From http://www.campofla.org/campofla.org/Welcome.html
Camp OFLA is an elementary foreign language camp for students in grades 3-8. It was created by the Ohio Foreign Language Association in 2005 in celebration of the American Council of Teachers of Foreign Languages Year of Languages.
This year’s Camp OFLA will take place June 9-15. Languages taught will be Spanish, French, Chinese, German, and Japanese.
Activities for the week will include language learning, ethnic cooking, dancing, singing, sports, arts and crafts, campfires, games and swimming. The week will culminate with a program on Saturday morning for parents and special guests.
Learn more at http://www.campofla.org/campofla.org/About_Camp.html
January 29, 2013
New Activity Type: Gustos y Colores
From http://zachary-jones.com
Zambombazo introduces the first edition of a new activity type: Gustos y colores. Here is a description of how it works from the blog: “una nueva actividad para meditar sobre el arte y el efecto que puede tener sobre el corazón (las emociones), el ojo (la estética), la mente (el intelecto) y hasta la boca (al conversar con otros sobre los gustos personales que todos tenemos).”
Check out the first activity at http://zachary-jones.com/zambombazo/gustos-y-colores-robert-adams-imperio-mogol-cindy-sherman
Zambombazo introduces the first edition of a new activity type: Gustos y colores. Here is a description of how it works from the blog: “una nueva actividad para meditar sobre el arte y el efecto que puede tener sobre el corazón (las emociones), el ojo (la estética), la mente (el intelecto) y hasta la boca (al conversar con otros sobre los gustos personales que todos tenemos).”
Check out the first activity at http://zachary-jones.com/zambombazo/gustos-y-colores-robert-adams-imperio-mogol-cindy-sherman
Conventiculum Bostoniense: Latin by the Sea
From http://conventiculum.org
The Conventiculum Bostoniense is a full-immersion residential experience, designed for those with at least an intermediate-level background in Latin who want to gain some ability to communicate ex-tempore in correct Latin on a wide range of subjects. Anyone with that background and a strong desire to develop a Latin speaking ability are welcome to apply. Teachers in schools and universities will especially appreciate sessions devoted to active methods for learning Latin. In these sessions, teachers will both learn from each other and work on their own to develop activities that can be applied in the classroom with excellent results.
The 2013 Conventiculum Bostoniense will take place July 27-August 4. For more details go to http://conventiculum.org/conventiculum_bostoniense
The Conventiculum Bostoniense is a full-immersion residential experience, designed for those with at least an intermediate-level background in Latin who want to gain some ability to communicate ex-tempore in correct Latin on a wide range of subjects. Anyone with that background and a strong desire to develop a Latin speaking ability are welcome to apply. Teachers in schools and universities will especially appreciate sessions devoted to active methods for learning Latin. In these sessions, teachers will both learn from each other and work on their own to develop activities that can be applied in the classroom with excellent results.
The 2013 Conventiculum Bostoniense will take place July 27-August 4. For more details go to http://conventiculum.org/conventiculum_bostoniense
New Awards for Classics Teachers
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/4021
APA Pedagogy and Teacher Training Awards
At the recommendation of the American Philological Association’s Committee on Education, the Board of Directors has authorized two new programs, one to support the pedagogy of classics teachers at any level and one to assist classicists seeking certification to teach Latin in primary or secondary schools.
American Philological Association 2013 Pedagogy Award
Open to both collegiate and pre-collegiate teachers of classics. APA membership is not required.
Funding available: $500-$2,500.
Possible projects include, but are not limited to, the following: attendance at a professional conference, purchase of teaching materials, study abroad
Deadline: March 1, 2013
Awards announced by April 15
American Philological Association 2013 Zeph Stewart Latin Teacher Training Award
Open to those preparing for Latin teacher certification. APA membership is not required.
Funding available: Up to $1500.
Deadline: March 1, 2013
Awards announced by April 15
For more details go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/new_awards_for_classics_teachers
APA Pedagogy and Teacher Training Awards
At the recommendation of the American Philological Association’s Committee on Education, the Board of Directors has authorized two new programs, one to support the pedagogy of classics teachers at any level and one to assist classicists seeking certification to teach Latin in primary or secondary schools.
American Philological Association 2013 Pedagogy Award
Open to both collegiate and pre-collegiate teachers of classics. APA membership is not required.
Funding available: $500-$2,500.
Possible projects include, but are not limited to, the following: attendance at a professional conference, purchase of teaching materials, study abroad
Deadline: March 1, 2013
Awards announced by April 15
American Philological Association 2013 Zeph Stewart Latin Teacher Training Award
Open to those preparing for Latin teacher certification. APA membership is not required.
Funding available: Up to $1500.
Deadline: March 1, 2013
Awards announced by April 15
For more details go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/new_awards_for_classics_teachers
Interactive Chronological Map of Ancient Latin and Greek Culture
From http://learninglatin.altervista.org/site_EN/chronology.php
This Interactive chronological map of ancient Latin and Greek culture allows both a synchronic and diachronic outlook on literature and history, with a special focus on Latin literature. Literary genres can be highlighted, and each event is linked to a Wikipedia entry.
The chronology is available at http://learninglatin.altervista.org/chrono/chronology.html?l=eng
This Interactive chronological map of ancient Latin and Greek culture allows both a synchronic and diachronic outlook on literature and history, with a special focus on Latin literature. Literary genres can be highlighted, and each event is linked to a Wikipedia entry.
The chronology is available at http://learninglatin.altervista.org/chrono/chronology.html?l=eng
New Website: Catullus Online
From http://www.catullusonline.org/CatullusOnline/index.php?dir=edited_pages&pageID=5
This new website offers a critical edition of the poems of Catullus, a repertory of conjectures on the text, an overview of the ancient quotations from Catullus that have independent source value, and high-quality images of some of the most important manuscripts.
Explore Catullus Online at http://www.catullusonline.org/CatullusOnline/index.php
This new website offers a critical edition of the poems of Catullus, a repertory of conjectures on the text, an overview of the ancient quotations from Catullus that have independent source value, and high-quality images of some of the most important manuscripts.
Explore Catullus Online at http://www.catullusonline.org/CatullusOnline/index.php
German Language Advocacy Toolkit
From http://calper.la.psu.edu/newsblog/?p=751
The American Association of Teachers of German (AATG) (http://www.aatg.org) created a new site that makes language learning advocacy materials available online. The toolkit provides teachers, administrators, parents, and counselors with quick, accessible, relevant and up-to-date information about German language learning in the United States. Anyone familiar with the print materials will welcome the online version of this rich resource. This project is a collaboration between the Goethe Institute New York and AATG. Access the site at http://www.goethe.de/ins/us/lp/prj/tlk/enindex.htm
The American Association of Teachers of German (AATG) (http://www.aatg.org) created a new site that makes language learning advocacy materials available online. The toolkit provides teachers, administrators, parents, and counselors with quick, accessible, relevant and up-to-date information about German language learning in the United States. Anyone familiar with the print materials will welcome the online version of this rich resource. This project is a collaboration between the Goethe Institute New York and AATG. Access the site at http://www.goethe.de/ins/us/lp/prj/tlk/enindex.htm
Italian Cultural Institute in Los Angeles
From http://www.iiclosangeles.esteri.it/IIC_LosAngeles/Menu/Istituto/Chi_siamo
The Italian Cultural Institute (IIC), located at 1023 Hilgard Avenue in Westwood, was established in 1984 by the Italian Ministry of Foreign Affairs to promote Italian culture in the USA. The IIC building houses an art gallery, a theater for screenings, lectures, conferences, and concerts, as well as a library that contains over 6000 volumes and is open to the public. The Institute organizes Italian language classes and encourages the translation of Italian authors into English. The IIC also organizes events in collaboration with numerous local institutions with the goal of presenting Italy in all its cultural complexity, in the fields of visual arts, architecture and design, music, cinema and theater, literature, science, fashion and gastronomy.
Learn more about the library at http://www.iiclosangeles.esteri.it/IIC_LosAngeles/Menu/La_Biblioteca
The Institute tracks funding and job opportunities at http://www.iiclosangeles.esteri.it/IIC_LosAngeles/Menu/Opportunita
Access a calendar of upcoming events at http://www.iiclosangeles.esteri.it/IIC_LosAngeles/Menu/Gli_Eventi/Calendario
The Italian Cultural Institute (IIC), located at 1023 Hilgard Avenue in Westwood, was established in 1984 by the Italian Ministry of Foreign Affairs to promote Italian culture in the USA. The IIC building houses an art gallery, a theater for screenings, lectures, conferences, and concerts, as well as a library that contains over 6000 volumes and is open to the public. The Institute organizes Italian language classes and encourages the translation of Italian authors into English. The IIC also organizes events in collaboration with numerous local institutions with the goal of presenting Italy in all its cultural complexity, in the fields of visual arts, architecture and design, music, cinema and theater, literature, science, fashion and gastronomy.
Learn more about the library at http://www.iiclosangeles.esteri.it/IIC_LosAngeles/Menu/La_Biblioteca
The Institute tracks funding and job opportunities at http://www.iiclosangeles.esteri.it/IIC_LosAngeles/Menu/Opportunita
Access a calendar of upcoming events at http://www.iiclosangeles.esteri.it/IIC_LosAngeles/Menu/Gli_Eventi/Calendario
Nominate a Student for the Post Secondary Russian Scholar Laureate Award
From the SEELANGS listserv:
It's time once again to nominate the TOP STUDENT in your program for the annual Post Secondary Russian Scholar Laureate Award--PSRSLA!
Before describing the nomination procedure, allow me to introduce myself. I am Prof. Alla Smyslova of Columbia University. I have assumed the position of Chair of the Post-Secondary Russian Scholar Laureate Award (PSRSLA) program and am delighted to be able to solicit nominations from you for the 2013 PSRSLA.
Many of you are very well familiar with this program (just scroll down to the Guidelines). But for those of you who joined the list recently, I will take a minute to describe it.
The PSRSLA is a free program offered to US Russian Departments and Programs. Organized under the auspices of ACTR (the American Council of Teachers of Russian), the PSRSLA seeks to provide national recognition for our star junior and senior students--those students who best embody an enthusiasm for and love of things Russian. ACTR provides this program as a service to the profession. We encourage you to take advantage of this opportunity to publicly recognize your top junior or senior student. It's easy! It's free!
Last year 47 Russian language programs acknowledged and celebrated their top students. We encourage you to do it again this year. If your program did not participate in the PSRSLA before, we invite you to do it this year. Our students deserve it. We encourage you to take advantage of this program in order to let our best and brightest know that we appreciate their work and value their commitment to all things Russian. YOU decide who is worthy of this award, not ACTR.
In order to nominate a student, please follow these GUIDELINES:
1. Deadline for nominations is March 1, 2013.
2. Nominations are accepted in electronic format only, via e-mail to me at as2157 at columbia dot edu
3. Nomination letters can be in the body of the e-mail or sent as an attachment.
Nomination letters should include the following information:
--Full name of student as it should appear on the Gramota. Nominees should be juniors or seniors.
Only one student can be nominated from each institution. While larger Russian programs frequently have more than one outstanding student, in order to preserve the integrity of the award, no more than one student at a given institution can be nominated to receive the PSRSLA.
--Description of why this student most deserves this award, i.e. how the student promotes the study of Russian and models the behavior of a committed Russian student. The student need not have the top GPA, nor be a Russian major, but should demonstrate an active dedication--in course work, outside activities, attitude--to the study of Russian language and culture.
--Name and contact information of the nominator who must be a member of ACTR*. Since the nomination should reflect the consensus of the program or department, your letter should be submitted over the signature of the program chair, director, or DUS.
[*If you are not a member of ACTR and would like to join, log on to the ACTR Membership web site http://www.americancouncils.org/actrMembership.php . With your membership you receive the ACTR Newsletter as well as a subscription to the Russian Language Journal--a peer-reviewed publication that explores all aspects of the Russian language and welcomes submissions.]
3. Award certificates will be mailed to nominators during March so that they arrive prior to any departmental award ceremonies.
Questions? Contact me at as2157 at columbia dot edu
Thanks in advance for your nominations!
Alla A. Smyslova, Ph. D.
Senior Lecturer, Columbia University
Department of Slavic Languages
as2157 at columbia dot edu
Smyslova, A. [SEELANGS] Reward your BEST STUDENT. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 17 Jan 2013).
It's time once again to nominate the TOP STUDENT in your program for the annual Post Secondary Russian Scholar Laureate Award--PSRSLA!
Before describing the nomination procedure, allow me to introduce myself. I am Prof. Alla Smyslova of Columbia University. I have assumed the position of Chair of the Post-Secondary Russian Scholar Laureate Award (PSRSLA) program and am delighted to be able to solicit nominations from you for the 2013 PSRSLA.
Many of you are very well familiar with this program (just scroll down to the Guidelines). But for those of you who joined the list recently, I will take a minute to describe it.
The PSRSLA is a free program offered to US Russian Departments and Programs. Organized under the auspices of ACTR (the American Council of Teachers of Russian), the PSRSLA seeks to provide national recognition for our star junior and senior students--those students who best embody an enthusiasm for and love of things Russian. ACTR provides this program as a service to the profession. We encourage you to take advantage of this opportunity to publicly recognize your top junior or senior student. It's easy! It's free!
Last year 47 Russian language programs acknowledged and celebrated their top students. We encourage you to do it again this year. If your program did not participate in the PSRSLA before, we invite you to do it this year. Our students deserve it. We encourage you to take advantage of this program in order to let our best and brightest know that we appreciate their work and value their commitment to all things Russian. YOU decide who is worthy of this award, not ACTR.
In order to nominate a student, please follow these GUIDELINES:
1. Deadline for nominations is March 1, 2013.
2. Nominations are accepted in electronic format only, via e-mail to me at as2157 at columbia dot edu
3. Nomination letters can be in the body of the e-mail or sent as an attachment.
Nomination letters should include the following information:
--Full name of student as it should appear on the Gramota. Nominees should be juniors or seniors.
Only one student can be nominated from each institution. While larger Russian programs frequently have more than one outstanding student, in order to preserve the integrity of the award, no more than one student at a given institution can be nominated to receive the PSRSLA.
--Description of why this student most deserves this award, i.e. how the student promotes the study of Russian and models the behavior of a committed Russian student. The student need not have the top GPA, nor be a Russian major, but should demonstrate an active dedication--in course work, outside activities, attitude--to the study of Russian language and culture.
--Name and contact information of the nominator who must be a member of ACTR*. Since the nomination should reflect the consensus of the program or department, your letter should be submitted over the signature of the program chair, director, or DUS.
[*If you are not a member of ACTR and would like to join, log on to the ACTR Membership web site http://www.americancouncils.org/actrMembership.php . With your membership you receive the ACTR Newsletter as well as a subscription to the Russian Language Journal--a peer-reviewed publication that explores all aspects of the Russian language and welcomes submissions.]
3. Award certificates will be mailed to nominators during March so that they arrive prior to any departmental award ceremonies.
Questions? Contact me at as2157 at columbia dot edu
Thanks in advance for your nominations!
Alla A. Smyslova, Ph. D.
Senior Lecturer, Columbia University
Department of Slavic Languages
as2157 at columbia dot edu
Smyslova, A. [SEELANGS] Reward your BEST STUDENT. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 17 Jan 2013).
Language Institute in L'viv, Ukraine
From https://ku.studioabroad.com/index.cfm?FuseAction=Programs.ViewProgram&Program_ID=10100
For the 20th year in a row, the University of Kansas is offering a unique Intensive Summer Language and Culture program in L’viv, Ukraine. This year’s program will take place June 4-July 18.
This six-week program offers a unique opportunity for students to study intensive Ukrainian language and area studies (political transition, society, economics, culture, etc.) in L'viv. Instruction is provided by regular faculty of L'viv University who have experience teaching American students. The program offers 150 class contact hours of language instruction, and students earn six hours of credit upon successful completion of the program.
In addition to taking language and area courses, students will work with individual L'viv faculty on a research topic associated with their stateside field of concentration. The program includes a round-table discussion with representatives of several Ukrainian political parties. An on-site Program Director from the KU faculty accompanies the students.
The Program includes numerous teacher-accompanied excursions in and around L'viv, including the historic city center, various churches, and museums of history, ethnography, and architecture. The Program also includes three excursions outside L'viv: a three-day trip to the capital city of Kyiv; a two-day trip to the Carpathian mountains, with visits to Mukacheve and Uzhorod; and a one-day trip to the medieval castle of Olesko.
