginning, intermediate level, and some advanced language instruction in an intensive format to approximately 150 undergraduate and graduate students as well as professionals for 8 weeks every summer. Under supervision of the Language Program Coordinator and the SILP Director, language instructors provide intensive instruction through a communicative approach to language teaching using authentic contexts, assessments and materials for the Summer Intensive Language Program.
View the full job posting at http://linguistlist.org/issues/23/23-5173.html
Monterey Institute of International Studies
Language Instructor- Arabic, Japanese, Chinese, Spanish, and Russian
Multiple Positions Available
Summer Intensive Language Program
Position Dates: June 13-August 9, 2013
Definition: The Summer Intensive Language Program (SILP) provides beginning, intermediate level, and some advanced language instruction in an intensive format to approximately 150 undergraduate and graduate students as well as professionals for 8 weeks every summer. Under supervision of the Language Program Coordinator and the SILP Director, language instructors provide intensive instruction through a communicative approach to language teaching using authentic contexts, assessments and materials for the Summer Intensive Language Program.
View the full job posting at http://linguistlist.org/issues/23/23-5173.html
Job: American Sign Language Lecturer, University of Iowa
From http://linguistlist.org/issues/23/23-5233.html
The American Sign Language program in the Division of World Languages, Literatures, and Cultures at The University of Iowa invites applications for a non-tenure-track lecturer position for the 2013-14 academic year, renewable for an additional two years (2014-16) and then renewable in three year increments pending positive teaching reviews and college authorization. Responsibilities include teaching four sections of ASL per year (maximum 22 students per section) using an immersion curriculum (Signing Naturally), two advanced courses per year, and contributing to curriculum and materials development for the program. Summer employment possible if desired, dependent upon program needs and resources. Starting date for the position is August 21, 2013.
Required qualifications: Bachelor’s degree with at least four years of college teaching experience; fluency in ASL and knowledge of its structure; American Sign Language Teacher Association (ASLTA) certification or willingness to obtain certification once employed.
View the full job posting at http://linguistlist.org/issues/23/23-5233.html
The American Sign Language program in the Division of World Languages, Literatures, and Cultures at The University of Iowa invites applications for a non-tenure-track lecturer position for the 2013-14 academic year, renewable for an additional two years (2014-16) and then renewable in three year increments pending positive teaching reviews and college authorization. Responsibilities include teaching four sections of ASL per year (maximum 22 students per section) using an immersion curriculum (Signing Naturally), two advanced courses per year, and contributing to curriculum and materials development for the program. Summer employment possible if desired, dependent upon program needs and resources. Starting date for the position is August 21, 2013.
Required qualifications: Bachelor’s degree with at least four years of college teaching experience; fluency in ASL and knowledge of its structure; American Sign Language Teacher Association (ASLTA) certification or willingness to obtain certification once employed.
View the full job posting at http://linguistlist.org/issues/23/23-5233.html
International Summer School of Belarusian Studies
From http://belarusiancenter.org
Dr. Maria Paula Survilla, Executive Director of the Center for Belarusian Studies at Southwestern College (Winfield, KS) invites undergraduate and graduate students to participate in the Center’s 3rd International Summer School of Belarusian Studies from July 7 to August 4, 2013.
The program, co-sponsored by the Belarusian Historical Society (Bialystok, Poland), will be held at the Belarusian Cultural Center and Belarusian Lyceum in the town of Hajnowka, located in the Podlasie region of northeastern Poland, an area of great natural beauty and home to Poland’s large ethnic Belarusian population—an ideal setting for the study of Belarusian language, history, society, and culture, as well as for the study of a broad range of issues relating to cultural diversity and minorities policies in the EU. Ambassador (retired) David H. Swartz will serve as the summer school’s Program Director. Amb. Swartz was the first U.S. ambassador to Belarus. His career also included service as Dean of the School of Language Studies at the U. S. Department of State.
For more details about this program go to http://belarusiancenter.org/?page_id=455
Dr. Maria Paula Survilla, Executive Director of the Center for Belarusian Studies at Southwestern College (Winfield, KS) invites undergraduate and graduate students to participate in the Center’s 3rd International Summer School of Belarusian Studies from July 7 to August 4, 2013.
