February 26, 2013
United Nations Radio: News in Arabic, Chinese, English, French, Bengali, Russian, Portuguese, Spanish, Kiswahili
You and your students can listen to the news in Arabic, Chinese, English, French, Bengali, Russian, Portuguese, Spanish, or Kiswahili and follow along in writing, thanks to United Nations Radio. Go to the website at http://www.unmultimedia.org/radio/english and select the language you want in the upper right hand corner.
Resources for Flipping Your Language Classroom
The basic idea behind flipped instruction is to use technology so that lecture time is moved outside of the classroom, leaving more time for teacher-student interactions in the classroom.
If you are considering flipping your language classroom, here are a few resources you may find useful.
First, Flipping my Spanish Classroom is a Colorado high school Spanish teacher’s blog about her experience flipping her classroom. The blog main page is available at http://spanishflippedclass.blogspot.fr ; go to http://spanishflippedclass.blogspot.fr/p/flipped-class-helpful-documents.html for helpful documents.
In the last weeks FLTEACH listserv users have been discussing flipped instruction. See what they’re writing about it, both positive and negative, at the FLTEACH archives: http://listserv.buffalo.edu/cgi-bin/wa?S2=FLTEACH&q=&s=flipped&f=&a=&b=
If you are considering flipping your language classroom, here are a few resources you may find useful.
First, Flipping my Spanish Classroom is a Colorado high school Spanish teacher’s blog about her experience flipping her classroom. The blog main page is available at http://spanishflippedclass.blogspot.fr ; go to http://spanishflippedclass.blogspot.fr/p/flipped-class-helpful-documents.html for helpful documents.
In the last weeks FLTEACH listserv users have been discussing flipped instruction. See what they’re writing about it, both positive and negative, at the FLTEACH archives: http://listserv.buffalo.edu/cgi-bin/wa?S2=FLTEACH&q=&s=flipped&f=&a=&b=
Project Is Now Citing Digital Materials for Less Commonly Taught Languages
During the past two years, the UCLA Language Materials Project (LMP), supported by a grant from the International Research and Studies Program of the U.S. Department of Education, has surveyed digital teaching materials for 150 Less Commonly Taught Languages (LCTLs). Now, citations of those materials are being added to the LMP’s online bibliography, joining the 8000 citations of traditionally published textbooks, dictionaries, readers, grammars, and phrasebooks. About 100 descriptions of digital items are now on display, with another 400 in the pipeline.
The digital materials include web courses, interactive lessons, script and vocabulary tutorials, online dictionaries, and course enrichment materials like puzzles and games. Some are distributed on DVDs or apps, but most are presented directly on the Web, either for free or by subscription.
Explore the bibliography at http://www.lmp.ucla.edu/Default.aspx
If you know of digital materials that we should cite, please tell the LMP about them. Their email is lmp at international dot ucla dot edu.
[ILR-INFO] Digital Materials for Less Commonly Taught Languages. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 25 Feb 2013).
The digital materials include web courses, interactive lessons, script and vocabulary tutorials, online dictionaries, and course enrichment materials like puzzles and games. Some are distributed on DVDs or apps, but most are presented directly on the Web, either for free or by subscription.
Explore the bibliography at http://www.lmp.ucla.edu/Default.aspx
If you know of digital materials that we should cite, please tell the LMP about them. Their email is lmp at international dot ucla dot edu.
[ILR-INFO] Digital Materials for Less Commonly Taught Languages. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 25 Feb 2013).
Languages in Danger Website Has Curriculum for English Language Learners
From http://languagesindanger.eu
The Languages in Danger website allows visitors to explore the world’s linguistic diversity and to learn more about the issue of language obsolescence. The Teaching Resources section is intended for teachers of English as a Second Language in Polish high schools, but the curricular materials could be used by any teacher in any country.
Explore the available materials and resources at http://languagesindanger.eu/teaching-materials/english-as-a-foreign-language
The Languages in Danger website allows visitors to explore the world’s linguistic diversity and to learn more about the issue of language obsolescence. The Teaching Resources section is intended for teachers of English as a Second Language in Polish high schools, but the curricular materials could be used by any teacher in any country.
Explore the available materials and resources at http://languagesindanger.eu/teaching-materials/english-as-a-foreign-language
ESL Amplified: New Blog for Teachers of English Language Learners
From http://eslamplified.blogspot.com
ESL Amplified is a new blog by two experienced teachers of English language learners. Here is how they introduce their blog:
“Quality ESL is not good teaching simplified; it's good teaching amplified! Instead of avoiding a difficult concept, we AMPLIFY exposure to and understanding of that concept. We present the concept in many different contexts and connect our teaching back to it time and time again. Our mission is to provide ESL educators with access to thought-provoking, complex curricula and the strategies, tools, and lessons necessary to AMPLIFY their teaching.”
Visit the blog at http://eslamplified.blogspot.com
ESL Amplified is a new blog by two experienced teachers of English language learners. Here is how they introduce their blog:
“Quality ESL is not good teaching simplified; it's good teaching amplified! Instead of avoiding a difficult concept, we AMPLIFY exposure to and understanding of that concept. We present the concept in many different contexts and connect our teaching back to it time and time again. Our mission is to provide ESL educators with access to thought-provoking, complex curricula and the strategies, tools, and lessons necessary to AMPLIFY their teaching.”