This program is open to undergraduate and graduate students who have a stated interested in learning Ukrainian – no previous language study required.
The program meets the requirements for Department of Education Foreign Language Area Studies (FLAS) fellowship funding. Students applying for FLAS funding for the program can request a breakdown of the costs by emailing Justine at ku dot edu. Students interested in applying for KU FLAS funding should visit http://www.flas.ku.edu.
For more detailed information regarding costs and dates, as well as to begin the online application, visit http://www.studyabroad.ku.edu/?go=Ukraine.
The application deadline for the summer institutes is March 1, 2013.
Hamilton, J. [SEELANGS] 20th Ukrainian Summer Language Institute in L'viv. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 27 Jan 2013).
For the 20th year in a row, the University of Kansas is offering a unique Intensive Summer Language and Culture program in L’viv, Ukraine. This year’s program will take place June 4-July 18.
This six-week program offers a unique opportunity for students to study intensive Ukrainian language and area studies (political transition, society, economics, culture, etc.) in L'viv. Instruction is provided by regular faculty of L'viv University who have experience teaching American students. The program offers 150 class contact hours of language instruction, and students earn six hours of credit upon successful completion of the program.
In addition to taking language and area courses, students will work with individual L'viv faculty on a research topic associated with their stateside field of concentration. The program includes a round-table discussion with representatives of several Ukrainian political parties. An on-site Program Director from the KU faculty accompanies the students.
The Program includes numerous teacher-accompanied excursions in and around L'viv, including the historic city center, various churches, and museums of history, ethnography, and architecture. The Program also includes three excursions outside L'viv: a three-day trip to the capital city of Kyiv; a two-day trip to the Carpathian mountains, with visits to Mukacheve and Uzhorod; and a one-day trip to the medieval castle of Olesko.
This program is open to undergraduate and graduate students who have a stated interested in learning Ukrainian – no previous language study required.
The program meets the requirements for Department of Education Foreign Language Area Studies (FLAS) fellowship funding. Students applying for FLAS funding for the program can request a breakdown of the costs by emailing Justine at ku dot edu. Students interested in applying for KU FLAS funding should visit http://www.flas.ku.edu.
For more detailed information regarding costs and dates, as well as to begin the online application, visit http://www.studyabroad.ku.edu/?go=Ukraine.
The application deadline for the summer institutes is March 1, 2013.
Hamilton, J. [SEELANGS] 20th Ukrainian Summer Language Institute in L'viv. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 27 Jan 2013).
Lakota Summer Institute
From http://linguistlist.org/issues/24/24-389.html
Lakota Summer Institute
June 3-21, 2013
Fort Yates, North Dakota
The Lakota Summer Institute is the premier Lakota and Dakota language teacher professional development event in the country. Since 2007, over 250 teachers and learners from more than ten reservations and fifteen states have participated.
Reviews and feedbacks from the LSI training are always exceptional. It is a professional training experience that has consistently exceeded all expectations and surpasses all previous training events in terms of depth of content. Teachers leave LSI feeling empowered with new knowledge, techniques and tools.
Well-trained LSI teachers and students have a direct impact on the amount of Lakota and Dakota language successfully taught in the classroom and on improved test scores.
For full details and registration instructions go to http://linguistlist.org/issues/24/24-389.html
Lakota Summer Institute
June 3-21, 2013
Fort Yates, North Dakota
The Lakota Summer Institute is the premier Lakota and Dakota language teacher professional development event in the country. Since 2007, over 250 teachers and learners from more than ten reservations and fifteen states have participated.
Reviews and feedbacks from the LSI training are always exceptional. It is a professional training experience that has consistently exceeded all expectations and surpasses all previous training events in terms of depth of content. Teachers leave LSI feeling empowered with new knowledge, techniques and tools.
Well-trained LSI teachers and students have a direct impact on the amount of Lakota and Dakota language successfully taught in the classroom and on improved test scores.
For full details and registration instructions go to http://linguistlist.org/issues/24/24-389.html
Article: Watching the Ancient Navajo Language Develop in a Modern Culture
From http://www.currentargus.com/ci_22462945
Watching the ancient Navajo language develop in a modern culture
By Jenny Kane
January 18, 2013
"Ya'at eeh," George Werito says, greeting thousands of radio listeners across the Navajo reservation in their native language, Diné.
He has callers on the line, waiting. People want to tell him about road conditions, chapter meetings, and church functions.
Werito, a radio personality at KNDN AM radio in Farmington, is considered the Jay Leno of the Navajo Nation, according to some of his listeners.
The news is hardly news that Leno himself would share: lost turtles, funeral announcements, and pow wow updates. However, when Werito speaks, his audience listens.
And the Navajo language needs the peoples' attention more than ever, according to those trying to preserve it.
About half of the Navajo reservation's population currently speaks Diné, but the language is changing with its people.
In some ways, the changes are good — a broadening vocabulary, for instance. In other ways — fewer people are learning the vocabulary -- the changes are bad.
Read the full article at http://www.currentargus.com/ci_22462945
Watching the ancient Navajo language develop in a modern culture
By Jenny Kane
January 18, 2013
"Ya'at eeh," George Werito says, greeting thousands of radio listeners across the Navajo reservation in their native language, Diné.
He has callers on the line, waiting. People want to tell him about road conditions, chapter meetings, and church functions.
Werito, a radio personality at KNDN AM radio in Farmington, is considered the Jay Leno of the Navajo Nation, according to some of his listeners.
The news is hardly news that Leno himself would share: lost turtles, funeral announcements, and pow wow updates. However, when Werito speaks, his audience listens.
And the Navajo language needs the peoples' attention more than ever, according to those trying to preserve it.
About half of the Navajo reservation's population currently speaks Diné, but the language is changing with its people.
In some ways, the changes are good — a broadening vocabulary, for instance. In other ways — fewer people are learning the vocabulary -- the changes are bad.
Read the full article at http://www.currentargus.com/ci_22462945
Advocacy Campaign for Language Funding
Are you worried about the funding that schools and programs that support multilingualism will lose if sequestration takes place in March? Do you think that foreign language funding should be a priority? If you do, you can help to advocate for language funding through ACTFL’s advocacy page: http://capwiz.com/actfl/home
Job: PreK-8 Dual Language Principal, Chicago
From the LIM-A listserv:
As you are accomplished and respected thought leaders in education, I am reaching out to share that Inter-American Magnet School, the nation's second oldest dual language public school, in collaboration with the Chicago Public School's Office of Principal Preparation and Development, is seeking an inspired and accomplished principal to lead this exceptional learning community. If your qualifications match our needs, please consider applying -- or -- please help us cast the widest possible net by sharing the listing below and encouraging high quality candidates to apply.
Job applications are being accepted at CPS' HR portal at http://hr4u.cps.edu until February 22, 2013. More information about eligibility and requirements to serve as a CPS principal are available at http://www.cpsleaders.com. More information about the school is available at http://www.iamschicago.com/principal.
Many thanks for helping to advance multilingual, multicultural public education in the U.S.
Regards,
Jill Wohl
Community Local School Council member, Inter-American Magnet School
[LIM-A] Fwd: JOB POSTING: PreK-8 Dual Language Principal. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 28 Jan 2013).
As you are accomplished and respected thought leaders in education, I am reaching out to share that Inter-American Magnet School, the nation's second oldest dual language public school, in collaboration with the Chicago Public School's Office of Principal Preparation and Development, is seeking an inspired and accomplished principal to lead this exceptional learning community. If your qualifications match our needs, please consider applying -- or -- please help us cast the widest possible net by sharing the listing below and encouraging high quality candidates to apply.
Job applications are being accepted at CPS' HR portal at http://hr4u.cps.edu until February 22, 2013. More information about eligibility and requirements to serve as a CPS principal are available at http://www.cpsleaders.com. More information about the school is available at http://www.iamschicago.com/principal.
Many thanks for helping to advance multilingual, multicultural public education in the U.S.
Regards,
Jill Wohl
Community Local School Council member, Inter-American Magnet School
[LIM-A] Fwd: JOB POSTING: PreK-8 Dual Language Principal. LIM-A listserv (LIM-A@LISTS.UMN.EDU, 28 Jan 2013).
Scholarships for Teachers and Students of Irish
Daltaí na Gaeilge awards three scholarships during the month of May each year. The selection criteria are based on:
The work a person does on behalf of the language,
The work a person does on behalf of Daltaí na Gaeilge, and
The efforts a person makes to learn the Irish language (Student) or to teach the language (Teacher).
These are the 2013 Scholarships:
Student Scholarship (Ireland)
- $1,000 so that a student can attend an Irish language course in the Gaeltacht or any other appropriate place in Ireland.
Teacher Scholarship (Ireland)
- $1,000 so that an instructor can attend a course for Irish language teachers in the Gaeltacht.
- For many years now the winner of this scholarship has also had the opportunity to attend the Teachers' Course "Oiliúint ar Mhúinteoirí" at Oideas Gael in Gleann Cholm Cille, County Donegal. The teacher receives free tuition, meals and lodging for that course as well.
Teacher or Student (Esopus, NY)
- The recipient of this scholarship receives free tuition, meals and lodging at the Irish Language Immersion Week that is sponsored by Daltaí na Gaeilge every Summer in Esopus, NY.
Download the Scholarship Application Form from http://daltai.com/email/html/images/scolaireacht2013a.pdf
Read the complete Scholarship Rules at http://daltai.com/email/html/images/scolaireacht2013b.pdf
The work a person does on behalf of the language,
The work a person does on behalf of Daltaí na Gaeilge, and
The efforts a person makes to learn the Irish language (Student) or to teach the language (Teacher).
These are the 2013 Scholarships:
Student Scholarship (Ireland)
- $1,000 so that a student can attend an Irish language course in the Gaeltacht or any other appropriate place in Ireland.
Teacher Scholarship (Ireland)
- $1,000 so that an instructor can attend a course for Irish language teachers in the Gaeltacht.
- For many years now the winner of this scholarship has also had the opportunity to attend the Teachers' Course "Oiliúint ar Mhúinteoirí" at Oideas Gael in Gleann Cholm Cille, County Donegal. The teacher receives free tuition, meals and lodging for that course as well.
Teacher or Student (Esopus, NY)
- The recipient of this scholarship receives free tuition, meals and lodging at the Irish Language Immersion Week that is sponsored by Daltaí na Gaeilge every Summer in Esopus, NY.
Download the Scholarship Application Form from http://daltai.com/email/html/images/scolaireacht2013a.pdf
Read the complete Scholarship Rules at http://daltai.com/email/html/images/scolaireacht2013b.pdf
2013-2014 Grants Competition from the Institute of Turkish Studies
From http://turkishstudies.org/grants/index.shtml
The Institute of Turkish Studies (ITS) will offer grants and fellowships in the field of Ottoman and Modern Turkish Studies to graduate students, post-doctoral scholars, universities, and other educational institutions through its Grants Program for the 2013-2014 academic year. The annual budget for the Grants Program has been significantly expanded and ITS encourages qualified applicants to apply for its grants.
See descriptions of the available grants at http://turkishstudies.org/grants/grants_competition.shtml
Most grants have an application deadline of March 8, 2013.
The Institute of Turkish Studies (ITS) will offer grants and fellowships in the field of Ottoman and Modern Turkish Studies to graduate students, post-doctoral scholars, universities, and other educational institutions through its Grants Program for the 2013-2014 academic year. The annual budget for the Grants Program has been significantly expanded and ITS encourages qualified applicants to apply for its grants.
See descriptions of the available grants at http://turkishstudies.org/grants/grants_competition.shtml
Most grants have an application deadline of March 8, 2013.
Iowa World Language Association Grants and Awards
From http://www.iwla.net/Default.aspx?pageId=797169&mode=PostView&bmi=1190730
Have you worked with a language teacher who you were inspired by? Have you attended an IWLA conference session by someone that amazed you? Do you have a go-to person when you have a language question? Has someone directed you to someone to help you with a new idea, research-based concept, or cutting-edge approach? Want to pay this person a sign of appreciation?
Nominate an inspirational, knowledgeable, leading educator for the Teacher of the Year, Teacher of Promise, or the Distinguished Educator Award! Nomination materials can be found by mousing over on the Awards tab on the left side of the IWLA website and scrolling to the award you’re interested in nominating someone for: http://www.iwla.net
Nominations are due April 30, but don’t delay.
Have a unique idea for your classroom? IWLA also awards grants for innovation in the classroom. Check out the requirements and application materials here: http://www.iwla.net/Default.aspx?pageId=914538
Have you worked with a language teacher who you were inspired by? Have you attended an IWLA conference session by someone that amazed you? Do you have a go-to person when you have a language question? Has someone directed you to someone to help you with a new idea, research-based concept, or cutting-edge approach? Want to pay this person a sign of appreciation?
Nominate an inspirational, knowledgeable, leading educator for the Teacher of the Year, Teacher of Promise, or the Distinguished Educator Award! Nomination materials can be found by mousing over on the Awards tab on the left side of the IWLA website and scrolling to the award you’re interested in nominating someone for: http://www.iwla.net
Nominations are due April 30, but don’t delay.
Have a unique idea for your classroom? IWLA also awards grants for innovation in the classroom. Check out the requirements and application materials here: http://www.iwla.net/Default.aspx?pageId=914538
Seminar in Rome: New Technologies and Multi-disciplinary Perspectives in Italian Teaching
The American University of Rome is pleased to announce that the graduate-level seminar New technologies and multi-disciplinary perspectives in Italian teaching will take place July 2-17, 2013 in Rome, Italy.
This two-week technology, methodology and culture course is conducted by expert instructors Prof. Flavia Laviosa from Wellesley College and Prof. Rosemonde Gurtner from The American University of Rome.
Composed of 60 academic hours, divided between lab practicum, theory and hands-on in-class activities, this course is one of the few of its kind in Italy to offer a rigorous academic program of study by an accredited university.
Upon successful completion of the course, participants will receive 4.0 graduate credits from The American University of Rome, an American institution that has been operating in Rome for more than 40 years and is accredited by Middle States Commission on Higher Education.
The course helps participants improve their teaching strategies by illustrating modern approaches to use of the internet in student learning, by introducing them to innovative methods to language and culture instruction, and by presenting them with creative ways to tackle learning problems.
BA students pursuing a degree in teaching Italian, Teaching Assistants, Graduate Students, Middle and High School Teachers, University Instructors, and Teacher Trainers of Italian as a Second Language are encouraged to apply.
All seminar activities are conducted in Italian.
For more details and to apply, visit http://www.aur.edu/american-university-rome/2012/10/summer-2013-new-technologies-and-multi-disciplinary-perspectives-in-italian-teaching
For questions, contact Seminar Coordinator and Director Prof. Catherine Ramsey-Portolano at bringitaliantolife at aur dot edu
Application deadline is April 1, 2013.
[AAIS] Accredited 4.0 Graduate Credit Professional development seminar for Italian teachers in Rome, July 2013. AATI Listserve (listserv@listserv.utoronto.ca, 21 Jan 2013).
This two-week technology, methodology and culture course is conducted by expert instructors Prof. Flavia Laviosa from Wellesley College and Prof. Rosemonde Gurtner from The American University of Rome.
Composed of 60 academic hours, divided between lab practicum, theory and hands-on in-class activities, this course is one of the few of its kind in Italy to offer a rigorous academic program of study by an accredited university.
Upon successful completion of the course, participants will receive 4.0 graduate credits from The American University of Rome, an American institution that has been operating in Rome for more than 40 years and is accredited by Middle States Commission on Higher Education.
The course helps participants improve their teaching strategies by illustrating modern approaches to use of the internet in student learning, by introducing them to innovative methods to language and culture instruction, and by presenting them with creative ways to tackle learning problems.
BA students pursuing a degree in teaching Italian, Teaching Assistants, Graduate Students, Middle and High School Teachers, University Instructors, and Teacher Trainers of Italian as a Second Language are encouraged to apply.
All seminar activities are conducted in Italian.
For more details and to apply, visit http://www.aur.edu/american-university-rome/2012/10/summer-2013-new-technologies-and-multi-disciplinary-perspectives-in-italian-teaching
For questions, contact Seminar Coordinator and Director Prof. Catherine Ramsey-Portolano at bringitaliantolife at aur dot edu
Application deadline is April 1, 2013.
[AAIS] Accredited 4.0 Graduate Credit Professional development seminar for Italian teachers in Rome, July 2013. AATI Listserve (listserv@listserv.utoronto.ca, 21 Jan 2013).