The program, co-sponsored by the Belarusian Historical Society (Bialystok, Poland), will be held at the Belarusian Cultural Center and Belarusian Lyceum in the town of Hajnowka, located in the Podlasie region of northeastern Poland, an area of great natural beauty and home to Poland’s large ethnic Belarusian population—an ideal setting for the study of Belarusian language, history, society, and culture, as well as for the study of a broad range of issues relating to cultural diversity and minorities policies in the EU. Ambassador (retired) David H. Swartz will serve as the summer school’s Program Director. Amb. Swartz was the first U.S. ambassador to Belarus. His career also included service as Dean of the School of Language Studies at the U. S. Department of State.
For more details about this program go to http://belarusiancenter.org/?page_id=455
Summer Program in Moscow for Teachers of Russian Language
American Councils 2013 Summer Russian Language Teachers Program
Fully-Funded* Overseas Professional Development for Russian Language Teachers
American Councils for International Education: ACTR/ACCELS is now accepting applications for the 2013 Summer Russian Language Teachers Program at Moscow State University. Twelve finalists will be selected to receive program funding from the U.S. Department of Education (Fulbright-Hays Group Projects Abroad). All program expenses will be paid for these participants (*less an initial program administration fee and domestic travel to and from Washington, D.C.).
Applications for the Summer 2013 program are due March 1st. Interested applicants can access the online application at http://www.acStudyAbroad.org/sumteach
The Summer Russian Language Teachers Program is a six-week program in Russian language, culture, and linguistics for pre- and in-service teachers of Russian language. Applicants must be either graduate students preparing for a career in Russian-language education or current teachers of Russian at the university, secondary school, or elementary school level. Applications from K-12 teachers of Russian are especially encouraged. Applicants must be U.S. citizens or permanent residents.
The fellowship provides:
- Full tuition for six weeks of study at Moscow State University;
- Housing in the Moscow State dormitory;
- Roundtrip, international airfare from Washington, D.C. to Moscow;
- Pre-departure orientation in Washington. D.C.;
- Pre- and post-program testing
- Russian visa;
- A weekly stipend of $180;
- Weekly cultural excursions
- Weekend trip to the Golden Ring
- Medical insurance; and
- Ten graduate hours of credit from Bryn Mawr College.
For more information visit http://www.acStudyAbroad.org/sumteach
Warchol, M. [SEELANGS] Summer Program in Moscow for Teachers of Russian Language: Apply Now. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 12 Dec 2012).
Fully-Funded* Overseas Professional Development for Russian Language Teachers
American Councils for International Education: ACTR/ACCELS is now accepting applications for the 2013 Summer Russian Language Teachers Program at Moscow State University. Twelve finalists will be selected to receive program funding from the U.S. Department of Education (Fulbright-Hays Group Projects Abroad). All program expenses will be paid for these participants (*less an initial program administration fee and domestic travel to and from Washington, D.C.).
Applications for the Summer 2013 program are due March 1st. Interested applicants can access the online application at http://www.acStudyAbroad.org/sumteach
The Summer Russian Language Teachers Program is a six-week program in Russian language, culture, and linguistics for pre- and in-service teachers of Russian language. Applicants must be either graduate students preparing for a career in Russian-language education or current teachers of Russian at the university, secondary school, or elementary school level. Applications from K-12 teachers of Russian are especially encouraged. Applicants must be U.S. citizens or permanent residents.
The fellowship provides:
- Full tuition for six weeks of study at Moscow State University;
- Housing in the Moscow State dormitory;
- Roundtrip, international airfare from Washington, D.C. to Moscow;
- Pre-departure orientation in Washington. D.C.;
- Pre- and post-program testing
- Russian visa;
- A weekly stipend of $180;
- Weekly cultural excursions
- Weekend trip to the Golden Ring
- Medical insurance; and
- Ten graduate hours of credit from Bryn Mawr College.
For more information visit http://www.acStudyAbroad.org/sumteach
Warchol, M. [SEELANGS] Summer Program in Moscow for Teachers of Russian Language: Apply Now. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 12 Dec 2012).
Arabic, Persian, and Turkish Language Immersion Institute
From http://aptlii.global.wisc.edu
The UW-Madison Arabic, Persian, and Turkish Language Immersion Institute (APTLII) is an eight-week intensive summer language immersion program for undergraduates, graduate students, and professionals. Courses are offered for academic credit at the beginner, intermediate, and advanced levels (depending on sufficient enrollment). Outside of the classroom, students commit to using their target language at all times - in their shared living space on campus, at meals, and at co-curricular activities that combine to create a language immersion experience.