Visit the blog at http://eslamplified.blogspot.com
Busca palabra and Busca poema: Online Spanish Tools
Here are two Spanish-language websites whose tools you and your students may find useful:
The Busca palabra website offers an online dictionary, synonyms and antonyms, rhymes, a verb conjugator, and more. It is available at http://www.buscapalabra.com
The Busca poema website offers a search engine for poetry from the Spanish-speaking world, analysis tools, an online library, and more. It is available at http://www.buscapoemas.net
The Busca palabra website offers an online dictionary, synonyms and antonyms, rhymes, a verb conjugator, and more. It is available at http://www.buscapalabra.com
The Busca poema website offers a search engine for poetry from the Spanish-speaking world, analysis tools, an online library, and more. It is available at http://www.buscapoemas.net
National Spanish Spelling Bee
From http://nationalspanishspellingbee.com
The National Hispanic Cultural Center (NHCC) in Albuquerque, New Mexico, will host the Third Annual Santillana National Spanish Spelling Bee on July 18, 2013.
The event offers the opportunity for all Spanish-speaking kids across the nation, be they mother-tongue speakers or children who are learning the language, to showcase their command of Spanish spelling.
Registration forms are due by May 17, 2013.
For full details and to download a registration form go to http://nationalspanishspellingbee.com/information
If you would like to host your own Spanish spelling bee in preparation for the national event, here is a helpful guide: http://nationalspanishspellingbee.com/category/event-news
The National Hispanic Cultural Center (NHCC) in Albuquerque, New Mexico, will host the Third Annual Santillana National Spanish Spelling Bee on July 18, 2013.
The event offers the opportunity for all Spanish-speaking kids across the nation, be they mother-tongue speakers or children who are learning the language, to showcase their command of Spanish spelling.
Registration forms are due by May 17, 2013.
For full details and to download a registration form go to http://nationalspanishspellingbee.com/information
If you would like to host your own Spanish spelling bee in preparation for the national event, here is a helpful guide: http://nationalspanishspellingbee.com/category/event-news
Activity for Giving Advice: Tengo Un Problema
From http://www.todoele.net
Here’s an activity for practicing giving advice - using the provided prompts, one student leaves the room. The rest of the class is given the first prompt - a problem that the missing student supposedly has. The student returns, and based on the class’s advice, guess what his/her problem is.
Read a full Spanish-language description of the entire activity and access the supporting materials at http://www.todoele.net/actividades/Actividad_maint.asp?ActividadesPage=9&Actividad_id=461
Here’s an activity for practicing giving advice - using the provided prompts, one student leaves the room. The rest of the class is given the first prompt - a problem that the missing student supposedly has. The student returns, and based on the class’s advice, guess what his/her problem is.
Read a full Spanish-language description of the entire activity and access the supporting materials at http://www.todoele.net/actividades/Actividad_maint.asp?ActividadesPage=9&Actividad_id=461
Call for Grant Applications for the Organization of Film Festival in Universities
Following the success of the first year of Spanish Film Club (SFC), Pragda is happy to announce the deadline for the initiative's second year, which is set for March 15, 2013. SFC offers bi-annual grants to help universities bring the very best in contemporary Ibero American cinema to campuses and to introduce students to the language and cultures of these territories. More than 50 schools have participate in the program in our first year.
The inventive model allows universities to select a minimum of five films from a catalogue of 27 titles to create a film festival on campus. Representing 15 countries, the films have been carefully selected by a team of experts and are backed by the most important festivals and film critics. Spanish Film Club also allows the organization of virtual Q&As with filmmakers and provides all the necessary material for the festival's promotion. The grant deadline is March 15, 2013. Learn more at http://www.pragda.com/spanishfilmclub
#9967 Call for Grant Applications for the organization of Film Festival in Universities. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU 24 Feb 2013).
The inventive model allows universities to select a minimum of five films from a catalogue of 27 titles to create a film festival on campus. Representing 15 countries, the films have been carefully selected by a team of experts and are backed by the most important festivals and film critics. Spanish Film Club also allows the organization of virtual Q&As with filmmakers and provides all the necessary material for the festival's promotion. The grant deadline is March 15, 2013. Learn more at http://www.pragda.com/spanishfilmclub
#9967 Call for Grant Applications for the organization of Film Festival in Universities. LLTI listserv (LLTI@LISTSERV.DARTMOUTH.EDU 24 Feb 2013).
Digital Roman Forum: Virtual Model
From http://dlib.etc.ucla.edu/projects/Forum/about
From 1997 to 2003 the Cultural Virtual Reality Laboratory (CVRLab) created a digital model of the Roman Forum as it appeared in late antiquity. The notional date of the model is June 21, 400 A.D.