Indiana University’s Summer Language Workshop
Indiana University’s 63rd annual Summer Language Workshop (SWSEEL) will offer multiple levels of intensive instruction in Arabic, Bosnian/Croatian/Serbian, Dari, Georgian, Hungarian, Kazakh, Mongolian, Pashto, Persian, Polish, Romanian, Russian, Tatar, Turkish, Uzbek, Uyghur, and Yiddish.
All students pay in-state tuition and earn 6-10 credits. The Workshop also features a rich array of extracurricular cultural programming.
Competitive FLAS and Title VIII fellowships and Project GO scholarships for undergraduate ROTC students available for qualified applicants.
Dates: June 3 to July 26, 2013
All levels of Arabic and Russian 1: May 28-June 26, 2013
4 and 5-week options are available for Russian (ending on June 28).
Priority application deadline: March 1, 2013 (February 22 for Project GO).
See http://www.indiana.edu/~swseel for more information and to apply.
Davis, M. [LCTL-T] Summer Language Workshop. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 25 Jan 2013).
All students pay in-state tuition and earn 6-10 credits. The Workshop also features a rich array of extracurricular cultural programming.
Competitive FLAS and Title VIII fellowships and Project GO scholarships for undergraduate ROTC students available for qualified applicants.
Dates: June 3 to July 26, 2013
All levels of Arabic and Russian 1: May 28-June 26, 2013
4 and 5-week options are available for Russian (ending on June 28).
Priority application deadline: March 1, 2013 (February 22 for Project GO).
See http://www.indiana.edu/~swseel for more information and to apply.
Davis, M. [LCTL-T] Summer Language Workshop. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 25 Jan 2013).
Language Teaching and Technology Seminar
From http://blc.berkeley.edu/index.php/blc/post/language_teaching_and_technology_seminar
The Berkeley Language Center and Educational Technology Services welcome your participation in their Spring 2013 seminar on using technology and new media for language teaching.
The seminar will meet weekly on Thursdays from 3:30 - 5:00pm in Dwinelle 127, the active learning classroom. Additional open tech workshops will be held weekly on Fridays during the same hours, except on days when the BLC will hold Lecture Series events (3/1 and 4/12). The first day of class is Thursday, February 7th and the final classroom meeting will be on Thursday, May 2nd.
Class meetings will be hands-on and interactive, allowing participants to address practical questions relating to language teaching and technology in their own classrooms, while developing fluency in the language of new media through regular practice. Themes addressed by seminar discussions, readings, and guest speakers will include:
* Understanding and solving common classroom technology problems
* Bridging language and literature learning with technology
* The potentials and limitations of collaborative writing and reading
* Using audio, video and other multimedia to teach culture
* Using social media in and beyond the language classroom
* Alternatives and issues in testing and assessment
* Online intercultural exchange options and opportunities
* Knowing the limits of technology in the L2 classroom
A formal certificate of completion will be presented by the Berkeley Language Center to participants who attend at least 80% of the class sessions.
Class size is limited, so please register as soon as possible.
For full details and a link to register, go to http://blc.berkeley.edu/index.php/blc/post/language_teaching_and_technology_seminar
The Berkeley Language Center and Educational Technology Services welcome your participation in their Spring 2013 seminar on using technology and new media for language teaching.
The seminar will meet weekly on Thursdays from 3:30 - 5:00pm in Dwinelle 127, the active learning classroom. Additional open tech workshops will be held weekly on Fridays during the same hours, except on days when the BLC will hold Lecture Series events (3/1 and 4/12). The first day of class is Thursday, February 7th and the final classroom meeting will be on Thursday, May 2nd.
Class meetings will be hands-on and interactive, allowing participants to address practical questions relating to language teaching and technology in their own classrooms, while developing fluency in the language of new media through regular practice. Themes addressed by seminar discussions, readings, and guest speakers will include:
* Understanding and solving common classroom technology problems
* Bridging language and literature learning with technology
* The potentials and limitations of collaborative writing and reading
* Using audio, video and other multimedia to teach culture
* Using social media in and beyond the language classroom
* Alternatives and issues in testing and assessment
* Online intercultural exchange options and opportunities
* Knowing the limits of technology in the L2 classroom
A formal certificate of completion will be presented by the Berkeley Language Center to participants who attend at least 80% of the class sessions.
Class size is limited, so please register as soon as possible.
For full details and a link to register, go to http://blc.berkeley.edu/index.php/blc/post/language_teaching_and_technology_seminar
NYSAFLT Colloquium: LOTE, SLOs and the Common Core: Building Connections
From http://www.nysaflt.org/conferences/colloquium/index.shtml
The NYSAFLT Colloquium is a forum in which LOTE colleagues share perspectives, exchange ideas, and develop responses to issues of importance to the LOTE education community. At the 2013 Colloquium, participants will focus on the timely and important topic of "LOTE, SLOs and the Common Core: Building Connections"
Because continued professional growth is important for the success of all teachers, please come on April 26 for the 2013 NYSAFLT Colloquium.
Learn more at http://www.nysaflt.org/conferences/colloquium/index.shtml
The NYSAFLT Colloquium is a forum in which LOTE colleagues share perspectives, exchange ideas, and develop responses to issues of importance to the LOTE education community. At the 2013 Colloquium, participants will focus on the timely and important topic of "LOTE, SLOs and the Common Core: Building Connections"
Because continued professional growth is important for the success of all teachers, please come on April 26 for the 2013 NYSAFLT Colloquium.
Learn more at http://www.nysaflt.org/conferences/colloquium/index.shtml
Southwest Conference on Language Teaching 2013 Conference
From http://www.swcolt.org
SWCOLT April 4-6, 2013 in Henderson, Nevada
Viva las Languages
30 Years of Language Connections
The Southwest Conference on Language Teaching is a regional foreign language teachers' organization that hosts an annual conference in partnership with state foreign language teacher associations. The participating states in SWCOLT are Arizona, California, Colorado, Hawai'i, Nevada, New Mexico, Oklahoma, Texas, and Utah.
See the schedule of events and register at http://www.swcolt.org/conferences.htm
SWCOLT April 4-6, 2013 in Henderson, Nevada
Viva las Languages
30 Years of Language Connections
The Southwest Conference on Language Teaching is a regional foreign language teachers' organization that hosts an annual conference in partnership with state foreign language teacher associations. The participating states in SWCOLT are Arizona, California, Colorado, Hawai'i, Nevada, New Mexico, Oklahoma, Texas, and Utah.
See the schedule of events and register at http://www.swcolt.org/conferences.htm
2013 National Council of Less Commonly Taught Languages Conference
From https://www.z2systems.com/np/clients/n213/event.jsp?event=1
2013 Annual NCOLCTL Annual Conference and Delegate Assembly will be held April 25-28, 2013 in Chicago, IL and the Eaglewood Resort at Spar.
This conference brings together professionals from Academia, Government, Private Sector and Students in the field of Less Commonly Taught Languages (LCTL’s).
NCOLCTL constitutes a national mechanism devoted to strengthening the less commonly taught language professions and principally directs its efforts toward building a national architecture for the LCTL field and in making the fields resources easily accessible to language programs and language learners around the United States.
The theme of the 2013 Conference is "Expanding Opportunities for LCTL Learning at All Levels of Instruction."
Learn more and register at https://www.z2systems.com/np/clients/n213/event.jsp?event=1
2013 Annual NCOLCTL Annual Conference and Delegate Assembly will be held April 25-28, 2013 in Chicago, IL and the Eaglewood Resort at Spar.
This conference brings together professionals from Academia, Government, Private Sector and Students in the field of Less Commonly Taught Languages (LCTL’s).
NCOLCTL constitutes a national mechanism devoted to strengthening the less commonly taught language professions and principally directs its efforts toward building a national architecture for the LCTL field and in making the fields resources easily accessible to language programs and language learners around the United States.
The theme of the 2013 Conference is "Expanding Opportunities for LCTL Learning at All Levels of Instruction."
Learn more and register at https://www.z2systems.com/np/clients/n213/event.jsp?event=1
Call for Proposals: Low Educated Second Language and Literacy Acquisition (LESLLA) for Adults
From http://leslla2013.wordpress.com
LESLLA welcomes presentation proposals for the 9th annual conference to be held in San Francisco, California, USA, August 7-9, 2013. The theme of the 2013 conference – Expanding Emergent Literacy Practices – aims to embrace multiple but complementary perspectives on the learning experiences and needs of LESLLA learners, including well-established psycholinguistic views as well as less-established socio-cultural views on the enterprise of learning to read, write, and speak a second language for beginning-level learners, and those with limited schooling.
The organizers seek proposals that reflect diverse perspectives — both cognitivist and social perspectives — on language and literacy development for LESLLA learners. They also invite the participation of adult literacy researchers, practitioners, and applied linguists committed to the advancement of LESLLA research, practice, and policy. Presentations will include a mix of theoretical and practice-based themes, as well as panel discussions and poster sessions. The deadline for submissions is March 18, 2013.
View the full call for proposals at http://leslla2013.wordpress.com/proposals
LESLLA welcomes presentation proposals for the 9th annual conference to be held in San Francisco, California, USA, August 7-9, 2013. The theme of the 2013 conference – Expanding Emergent Literacy Practices – aims to embrace multiple but complementary perspectives on the learning experiences and needs of LESLLA learners, including well-established psycholinguistic views as well as less-established socio-cultural views on the enterprise of learning to read, write, and speak a second language for beginning-level learners, and those with limited schooling.
The organizers seek proposals that reflect diverse perspectives — both cognitivist and social perspectives — on language and literacy development for LESLLA learners. They also invite the participation of adult literacy researchers, practitioners, and applied linguists committed to the advancement of LESLLA research, practice, and policy. Presentations will include a mix of theoretical and practice-based themes, as well as panel discussions and poster sessions. The deadline for submissions is March 18, 2013.
View the full call for proposals at http://leslla2013.wordpress.com/proposals
New: Journal of Immersion and Content-based Language Education
From http://calper.la.psu.edu/newsblog/?p=756
The new Journal of Immersion and Content-based Language Education (JICB) (Publisher: John Benjamins; Editors: Siv Björklund, University of Vaasa and Diane J. Tedick, University of Minnesota) will appear with its first issue in 2013. JICB will focus on research on language immersion and other types of content-based language education programs that are subject matter-driven and subject matter-accountable. The journal will provide a forum for research on well-established immersion and content-based programs as well as research on new initiatives within the broad field of content-based language education. Both program-specific and program-contrastive articles are invited. The website for JICB can be found at http://benjamins.com/#catalog/journals/jicb/main
The first issue is in production and expected to be released in March 2013.
The new Journal of Immersion and Content-based Language Education (JICB) (Publisher: John Benjamins; Editors: Siv Björklund, University of Vaasa and Diane J. Tedick, University of Minnesota) will appear with its first issue in 2013. JICB will focus on research on language immersion and other types of content-based language education programs that are subject matter-driven and subject matter-accountable. The journal will provide a forum for research on well-established immersion and content-based programs as well as research on new initiatives within the broad field of content-based language education. Both program-specific and program-contrastive articles are invited. The website for JICB can be found at http://benjamins.com/#catalog/journals/jicb/main
The first issue is in production and expected to be released in March 2013.
Book: Language and Intercultural Communication in the New Era
From http://www.routledge.com/books/details/9780415808897
Language and Intercultural Communication in the New Era
Edited by Farzad Sharifian and Maryam Jamarani
Published by Routledge, Taylor & Francis Group
Summary: Studies of intercultural communication in applied linguistics initially focused on miscommunication, mainly between native and non-native speakers of English. The advent of the twenty-first century has witnessed, however, a revolution in the contexts and contents of intercultural communication; technological advances such as chat rooms, emails, personal weblogs, Facebook, Twitter, mobile text messaging on the one hand, and the accelerated pace of people’s international mobility on the other have given a new meaning to the term 'intercultural communication'.
Given the remarkable growth in the prevalence of intercultural communication among people from many cultural backgrounds, and across many contexts and channels, conceptual divides such as 'native/non-native' are now almost irrelevant. This has caused the power attached to English and native speaker-like English to lose much of its automatic domination. Such developments have provided new opportunities, as well as challenges, for the study of intercultural communication and its increasingly complex nature. This book showcases recent studies in the field in a multitude of contexts to enable a collective effort towards advancements in the area.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415808897
Language and Intercultural Communication in the New Era
Edited by Farzad Sharifian and Maryam Jamarani
Published by Routledge, Taylor & Francis Group
Summary: Studies of intercultural communication in applied linguistics initially focused on miscommunication, mainly between native and non-native speakers of English. The advent of the twenty-first century has witnessed, however, a revolution in the contexts and contents of intercultural communication; technological advances such as chat rooms, emails, personal weblogs, Facebook, Twitter, mobile text messaging on the one hand, and the accelerated pace of people’s international mobility on the other have given a new meaning to the term 'intercultural communication'.
Given the remarkable growth in the prevalence of intercultural communication among people from many cultural backgrounds, and across many contexts and channels, conceptual divides such as 'native/non-native' are now almost irrelevant. This has caused the power attached to English and native speaker-like English to lose much of its automatic domination. Such developments have provided new opportunities, as well as challenges, for the study of intercultural communication and its increasingly complex nature. This book showcases recent studies in the field in a multitude of contexts to enable a collective effort towards advancements in the area.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415808897
Book: Third Language Acquisition in Adulthood
From http://benjamins.com/#catalog/books/sibil.46/main
Third Language Acquisition in Adulthood
Edited by Jennifer Cabrelli Amaro, Suzanne Flynn and Jason Rothman
Published by the John Benjamins Publishing Company
Description: In recent years, researchers have acknowledged that the study of third language acquisition cannot simply be viewed as an extension of the study of bilingualism, and the present volume’s authors agree that a point of departure that embraces the unique properties that differentiate L2 acquisition from L3/Ln acquisition is essential. From linguistic, sociological, psychological, educational and cognitive viewpoints, it has become increasingly apparent that the study of L3/Ln acquisition can provide new evidence to help resolve ongoing debates in these areas of study. This volume uniquely provides a wide-ranging overview of current trends in the study of adult additive multilingualism from formal, psycholinguistic and sociolinguistic perspectives, adding new insights into adult multilingual epistemology. This collection includes critical reviews of L3/Ln morphosyntax, phonology, and the lexicon, as well as individual studies with unique language pairings including Romance, Germanic, Slavic, and Asian languages.
Visit the publisher’s website at http://benjamins.com/#catalog/books/sibil.46/main
Third Language Acquisition in Adulthood
Edited by Jennifer Cabrelli Amaro, Suzanne Flynn and Jason Rothman
Published by the John Benjamins Publishing Company
Description: In recent years, researchers have acknowledged that the study of third language acquisition cannot simply be viewed as an extension of the study of bilingualism, and the present volume’s authors agree that a point of departure that embraces the unique properties that differentiate L2 acquisition from L3/Ln acquisition is essential. From linguistic, sociological, psychological, educational and cognitive viewpoints, it has become increasingly apparent that the study of L3/Ln acquisition can provide new evidence to help resolve ongoing debates in these areas of study. This volume uniquely provides a wide-ranging overview of current trends in the study of adult additive multilingualism from formal, psycholinguistic and sociolinguistic perspectives, adding new insights into adult multilingual epistemology. This collection includes critical reviews of L3/Ln morphosyntax, phonology, and the lexicon, as well as individual studies with unique language pairings including Romance, Germanic, Slavic, and Asian languages.
Visit the publisher’s website at http://benjamins.com/#catalog/books/sibil.46/main
Spanish Instructor Position at Chemeketa Community College
Chemeketa Community College welcomes applications for a full-time Spanish Instructor
Position Summary
This is a full time faculty position in the Foreign Languages Program at Chemeketa Community College. In addition to teaching, Spanish faculty are intensely involved in program leadership, student advising, curriculum development and coordinating of class projects and outcomes. Learn more about Chemeketa Programs and Majors at http://www.chemeketa.edu
Closing Date: Friday, February 15, 2013
Requirements
The successful candidate will have:
Master's degree in Spanish or Master's degree in a related field including a minimum of 24 graduate semester credits in Spanish
-AND- One year experience teaching college level credit Spanish courses
-AND- Superior-level Spanish proficiency
To be considered for this position, a complete online application is required. For complete information on this and other job opportunities, please visit our web site at http://hr.chemeketa.edu
View this full job posting by going to http://hr.chemeketa.edu/jobopportunities.html Click on Faculty Position Openings. Scroll down to Spanish Instructor.