Each language class is equivalent to two semesters of study, with full academic year credit. Instruction is given in small groups taught by native speakers and experienced language teachers. The classes are intensive, involving a minimum of 4.5 hours contact hours Mondays through Fridays, plus extra hours for homework.
In addition to formal classes, on most afternoons and evenings students participate in co-curricular activities covering a range of topics relating to the history and culture of the region. This combination of formal classes, cultural and language activities, movies, field trips, and language tables provide students with opportunities to expand their vocabulary and practice using the language in different settings.
Learn more at http://aptlii.global.wisc.edu
Are you interested in teaching at APTLII? Here’s a job posting: http://aptlii.global.wisc.edu/jobs.html
The UW-Madison Arabic, Persian, and Turkish Language Immersion Institute (APTLII) is an eight-week intensive summer language immersion program for undergraduates, graduate students, and professionals. Courses are offered for academic credit at the beginner, intermediate, and advanced levels (depending on sufficient enrollment). Outside of the classroom, students commit to using their target language at all times - in their shared living space on campus, at meals, and at co-curricular activities that combine to create a language immersion experience.
Each language class is equivalent to two semesters of study, with full academic year credit. Instruction is given in small groups taught by native speakers and experienced language teachers. The classes are intensive, involving a minimum of 4.5 hours contact hours Mondays through Fridays, plus extra hours for homework.
In addition to formal classes, on most afternoons and evenings students participate in co-curricular activities covering a range of topics relating to the history and culture of the region. This combination of formal classes, cultural and language activities, movies, field trips, and language tables provide students with opportunities to expand their vocabulary and practice using the language in different settings.
Learn more at http://aptlii.global.wisc.edu
Are you interested in teaching at APTLII? Here’s a job posting: http://aptlii.global.wisc.edu/jobs.html
Colorado Congress of Foreign Language Teachers Spring Conference 2013
From http://www.ccflt.org/conferences/SpringConf2013.html
CCFLT Spring Conference 2013
Back to the Future: Tomorrow's Technology Today
February 22-23
Loveland
Visit the conference website for a schedule and more information: http://www.ccflt.org/conferences/SpringConf2013.html
CCFLT Spring Conference 2013
Back to the Future: Tomorrow's Technology Today
February 22-23
Loveland
Visit the conference website for a schedule and more information: http://www.ccflt.org/conferences/SpringConf2013.html
Call for Papers: Southwest Association for Language Learning Technology 2013
SWALLT 2013 Call for Papers:
LANGUAGE ASSESSMENT: THEORIES, METHODS AND IMPLEMENTATIONS
March 8-9, 2013, Brigham Young University, Provo, UT
The importance of language assessment and measuring learning outcomes has never been greater. The Southwest Association for Language Learning Technology, a regional group of IALLT, will hold its annual conference at Brigham Young University. The conference seeks to address all facets of assessment and measurement within the broad range of language learning. Proposals for workshops, presentations or papers on language assessment theory, methodology, or practice, along with related topics, are invited for submission and review by the SWALLT program committee.
DEADLINE: JANUARY 31st, 2013
Follow this link to submit a proposal: https://docs.google.com/spreadsheet/viewform?formkey=dHFlWkpnV3oxWlRnbmRDRFhUYmpBVkE6MQ#gid=0
Notification of acceptance will be made after February 15th.
Keynote Speaker: Ray Clifford, Director, Center for Language Studies
Hosted by the BYU English Language Center, the Office of Digital Humanities, and the College of Humanities.
Foelsche, O. #9914 Call for Papers SWALLT 2013. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 12 Dec 2012).
LANGUAGE ASSESSMENT: THEORIES, METHODS AND IMPLEMENTATIONS
March 8-9, 2013, Brigham Young University, Provo, UT
The importance of language assessment and measuring learning outcomes has never been greater. The Southwest Association for Language Learning Technology, a regional group of IALLT, will hold its annual conference at Brigham Young University. The conference seeks to address all facets of assessment and measurement within the broad range of language learning. Proposals for workshops, presentations or papers on language assessment theory, methodology, or practice, along with related topics, are invited for submission and review by the SWALLT program committee.
DEADLINE: JANUARY 31st, 2013
Follow this link to submit a proposal: https://docs.google.com/spreadsheet/viewform?formkey=dHFlWkpnV3oxWlRnbmRDRFhUYmpBVkE6MQ#gid=0
Notification of acceptance will be made after February 15th.