The purpose of the modeling project was to spatialize information and theories about how the Forum looked at this moment in time, which was more or less the height of its development as Rome's civic and cultural center. The digital model includes over twenty features (buildings and major monuments) filling up the western zone of the Roman Forum from the Temple of Vesta and Temple of Antoninus and Faustina on the east to the Tabularium facing the western slope of the Capitoline Hill.
With generous support from the National Science Foundation, the CVRLab was able to create a website about the digital Forum model from 2002 to 2005. The purposes of this site are: (1) to use the Internet to permit free use and easy viewing of the digital model by people all over the world; (2) to provide documentation for the archaeological evidence and theories utilized to create the model; and (3) to offer basic information about the individual features comprising the digital model so that their history and cultural context can be readily understood.
Explore using the Timemap (http://dlib.etc.ucla.edu/projects/Forum/timemap ) or a Search (http://dlib.etc.ucla.edu/projects/Forum/search )
From 1997 to 2003 the Cultural Virtual Reality Laboratory (CVRLab) created a digital model of the Roman Forum as it appeared in late antiquity. The notional date of the model is June 21, 400 A.D.
The purpose of the modeling project was to spatialize information and theories about how the Forum looked at this moment in time, which was more or less the height of its development as Rome's civic and cultural center. The digital model includes over twenty features (buildings and major monuments) filling up the western zone of the Roman Forum from the Temple of Vesta and Temple of Antoninus and Faustina on the east to the Tabularium facing the western slope of the Capitoline Hill.
With generous support from the National Science Foundation, the CVRLab was able to create a website about the digital Forum model from 2002 to 2005. The purposes of this site are: (1) to use the Internet to permit free use and easy viewing of the digital model by people all over the world; (2) to provide documentation for the archaeological evidence and theories utilized to create the model; and (3) to offer basic information about the individual features comprising the digital model so that their history and cultural context can be readily understood.
Explore using the Timemap (http://dlib.etc.ucla.edu/projects/Forum/timemap ) or a Search (http://dlib.etc.ucla.edu/projects/Forum/search )
Classical Tales: Stories Told Aloud on Website
From http://classictales.educ.cam.ac.uk
The Classical Tales website houses storytelling materials (audio files, teaching ideas, weblinks to images and transcripts) covering tales from Ovid’s Metamorphoses and Homer’s epic poems, the Iliad and the Odyssey.
Access the stories and other resources at http://classictales.educ.cam.ac.uk
The Classical Tales website houses storytelling materials (audio files, teaching ideas, weblinks to images and transcripts) covering tales from Ovid’s Metamorphoses and Homer’s epic poems, the Iliad and the Odyssey.
Access the stories and other resources at http://classictales.educ.cam.ac.uk
Latin Palindromes
Here are a few Latin palindromes for your and your students’ entertainment: http://blogs.dickinson.edu/dcc/2013/02/14/latin-palindromes
Internship and Volunteer Opportunities at the German-American Heritage Foundation
From http://www.gahmusa.org/about/internship.html
The German-American Heritage Foundation of the USA offers substantive internships to undergraduates, graduate students and recent graduates at their Museum and HQ in Washington, DC. They are also looking for volunteers.
All the internship and volunteer programs are challenging and hands-on. They combine collective learning opportunities with practical workplace experience. The program is comprised of hands-on practical learning activities including program development, Web site management, communication, planning and maintaining exhibits, organizing fundraising activities, guest services, as well as learning about the general workings of a non-profit.
Learn more about this opportunity at http://www.gahmusa.org/about/internship.html
The German-American Heritage Foundation of the USA offers substantive internships to undergraduates, graduate students and recent graduates at their Museum and HQ in Washington, DC. They are also looking for volunteers.
All the internship and volunteer programs are challenging and hands-on. They combine collective learning opportunities with practical workplace experience. The program is comprised of hands-on practical learning activities including program development, Web site management, communication, planning and maintaining exhibits, organizing fundraising activities, guest services, as well as learning about the general workings of a non-profit.
Learn more about this opportunity at http://www.gahmusa.org/about/internship.html
Job: Online Teacher - German School of Atlanta, GA
From http://www.germanschoolatlanta.com
Online Teacher Needed - German School of Atlanta, GA
The German School of Atlanta, an accredited, not for profit Saturday morning school, is looking to hire an Online Teacher for the 2013-14 school year.
Applicants should have the following qualifications:
- Fluent in German and English (bilingual and biliterate)
- working knowledge of Moodle
- a teaching degree along with teaching experience preferred
- flexible, enthusiastic personality and internationally mindedness
Online classes will begin in August and are open to the participants for 1 year. The participants will work through 12 modules/lectures at their own pace. The teacher will be responsible to create the 12 interactive modules/lectures and keep track of students progress daily. Some in person attendance for teacher training/workshops might be required. Please send your application (by email) including cover letter, resume, and references to bwiren at germanschoolatlanta dot com with the subject "Online Teaching Position."
The German School of Atlanta does not discriminate by race, color, religion, sex, age, country or ethnic origin. We accept applications from interested candidates who have a valid US work visa.
Online Teacher Needed - German School of Atlanta, GA
The German School of Atlanta, an accredited, not for profit Saturday morning school, is looking to hire an Online Teacher for the 2013-14 school year.