Position Summary
This is a full time faculty position in the Foreign Languages Program at Chemeketa Community College. In addition to teaching, Spanish faculty are intensely involved in program leadership, student advising, curriculum development and coordinating of class projects and outcomes. Learn more about Chemeketa Programs and Majors at http://www.chemeketa.edu
Closing Date: Friday, February 15, 2013
Requirements
The successful candidate will have:
Master's degree in Spanish or Master's degree in a related field including a minimum of 24 graduate semester credits in Spanish
-AND- One year experience teaching college level credit Spanish courses
-AND- Superior-level Spanish proficiency
To be considered for this position, a complete online application is required. For complete information on this and other job opportunities, please visit our web site at http://hr.chemeketa.edu
View this full job posting by going to http://hr.chemeketa.edu/jobopportunities.html Click on Faculty Position Openings. Scroll down to Spanish Instructor.
January 26, 2013
Activity Idea: Get ‘Em on Their Feet
From http://creativelanguageclass.wordpress.com
Here’s an idea from the Creative Language Class blog: Post a question on an overhead project with four different possible answers. Students move to a different corner of the room depending on their answer; once there they can work on a task together.
Read the full description at http://creativelanguageclass.wordpress.com/2013/01/17/get-em-on-their-feet . Be sure to scroll down to the comments for other teachers’ suggestions.
Here’s an idea from the Creative Language Class blog: Post a question on an overhead project with four different possible answers. Students move to a different corner of the room depending on their answer; once there they can work on a task together.
Read the full description at http://creativelanguageclass.wordpress.com/2013/01/17/get-em-on-their-feet . Be sure to scroll down to the comments for other teachers’ suggestions.
Activity Idea: Who Said It?
From http://martinabex.com
Here’s a story follow-up idea from Martina Bex’s Comprehensible Classroom blog: after reading a story, select quotations by different characters and ask students who said it. Read on for several different ways to structure this activity: http://martinabex.com/2013/01/18/who-said-it
Here’s a story follow-up idea from Martina Bex’s Comprehensible Classroom blog: after reading a story, select quotations by different characters and ask students who said it. Read on for several different ways to structure this activity: http://martinabex.com/2013/01/18/who-said-it
Information Session: Early Foreign Language Learning and Programs Available to Arlington Students
Early Foreign Language Learning and Programs Available to Arlington Students
Wed, Feb. 13
7-8:30 p.m.
Join the Arlington Public Schools for an information session on early foreign language learning. Sponsored by the Office of World Languages and the World Languages Citizens Advisory Committee.
Marty Abbott, Executive Director of American Council on the Teaching of Foreign Languages (ACTFL) and former World Languages Coordinator for the Fairfax County Public School district will discuss:
The importance of starting language early in a proficiency-based program;
Long term proficiency gains, importance of continuity, evidence of cognitive and other benefits from developing bilingual abilities and the overall picture at the national stage regarding foreign language study at the elementary level.
Marleny Perdomo, World Languages Supervisor for Arlington Public Schools will discuss:
The APS FLES and Immersion programs,
what happens in class,
how parents can help, and
choices for language study in middle school and beyond.
The two short presentations will be followed by a Question and Answer session.
Registration for this event is not required, but for planning purposes, kindly send an e-mail indicating your participation to margo.hope at apsva dot us. If necessary, interpretation in Spanish will be provided by one of the presenters.
Location: Syphax Academic Center, Room 101
2110 Washington Blvd. Arlington, VA 22204
Jackson, F. [ILR-INFO] ILR-Info: Especially for parents of children in Arlington VA schools. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 24 Jan 2013).
Wed, Feb. 13
7-8:30 p.m.
Join the Arlington Public Schools for an information session on early foreign language learning. Sponsored by the Office of World Languages and the World Languages Citizens Advisory Committee.
Marty Abbott, Executive Director of American Council on the Teaching of Foreign Languages (ACTFL) and former World Languages Coordinator for the Fairfax County Public School district will discuss:
The importance of starting language early in a proficiency-based program;
Long term proficiency gains, importance of continuity, evidence of cognitive and other benefits from developing bilingual abilities and the overall picture at the national stage regarding foreign language study at the elementary level.
Marleny Perdomo, World Languages Supervisor for Arlington Public Schools will discuss:
The APS FLES and Immersion programs,
what happens in class,
how parents can help, and
choices for language study in middle school and beyond.
The two short presentations will be followed by a Question and Answer session.
Registration for this event is not required, but for planning purposes, kindly send an e-mail indicating your participation to margo.hope at apsva dot us. If necessary, interpretation in Spanish will be provided by one of the presenters.
Location: Syphax Academic Center, Room 101
2110 Washington Blvd. Arlington, VA 22204
Jackson, F. [ILR-INFO] ILR-Info: Especially for parents of children in Arlington VA schools. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 24 Jan 2013).
Center for Open Educational Resources and Language Learning Launches New Blog: Open Up
From https://blog.coerll.utexas.edu/about
The Center for Open Educational Resources and Language Learning (COERLL) has just launched Open Up, a new blog. Here’s more about COERLL and its new blog:
Language teachers and students at COERLL have a common goal: to help create a culture of collaboration and sharing in order to improve the teaching and learning of foreign languages. This is the foundation of the Open Education movement in language learning.
In 2008, COERLL became one of the 15 National Foreign Language Resource Centers funded by the US Department of Education. The center’s specific mission is to produce and disseminate Open Educational Resources (OER) for the Internet public. OER are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others.” (Free to Learn)
This blog allows COERLL to speak directly with language teachers and learners interested in OER. They will bring you news, opinions, and teaching and learning resources, as well as the expertise of leaders in Open Education. You can expect a post twice a week, on Tuesday and Thursday.
Visit the blog at http://blog.coerll.utexas.edu
The Center for Open Educational Resources and Language Learning (COERLL) has just launched Open Up, a new blog. Here’s more about COERLL and its new blog:
Language teachers and students at COERLL have a common goal: to help create a culture of collaboration and sharing in order to improve the teaching and learning of foreign languages. This is the foundation of the Open Education movement in language learning.
In 2008, COERLL became one of the 15 National Foreign Language Resource Centers funded by the US Department of Education. The center’s specific mission is to produce and disseminate Open Educational Resources (OER) for the Internet public. OER are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others.” (Free to Learn)
This blog allows COERLL to speak directly with language teachers and learners interested in OER. They will bring you news, opinions, and teaching and learning resources, as well as the expertise of leaders in Open Education. You can expect a post twice a week, on Tuesday and Thursday.
Visit the blog at http://blog.coerll.utexas.edu
Thousands of English-Learners Denied Services in California, ACLU Says
Education Week
From http://blogs.edweek.org/edweek/learning-the-language/2013/01/thousands_of_ells_denied_servi.html
Thousands of English-Learners Denied Services in Calif., ACLU Says
By Lesli A. Maxwell
January 23, 2013
More than 20,000 English-learners in California are not receiving English-language instruction that is required under state and federal law, according to civil rights lawyers who are threatening to sue the state education agency over the matter.
The American Civil Liberties Union of California on Wednesday demanded that state officials take action against 251 school districts that it says are not providing English-language acquisition services to ELLs enrolled in their schools. Those districts include Los Angeles Unified, the state's largest, with roughly 670,000 students.
There are roughly 1.4 million English-language learners in California. The ACLU claims that nearly 21,000 of them don't receive any language services, and that many parents are not even aware that their children have been designated as ELLs because they don't receive information in a language that they understand, in violation of state law.
California education officials said 98 percent of the state's English-learners receive services, according to a statement released by the education agency.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/01/thousands_of_ells_denied_servi.html
From http://blogs.edweek.org/edweek/learning-the-language/2013/01/thousands_of_ells_denied_servi.html
Thousands of English-Learners Denied Services in Calif., ACLU Says
By Lesli A. Maxwell
January 23, 2013
More than 20,000 English-learners in California are not receiving English-language instruction that is required under state and federal law, according to civil rights lawyers who are threatening to sue the state education agency over the matter.
The American Civil Liberties Union of California on Wednesday demanded that state officials take action against 251 school districts that it says are not providing English-language acquisition services to ELLs enrolled in their schools. Those districts include Los Angeles Unified, the state's largest, with roughly 670,000 students.
There are roughly 1.4 million English-language learners in California. The ACLU claims that nearly 21,000 of them don't receive any language services, and that many parents are not even aware that their children have been designated as ELLs because they don't receive information in a language that they understand, in violation of state law.
California education officials said 98 percent of the state's English-learners receive services, according to a statement released by the education agency.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/01/thousands_of_ells_denied_servi.html
New Bilingual Common Core Initiative in New York--Extension of Public Review to February 1st, 2013
Beginning in Spring 2012, NYSED launched the Bilingual Common Core Initiative to develop new English as a Second Language and Native Language Arts Standards aligned to the Common Core. As a result of this process, NYSED is developing New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for every NYS Common Core Learning Standard in every grade. NYSED has posted documents that explain the Department's approach and provide samples of the work underway here: http://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
The Department has placed the samples online for public review and comment. The public review period ends February 1st, 2013. Public comment may be provided through taking the survey online here: https://www.research.net/s/bilingualcommoncoreprogressions or by sending comments to BCCPROG at MAIL dot NYSED dot GOV.
Polger, M. [nystesol-l] URGENT: New Bilingual Common Core Initiative--Extension of Public Review to February 1st, 2013. NYSTESOL listserv (nystesol-l@nystesol.org, 23 Jan 2013).
The Department has placed the samples online for public review and comment. The public review period ends February 1st, 2013. Public comment may be provided through taking the survey online here: https://www.research.net/s/bilingualcommoncoreprogressions or by sending comments to BCCPROG at MAIL dot NYSED dot GOV.
Polger, M. [nystesol-l] URGENT: New Bilingual Common Core Initiative--Extension of Public Review to February 1st, 2013. NYSTESOL listserv (nystesol-l@nystesol.org, 23 Jan 2013).
The Best Sites Where ELL’s Can Learn About The Super Bowl
From http://larryferlazzo.edublogs.org
Are your English language learners mystified about American football? Are they aware that next Sunday is the Super Bowl? Here is a collection of resources where they can learn about the Super Bowl: http://larryferlazzo.edublogs.org/2009/01/29/the-best-sites-where-ells-can-learn-about-the-super-bowl
Are your English language learners mystified about American football? Are they aware that next Sunday is the Super Bowl? Here is a collection of resources where they can learn about the Super Bowl: http://larryferlazzo.edublogs.org/2009/01/29/the-best-sites-where-ells-can-learn-about-the-super-bowl
Article: Many Barriers for English Learners on Regents Exams
From http://www.uticaod.com/news/x1146196428/Many-barriers-for-English-learners-on-Regents-exams
Many barriers for English learners on Regents exams
By KESHIA CLUKEY
January 24, 2013
Senior Keh Blut Soe stood nervously studying her notes before going into the exam room.
The 17-year-old Thomas R. Proctor High School student was about to take the U.S. History Regents, an exam that for her is about a foreign country in a foreign language.
Blut Soe is one of 439 English language learners at Proctor and among 1,506 in the district, said Deborah Wilson-Allam, administrator for pupil services and English language learners.
All students must pass the Regents exams with at least a 65 to earn a high school diploma, and according to state regulations, they only have four years to do it, otherwise they're marked as “incomplete,” Wilson-Allam said.
The incomplete impacts the school's accountability - a way the state measures success based on graduation rates and testing scores, said Proctor Principal Steven Falchi.
“It certainly poses a significant challenge for the school,” Falchi said. “It's difficult to see those kids work so hard and not get a high school diploma.”
Read the full article at http://www.uticaod.com/news/x1146196428/Many-barriers-for-English-learners-on-Regents-exams
Many barriers for English learners on Regents exams
By KESHIA CLUKEY
January 24, 2013
Senior Keh Blut Soe stood nervously studying her notes before going into the exam room.
The 17-year-old Thomas R. Proctor High School student was about to take the U.S. History Regents, an exam that for her is about a foreign country in a foreign language.
Blut Soe is one of 439 English language learners at Proctor and among 1,506 in the district, said Deborah Wilson-Allam, administrator for pupil services and English language learners.
All students must pass the Regents exams with at least a 65 to earn a high school diploma, and according to state regulations, they only have four years to do it, otherwise they're marked as “incomplete,” Wilson-Allam said.
The incomplete impacts the school's accountability - a way the state measures success based on graduation rates and testing scores, said Proctor Principal Steven Falchi.
“It certainly poses a significant challenge for the school,” Falchi said. “It's difficult to see those kids work so hard and not get a high school diploma.”
Read the full article at http://www.uticaod.com/news/x1146196428/Many-barriers-for-English-learners-on-Regents-exams
Online Spanish Art Puzzles
From http://zachary-jones.com/zambombazo/betsys-recap-art-puzzles-andorran-snow-parks-victor-cruz-more
The folks at Zambombazo have revamped and updated their collection of online art puzzles. Each is an online copy of a work of art from the Spanish-speaking world, broken into puzzle-shaped pieces for people to arrange online.
Browse the art puzzles at http://zachary-jones.com/zambombazo/tag/rompecabezas
The folks at Zambombazo have revamped and updated their collection of online art puzzles. Each is an online copy of a work of art from the Spanish-speaking world, broken into puzzle-shaped pieces for people to arrange online.
Browse the art puzzles at http://zachary-jones.com/zambombazo/tag/rompecabezas
French-language Article about the Superbowl
Are your students getting excited about the Superbowl next Sunday? Tap their enthusiasm with this French-language article about the history of the event and its significance in American culture: http://www.france-amerique.com/articles/2013/01/24/le_superbowl_d_evenement_sportif_a_phenomene_culturel.html
How To Make Texts for Your Students
From http://blogs.dickinson.edu/dcc/2013/01/21/classical-commentary-diy
Latin teacher Peter Sipes writes,
“Over the last few years of teaching Latin to homeschoolers, I’ve found that I need to make a lot of my own materials. …There is a lot of high-quality material available for beginners and people studying Golden Age Latin literature. Once you get away from those two sweet spots, however, the supply of student materials quickly dries up.
“Since I want to make sure my students are aware of a broad range of Latin, I present post-Classical literature. I’ve taught selections from the Vulgate three times, and just finished up with a second go around of Thomas More’s Utopia. These are wonderful texts, but they require the making of my own materials for students. My aim is fluent reading, and so I like for everything—text, notes, and vocabulary— to be on one page, as in Clyde Pharr’s well-known text of the Aeneid.
“With some serious tweaking of process over the last few years, I have finally nailed down a good work flow.”
Read Mr. Sipes’ description of his work flow at http://blogs.dickinson.edu/dcc/2013/01/21/classical-commentary-diy
Latin teacher Peter Sipes writes,
“Over the last few years of teaching Latin to homeschoolers, I’ve found that I need to make a lot of my own materials. …There is a lot of high-quality material available for beginners and people studying Golden Age Latin literature. Once you get away from those two sweet spots, however, the supply of student materials quickly dries up.
“Since I want to make sure my students are aware of a broad range of Latin, I present post-Classical literature. I’ve taught selections from the Vulgate three times, and just finished up with a second go around of Thomas More’s Utopia. These are wonderful texts, but they require the making of my own materials for students. My aim is fluent reading, and so I like for everything—text, notes, and vocabulary— to be on one page, as in Clyde Pharr’s well-known text of the Aeneid.
“With some serious tweaking of process over the last few years, I have finally nailed down a good work flow.”
Read Mr. Sipes’ description of his work flow at http://blogs.dickinson.edu/dcc/2013/01/21/classical-commentary-diy
Teaching Classical Languages 4.1 Now Available
From http://www.tcl.camws.org
Volume 4, Issue 1 of Teaching Classical Languages, is available for free download. In this issue:
Mark Thorne, "Using Manuscripts in the Latin Classroom"
Christine Hahn, "Latin in the Homeschooling Community"
Antonia Syson, Review Article "Reading the Aeneid with intermediate Latin students: the new Focus commentaries (Books 1-4 and 6) and Cambridge Reading Virgil (Books 1-2)"
Access this issue at http://www.tcl.camws.org/fall2012.php
Volume 4, Issue 1 of Teaching Classical Languages, is available for free download. In this issue:
Mark Thorne, "Using Manuscripts in the Latin Classroom"
Christine Hahn, "Latin in the Homeschooling Community"
Antonia Syson, Review Article "Reading the Aeneid with intermediate Latin students: the new Focus commentaries (Books 1-4 and 6) and Cambridge Reading Virgil (Books 1-2)"
Access this issue at http://www.tcl.camws.org/fall2012.php
Short Films for German Classrooms
From http://www.goethe.de/ins/us/bos/prj/kgs/enindex.htm
The film didactics project Kurz & Gut macht Schule began in 2005 with a series of 9 film shorts and continued with an additional 11 animation shorts in 2012. This short film collection has found friends around the world. Teachers can use the films as the varied basis for German studies. They offer subjects for precise viewing and film analysis, the opportunity for talk and discussion, and focus for the beginning or end of larger themes in cultural studies or conversation practice! The final selection of films was made by a jury of high school and college students.