Keynote Speaker: Ray Clifford, Director, Center for Language Studies
Hosted by the BYU English Language Center, the Office of Digital Humanities, and the College of Humanities.
Foelsche, O. #9914 Call for Papers SWALLT 2013. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU, 12 Dec 2012).
December 2012 Issue of Language Magazine
The December 2012 issue of Language Magazine is available online at http://languagemagazine.com/?p=5350
In this issue:
2013 Year Planner
Follow language-related events, observances, conferences, workshops, award and grant deadlines all year long
Cutting to the Common Core: Communicating on the Same Wavelength
Kate Kinsella explains why we should stop scolding teenagers and their schools
Holiday Gift Pick
Language Magazine presents the year’s best in gifts for learners of all ages
Despite Economy, Study Abroad is on the Rise
Open Doors Report reveals growth in international study
NIEA Calls to Action
‘Empowering tribes and Native communities is critical to providing our children with high-quality education. Passage of the Native CLASS Act is an important and much-needed step in that direction,’ says NIEA President Dr. Heather Shotton
Last Writes
Richard Lederer muses upon our most precious commodity
In this issue:
2013 Year Planner
Follow language-related events, observances, conferences, workshops, award and grant deadlines all year long
Cutting to the Common Core: Communicating on the Same Wavelength
Kate Kinsella explains why we should stop scolding teenagers and their schools
Holiday Gift Pick
Language Magazine presents the year’s best in gifts for learners of all ages
Despite Economy, Study Abroad is on the Rise
Open Doors Report reveals growth in international study
NIEA Calls to Action
‘Empowering tribes and Native communities is critical to providing our children with high-quality education. Passage of the Native CLASS Act is an important and much-needed step in that direction,’ says NIEA President Dr. Heather Shotton
Last Writes
Richard Lederer muses upon our most precious commodity
New Issue of IALLT Journal for Language Learning Technologies
The newest Issue of the IALLT Journal for Language Learning Technologies, a peer reviewed academic journal published by the International Association for Language Learning Technology (IALLT), is now available. The IALLT Journal is online and open-access and is available to the worldwide public at http://www.iallt.org/iallt_journal
Issue 2 of Volume 42 features articles that address current issues within the field of language learning technology: interpersonal communication within a wiki environment, the use of technology to access and work with authentic materials, and an evaluation scheme for assessing the appropriateness of off-the-shelf games within a language curriculum.
In the Issue’s opening article, Mimi Li argues for the application and analysis of the “Discussion” feature of a wiki site, focusing on politeness strategies that participants use in accomplishing their collaborative task. She looks at the types of politeness strategies employed by a small group of English language learners who are originally not close friends and illustrates how their politeness levels and strategies evolve as they develop online relationships as well as how the strategies apply to specific tasks.
In the second article, Haiyong Liu, Pierluigi Erbaggio, Sangeetha Gopalakrishnan, and Sandra Hobbs argue for the importance of using authentic materials within both language and a culture-oriented classes, and for using instructional technology to take provide access and increase student engagement with these materials. They illustrate the use of technology in a French culture course, an Italian language course, and a Chinese language course and discuss how these materials help create an environment that is independent, social, and student-owned.
Turning to multimedia games, Felix Kronenberg develops nine criteria for evaluating commercial off-the-shelf games for their appropriateness and suitability for language learning. After discussing the criteria he then applies them to three specific games and illustrates how they may or may not fit in to a language curriculum
This issue concludes with a regular column by Judy Shoaf on Legal Issues & LLT. The topic is once again very timely and deals with a case currently before the Supreme Court involving the “first sale” doctrine. Since the case revolves around the country of origin of copyright protected materials, the Court’s decision may have profound consequences for accessing materials produced outside the United States.
If you are interested in submitting an article for consideration in the IALLT Journal, please send all inquiries and submissions to journaleditor at iallt dot org.
Soneson, D. Fall Issue (Vol. 42, No. 2) of IALLT Journal for Language Learning Technologies now available. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 12 Dec 2012).
Issue 2 of Volume 42 features articles that address current issues within the field of language learning technology: interpersonal communication within a wiki environment, the use of technology to access and work with authentic materials, and an evaluation scheme for assessing the appropriateness of off-the-shelf games within a language curriculum.