Applicants should have the following qualifications:
- Fluent in German and English (bilingual and biliterate)
- working knowledge of Moodle
- a teaching degree along with teaching experience preferred
- flexible, enthusiastic personality and internationally mindedness
Online classes will begin in August and are open to the participants for 1 year. The participants will work through 12 modules/lectures at their own pace. The teacher will be responsible to create the 12 interactive modules/lectures and keep track of students progress daily. Some in person attendance for teacher training/workshops might be required. Please send your application (by email) including cover letter, resume, and references to bwiren at germanschoolatlanta dot com with the subject "Online Teaching Position."
The German School of Atlanta does not discriminate by race, color, religion, sex, age, country or ethnic origin. We accept applications from interested candidates who have a valid US work visa.
German-American Friendship Poster Contest
From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2013/02/26-GADPoster.html
On October 6, 1683, a group of 13 families from Krefeld, in present-day North Rhine-Westphalia, arrived at Philadelphia, Pennsylvania. The settlement they founded, Germantown, was the first community founded by Germans in what would become the United States of America.
To celebrate the national German-American Day, marking this historical event and over 300 years of German heritage in the United States, the Los Angeles-based Tricentennial Foundation presents a poster contest on the theme of German-American friendship.
The submission deadline is June 3, 2013.
For full details go to http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2013/02/26-GADPoster.html
On October 6, 1683, a group of 13 families from Krefeld, in present-day North Rhine-Westphalia, arrived at Philadelphia, Pennsylvania. The settlement they founded, Germantown, was the first community founded by Germans in what would become the United States of America.
To celebrate the national German-American Day, marking this historical event and over 300 years of German heritage in the United States, the Los Angeles-based Tricentennial Foundation presents a poster contest on the theme of German-American friendship.
The submission deadline is June 3, 2013.
For full details go to http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2013/02/26-GADPoster.html
Istituto Italiano di Cultura di Chicago
From http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Istituto
The Italian Cultural Institute of Chicago, directed by Silvio Marchetti, is the cultural office of the Consulate General of Italy in Chicago. Founded in 1985, the Institute is one of five cultural agencies of the Italian Ministry of Foreign Affairs in the United States. It is located in the heart of Chicago along the Magnificent Mile. The Institute serves as a convenient source for information about Italian life and culture that showcases Italy’s classic and contemporary heritage with particular reference to art, music, cinema, design, architecture, science, and technology. The Institute is also home to a school of Italian language and culture, as well as a venue for art exhibitions and film screenings. The Institute works alongside the Consulate General of Italy in Chicago to forge relationships with local universities and research institutions. They promote English translations of Italian authors with local publishers and publicize information about Italian prizes in art and literature. They also work with ENIT (The Italian State Tourist Board) to promote tourism and travel to Italy.
The Italian Cultural Institute of Chicago offers the following services to the public:
• Courses in Italian language and culture at the Institute’s school, Italidea
• Two sessions annually to take the exam that determines knowledge of Italian as a foreign language.
• A library available to the public to view and borrow books, dvd’s, magazines, cd’s, and Italian newspapers.
• Information and documents on Italy in the field of culture.
Visit the Italian Cultural Institute of Chicago’s website at http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Istituto
Keep abreast of upcoming events with the Institute’s calendar: http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Gli_Eventi/Calendario
Find schools in your area with Italian programs at the Institute’s database: http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Imparare_Italiano/Corsi_nell_area_di_competenza
Learn more about the library and browse its catalog at http://www.iicchicago.esteri.it/IIC_Chicago/Menu/La_Biblioteca
Learn about job and funding opportunities at http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Opportunita
The Italian Cultural Institute of Chicago, directed by Silvio Marchetti, is the cultural office of the Consulate General of Italy in Chicago. Founded in 1985, the Institute is one of five cultural agencies of the Italian Ministry of Foreign Affairs in the United States. It is located in the heart of Chicago along the Magnificent Mile. The Institute serves as a convenient source for information about Italian life and culture that showcases Italy’s classic and contemporary heritage with particular reference to art, music, cinema, design, architecture, science, and technology. The Institute is also home to a school of Italian language and culture, as well as a venue for art exhibitions and film screenings. The Institute works alongside the Consulate General of Italy in Chicago to forge relationships with local universities and research institutions. They promote English translations of Italian authors with local publishers and publicize information about Italian prizes in art and literature. They also work with ENIT (The Italian State Tourist Board) to promote tourism and travel to Italy.
The Italian Cultural Institute of Chicago offers the following services to the public:
• Courses in Italian language and culture at the Institute’s school, Italidea
• Two sessions annually to take the exam that determines knowledge of Italian as a foreign language.
• A library available to the public to view and borrow books, dvd’s, magazines, cd’s, and Italian newspapers.
• Information and documents on Italy in the field of culture.