The DVD Short & Sweet Goes to School I: Short Feature Films is available for lending from many Goethe-Institut libraries, Goethe reading rooms, and Goethe centers.
The DVD Short & Sweet Goes to School II: Animated Shortfilms will be available for lending in February 2013.
Furthermore, the DVDs may be purchased for educational use (not for public viewing) at various Goethe-Instituts for a nominal fee plus shipping expenses by educational institutions, teachers and lecturers.
For more information, to learn about the films in the collection, and for supporting materials, go to http://www.goethe.de/ins/us/bos/prj/kgs/enindex.htm
The film didactics project Kurz & Gut macht Schule began in 2005 with a series of 9 film shorts and continued with an additional 11 animation shorts in 2012. This short film collection has found friends around the world. Teachers can use the films as the varied basis for German studies. They offer subjects for precise viewing and film analysis, the opportunity for talk and discussion, and focus for the beginning or end of larger themes in cultural studies or conversation practice! The final selection of films was made by a jury of high school and college students.
The DVD Short & Sweet Goes to School I: Short Feature Films is available for lending from many Goethe-Institut libraries, Goethe reading rooms, and Goethe centers.
The DVD Short & Sweet Goes to School II: Animated Shortfilms will be available for lending in February 2013.
Furthermore, the DVDs may be purchased for educational use (not for public viewing) at various Goethe-Instituts for a nominal fee plus shipping expenses by educational institutions, teachers and lecturers.
For more information, to learn about the films in the collection, and for supporting materials, go to http://www.goethe.de/ins/us/bos/prj/kgs/enindex.htm
German Calendar 2013
From http://www.aboutgerman.net/agn_Kalender.htm
Download AboutGerman.net’s free 2013 Germany USA Einstein Calendar with holidays and important dates for the German-speaking countries and North America – plus the birthdays of famous Germans, Austrians and Swiss, past and present! The 2013 calendar also features 12 monthly quotations by Albert Einstein.
Available at http://www.aboutgerman.net/agn_Kalender.htm
Download AboutGerman.net’s free 2013 Germany USA Einstein Calendar with holidays and important dates for the German-speaking countries and North America – plus the birthdays of famous Germans, Austrians and Swiss, past and present! The 2013 calendar also features 12 monthly quotations by Albert Einstein.
Available at http://www.aboutgerman.net/agn_Kalender.htm
German Language and Culture Group on Google+
This Google+ forum is to promote discussion of the German language and culture. Browse at https://plus.google.com/communities/112978780530433143886 . You must join Google+ to contribute.
German Digital Library Goes Live
From https://www.deutschland.de/en/topic/culture/communication-media/german-digital-library-goes-live
Following the launch in late 2012 of the Internet portal of the German Digital Library (DDB), it is now possible to browse museum collections online, watch films or read academic articles. The DDB wants to be more than simply a virtual reading room for literature and non-fiction. Its aim is to present Germany’s entire cultural heritage – everything housed within the walls of libraries, museums, archives and collections. “With its attractive content, the DDB can become a virtual ‘cultural showcase’ for Germany”, stressed Bernd Neumann, Federal Commissioner for Culture and the Media, in an interview.
The DDB has now gone live with around 5.6 million digital objects from 90 different institutions. So far, some 1,900 libraries, archives, museums, media libraries and academic institutes in all are registered. Step by step, they and thousands of others are to add their digitized content to the DDB – a process that will take years.
Access the portal at http://www.deutsche-digitale-bibliothek.de
Following the launch in late 2012 of the Internet portal of the German Digital Library (DDB), it is now possible to browse museum collections online, watch films or read academic articles. The DDB wants to be more than simply a virtual reading room for literature and non-fiction. Its aim is to present Germany’s entire cultural heritage – everything housed within the walls of libraries, museums, archives and collections. “With its attractive content, the DDB can become a virtual ‘cultural showcase’ for Germany”, stressed Bernd Neumann, Federal Commissioner for Culture and the Media, in an interview.
The DDB has now gone live with around 5.6 million digital objects from 90 different institutions. So far, some 1,900 libraries, archives, museums, media libraries and academic institutes in all are registered. Step by step, they and thousands of others are to add their digitized content to the DDB – a process that will take years.
Access the portal at http://www.deutsche-digitale-bibliothek.de
Institut Ramon Llull Promotes Catalan Language and Culture
From http://www.llull.cat/_eng/_quisom/quisom_objectius.shtml?seccio=quisom&subseccio=objectius#.UO8oe7amCfs
The Institut Ramon Llull's mission is to promote Catalan language and culture internationally, in all of its variations and methods of expression. IRL maintains an office in New York; to keep abreast of cultural and language opportunities visit the New York office’s website at http://www.llull.cat/new_york/index.cfm?seccio=new_york&subseccio=comunicats
Other resources include Transfer, an annual journal of contemporary culture (http://www.llull.cat/_eng/_publi/transfer.cfm?seccio=publi&subseccio=transfer#.UO8oPLamCfs ), readings about Catalan culture (http://www.llull.cat/_eng/_cultura/cultura_catalana.shtml?seccio=cultura&subseccio=cultura#.UO8qMramCfs ), a map of universities worldwide that offer instruction in Catalan (http://www.llull.cat/_eng/_cultura/cultura_catalana_mapa.shtml?seccio=cultura&subseccio=mapa#.UO8qcLamCfs ), lists of links to online resources such as dictionaries and translators (http://www.llull.cat/_eng/_eines/eines.shtml?seccio=eines&subseccio=eines#.UO8qNramCfs and http://www.llull.cat/_eng/_links/links.cfm?CAT=29090&seccio=links&subseccio=links#.UO8qxbamCfs), and information about funding opportunities (http://www.llull.cat/_eng/_convocatories/intro.shtml?seccio=tramits&subseccio=intro#.UO8qPbamCfs ).
Visit the IRL website at http://www.llull.cat/_eng/_convocatories/intro.shtml?seccio=tramits&subseccio=intro#.UO8qPbamCfs
The Institut Ramon Llull's mission is to promote Catalan language and culture internationally, in all of its variations and methods of expression. IRL maintains an office in New York; to keep abreast of cultural and language opportunities visit the New York office’s website at http://www.llull.cat/new_york/index.cfm?seccio=new_york&subseccio=comunicats
Other resources include Transfer, an annual journal of contemporary culture (http://www.llull.cat/_eng/_publi/transfer.cfm?seccio=publi&subseccio=transfer#.UO8oPLamCfs ), readings about Catalan culture (http://www.llull.cat/_eng/_cultura/cultura_catalana.shtml?seccio=cultura&subseccio=cultura#.UO8qMramCfs ), a map of universities worldwide that offer instruction in Catalan (http://www.llull.cat/_eng/_cultura/cultura_catalana_mapa.shtml?seccio=cultura&subseccio=mapa#.UO8qcLamCfs ), lists of links to online resources such as dictionaries and translators (http://www.llull.cat/_eng/_eines/eines.shtml?seccio=eines&subseccio=eines#.UO8qNramCfs and http://www.llull.cat/_eng/_links/links.cfm?CAT=29090&seccio=links&subseccio=links#.UO8qxbamCfs), and information about funding opportunities (http://www.llull.cat/_eng/_convocatories/intro.shtml?seccio=tramits&subseccio=intro#.UO8qPbamCfs ).
Visit the IRL website at http://www.llull.cat/_eng/_convocatories/intro.shtml?seccio=tramits&subseccio=intro#.UO8qPbamCfs
Malta Centre Opened at the University of Bremen
From http://linguistlist.org/issues/24/24-354.html
The University of Bremen announces the creation of the Malta. The centre serves as an information hub for linguists interested in the Maltese language and strives to create online resources for facilitating the study of Maltese.
As a cooperation between the University of Malta and the University of Bremen, the centre aims to establish Maltese Linguistics as a discipline in its own right on an international level.
As a first online resource the Malta Centre has started to compile the Bibliography of Maltese Linguistics (currently over 700 titles) which tries to collect all linguistic publications on the Maltese language. The current version of the bibliography is fully searchable online. Other projects are the Typological Database of Maltese and a student project on dialectal variation in Malta.
If you want to know more about the Malta Centre or the Maltese language, please visit their website: http://www.fb10.uni-bremen.de/maltacentre
The University of Bremen announces the creation of the Malta. The centre serves as an information hub for linguists interested in the Maltese language and strives to create online resources for facilitating the study of Maltese.
As a cooperation between the University of Malta and the University of Bremen, the centre aims to establish Maltese Linguistics as a discipline in its own right on an international level.
As a first online resource the Malta Centre has started to compile the Bibliography of Maltese Linguistics (currently over 700 titles) which tries to collect all linguistic publications on the Maltese language. The current version of the bibliography is fully searchable online. Other projects are the Typological Database of Maltese and a student project on dialectal variation in Malta.
If you want to know more about the Malta Centre or the Maltese language, please visit their website: http://www.fb10.uni-bremen.de/maltacentre
Arabic News Sites
An ARABIC-NETWORK listserv user has shared two websites where your students can listen to the news in Arabic and follow along with written transcripts:
http://www.unmultimedia.org/arabic/radio
http://www.aljazeera.net/programs/2237eb0d-dd39-4c69-8d3c-719de846c038
http://www.unmultimedia.org/arabic/radio
http://www.aljazeera.net/programs/2237eb0d-dd39-4c69-8d3c-719de846c038
Dakotah Language Learning Resources
From http://aaialanguageprogram.org/more-information/our-work
The Association on American Indian Affairs’ Dakota Language Preservation program on the Traverse Lake Indian Reservation has a rich website for Dakotah language learners. Resources include language games, a discussion forum, books, songs, art, and much more. Many resources are free; some are for sale.
Explore the website at http://aaialanguageprogram.org
Read a review of this website at http://falmouthinstitute.com/language/2013/01/learn-dakota-with-great-website
The Association on American Indian Affairs’ Dakota Language Preservation program on the Traverse Lake Indian Reservation has a rich website for Dakotah language learners. Resources include language games, a discussion forum, books, songs, art, and much more. Many resources are free; some are for sale.
Explore the website at http://aaialanguageprogram.org
Read a review of this website at http://falmouthinstitute.com/language/2013/01/learn-dakota-with-great-website
Article: Polish School Helps New Bedford Immigrants
From http://www.boston.com/news/local/massachusetts/2013/01/20/polish-school-helps-new-bedford-immigrants/DJ9MPxw0DYRJQKrAoP0oyI/story.html
Polish school helps New Bedford immigrants
By MATT CAMARA
January 20, 2013
‘‘What day is it? What day is tomorrow? Yesterday?’’ she'd ask each of the students, girls between 7 and 14-years-old, in turn.
The girls answered the teacher’s questions without reverting to English, their responses punctuated by the instructor saying ‘‘dobry’’ — Polish for ‘‘good’’ — and moving on to the next lesson.
‘‘Even though (the students) speak Polish at home, it’s difficult to teach the grammar, the writing,’’ said Renata Morrison, principal of the Polish School of New Bedford, while she walked a reporter through the halls of Holy Family-Holy Name School, where Polish is the language of instruction Saturday mornings. ‘‘We don’t make money on this, it’s just to help our children become fluent in a second language, their native language.’’
The Polish School of New Bedford took in its first students last March after a group of parents banded together in search of a way to keep their native culture alive, said Morrison, herself a Polish immigrant. The nonprofit school holds classes at Holy Family-Holy Name on Saturday mornings and $50 buys a month of classes, she added.
Read the full article at http://www.boston.com/news/local/massachusetts/2013/01/20/polish-school-helps-new-bedford-immigrants/DJ9MPxw0DYRJQKrAoP0oyI/story.html
Polish school helps New Bedford immigrants
By MATT CAMARA
January 20, 2013
‘‘What day is it? What day is tomorrow? Yesterday?’’ she'd ask each of the students, girls between 7 and 14-years-old, in turn.
The girls answered the teacher’s questions without reverting to English, their responses punctuated by the instructor saying ‘‘dobry’’ — Polish for ‘‘good’’ — and moving on to the next lesson.
‘‘Even though (the students) speak Polish at home, it’s difficult to teach the grammar, the writing,’’ said Renata Morrison, principal of the Polish School of New Bedford, while she walked a reporter through the halls of Holy Family-Holy Name School, where Polish is the language of instruction Saturday mornings. ‘‘We don’t make money on this, it’s just to help our children become fluent in a second language, their native language.’’
The Polish School of New Bedford took in its first students last March after a group of parents banded together in search of a way to keep their native culture alive, said Morrison, herself a Polish immigrant. The nonprofit school holds classes at Holy Family-Holy Name on Saturday mornings and $50 buys a month of classes, she added.
Read the full article at http://www.boston.com/news/local/massachusetts/2013/01/20/polish-school-helps-new-bedford-immigrants/DJ9MPxw0DYRJQKrAoP0oyI/story.html
Article: Researchers Say Language Learning Begins in the Womb
From http://www.stltoday.com/lifestyles/health-med-fit/health/researchers-say-language-learning-begins-in-the-womb/article_0006fa34-e03e-5c15-8ff5-3ea4016d344c.html
Researchers say language learning begins in the womb
By STEVEN PERLBERG
January 24, 2013
When Dr. Raul Artal, director of obstetrics at St. Mary’s Health Center, counseled his own pregnant daughter last year, he told her to play music to soothe her gestating baby.
Now a new study shows that Artal’s infant grandson may have learned language skills — in addition to his mother’s taste in music — during his time in the womb.
The study out of Tacoma, Wash., and Stockholm, Sweden, shows that during the last 10 weeks of pregnancy, babies glean language information from their mothers. The findings mark one of the first times scientists have seen evidence that language learning begins in utero.
Researchers examined 80 American and Swedish infants – an even mix of girls and boys. Thirty hours after the babies were born, researchers outfitted them with headphones that played vowel sounds in both their native tongue and the foreign language.
Pacifiers wired to a computer measured the babies’ reactions to the different sounds.
The more a baby sucked after hearing a computer-generated vowel, the more she demonstrated interest in that particular language-specific sound.
Researchers found that the newborns sucked longer for the foreign language, suggesting that the infants already had a familiarity with their native tongue at birth.
The researchers concluded that the babies in both countries, not yet 2 days old, had learned prenatally to differentiate between sounds and languages.
Read the full article at http://www.stltoday.com/lifestyles/health-med-fit/health/researchers-say-language-learning-begins-in-the-womb/article_0006fa34-e03e-5c15-8ff5-3ea4016d344c.html
Researchers say language learning begins in the womb
By STEVEN PERLBERG
January 24, 2013
When Dr. Raul Artal, director of obstetrics at St. Mary’s Health Center, counseled his own pregnant daughter last year, he told her to play music to soothe her gestating baby.
Now a new study shows that Artal’s infant grandson may have learned language skills — in addition to his mother’s taste in music — during his time in the womb.
The study out of Tacoma, Wash., and Stockholm, Sweden, shows that during the last 10 weeks of pregnancy, babies glean language information from their mothers. The findings mark one of the first times scientists have seen evidence that language learning begins in utero.
Researchers examined 80 American and Swedish infants – an even mix of girls and boys. Thirty hours after the babies were born, researchers outfitted them with headphones that played vowel sounds in both their native tongue and the foreign language.
Pacifiers wired to a computer measured the babies’ reactions to the different sounds.
The more a baby sucked after hearing a computer-generated vowel, the more she demonstrated interest in that particular language-specific sound.
Researchers found that the newborns sucked longer for the foreign language, suggesting that the infants already had a familiarity with their native tongue at birth.
The researchers concluded that the babies in both countries, not yet 2 days old, had learned prenatally to differentiate between sounds and languages.