In the Issue’s opening article, Mimi Li argues for the application and analysis of the “Discussion” feature of a wiki site, focusing on politeness strategies that participants use in accomplishing their collaborative task. She looks at the types of politeness strategies employed by a small group of English language learners who are originally not close friends and illustrates how their politeness levels and strategies evolve as they develop online relationships as well as how the strategies apply to specific tasks.
In the second article, Haiyong Liu, Pierluigi Erbaggio, Sangeetha Gopalakrishnan, and Sandra Hobbs argue for the importance of using authentic materials within both language and a culture-oriented classes, and for using instructional technology to take provide access and increase student engagement with these materials. They illustrate the use of technology in a French culture course, an Italian language course, and a Chinese language course and discuss how these materials help create an environment that is independent, social, and student-owned.
Turning to multimedia games, Felix Kronenberg develops nine criteria for evaluating commercial off-the-shelf games for their appropriateness and suitability for language learning. After discussing the criteria he then applies them to three specific games and illustrates how they may or may not fit in to a language curriculum
This issue concludes with a regular column by Judy Shoaf on Legal Issues & LLT. The topic is once again very timely and deals with a case currently before the Supreme Court involving the “first sale” doctrine. Since the case revolves around the country of origin of copyright protected materials, the Court’s decision may have profound consequences for accessing materials produced outside the United States.
If you are interested in submitting an article for consideration in the IALLT Journal, please send all inquiries and submissions to journaleditor at iallt dot org.
Soneson, D. Fall Issue (Vol. 42, No. 2) of IALLT Journal for Language Learning Technologies now available. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 12 Dec 2012).
Book: Computer-Assisted Language Learning
From http://www.cambridge.org/us/knowledge/isbn/item6596044/Computer-Assisted%20Language%20Learning/?site_locale=en_US
Computer-Assisted Language Learning: Diversity in Research and Practice
Edited by Glenn Stockwell
Published by the Cambridge University Press
Description: Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the diverse approaches to research and practice in CALL. It differs from previous works in that it not only surveys the field, but also makes connections to actual practice and demonstrates the potential advantages and limitations of the diverse options available. These options are based squarely on existing research in the field, enabling readers to make informed decisions regarding their own research in CALL. This essential text helps readers to understand and embrace the diversity in the field, and helps to guide them in both research and practice.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item6596044/Computer-Assisted%20Language%20Learning/?site_locale=en_US
Computer-Assisted Language Learning: Diversity in Research and Practice
Edited by Glenn Stockwell
Published by the Cambridge University Press
Description: Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the diverse approaches to research and practice in CALL. It differs from previous works in that it not only surveys the field, but also makes connections to actual practice and demonstrates the potential advantages and limitations of the diverse options available. These options are based squarely on existing research in the field, enabling readers to make informed decisions regarding their own research in CALL. This essential text helps readers to understand and embrace the diversity in the field, and helps to guide them in both research and practice.
Visit the publisher’s website at http://www.cambridge.org/us/knowledge/isbn/item6596044/Computer-Assisted%20Language%20Learning/?site_locale=en_US
Book: Spanish in Bilingual and Multilingual Settings around the World
From http://www.brill.com/spanish-bilingual-and-multilingual-settings-around-world
Spanish in Bilingual and Multilingual Settings around the World
By Gregory L. Thompson and Edwin M. Lamboy
Published by Brill
Description:
This handbook is unique in its focus on bilingual theories, issues on the teaching of bilinguals, bilingual policies abroad, and current research on bilinguals as all of this related in some way to the Spanish-speaking world. There is currently no other book like it available, despite the growing number of courses teaching Spanish Bilingualism. It is anticipated that this new handbook will be of great interest to linguists, sociolinguists, language acquisitionists, as well as teachers who deal with topics relating to bilingualism as it relates to Spanish speakers around the world. Though work has been done looking at bilingualism and multilingualism, this book provides a valuable addition that deals with an area where a comprehensive work such as this is indeed lacking.
Visit the publisher’s website at http://www.brill.com/spanish-bilingual-and-multilingual-settings-around-world
Spanish in Bilingual and Multilingual Settings around the World
By Gregory L. Thompson and Edwin M. Lamboy
Published by Brill
Description:
This handbook is unique in its focus on bilingual theories, issues on the teaching of bilinguals, bilingual policies abroad, and current research on bilinguals as all of this related in some way to the Spanish-speaking world. There is currently no other book like it available, despite the growing number of courses teaching Spanish Bilingualism. It is anticipated that this new handbook will be of great interest to linguists, sociolinguists, language acquisitionists, as well as teachers who deal with topics relating to bilingualism as it relates to Spanish speakers around the world. Though work has been done looking at bilingualism and multilingualism, this book provides a valuable addition that deals with an area where a comprehensive work such as this is indeed lacking.