Visit the Italian Cultural Institute of Chicago’s website at http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Istituto
Keep abreast of upcoming events with the Institute’s calendar: http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Gli_Eventi/Calendario
Find schools in your area with Italian programs at the Institute’s database: http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Imparare_Italiano/Corsi_nell_area_di_competenza
Learn more about the library and browse its catalog at http://www.iicchicago.esteri.it/IIC_Chicago/Menu/La_Biblioteca
Learn about job and funding opportunities at http://www.iicchicago.esteri.it/IIC_Chicago/Menu/Opportunita
Mandarin Homophones - Tones Differ
From http://eastasiastudent.net
Here is a short list of word pairs in Mandarin whose pronunciation is the same, except for tone: http://eastasiastudent.net/china/putonghua/homophone-silliness
Here is a short list of word pairs in Mandarin whose pronunciation is the same, except for tone: http://eastasiastudent.net/china/putonghua/homophone-silliness
Workshop: Approaches to Teaching the Middle East
Georgetown University (Washington, DC) will present Approaches to Teaching the Middle East, a one-week workshop for K-12 teachers, June 24-28, 2013. This program offers a multidisciplinary approach to teaching about the countries of southwestern Asia and northern Africa. There will be readings and hands-on activities, and plenty of opportunities to ask questions and engage in discussions. Each teacher participant will receive $100 worth of resources, background information, and teaching materials. Deadline for application: May 10, 2013. Contact Zeina Azzam seikalyz at Georgetown dot edu with questions or to apply.
NCLRC Arabic K-12 Bulletin - February 25, 2013.
NCLRC Arabic K-12 Bulletin - February 25, 2013.
Free Culture Magazine: Saudi Aramco World
From http://www.saudiaramcoworld.com/about.us
Saudi Aramco, the oil company born as an international enterprise 75 years ago, distributes Saudi Aramco World to increase cross-cultural understanding. The bimonthly magazine's goal is to broaden knowledge of the cultures, history and geography of the Arab and Muslim worlds and their connections with the West. Saudi Aramco World is distributed without charge, upon request, to interested readers worldwide.
Explore the online version of the magazine at http://www.saudiaramcoworld.com/issue/201301/default.htm
Learn more about subscribing to the print edition at http://www.saudiaramcoworld.com/about.us/subscriptions
Saudi Aramco, the oil company born as an international enterprise 75 years ago, distributes Saudi Aramco World to increase cross-cultural understanding. The bimonthly magazine's goal is to broaden knowledge of the cultures, history and geography of the Arab and Muslim worlds and their connections with the West. Saudi Aramco World is distributed without charge, upon request, to interested readers worldwide.
Explore the online version of the magazine at http://www.saudiaramcoworld.com/issue/201301/default.htm
Learn more about subscribing to the print edition at http://www.saudiaramcoworld.com/about.us/subscriptions
Swahili Resources from the Kamusi Project
From http://kamusi.org
The Kamusi Project is primarily a project to produce a free online dictionary for Swahili. However, its scope includes other African languages and also some non-African languages.
You can get a sense of the system in action by going to http://kamusi.org/kamusi-dictionary-terms-first-100-words and clicking through some of the links among concepts in the demo data set.
Read more about the Kamusi Project at http://kamusi.org/what-is-kamusi , http://kamusi.org/questions , and http://kamusi.org/explaining-kamusi
The project also houses quite a few Swahili learning resources - explore them at http://kamusi.org/swahili-learning-resources
The Kamusi Project is primarily a project to produce a free online dictionary for Swahili. However, its scope includes other African languages and also some non-African languages.
You can get a sense of the system in action by going to http://kamusi.org/kamusi-dictionary-terms-first-100-words and clicking through some of the links among concepts in the demo data set.
Read more about the Kamusi Project at http://kamusi.org/what-is-kamusi , http://kamusi.org/questions , and http://kamusi.org/explaining-kamusi
The project also houses quite a few Swahili learning resources - explore them at http://kamusi.org/swahili-learning-resources
Article: Honor Students' Language Diversity
From http://www.ascd.org/publications/newsletters/education-update/feb13/vol55/num02/Honor-Students%27-Language-Diversity.aspx
Honor Students' Language Diversity
Liliana X. Aguas
February 2013
I will always remember the first time I observed Ms. King's class. … I walked through the classroom door and found Ms. King speaking in Spanish to an attentive group of 4th and 5th grade students.
In that moment, I felt a sense of validation about my first language that I'd never experienced before in an academic setting. I spent the rest of that school year student-teaching in Ms. King's two-way immersion classroom, conducting research on first-language maintenance and bilingual students and investigating the relationship between English language learners' perception of their first language and their academic performance.
What I found is that students who have a positive perception of their first language academically outperform students who view their first language negatively. My investigation clearly demonstrated that those teachers who created a language-inclusive classroom simultaneously created a more effective learning environment.
Read on for some of Ms. Aguas’ favorite classroom practices that honor students’ language diversity: http://www.ascd.org/publications/newsletters/education-update/feb13/vol55/num02/Honor-Students%27-Language-Diversity.aspx
Honor Students' Language Diversity
Liliana X. Aguas
February 2013
I will always remember the first time I observed Ms. King's class. … I walked through the classroom door and found Ms. King speaking in Spanish to an attentive group of 4th and 5th grade students.