Read the full article at http://www.stltoday.com/lifestyles/health-med-fit/health/researchers-say-language-learning-begins-in-the-womb/article_0006fa34-e03e-5c15-8ff5-3ea4016d344c.html
University of Michigan Job: Writing Instructors for Multilingual Students
From http://linguistlist.org/issues/24/24-451.html
The Sweetland Center for Writing at the University of Michigan seeks applicants with a Ph.D. for two 100% LEO Lecturer III positions (pending approval) to begin September 1, 2013. These are renewable non-tenure track positions with an expected initial contract of four years. Full-time load is three courses per semester or the equivalent in other duties.
Instructional duties will focus on teaching and developing writing courses for undergraduate multilingual students and working one-on-one with multilingual students in Sweetland’s Writing Workshop. Administrative responsibilities include curriculum development, professional development for faculty across the college, writing placement advising, outreach to units that work with international students, and service on departmental committees.
Candidates should have a record of successful teaching of writing for multilingual students, as well as theoretical grounding in composition and rhetoric with an emphasis on multilingual writing. Areas of specialization may include World Englishes, English for specific purposes, English language learners, and similar fields. Also desirable is experience in one or more of the following areas: writing across the curriculum and/or writing in the disciplines; first-year writing; writing center pedagogies; and digital literacies. Excellence in teaching and instructional service will be the principal criteria used to select the successful candidates.
Application deadline: February 15, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-451.html
The Sweetland Center for Writing at the University of Michigan seeks applicants with a Ph.D. for two 100% LEO Lecturer III positions (pending approval) to begin September 1, 2013. These are renewable non-tenure track positions with an expected initial contract of four years. Full-time load is three courses per semester or the equivalent in other duties.
Instructional duties will focus on teaching and developing writing courses for undergraduate multilingual students and working one-on-one with multilingual students in Sweetland’s Writing Workshop. Administrative responsibilities include curriculum development, professional development for faculty across the college, writing placement advising, outreach to units that work with international students, and service on departmental committees.
Candidates should have a record of successful teaching of writing for multilingual students, as well as theoretical grounding in composition and rhetoric with an emphasis on multilingual writing. Areas of specialization may include World Englishes, English for specific purposes, English language learners, and similar fields. Also desirable is experience in one or more of the following areas: writing across the curriculum and/or writing in the disciplines; first-year writing; writing center pedagogies; and digital literacies. Excellence in teaching and instructional service will be the principal criteria used to select the successful candidates.
Application deadline: February 15, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-451.html
David D. and Rosemary H. Coffin Fellowship for Travel in Classical Lands
From http://www.apaclassics.org/index.php/awards_and_fellowships/details/coffin_fellowship_for_travel_in_classical_lands
In 2013 the American Philological Association (APA) will again award the David D. and Rosemary H. Coffin Fellowship for study and travel in classical lands. The Fellowship is intended to recognize secondary-school teachers of Greek or Latin who are as dedicated to their students as the Coffins themselves by giving them the opportunity to enrich their teaching and their lives through direct acquaintance with the classical world. It will support study in classical lands (not limited to Greece and Italy); the recipient may use it to attend an educational program in (e.g. American Academy, American School) or to undertake an individual plan of study or research. It may be used either for summer study or during a sabbatical leave, and it may be used to supplement other awards or prizes.
Candidates for the Fellowship must have been teaching Latin or Ancient Greek at the secondary level (grades 9-12) in North America as a significant part of their academic responsibilities for three years out of the five prior to the award.
The amount of the award for 2013 will be $2,750.
All application materials must be received no later than 5:00 p.m. (Eastern Time) on Friday, February 15, 2013.
For full details go to http://www.apaclassics.org/index.php/awards_and_fellowships/details/coffin_fellowship_for_travel_in_classical_lands
In 2013 the American Philological Association (APA) will again award the David D. and Rosemary H. Coffin Fellowship for study and travel in classical lands. The Fellowship is intended to recognize secondary-school teachers of Greek or Latin who are as dedicated to their students as the Coffins themselves by giving them the opportunity to enrich their teaching and their lives through direct acquaintance with the classical world. It will support study in classical lands (not limited to Greece and Italy); the recipient may use it to attend an educational program in (e.g. American Academy, American School) or to undertake an individual plan of study or research. It may be used either for summer study or during a sabbatical leave, and it may be used to supplement other awards or prizes.
Candidates for the Fellowship must have been teaching Latin or Ancient Greek at the secondary level (grades 9-12) in North America as a significant part of their academic responsibilities for three years out of the five prior to the award.
The amount of the award for 2013 will be $2,750.
All application materials must be received no later than 5:00 p.m. (Eastern Time) on Friday, February 15, 2013.
For full details go to http://www.apaclassics.org/index.php/awards_and_fellowships/details/coffin_fellowship_for_travel_in_classical_lands
Study Italian in Rimini
From http://www.ieo.ucla.edu/TravelStudy/Italian-Rimini/overview.htm
UCLA’s travel study abroad program on Italian language and culture will run from June 23rd to July 20th, 2013. Enjoy an idyllic summer on the Adriatic coast of Italy while studying language and culture in the capital of Italian seaside tourism and nightlife. With its 15 km-long sandy beach, Rimini is one of the most famous summer resorts of Europe, served by an airport offering low cost flights to most capitals of the continent, and teeming with small outdoor restaurants. Take advantage of many opportunities to embark on excursions, visit other towns, and piece together a picture of the rich history of this cultural crossroad between Rome and the East. The nearby site of Ravenna will furnish examples of life and art in the years 500-1200 and the Duchy of Urbino will pick up from there. Classes will be held in the air-conditioned, multimedial classrooms of the University of Bologna at Rimini, where students will study the language, literature, art, and culture of one of the most fascinating countries in the world.
Learn more about this opportunity at http://www.ieo.ucla.edu/TravelStudy/Italian-Rimini/overview.htm
UCLA’s travel study abroad program on Italian language and culture will run from June 23rd to July 20th, 2013. Enjoy an idyllic summer on the Adriatic coast of Italy while studying language and culture in the capital of Italian seaside tourism and nightlife. With its 15 km-long sandy beach, Rimini is one of the most famous summer resorts of Europe, served by an airport offering low cost flights to most capitals of the continent, and teeming with small outdoor restaurants. Take advantage of many opportunities to embark on excursions, visit other towns, and piece together a picture of the rich history of this cultural crossroad between Rome and the East. The nearby site of Ravenna will furnish examples of life and art in the years 500-1200 and the Duchy of Urbino will pick up from there. Classes will be held in the air-conditioned, multimedial classrooms of the University of Bologna at Rimini, where students will study the language, literature, art, and culture of one of the most fascinating countries in the world.
Learn more about this opportunity at http://www.ieo.ucla.edu/TravelStudy/Italian-Rimini/overview.htm
Workshop for Irish Language Instructors
Daltaí na Gaeilge arranges a workshop every February for the benefit of Irish language instructors, and our 2013 Teachers' Workshop will be held on February 17 - 18 in Esopus, New York. Máire B. Nic an Bhaird, PhD will be coming over from Ireland to direct the program, thanks to generous support from the Fulbright Commission.
Online registration and payment are available for the Teachers' Workshop. General Information, Directions and a Registration Form are available at http://daltai.com/shop/products.php?product=Ceardlann-na-Muinteoiri-%2817-%252d-18-Feabhra-2013%29
Online registration and payment are available for the Teachers' Workshop. General Information, Directions and a Registration Form are available at http://daltai.com/shop/products.php?product=Ceardlann-na-Muinteoiri-%2817-%252d-18-Feabhra-2013%29
Arabic Language Summer Institute at the University of Texas at Austin
From http://utarabicflagship.org/summer-institute
The Arabic Flagship Program and Department of Middle Eastern Studies at The University of Texas at Austin are proud to offer the Arabic Summer Institute, providing an intensive language and culture program for beginning, intermediate and advanced students of Arabic.
Program at a Glance
An intensive ten-week summer program equivalent to one full academic year
Open to all qualified students (competitive admission by application); exceptional high school students are welcome to apply
Meets FLAS fellowship requirements
Program Dates
Out of town students arrive to Austin on May 29, 2013 to check in for UT provided housing
Orientation and mandatory listening and reading tests will be administered on May 30 and May 31, 2013
Classes run from June 3 – August 9, 2013 (Intersession break July 4 – 7, 2013)
Priority deadline for applications is March 1, 2013.
Learn more about the program at apply at http://utarabicflagship.org/summer-institute
The Arabic Flagship Program and Department of Middle Eastern Studies at The University of Texas at Austin are proud to offer the Arabic Summer Institute, providing an intensive language and culture program for beginning, intermediate and advanced students of Arabic.
Program at a Glance
An intensive ten-week summer program equivalent to one full academic year
Open to all qualified students (competitive admission by application); exceptional high school students are welcome to apply
Meets FLAS fellowship requirements
Program Dates
Out of town students arrive to Austin on May 29, 2013 to check in for UT provided housing
Orientation and mandatory listening and reading tests will be administered on May 30 and May 31, 2013
Classes run from June 3 – August 9, 2013 (Intersession break July 4 – 7, 2013)
Priority deadline for applications is March 1, 2013.
Learn more about the program at apply at http://utarabicflagship.org/summer-institute
Dialogue in Multilingual, Multimodal, and Multicompetent Communities of Practice Workshop
From http://sites.la.utexas.edu/dialogue2013
The Dialogue in Multilingual, Multimodal, and Multicompetent Communities of Practice Workshop will take place at the University of Texas March 22-24, 2013.
This workshop will focus on questions such as "How can the study of dialogue advance the area of language learning?" and "What can interaction studies in various contexts of multilingualism and multimodalities contribute to our understanding of being multicompetent?"
For more information and to register, please visit the conference website at http://sites.la.utexas.edu/dialogue2013
The Dialogue in Multilingual, Multimodal, and Multicompetent Communities of Practice Workshop will take place at the University of Texas March 22-24, 2013.
This workshop will focus on questions such as "How can the study of dialogue advance the area of language learning?" and "What can interaction studies in various contexts of multilingualism and multimodalities contribute to our understanding of being multicompetent?"
For more information and to register, please visit the conference website at http://sites.la.utexas.edu/dialogue2013
Wisconsin Network for Early Language Learning FLESFEST
From http://www.waflt.org/index.php?q=node/39
The Wisconsin Network for Early Language Learning (WI-NELL) and the Wisconsin Association For Language Teachers (WAFLT) present the
25th Anniversary FLESFEST
Active Minds, Active Bodies, Active Language:
Communicating Through Purposeful Play
March 2, 2013
University of Wisconsin-Waukesha
The Wisconsin Network for Early Language Learning (WI-NELL) FLESFEST is a one-day conference for those interested in promoting standards-based, Early Start -- Long Sequence world language learning and in articulation between FLES (Foreign Language in the Elementary School), middle school, secondary and post-secondary language programs. Started in 1989 as an extension of FLES networking sessions held at WAFLT Fall Conferences in Appleton, WI, FLESFEST provides an opportunity for world language teachers of all levels and programs to share best practices, ideas and challenges, to learn from each other and to offer support for lifelong learning of world languages. It is held, annually, on the first or second Saturday in March.
Form ore information and to download a registration form go to http://www.waflt.org/index.php?q=node/39
The Wisconsin Network for Early Language Learning (WI-NELL) and the Wisconsin Association For Language Teachers (WAFLT) present the
25th Anniversary FLESFEST
Active Minds, Active Bodies, Active Language:
Communicating Through Purposeful Play
March 2, 2013
University of Wisconsin-Waukesha
The Wisconsin Network for Early Language Learning (WI-NELL) FLESFEST is a one-day conference for those interested in promoting standards-based, Early Start -- Long Sequence world language learning and in articulation between FLES (Foreign Language in the Elementary School), middle school, secondary and post-secondary language programs. Started in 1989 as an extension of FLES networking sessions held at WAFLT Fall Conferences in Appleton, WI, FLESFEST provides an opportunity for world language teachers of all levels and programs to share best practices, ideas and challenges, to learn from each other and to offer support for lifelong learning of world languages. It is held, annually, on the first or second Saturday in March.
Form ore information and to download a registration form go to http://www.waflt.org/index.php?q=node/39
Call for Papers: 2013 Second Language Research Forum
From http://ce.byu.edu/cw/slrf
Call for Papers
Second Language Research Forum 2013
October 31-November 2, 2013
Hosted by: Brigham Young University in Provo, Utah
To embody the conference theme, “The Natural Phenomena of SLA: Complexity, Context and Communication,” the organizers are soliciting proposals from various disciplines, including those that have traditionally been associated with SLA research, as well as those that are new to SLA research or that have been underrepresented at previous SLA conferences.
Proposals are welcome from all areas of second language research, including (but not limited to) the following:
Formal Approaches to SLA
Functional Approaches to SLA
Cognitive Approaches to SLA
Technology and SLA
Classroom Research
L2 Assessment
Psycholinguistic Approaches to SLA
Neurocognitive Approaches to SLA
Bilingualism
Corpus Approaches to SLA
Socio-Cultural Approaches to SLA / Pragmatics
Context of Learning / Study Abroad
Heritage Language Learning / Language Maintenance
Comprehensive research syntheses, preferably in the form of a meta-analysis, are also welcomed.
Paper, Poster and Colloquia Abstract Submission Deadline: Wednesday May 1, 2013
Download the full call for papers from http://ce.byu.edu/cw/slrf/pdf/SLRF_2013_Call_for_Papers.pdf
Visit the conference website at http://ce.byu.edu/cw/slrf
Call for Papers
Second Language Research Forum 2013
October 31-November 2, 2013
Hosted by: Brigham Young University in Provo, Utah
To embody the conference theme, “The Natural Phenomena of SLA: Complexity, Context and Communication,” the organizers are soliciting proposals from various disciplines, including those that have traditionally been associated with SLA research, as well as those that are new to SLA research or that have been underrepresented at previous SLA conferences.
Proposals are welcome from all areas of second language research, including (but not limited to) the following:
Formal Approaches to SLA
Functional Approaches to SLA
Cognitive Approaches to SLA
Technology and SLA
Classroom Research
L2 Assessment
Psycholinguistic Approaches to SLA
Neurocognitive Approaches to SLA
Bilingualism
Corpus Approaches to SLA
Socio-Cultural Approaches to SLA / Pragmatics
Context of Learning / Study Abroad
Heritage Language Learning / Language Maintenance
Comprehensive research syntheses, preferably in the form of a meta-analysis, are also welcomed.
Paper, Poster and Colloquia Abstract Submission Deadline: Wednesday May 1, 2013
Download the full call for papers from http://ce.byu.edu/cw/slrf/pdf/SLRF_2013_Call_for_Papers.pdf
Visit the conference website at http://ce.byu.edu/cw/slrf
Book: Identity, Agency and the Acquisition of Professional Language and Culture
From http://www.bloomsbury.com/uk/identity-agency-and-the-acquisition-of-professional-language-and-culture-9781623565749
Identity, Agency and the Acquisition of Professional Language and Culture
By Ping Deters
Published by Bloomsbury Publishing
Summary: With globalization and the ever-increasing migration of professionals, issues related to learning an additional language and culture in professional contexts are prominent in many contemporary societies. Drawing upon data from an extensive research study of internationally educated professionals, this book examines the affordances and constraints to successful professional acculturation, and the relationships between identity, agency, and the acquisition of professional language and culture.
The author provides a succinct review of socially informed theories of second language acquisition, and presents a unique analysis of identity and agency that incorporates the work of Erik Erikson and George Herbert Mead with Vygotsky’s sociocultural theory and Lave and Wenger’s community of practice framework. Given the pervasive problem of the underemployment of internationally educated professionals in many contemporary immigrant-receiving societies, this book makes a timely contribution that not only advances scholarship but also has important practical and policy implications.
Visit the publisher’s website at http://www.bloomsbury.com/uk/identity-agency-and-the-acquisition-of-professional-language-and-culture-9781623565749
Identity, Agency and the Acquisition of Professional Language and Culture
By Ping Deters
Published by Bloomsbury Publishing
Summary: With globalization and the ever-increasing migration of professionals, issues related to learning an additional language and culture in professional contexts are prominent in many contemporary societies. Drawing upon data from an extensive research study of internationally educated professionals, this book examines the affordances and constraints to successful professional acculturation, and the relationships between identity, agency, and the acquisition of professional language and culture.
The author provides a succinct review of socially informed theories of second language acquisition, and presents a unique analysis of identity and agency that incorporates the work of Erik Erikson and George Herbert Mead with Vygotsky’s sociocultural theory and Lave and Wenger’s community of practice framework. Given the pervasive problem of the underemployment of internationally educated professionals in many contemporary immigrant-receiving societies, this book makes a timely contribution that not only advances scholarship but also has important practical and policy implications.