Visit the publisher’s website at http://www.brill.com/spanish-bilingual-and-multilingual-settings-around-world
Book: Spanish in Bilingual and Multilingual Settings around the World
From http://www.brill.com/spanish-bilingual-and-multilingual-settings-around-world
Spanish in Bilingual and Multilingual Settings around the World
By Gregory L. Thompson and Edwin M. Lamboy
Published by Brill
Description:
This handbook is unique in its focus on bilingual theories, issues on the teaching of bilinguals, bilingual policies abroad, and current research on bilinguals as all of this related in some way to the Spanish-speaking world. There is currently no other book like it available, despite the growing number of courses teaching Spanish Bilingualism. It is anticipated that this new handbook will be of great interest to linguists, sociolinguists, language acquisitionists, as well as teachers who deal with topics relating to bilingualism as it relates to Spanish speakers around the world. Though work has been done looking at bilingualism and multilingualism, this book provides a valuable addition that deals with an area where a comprehensive work such as this is indeed lacking.
Visit the publisher’s website at http://www.brill.com/spanish-bilingual-and-multilingual-settings-around-world
Spanish in Bilingual and Multilingual Settings around the World
By Gregory L. Thompson and Edwin M. Lamboy
Published by Brill
Description:
This handbook is unique in its focus on bilingual theories, issues on the teaching of bilinguals, bilingual policies abroad, and current research on bilinguals as all of this related in some way to the Spanish-speaking world. There is currently no other book like it available, despite the growing number of courses teaching Spanish Bilingualism. It is anticipated that this new handbook will be of great interest to linguists, sociolinguists, language acquisitionists, as well as teachers who deal with topics relating to bilingualism as it relates to Spanish speakers around the world. Though work has been done looking at bilingualism and multilingualism, this book provides a valuable addition that deals with an area where a comprehensive work such as this is indeed lacking.
Visit the publisher’s website at http://www.brill.com/spanish-bilingual-and-multilingual-settings-around-world
December 9, 2012
Photographs and Audio from Asia and Latin America
From http://www.learnnc.org/lp/pages/4162
LEARN NC, a program of the University of North Carolina at Chapel Hill School of Education, offers a collection of more than 2,000 high-resolution photographs and audio recordings from Asia and Latin America, with historical and cultural context and related lesson plans.
Browse the collection and related resources at http://www.learnnc.org/lp/pages/4162
LEARN NC, a program of the University of North Carolina at Chapel Hill School of Education, offers a collection of more than 2,000 high-resolution photographs and audio recordings from Asia and Latin America, with historical and cultural context and related lesson plans.
Browse the collection and related resources at http://www.learnnc.org/lp/pages/4162
Activity Idea: Random Picture Stories
From http://creativelanguageclass.wordpress.com
Here’s an idea for stimulating creative speaking - your students tell a story based on random pictures and words that they are given. Read the description here: http://creativelanguageclass.wordpress.com/2012/12/02/random-picture-stories
Here’s an idea for stimulating creative speaking - your students tell a story based on random pictures and words that they are given. Read the description here: http://creativelanguageclass.wordpress.com/2012/12/02/random-picture-stories
10 Ways to Teach About Geography
From http://learning.blogs.nytimes.com
The New York Times has created 10 activities for teaching about geography using Times content, all related to the National Geography Standards, which were produced by the Geography Education National Implementation Project.
The list is a grab-bag of ideas — from designing maps to analyzing border conflicts — and teachers can use the activities in any order, or as a road map for tracking ongoing coverage of geography-related issues.
Read descriptions of each activity at http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-about-geography
The New York Times has created 10 activities for teaching about geography using Times content, all related to the National Geography Standards, which were produced by the Geography Education National Implementation Project.
The list is a grab-bag of ideas — from designing maps to analyzing border conflicts — and teachers can use the activities in any order, or as a road map for tracking ongoing coverage of geography-related issues.