In that moment, I felt a sense of validation about my first language that I'd never experienced before in an academic setting. I spent the rest of that school year student-teaching in Ms. King's two-way immersion classroom, conducting research on first-language maintenance and bilingual students and investigating the relationship between English language learners' perception of their first language and their academic performance.
What I found is that students who have a positive perception of their first language academically outperform students who view their first language negatively. My investigation clearly demonstrated that those teachers who created a language-inclusive classroom simultaneously created a more effective learning environment.
Read on for some of Ms. Aguas’ favorite classroom practices that honor students’ language diversity: http://www.ascd.org/publications/newsletters/education-update/feb13/vol55/num02/Honor-Students%27-Language-Diversity.aspx
Minnesota Zoo Helps Students Learn about Animals in Other Languages
From http://www.twincities.com/localnews/ci_22649710/minnesota-zoo-helps-students-learn-about-animals-other
Minnesota Zoo helps students learn about animals in other languages
By Christopher Magan
February 23, 2013
Last week, more than 500 students from Yinghua Academy poured into the Minnesota Zoo, excited to put their budding Chinese language skills to use discussing animals from snow monkeys to starfish.
Sixth-graders such as Katherine St. Martin-Norburg of St. Paul set up presentations in which their classmates could play a game or hear a song developed by students about one of the zoo's animals. The visit was part of the zoo's popular World Language Days, which draw thousands of students each February to learn about animals in languages such as Spanish, Japanese and American Sign Language.
Katherine, who attends the Minneapolis Chinese-language immersion charter school, said she enjoyed explaining snow monkeys to other visitors.
Read the full article at http://www.twincities.com/localnews/ci_22649710/minnesota-zoo-helps-students-learn-about-animals-other
Minnesota Zoo helps students learn about animals in other languages
By Christopher Magan
February 23, 2013
Last week, more than 500 students from Yinghua Academy poured into the Minnesota Zoo, excited to put their budding Chinese language skills to use discussing animals from snow monkeys to starfish.
Sixth-graders such as Katherine St. Martin-Norburg of St. Paul set up presentations in which their classmates could play a game or hear a song developed by students about one of the zoo's animals. The visit was part of the zoo's popular World Language Days, which draw thousands of students each February to learn about animals in languages such as Spanish, Japanese and American Sign Language.
Katherine, who attends the Minneapolis Chinese-language immersion charter school, said she enjoyed explaining snow monkeys to other visitors.
Read the full article at http://www.twincities.com/localnews/ci_22649710/minnesota-zoo-helps-students-learn-about-animals-other
Article: How Bilingualism Could Benefit the Brain
From http://bostinno.com/channels/how-bilingualism-could-benefit-the-brain
How bilingualism could benefit the brain
by Christian Arno
February 20th, 2013
A fascinating study published in the Journal of Neuroscience found a connection between faster mental reactions and speaking two or more languages. They found that people who were raised bilingual may have brains that work more efficiently. As they age, their linguistic abilities could help delay a decline in brain power.
In another study, researchers at Northwestern University, in Chicago, found that bilingual student volunteers found it easier to filter out distracting sounds and concentrate on a speaker. They suggested this is because their brains are used to suppressing the language they’re not using at the time.
It appears that knowing more than one language might have more benefits than we thought. Around 20 per cent of the US population is bilingual, with the most commonly spoken languages after English being Spanish, Chinese, French, and Tagalog. The percentage of bilingual Americans is rising, from around 11 per cent in 1980, although it’s still lower than Canada’s 35 per cent figure.
Read the full article at http://bostinno.com/channels/how-bilingualism-could-benefit-the-brain
How bilingualism could benefit the brain
by Christian Arno
February 20th, 2013
A fascinating study published in the Journal of Neuroscience found a connection between faster mental reactions and speaking two or more languages. They found that people who were raised bilingual may have brains that work more efficiently. As they age, their linguistic abilities could help delay a decline in brain power.
In another study, researchers at Northwestern University, in Chicago, found that bilingual student volunteers found it easier to filter out distracting sounds and concentrate on a speaker. They suggested this is because their brains are used to suppressing the language they’re not using at the time.
It appears that knowing more than one language might have more benefits than we thought. Around 20 per cent of the US population is bilingual, with the most commonly spoken languages after English being Spanish, Chinese, French, and Tagalog. The percentage of bilingual Americans is rising, from around 11 per cent in 1980, although it’s still lower than Canada’s 35 per cent figure.
Read the full article at http://bostinno.com/channels/how-bilingualism-could-benefit-the-brain
The Value of the Humanities: A Roundtable of Links
Here is a collection of links, complied by James Grossman, advocating for the study of the humanistic and social sciences. Colleagues are encouraged to add links and to disseminate widely.
http://blog.historians.org/news/1969/the-value-of-the-humanities-a-roundtable-of-links
http://blog.historians.org/news/1969/the-value-of-the-humanities-a-roundtable-of-links
Job: Research Assistant, Adult English Language Education
Research Assistant
CAL Classification: Research Assistant II
Program Area: Adult English Language Education
Salary: Low $50,000’s
Hours Per Week: 35 hrs/wk (full time)
Position Available: April 1, 2013
DESCRIPTION OF DUTIES:
The Research Assistant II for Adult English Language Education brings expertise in adult English language acquisition, teaching, and assessment to the support of research and research-related activities in CAL’s Adult English Language Education program area. The RA-AELE carries out project activities as assigned, contributing to the completion of project tasks and deliverables, and supports the development of future projects and project areas.