Visit the publisher’s website at http://www.bloomsbury.com/uk/identity-agency-and-the-acquisition-of-professional-language-and-culture-9781623565749
Book: Spanish Speakers in the USA
From http://www.multilingual-matters.com/display.asp?isb=9781847698773
Spanish Speakers in the USA
By Janet M. Fuller
Published by Multilingual Matters
Summary: Spanish Speakers in the USA explores the relationship between language and culture both as specific to Latin@s and as a generalizable example of linguistic and cultural diversity. The concept of identity is explored, with special attention to culturally embedded ideas about 'race' and ethnicity, and how language contributes to identity construction. Also addressed are attitudes and beliefs about the Spanish language, and the people who speak it, as they are revealed in online communication, public discourse, films and television. Linguistic consequences of language contact are discussed, showing how so-called 'Spanglish' is both socially significant and linguistically mundane. The final chapter illuminates how the education of Spanish speakers in the USA school system is linked to issues surrounding Latin@ identities and ideologies about Spanish.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847698773
Spanish Speakers in the USA
By Janet M. Fuller
Published by Multilingual Matters
Summary: Spanish Speakers in the USA explores the relationship between language and culture both as specific to Latin@s and as a generalizable example of linguistic and cultural diversity. The concept of identity is explored, with special attention to culturally embedded ideas about 'race' and ethnicity, and how language contributes to identity construction. Also addressed are attitudes and beliefs about the Spanish language, and the people who speak it, as they are revealed in online communication, public discourse, films and television. Linguistic consequences of language contact are discussed, showing how so-called 'Spanglish' is both socially significant and linguistically mundane. The final chapter illuminates how the education of Spanish speakers in the USA school system is linked to issues surrounding Latin@ identities and ideologies about Spanish.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847698773
Spanish Instructor Position at Chemeketa Community College
Chemeketa Community College welcomes applications for a full-time Spanish Instructor
Position Summary
This is a full time faculty position in the Foreign Languages Program at Chemeketa Community College. In addition to teaching, Spanish faculty are intensely involved in program leadership, student advising, curriculum development and coordinating of class projects and outcomes. Learn more about Chemeketa Programs and Majors at http://www.chemeketa.edu
Closing Date: Friday, February 15, 2013
Requirements
The successful candidate will have:
Master's degree in Spanish or Master's degree in a related field including a minimum of 24 graduate semester credits in Spanish
-AND- One year experience teaching college level credit Spanish courses
-AND- Superior-level Spanish proficiency
To be considered for this position, a complete online application is required. For complete information on this and other job opportunities, please visit our web site at http://hr.chemeketa.edu
View this full job posting by going to http://hr.chemeketa.edu/jobopportunities.html Click on Faculty Position Openings. Scroll down to Spanish Instructor.
Position Summary
This is a full time faculty position in the Foreign Languages Program at Chemeketa Community College. In addition to teaching, Spanish faculty are intensely involved in program leadership, student advising, curriculum development and coordinating of class projects and outcomes. Learn more about Chemeketa Programs and Majors at http://www.chemeketa.edu
Closing Date: Friday, February 15, 2013
Requirements
The successful candidate will have:
Master's degree in Spanish or Master's degree in a related field including a minimum of 24 graduate semester credits in Spanish
-AND- One year experience teaching college level credit Spanish courses
-AND- Superior-level Spanish proficiency
To be considered for this position, a complete online application is required. For complete information on this and other job opportunities, please visit our web site at http://hr.chemeketa.edu
View this full job posting by going to http://hr.chemeketa.edu/jobopportunities.html Click on Faculty Position Openings. Scroll down to Spanish Instructor.
January 19, 2013
MLA Commons: Online Social Media Platform for MLA Members
From http://chronicle.com/blogs/wiredcampus/a-virtual-meeting-ground-for-language-and-literature-scholars/41595
MLA Commons is a new social-media platform open to any members of the Modern Language Association. From an article about this new platform:
“Users can upload information and links about themselves and their work, add fellow members to their list of contacts, create blog entries, and trade public or private messages. They can join or create groups devoted to different topics, including the digital humanities, so-called alternative-academic (or alt-ac) careers, ‘interdisciplinary approaches to culture and society,’ media and literature, and community-focused ‘service learning.’”
Read more about this new platform at http://chronicle.com/blogs/wiredcampus/a-virtual-meeting-ground-for-language-and-literature-scholars/41595
Get started at http://commons.mla.org/docs/getting-started
The main page of MLA Commons is available at http://commons.mla.org
MLA Commons is a new social-media platform open to any members of the Modern Language Association. From an article about this new platform:
“Users can upload information and links about themselves and their work, add fellow members to their list of contacts, create blog entries, and trade public or private messages. They can join or create groups devoted to different topics, including the digital humanities, so-called alternative-academic (or alt-ac) careers, ‘interdisciplinary approaches to culture and society,’ media and literature, and community-focused ‘service learning.’”
Read more about this new platform at http://chronicle.com/blogs/wiredcampus/a-virtual-meeting-ground-for-language-and-literature-scholars/41595
Get started at http://commons.mla.org/docs/getting-started
The main page of MLA Commons is available at http://commons.mla.org
Article: How to Create Authentic Experiences for Students Studying Abroad
From http://asiasociety.org/education/chinese-language-initiatives/how-create-authentic-experiences-students-studying-abroad
How to Create Authentic Experiences for Students Studying Abroad
by Jeff Wang
“Authentic” is a genuine learning experience, not a simple representation of the destination that doesn’t require deeper investigation. In the case of designing travel programs to China, it is both futile and counterproductive if one tries to present a “real China”—a country geographically as expansive, and in many ways, no less culturally diverse than Europe. One may try to focus on the glorious past of the Great Wall, the Terra Cotta Warriors, or on the shining present of Shanghai, Beijing, Guangzhou, or on the neglected such as ethnic minorities and migrant workers. All of these aspects are real and relevant in understanding present day China, but not one alone is a true representation. An authentic experience is categorically not about being presented a certain aspect of a country or a people. This applies to just about any destination no matter how monolithic we may think it is.
Read more to find out Mr. Wang’s recommendations for putting your students into a mindset to learn while abroad at http://asiasociety.org/education/chinese-language-initiatives/how-create-authentic-experiences-students-studying-abroad
How to Create Authentic Experiences for Students Studying Abroad
by Jeff Wang
“Authentic” is a genuine learning experience, not a simple representation of the destination that doesn’t require deeper investigation. In the case of designing travel programs to China, it is both futile and counterproductive if one tries to present a “real China”—a country geographically as expansive, and in many ways, no less culturally diverse than Europe. One may try to focus on the glorious past of the Great Wall, the Terra Cotta Warriors, or on the shining present of Shanghai, Beijing, Guangzhou, or on the neglected such as ethnic minorities and migrant workers. All of these aspects are real and relevant in understanding present day China, but not one alone is a true representation. An authentic experience is categorically not about being presented a certain aspect of a country or a people. This applies to just about any destination no matter how monolithic we may think it is.
Read more to find out Mr. Wang’s recommendations for putting your students into a mindset to learn while abroad at http://asiasociety.org/education/chinese-language-initiatives/how-create-authentic-experiences-students-studying-abroad
ESL Activities.com: Free Online Resources
From http://www.eslactivities.com/about.php
ESL Activities.com is a collection of lesson plans, games, puzzles, and other resources for English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers. ESL Activities.com also has several systems set up that allow teachers to customize activities with their own content, making the activities much more versatile and also allow other teachers to have access to the activities they create.
Browse the available resources at http://www.eslactivities.com/index.php
ESL Activities.com is a collection of lesson plans, games, puzzles, and other resources for English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers. ESL Activities.com also has several systems set up that allow teachers to customize activities with their own content, making the activities much more versatile and also allow other teachers to have access to the activities they create.
Browse the available resources at http://www.eslactivities.com/index.php
Article: Tapping Technology to Help English-Language Learners
From http://blogs.edweek.org/edweek/learning-the-language/2013/01/tapping_technology_to_help_eng.html
Tapping Technology to Help English-Language Learners
by Ellen Wexler
January 14, 2013
A new paper examines a variety of strategies for using technology to improve the language ability and content knowledge of English learners, a fast-growing student population with diverse needs.
Titled "Technology-Driven Innovations for Teaching English Learners," the paper explores technological systems and software, and overall academic approaches used by schools and districts, that the authors argue are showing promise in helping English-language learners.
The paper was written by Sean Kennedy and Dan Soifer of the Lexington Institute, a conservative think tank in Arlington, Va., that conducts research on a variety of policy issues, including education. The focus of the paper is one that will surely resonate in many of the nation's districts: Over the past 15 years, the number of English-language learners enrolled in public schools increased from 3.5 million to at least 5.3 million, or by 51 percent, according to Education Week's research center.
Read the full article and download the paper at http://blogs.edweek.org/edweek/learning-the-language/2013/01/tapping_technology_to_help_eng.html
Tapping Technology to Help English-Language Learners
by Ellen Wexler
January 14, 2013
A new paper examines a variety of strategies for using technology to improve the language ability and content knowledge of English learners, a fast-growing student population with diverse needs.
Titled "Technology-Driven Innovations for Teaching English Learners," the paper explores technological systems and software, and overall academic approaches used by schools and districts, that the authors argue are showing promise in helping English-language learners.
The paper was written by Sean Kennedy and Dan Soifer of the Lexington Institute, a conservative think tank in Arlington, Va., that conducts research on a variety of policy issues, including education. The focus of the paper is one that will surely resonate in many of the nation's districts: Over the past 15 years, the number of English-language learners enrolled in public schools increased from 3.5 million to at least 5.3 million, or by 51 percent, according to Education Week's research center.
Read the full article and download the paper at http://blogs.edweek.org/edweek/learning-the-language/2013/01/tapping_technology_to_help_eng.html
Article: Common Core and ELLs: Reading and Writing Persuasion
From http://blogs.edweek.org/edweek/learning-the-language/2013/01/common_core_and_ells_reading_a.html
Common Core and ELLs: Reading and Writing Persuasion
By Lesli A. Maxwell
January 16, 2013
Putting complicated, original texts in front of middle school English-language learners may not be widespread practice now, but as more school districts begin the transition to the new common standards, doing so has to become the norm, not the exception.
So says a group of English-learner experts who are working on a collection of instructional resources meant to help educators elevate the quality and rigor of their instruction and support for English-language learners as the common core standards roll out into classrooms.
The Understanding Language team, based at Stanford University, has released its first such instructional resource in English/language arts …. Called "Persuasion Across Time and Space," the five-week unit for middle school students with at least an intermediate level of proficiency in English, is designed around persuasive speeches and texts.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/01/common_core_and_ells_reading_a.html
Common Core and ELLs: Reading and Writing Persuasion
By Lesli A. Maxwell
January 16, 2013
Putting complicated, original texts in front of middle school English-language learners may not be widespread practice now, but as more school districts begin the transition to the new common standards, doing so has to become the norm, not the exception.
So says a group of English-learner experts who are working on a collection of instructional resources meant to help educators elevate the quality and rigor of their instruction and support for English-language learners as the common core standards roll out into classrooms.
The Understanding Language team, based at Stanford University, has released its first such instructional resource in English/language arts …. Called "Persuasion Across Time and Space," the five-week unit for middle school students with at least an intermediate level of proficiency in English, is designed around persuasive speeches and texts.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/01/common_core_and_ells_reading_a.html
Elementary Lesson: Guineo o Plátano? Comparing Plantains and Bananas
From http://www.spanishsimply.com
Read about how Spanish teacher Tadina Ross incorporated a banana/plantain tasting activity into her unit about Puerto Rico at http://www.spanishsimply.com/2013/01/guineo-o-platano-comparing-plantains.html
Read about how Spanish teacher Tadina Ross incorporated a banana/plantain tasting activity into her unit about Puerto Rico at http://www.spanishsimply.com/2013/01/guineo-o-platano-comparing-plantains.html
Blog Offers Children’s Reading Materials in Spanish
From http://carmenelenamedina.wordpress.com/bienvenidos
The Leyendo leyendo, disfruto y aprendo blog’s purpose is to promote Spanish literacy; its target audience is Spanish-speaking families, but teachers will also find the available materials useful. The site has a wide variety of materials to read: stories, poems, puzzles, and more. Go to http://carmenelenamedina.wordpress.com to browse through the available resources on this Spanish-language blog.
The Leyendo leyendo, disfruto y aprendo blog’s purpose is to promote Spanish literacy; its target audience is Spanish-speaking families, but teachers will also find the available materials useful. The site has a wide variety of materials to read: stories, poems, puzzles, and more. Go to http://carmenelenamedina.wordpress.com to browse through the available resources on this Spanish-language blog.
Don’t Miss This Cute Inductive Exercise on the Difference between Jugar and Tocar
From http://zachary-jones.com/zambombazo
Your InterCom editor is enchanted with this adorable depiction of poor T-Rex trying to play games and play instruments with his short little arms ending in two clawed fingers each. Zachary Jones has put together a nice inductive exercise using humorous line drawings with captions using jugar or tocar to mean ‘to play’. View the drawings and download the accompanying worksheet at http://zachary-jones.com/zambombazo/t-rex-intentando-ensenarnos-la-diferencia-entre-jugar-y-tocar
Your InterCom editor is enchanted with this adorable depiction of poor T-Rex trying to play games and play instruments with his short little arms ending in two clawed fingers each. Zachary Jones has put together a nice inductive exercise using humorous line drawings with captions using jugar or tocar to mean ‘to play’. View the drawings and download the accompanying worksheet at http://zachary-jones.com/zambombazo/t-rex-intentando-ensenarnos-la-diferencia-entre-jugar-y-tocar
ACTFL Latin Interpretive Reading Assessment (ALIRA)
From http://www.actfl.org/latin
ALIRA was created through a collaborative effort between The American Classical League and ACTFL. It is a first-of-its kind assessment that is based on both the National Standards for Foreign Language Learning and the Standards for Classical Language Learning. It is a four-option, multiple choice, computer-adaptive assessment that can be delivered in a single class period.
The goal of ALIRA is to assess Interpretive Reading in Latin. ALIRA uses a wide variety of texts including shorter and longer texts from ancient Rome, authentic historical documents, and modern texts from today’s classical studies community.
ALIRA provides a performance rating within the Novice and Intermediate ranges. There are four gradations of Novice performance and five gradations of Intermediate performance. They are designated N1 to N4 and I1 to I5. The score reports provide an explanation of each score.
Learn more about ALIRA at http://www.actfl.org/latin
ALIRA was created through a collaborative effort between The American Classical League and ACTFL. It is a first-of-its kind assessment that is based on both the National Standards for Foreign Language Learning and the Standards for Classical Language Learning. It is a four-option, multiple choice, computer-adaptive assessment that can be delivered in a single class period.
The goal of ALIRA is to assess Interpretive Reading in Latin. ALIRA uses a wide variety of texts including shorter and longer texts from ancient Rome, authentic historical documents, and modern texts from today’s classical studies community.
ALIRA provides a performance rating within the Novice and Intermediate ranges. There are four gradations of Novice performance and five gradations of Intermediate performance. They are designated N1 to N4 and I1 to I5. The score reports provide an explanation of each score.
Learn more about ALIRA at http://www.actfl.org/latin
Register Now for the Illinois Latin Contest
From http://icc.classics.illinois.edu/illinoislatincontest.html
Registration is now under way for the 2013 Illinois Latin Tournament. Qualifying exams will be taken at the local school during the week of March 4-8, and Finals will take place on April 27 (place TBD). You may view the tournament syllabus on the ICC website at http://icc.classics.illinois.edu/illinoislatincontest.html
If you wish to participate, contact Jennifer Draper (illatintourney at hotmail dot com) for a registration form, due by January 31.
Chochola, J. [IllinoisClassics] From: Jenn Draper Re: Illinois Latin Tournament. IllinoisClassics listserv (IllinoisClassics@yahoogroups.com, 14 Jan 2013).
Registration is now under way for the 2013 Illinois Latin Tournament. Qualifying exams will be taken at the local school during the week of March 4-8, and Finals will take place on April 27 (place TBD). You may view the tournament syllabus on the ICC website at http://icc.classics.illinois.edu/illinoislatincontest.html
If you wish to participate, contact Jennifer Draper (illatintourney at hotmail dot com) for a registration form, due by January 31.
Chochola, J. [IllinoisClassics] From: Jenn Draper Re: Illinois Latin Tournament. IllinoisClassics listserv (IllinoisClassics@yahoogroups.com, 14 Jan 2013).