Read descriptions of each activity at http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-about-geography
Ideas for English Language Learners | Celebrate the Holidays
From http://learning.blogs.nytimes.com
The New York Times has a monthly feature, written by ELL teacher Larry Ferlazzo, called Ideas for E.L.L’s. This month’s edition celebrates the holidays — Christmas, Hanukkah, Kwanzaa, New Year’s, even winter break — but, of course, just as you can pick, choose and adapt ideas from previous posts in this series, much of what is suggested can be taught any time of year.
See the suggestions at http://learning.blogs.nytimes.com/2012/12/06/ideas-for-english-language-learners-celebrate-the-holidays
The New York Times has a monthly feature, written by ELL teacher Larry Ferlazzo, called Ideas for E.L.L’s. This month’s edition celebrates the holidays — Christmas, Hanukkah, Kwanzaa, New Year’s, even winter break — but, of course, just as you can pick, choose and adapt ideas from previous posts in this series, much of what is suggested can be taught any time of year.
See the suggestions at http://learning.blogs.nytimes.com/2012/12/06/ideas-for-english-language-learners-celebrate-the-holidays
Elementary Lesson Plan: Christmas Presents and Decorations
From http://www.teachingenglish.org.uk/blogs/lesson-plans
Here is a collection of ideas and resources for Christmas time activities for elementary English language learners: http://www.teachingenglish.org.uk/blogs/lesson-plans/lesson-plan-christmas-presents-decorations
Here is a collection of ideas and resources for Christmas time activities for elementary English language learners: http://www.teachingenglish.org.uk/blogs/lesson-plans/lesson-plan-christmas-presents-decorations
Teatro Milagro Launches National Tour of FRIDA, UN RETABLO in Portland January 10-19
From http://www.milagro.org/1-Performance-Presentacion/TeatroMilagro/frida.html
WHAT: FRIDA, un retablo
A bilingual Teatro Milagro touring production written by Dañel Malán
Directed/choreographed by Gabriela Portuguez
Sponsored by Garcia Seabold Investments, LLC
WHEN: Jan.10-19, 2013
Thursday, Jan. 10, 7:30 p.m., Preview
Friday, Jan. 11, 8 p.m., Opening Night with complimentary reception catered by La Bamba Restaurant
Thursdays at 7:30 p.m.
Fridays and Saturdays at 8 p.m.
Matinees: Sunday, Jan. 13 and Saturday Jan. 19 at 2 p.m.
WHERE: Milagro Theatre, 525 SE Stark Street, Portland, Oregon 97214
ADMISSION: $12 - $24; discounts for students, seniors, groups of 15+ and advance purchases
Tickets can be purchased from http://www.milagro.org or 503-236-7253
Learn more about this play at http://www.milagro.org/1-Performance-Presentacion/TeatroMilagro/frida.html
WHAT: FRIDA, un retablo
A bilingual Teatro Milagro touring production written by Dañel Malán
Directed/choreographed by Gabriela Portuguez
Sponsored by Garcia Seabold Investments, LLC
WHEN: Jan.10-19, 2013
Thursday, Jan. 10, 7:30 p.m., Preview
Friday, Jan. 11, 8 p.m., Opening Night with complimentary reception catered by La Bamba Restaurant
Thursdays at 7:30 p.m.
Fridays and Saturdays at 8 p.m.
Matinees: Sunday, Jan. 13 and Saturday Jan. 19 at 2 p.m.
WHERE: Milagro Theatre, 525 SE Stark Street, Portland, Oregon 97214
ADMISSION: $12 - $24; discounts for students, seniors, groups of 15+ and advance purchases
Tickets can be purchased from http://www.milagro.org or 503-236-7253
Learn more about this play at http://www.milagro.org/1-Performance-Presentacion/TeatroMilagro/frida.html
Southern Oregon Summer Language Institutes for French and Spanish Teachers
From http://www.sou.edu/summerlanguageinstitute
Here are two professional development opportunities from Southern Oregon University:
---
Southern Oregon Summer Language Institute for Spanish Teachers
Session 1: June 23-July 12th, 2013
Session 2: July 14-August 2nd, 2013
Application Deadline: March 4, 2013.
Southern Oregon University has developed a challenging and practical Master of Arts in Spanish Language Teaching with a curriculum that is completed in three summers in beautiful and quaint Guanajuato, Mexico. The program is specifically designed for certified middle school, high school and community college Spanish teachers. Each session is hosted by a group of master teachers from around the nation, and the program provides practical courses to improve your teaching proficiency. We also encourage teachers who wish to update their skills and/or earn continuing education credits to apply. Please feel free to contact us with any questions.