PRIMARY RESPONSIBILITIES:
Provide research and development support for CAL’s English for Heritage Language Speakers program, including research on heritage language communities in the United States; presentations on the program to potential applicants and others; provision, rating, and analysis of applicant telephone interviews; coordination of entry testing; rating of applications; interaction with program subcontractors; management of project budget and schedules; and preparation of reports
Assist with development and provision of research, technical assistance, and professional development projects in the field of adult English language education, including English for professional/occupational purposes, ESL in ABE/GED contexts, and English for global communication; assist in the preparation of proposals, including initial concept, writing, editing, budget preparation, and management
Assist with program implementation, analysis, evaluation, and special projects in the AELE area
Assist in managing other research program activities as assigned, developing progress reports, and communicating results to management and other audiences
Support communication of CAL’s AELE expertise and capabilities to external audiences through development of materials, management of Web content, and conference participation
Interact and collaborate with internal and external project teams on a regular basis
Apply skills in cultural competence when interacting with clients, constituents, and CAL staff
Participate in the conduct of activities designed to achieve CAL’s strategic goals
Minimum Qualifications:
MA/MS in a relevant field with 4 years of experience, or BA/BS in a relevant field with 8 years of experience
Excellent interpersonal skills and oral and written communication skills
Demonstrated ability to work independently and as part of a team
Flexibility and ability to meet deadlines consistently
Acute attention to detail and strong work ethic
A combination of training, education, and experience that provides the required knowledge and abilities in adult education and adult second language acquisition
Willingness and ability to travel extensively within the United States
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Human Resources Coordinator, Recruitment 13-03
Electronically:
jobs at cal dot org
Attn: Recruitment 13-03
CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Jobs at CAL, 26 Feb 2013.
CAL Classification: Research Assistant II
Program Area: Adult English Language Education
Salary: Low $50,000’s
Hours Per Week: 35 hrs/wk (full time)
Position Available: April 1, 2013
DESCRIPTION OF DUTIES:
The Research Assistant II for Adult English Language Education brings expertise in adult English language acquisition, teaching, and assessment to the support of research and research-related activities in CAL’s Adult English Language Education program area. The RA-AELE carries out project activities as assigned, contributing to the completion of project tasks and deliverables, and supports the development of future projects and project areas.
PRIMARY RESPONSIBILITIES:
Provide research and development support for CAL’s English for Heritage Language Speakers program, including research on heritage language communities in the United States; presentations on the program to potential applicants and others; provision, rating, and analysis of applicant telephone interviews; coordination of entry testing; rating of applications; interaction with program subcontractors; management of project budget and schedules; and preparation of reports
Assist with development and provision of research, technical assistance, and professional development projects in the field of adult English language education, including English for professional/occupational purposes, ESL in ABE/GED contexts, and English for global communication; assist in the preparation of proposals, including initial concept, writing, editing, budget preparation, and management
Assist with program implementation, analysis, evaluation, and special projects in the AELE area
Assist in managing other research program activities as assigned, developing progress reports, and communicating results to management and other audiences
Support communication of CAL’s AELE expertise and capabilities to external audiences through development of materials, management of Web content, and conference participation
Interact and collaborate with internal and external project teams on a regular basis
Apply skills in cultural competence when interacting with clients, constituents, and CAL staff
Participate in the conduct of activities designed to achieve CAL’s strategic goals
Minimum Qualifications:
MA/MS in a relevant field with 4 years of experience, or BA/BS in a relevant field with 8 years of experience
Excellent interpersonal skills and oral and written communication skills
Demonstrated ability to work independently and as part of a team
Flexibility and ability to meet deadlines consistently
Acute attention to detail and strong work ethic
A combination of training, education, and experience that provides the required knowledge and abilities in adult education and adult second language acquisition
Willingness and ability to travel extensively within the United States
IF INTERESTED, SEND RESUME AND COVER LETTER:
Mail:
Center for Applied Linguistics
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Human Resources Coordinator, Recruitment 13-03
Electronically:
jobs at cal dot org
Attn: Recruitment 13-03
CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
Jobs at CAL, 26 Feb 2013.
Job: COERLL Project Coordinator
The Center for Open Educational Resources and Language Learning (COERLL), the Dept of Education National Language Resource Center at the University of Texas at Austin, is seeking a dynamic, enthusiastic, and organized individual who enjoys working with diverse groups of people to coordinate projects and operations:
https://utdirect.utexas.edu/apps/hr/jobs/nlogon/130208018105
Essential functions of this job include the following:
Support foreign language faculty with coordinating the development of online instructional materials, including creating project plans, managing production workflow, tracking process of projects, and compiling project reports. Coordinate administrative needs for COERLL projects, including preparing project budgets, hiring staff, and purchasing equipment and supplies. Administer and publish online content in WordPress, Drupal, and other content authoring systems. Provide support and training to faculty on using open source technology and authoring tools to produce online educational resources. Promote and disseminate COERLL projects to educators, language learners, and the community through various outlets, including: news feeds on websites and social media, community discussion forums and listservs, OER repositories, and in-person conferences, workshops, etc.