Young Adults Can Spend a Volunteer Year in Germany
From http://www.germany.info/Vertretung/usa/en/__pr/GIC/2013/01/11ActionReconciliation.html
Action Reconciliation Service for Peace (ARSP) is seeking young Americans between the ages of 18 and 30 interested in serving on a voluntary basis for a year in Germany.
"People from diverse backgrounds live, work and learn together for 12 months at Holocaust memorial sites and non-profits promoting understanding and tolerance, remembering the past and taking a stand against anti-semitism, racism and discrimination today," explains the ARSP website. "The volunteers come from the United States, Israel, Russia and different European countries, including Germany itself. ARSP works to foster international, interreligious and intercultural dialogue and creating a more peaceful world."
The deadline to submit applications is January 31, 2013.
For more information go to the ARSP website at http://www.actionreconciliation.org/volunteer-service/german-program.html
Action Reconciliation Service for Peace (ARSP) is seeking young Americans between the ages of 18 and 30 interested in serving on a voluntary basis for a year in Germany.
"People from diverse backgrounds live, work and learn together for 12 months at Holocaust memorial sites and non-profits promoting understanding and tolerance, remembering the past and taking a stand against anti-semitism, racism and discrimination today," explains the ARSP website. "The volunteers come from the United States, Israel, Russia and different European countries, including Germany itself. ARSP works to foster international, interreligious and intercultural dialogue and creating a more peaceful world."
The deadline to submit applications is January 31, 2013.
For more information go to the ARSP website at http://www.actionreconciliation.org/volunteer-service/german-program.html
Resources for Teaching German
Here’s an annotated collection of links from the About.com website: http://german.about.com/od/teaching/Teaching_German.htm
Resources and information for teachers and students of German. Textbooks, teaching ideas, curriculum concerns, and more for all levels, from elementary to college.
Resources and information for teachers and students of German. Textbooks, teaching ideas, curriculum concerns, and more for all levels, from elementary to college.
False Cognates in German
Professor Erich L. Kaltofen has put together a list of false cognates between German and English, available at http://www4.ncsu.edu/~kaltofen/words.html
American Association of Teachers of German Designates 2013 Centers of Excellence
From http://www.aatg.org/content/aatg-designates-2013-centers-excellence
ATG is pleased to announce the designation of seven new German Centers of Excellence. Programs receiving this award are Cheyenne Mountain Junior High School in Colorado Springs, CO; Gunn High School in Palo Alto, CA; Hempfield School District in Landisville, PA; Lee’s Summit R-7 School District German Department in Lee’s Summit, MO; Upper Arlington City Schools German Program in Upper Arlington, OH; Michigan State University in East Lansing, MI; and Western Washington University in Bellingham, WA.
AATG’s German Centers of Excellence program identifies and honors excellence at all levels of instruction K-16. The designation is presented to well-established and growing German programs with innovative, student-centered, well-articulated curriculum supported by administrators, colleagues, alumni, parents, and students.
Learn more about German Centers of Excellence by following the links at http://www.aatg.org/content/aatg-designates-2013-centers-excellence
ATG is pleased to announce the designation of seven new German Centers of Excellence. Programs receiving this award are Cheyenne Mountain Junior High School in Colorado Springs, CO; Gunn High School in Palo Alto, CA; Hempfield School District in Landisville, PA; Lee’s Summit R-7 School District German Department in Lee’s Summit, MO; Upper Arlington City Schools German Program in Upper Arlington, OH; Michigan State University in East Lansing, MI; and Western Washington University in Bellingham, WA.
AATG’s German Centers of Excellence program identifies and honors excellence at all levels of instruction K-16. The designation is presented to well-established and growing German programs with innovative, student-centered, well-articulated curriculum supported by administrators, colleagues, alumni, parents, and students.
Learn more about German Centers of Excellence by following the links at http://www.aatg.org/content/aatg-designates-2013-centers-excellence
Swedish Institute
From http://www.si.se/English
The Swedish Institute (SI) is a public agency that promotes interest and confidence in Sweden around the world. SI seeks to establish cooperation and lasting relations with other countries through strategic communication and exchange in the fields of culture, education, science and business. SI also supports Swedish language instruction at foreign universities. SI works closely with Swedish embassies and consulates around the world.
Language resources include a list of American universities offering Swedish instruction (http://www.si.se/Svenska-spraket/Svenska/Svenska-spraket/Universitet-i-utlandet/Kontaktuppgifter/USA ), information about Swedish courses in Sweden and through distance learning (http://www.studyinsweden.se/Learn-Swedish ), information about Swedish proficiency tests (http://www.si.se/English/Navigation/Learning-Swedish/Proficiency-tests- ), and online readings about Swedish literature, music and society (http://www.si.se/Svenska-spraket/Svenska/Svenska-spraket/Artikelserie ).
Learn more about the Swedish Institute on their website: http://www.si.se/English
The Swedish Institute (SI) is a public agency that promotes interest and confidence in Sweden around the world. SI seeks to establish cooperation and lasting relations with other countries through strategic communication and exchange in the fields of culture, education, science and business. SI also supports Swedish language instruction at foreign universities. SI works closely with Swedish embassies and consulates around the world.
Language resources include a list of American universities offering Swedish instruction (http://www.si.se/Svenska-spraket/Svenska/Svenska-spraket/Universitet-i-utlandet/Kontaktuppgifter/USA ), information about Swedish courses in Sweden and through distance learning (http://www.studyinsweden.se/Learn-Swedish ), information about Swedish proficiency tests (http://www.si.se/English/Navigation/Learning-Swedish/Proficiency-tests- ), and online readings about Swedish literature, music and society (http://www.si.se/Svenska-spraket/Svenska/Svenska-spraket/Artikelserie ).
Learn more about the Swedish Institute on their website: http://www.si.se/English
Irish Language Weekend
Daltaí na Gaeilge will hold their Irish Language Immersion Weekend, February 15th - 17th, 2013 in Esopus, New York. Online registration and payment are available. Attendees who register by February 1st (Lá Fhéile Bríde) will receive a $10 discount.
General Information, Directions and a Registration Form are available at http://daltai.com/shop/products.php?product=Irish-Immersion-Weekend-%252d-February-15-to-17%2C-2013
General Information, Directions and a Registration Form are available at http://daltai.com/shop/products.php?product=Irish-Immersion-Weekend-%252d-February-15-to-17%2C-2013
Arabic and the Media Workshop
From http://arabicmediaworkshop.eventbrite.com/#
Arabic and the Media Workshop
Georgetown University Department of Arabic and Islamic Studies
Friday, February 22, 2013 from 9:00 AM to 5:30 PM (EST)
Washington, DC
This workshop is the second in a series of workshops that aims at bringing scholars from Arabic sociolinguistics with distinguished scholars on sociolinguistics more generally to exchange ideas and projects. This year the workshop will address essential issues such as the role of media in identity formation and conflicts as well as the impact of media on language variation and language ideologies.
Learn more about the workshop and sign up at http://arabicmediaworkshop.eventbrite.com/#
Arabic and the Media Workshop
Georgetown University Department of Arabic and Islamic Studies
Friday, February 22, 2013 from 9:00 AM to 5:30 PM (EST)
Washington, DC
This workshop is the second in a series of workshops that aims at bringing scholars from Arabic sociolinguistics with distinguished scholars on sociolinguistics more generally to exchange ideas and projects. This year the workshop will address essential issues such as the role of media in identity formation and conflicts as well as the impact of media on language variation and language ideologies.
Learn more about the workshop and sign up at http://arabicmediaworkshop.eventbrite.com/#
Video: The Benefits of Learning Arabic
Qatar Foundation International (QFI) has developed a short video on the reasons and advantages to learning Arabic: http://www.youtube.com/watch?v=6vf_Y_o1p3I&feature=g-user-u This video is freely available on YouTube for those who would like to learn about Arabic language education in K to 12 public schools. It is a great resource to inform parents, teachers, and educators. Please feel free to use this on your own websites, listservs, and publications if you feel this will be useful for your outreach efforts. If you have any comments or suggestions about the video please feel free to fill out this short comment form: https://docs.google.com/spreadsheet/viewform?formkey=dEFSbk04Yl9BdURpVzl5TF9DczUteGc6MQ
Read a recent article about one of the programs featured in the video, at Lincoln High School in Oregon, at http://www.oregonlive.com/portland/index.ssf/2013/01/lincoln_high_arabic_program_gr.html
Read a recent article about one of the programs featured in the video, at Lincoln High School in Oregon, at http://www.oregonlive.com/portland/index.ssf/2013/01/lincoln_high_arabic_program_gr.html
Effort Ties Native Language Preservation to Boosting Academics
From http://blogs.edweek.org/edweek/rural_education/2013/01/preserving_native_language_to_help_boost_academics.html
Effort Ties Native Language Preservation to Boosting Academics
By Diette Courrege
January 11, 2013
One of the 22 new federally funded comprehensive centers dedicated to helping struggling schools will be working to ensure Native languages and cultures are part of students' education in the same way as core academic subjects.
The National Indian Education Association, an advocacy group for the education of Native American students that serves a substantially rural population, will be assisting the University of Oklahoma's South Central Regional Comprehensive Center. It will serve students in Arkansas, Louisiana, New Mexico, and Oklahoma.
Read the full article at http://blogs.edweek.org/edweek/rural_education/2013/01/preserving_native_language_to_help_boost_academics.html
Effort Ties Native Language Preservation to Boosting Academics
By Diette Courrege
January 11, 2013
One of the 22 new federally funded comprehensive centers dedicated to helping struggling schools will be working to ensure Native languages and cultures are part of students' education in the same way as core academic subjects.
The National Indian Education Association, an advocacy group for the education of Native American students that serves a substantially rural population, will be assisting the University of Oklahoma's South Central Regional Comprehensive Center. It will serve students in Arkansas, Louisiana, New Mexico, and Oklahoma.
Read the full article at http://blogs.edweek.org/edweek/rural_education/2013/01/preserving_native_language_to_help_boost_academics.html
A New Way To Nurture the Inuit Language: Train the Instructors
From http://www.nunatsiaqonline.ca/stories/article/65674a_new_way_to_spread_the_inuit_language_train_the_instructors
A new way to nurture the Inuit language: train the instructors
Pirurvik’s instructor trainees to head home with new skills
by SAMANTHA DAWSON
January 17, 2013
Pirurvik, Iqaluit’s Inuktitut language training centre, has a new goal: to train instructors from Nunavut communities to teach Inuktitut in different ways and in their own dialects when they return home.
The program, just introduced this year, is currently offered in Iqaluit but is intended to make language training available across the territory on a regular basis.
This includes communities such as Cambridge Bay, Rankin Inlet, Arviat and Pond Inlet.
“What we need to do is bring everybody up to speed so that all the dialects have an equal basis to start from,” said Gavin Nesbitt, the operations director of Pirurvik.
Read the full article at http://www.nunatsiaqonline.ca/stories/article/65674a_new_way_to_spread_the_inuit_language_train_the_instructors
A new way to nurture the Inuit language: train the instructors
Pirurvik’s instructor trainees to head home with new skills
by SAMANTHA DAWSON
January 17, 2013
Pirurvik, Iqaluit’s Inuktitut language training centre, has a new goal: to train instructors from Nunavut communities to teach Inuktitut in different ways and in their own dialects when they return home.
The program, just introduced this year, is currently offered in Iqaluit but is intended to make language training available across the territory on a regular basis.
This includes communities such as Cambridge Bay, Rankin Inlet, Arviat and Pond Inlet.
“What we need to do is bring everybody up to speed so that all the dialects have an equal basis to start from,” said Gavin Nesbitt, the operations director of Pirurvik.
Read the full article at http://www.nunatsiaqonline.ca/stories/article/65674a_new_way_to_spread_the_inuit_language_train_the_instructors
Article: Digital Language-learning Initiative To Benefit 30 Vermont Schools
From http://www.burlingtonfreepress.com/article/20130114/NEWS07/301140010/Digital-language-learning-initiative-benefit-30-Vermont-schools?nclick_check=1
Digital language-learning initiative to benefit 30 Vermont schools
Online courses will be available to 30 Vermont middle schools and high schools at discounted price
by Tim Johnson
January 15, 2013
Middlebury Interactive Languages, a joint venture of Middlebury College and K12 Inc., a for-profit digital education provider, announced that it would be making its new online courses in five languages available to up to 30 Vermont middle schools and high schools at a “significant discount.”
The special offer for 30 Vermont schools — first-come, first-served — will offer online courses in French, Spanish, German, Latin and/or Chinese at a cost of $6,000 per school. Middlebury Interactive and Middlebury College will subsidize the Vermont program over four years to the tune of about $2.6 million, an expenditure that will cover content and on-site professional development training for teachers, among other things.
Meanwhile, Middlebury Interactive already has programs up and running in schools in other states.
Ron Liebowitz, Middlebury College president, said the college eventually hopes to receive income from Middlebury Interactive to offset the costs of higher education, but he added the main motivation was not financial. He said the college saw the new digital enterprise as a way to maintain its long-standing leadership in foreign-language instruction. The college has run a summer immersion language school for adults on its Middlebury campus for nearly a century, and another relatively new entity, the Middlebury-Monterey Language Academy, has been holding residential summer academies for high school students at several sites around the country.
Read the full article at http://www.burlingtonfreepress.com/article/20130114/NEWS07/301140010/Digital-language-learning-initiative-benefit-30-Vermont-schools?nclick_check=1
Digital language-learning initiative to benefit 30 Vermont schools
Online courses will be available to 30 Vermont middle schools and high schools at discounted price
by Tim Johnson
January 15, 2013
Middlebury Interactive Languages, a joint venture of Middlebury College and K12 Inc., a for-profit digital education provider, announced that it would be making its new online courses in five languages available to up to 30 Vermont middle schools and high schools at a “significant discount.”
The special offer for 30 Vermont schools — first-come, first-served — will offer online courses in French, Spanish, German, Latin and/or Chinese at a cost of $6,000 per school. Middlebury Interactive and Middlebury College will subsidize the Vermont program over four years to the tune of about $2.6 million, an expenditure that will cover content and on-site professional development training for teachers, among other things.
Meanwhile, Middlebury Interactive already has programs up and running in schools in other states.
Ron Liebowitz, Middlebury College president, said the college eventually hopes to receive income from Middlebury Interactive to offset the costs of higher education, but he added the main motivation was not financial. He said the college saw the new digital enterprise as a way to maintain its long-standing leadership in foreign-language instruction. The college has run a summer immersion language school for adults on its Middlebury campus for nearly a century, and another relatively new entity, the Middlebury-Monterey Language Academy, has been holding residential summer academies for high school students at several sites around the country.
Read the full article at http://www.burlingtonfreepress.com/article/20130114/NEWS07/301140010/Digital-language-learning-initiative-benefit-30-Vermont-schools?nclick_check=1
Article: Saudi Students Flood U.S. Colleges for English Lessons
From http://www.usatoday.com/story/news/nation/2013/01/11/saudi-students-english-class/1827465
Saudi students flood U.S. colleges for English lessons
by Mary Beth Marklein
January 15, 2013
Meshari Albishi, 25, is one of thousands of international students arriving each year in the United States to study English as the first step toward a college degree. They come from all over the world, but Saudi Arabia, where the government has poured billions of dollars into a generous scholarship program, is driving the recent surge.
In just seven years, Saudi student enrollments have skyrocketed from 11,116 in 2006, to 71,026 last year, according to the Saudi Arabian Cultural Mission to the United States, the Virginia-based agency that administers the scholarship. Nearly all recipients (95%) start with language training, which can take anywhere from a month to a year or more, officials say.
Read the full article at http://www.usatoday.com/story/news/nation/2013/01/11/saudi-students-english-class/1827465
Saudi students flood U.S. colleges for English lessons
by Mary Beth Marklein
January 15, 2013
Meshari Albishi, 25, is one of thousands of international students arriving each year in the United States to study English as the first step toward a college degree. They come from all over the world, but Saudi Arabia, where the government has poured billions of dollars into a generous scholarship program, is driving the recent surge.
In just seven years, Saudi student enrollments have skyrocketed from 11,116 in 2006, to 71,026 last year, according to the Saudi Arabian Cultural Mission to the United States, the Virginia-based agency that administers the scholarship. Nearly all recipients (95%) start with language training, which can take anywhere from a month to a year or more, officials say.
Read the full article at http://www.usatoday.com/story/news/nation/2013/01/11/saudi-students-english-class/1827465
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