For full details and to download a brochure, go to http://www.sou.edu/summerlanguageinstitute
---
French Summer Language Institute
Session 1: June 23-July 12, 2013
Session 2: July 14-August 2, 2013
Application Deadline: March 4, 2013
Earn your Master of Arts degree over three summers in beautiful Angers, France!
Join us for a unique, intensive program specifically designed to meet the needs of middle school, high school and community college French teachers. This summer program combines courses on language acquisition and pedagogy with language and culture courses to allow you to improve both your language proficiency and cultural understanding while becoming a better teacher.
For full details go to http://www.sou.edu/summerlanguageinstitute/french/index.html
Here are two professional development opportunities from Southern Oregon University:
---
Southern Oregon Summer Language Institute for Spanish Teachers
Session 1: June 23-July 12th, 2013
Session 2: July 14-August 2nd, 2013
Application Deadline: March 4, 2013.
Southern Oregon University has developed a challenging and practical Master of Arts in Spanish Language Teaching with a curriculum that is completed in three summers in beautiful and quaint Guanajuato, Mexico. The program is specifically designed for certified middle school, high school and community college Spanish teachers. Each session is hosted by a group of master teachers from around the nation, and the program provides practical courses to improve your teaching proficiency. We also encourage teachers who wish to update their skills and/or earn continuing education credits to apply. Please feel free to contact us with any questions.
For full details and to download a brochure, go to http://www.sou.edu/summerlanguageinstitute
---
French Summer Language Institute
Session 1: June 23-July 12, 2013
Session 2: July 14-August 2, 2013
Application Deadline: March 4, 2013
Earn your Master of Arts degree over three summers in beautiful Angers, France!
Join us for a unique, intensive program specifically designed to meet the needs of middle school, high school and community college French teachers. This summer program combines courses on language acquisition and pedagogy with language and culture courses to allow you to improve both your language proficiency and cultural understanding while becoming a better teacher.
For full details go to http://www.sou.edu/summerlanguageinstitute/french/index.html
French Terms Related to Hanukkah and Judaism
From http://french.about.com
Hanukkah is a Jewish festival of survival and freedom that lasts for eight days. Learn some French vocabulary related to this annual Jewish celebration: http://french.about.com/od/vocabulary/a/hanukkah.htm?nl=1
Hanukkah is a Jewish festival of survival and freedom that lasts for eight days. Learn some French vocabulary related to this annual Jewish celebration: http://french.about.com/od/vocabulary/a/hanukkah.htm?nl=1
French Film Resources
Watch French films with French subtitles for free online at http://filmfra.com
Summer Classics Courses for Students
Do you have students who want to continue to study the classics over the summer? Here is a list of such opportunities: http://www.summer-classics.com
If your offer such a course, you can also add it to the site.
If your offer such a course, you can also add it to the site.
Articles about Christmas Traditions in Germany
The Germany.info website has a wealth of articles about cultural practices in Germany. Here are some having to do with the holiday season:
Marking the Advent Season - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Advent.html
Christmas Markets are Favorite Shopping Destinations - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Markets.html
Nuremberg Christmas Market - http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/11/29Nuremberg.html
A list of German-style Christmas markets in the United States - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Markets__in__America.html
Flourishing Christmas Retail Season Expected - http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/11/26-shopping.html
The Legend of Saint Nicholas - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/St__Nicholaus__4.html
The Nutcracker – A Symbol of Christmas - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Nutcracker__S.html
The origins of “Silent Night” - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/SilentNight.html
Celebrating the New Year, German-Style - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/01__New__Year/New__Year__S.html
Marking the Advent Season - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Advent.html
Christmas Markets are Favorite Shopping Destinations - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Markets.html
Nuremberg Christmas Market - http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/11/29Nuremberg.html
A list of German-style Christmas markets in the United States - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Markets__in__America.html
Flourishing Christmas Retail Season Expected - http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2012/11/26-shopping.html
The Legend of Saint Nicholas - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/St__Nicholaus__4.html
The Nutcracker – A Symbol of Christmas - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/Nutcracker__S.html
The origins of “Silent Night” - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/09__Advent__Christmas/SilentNight.html
Celebrating the New Year, German-Style - http://www.germany.info/Vertretung/usa/en/04__W__t__G/01/01__New__Year/New__Year__S.html
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