Kelton, K. Project coordinator position - COERLL. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 18 Feb 2013).
https://utdirect.utexas.edu/apps/hr/jobs/nlogon/130208018105
Essential functions of this job include the following:
Support foreign language faculty with coordinating the development of online instructional materials, including creating project plans, managing production workflow, tracking process of projects, and compiling project reports. Coordinate administrative needs for COERLL projects, including preparing project budgets, hiring staff, and purchasing equipment and supplies. Administer and publish online content in WordPress, Drupal, and other content authoring systems. Provide support and training to faculty on using open source technology and authoring tools to produce online educational resources. Promote and disseminate COERLL projects to educators, language learners, and the community through various outlets, including: news feeds on websites and social media, community discussion forums and listservs, OER repositories, and in-person conferences, workshops, etc.
Kelton, K. Project coordinator position - COERLL. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 18 Feb 2013).
2013 Common Core Summer Institute
From http://www.thecenterweb.org/irc/pages/f_events-summer-institute.html
Common Core and More!
2013 Common Core Summer Institute
June 23-27, 2013
Santa Fe, New Mexico
Designed for teams of teachers, school leaders and administrators looking to enrich their use of standards in their work with language learners.
Learn more at http://www.thecenterweb.org/irc/pages/f_events-summer-institute.html or download a flyer from http://www.thecenterweb.org/irc/pdf/commoncore-summerinst2013.pdf
Common Core and More!
2013 Common Core Summer Institute
June 23-27, 2013
Santa Fe, New Mexico
Designed for teams of teachers, school leaders and administrators looking to enrich their use of standards in their work with language learners.
Learn more at http://www.thecenterweb.org/irc/pages/f_events-summer-institute.html or download a flyer from http://www.thecenterweb.org/irc/pdf/commoncore-summerinst2013.pdf
Summer Intensive Language Program in Monterey
Summer Intensive Language Program at the Monterey Institute of International Studies
The Summer Intensive Language Program (SILP) at the Monterey Institute provides a highly intensive language-learning environment for motivated students.
Beginning, intermediate and advanced level courses are offered in an 8-week program. This rigorous program is highly effective for language acquisition in a compressed period of time. The intensity and length of our summer program can accommodate that student looking to hone their language skills to, 1) study abroad, 2) participate in higher level language courses at their home institute, 3) prepare to pass a placement exam, or 4) enter the professional job market.
SILP offers language training in Arabic, Chinese, Spanish, French, Russian, and Japanese.
SILP highlights
Small class sizes (average of 8-10 students per class)
4-5 hours of in-class instruction each day
Instruction in cultural content
Focus on Communication and Fluency
Out-of-class language and culture activities
Daily tutoring opportunities
Up to 8 units of graduate or undergraduate credit
Program Dates: June 17-August 9, 2013
Application Deadline: April 29, 2013
Contact Info:
Summer Intensive Language Program
Monterey Institute of International Studies
Monterey, CA
(831)647-4115
silp at miis dot edu
http://www.miis.edu/academics/language/summer
The Summer Intensive Language Program (SILP) at the Monterey Institute provides a highly intensive language-learning environment for motivated students.
Beginning, intermediate and advanced level courses are offered in an 8-week program. This rigorous program is highly effective for language acquisition in a compressed period of time. The intensity and length of our summer program can accommodate that student looking to hone their language skills to, 1) study abroad, 2) participate in higher level language courses at their home institute, 3) prepare to pass a placement exam, or 4) enter the professional job market.
SILP offers language training in Arabic, Chinese, Spanish, French, Russian, and Japanese.
SILP highlights
Small class sizes (average of 8-10 students per class)
4-5 hours of in-class instruction each day
Instruction in cultural content
Focus on Communication and Fluency
Out-of-class language and culture activities
Daily tutoring opportunities
Up to 8 units of graduate or undergraduate credit
Program Dates: June 17-August 9, 2013
Application Deadline: April 29, 2013
Contact Info:
Summer Intensive Language Program
Monterey Institute of International Studies
Monterey, CA
(831)647-4115
silp at miis dot edu
http://www.miis.edu/academics/language/summer
Eighth International Conference on Language Teacher Education
From http://www.carla.umn.edu/conferences
8th International Conference on Language Teacher Education
Preparing Language Teacher Educators to Meet National and Global Needs
May 30–June 1, 2013
George Washington University
Washington, D.C.
Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, LTE 2013 will address the education of teachers of all languages, at all instructional and institutional levels, and in many national and international contexts in which this takes place including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages.
Check here for more details: http://nclrc.org/profdev/conferences_events.html
8th International Conference on Language Teacher Education
Preparing Language Teacher Educators to Meet National and Global Needs
May 30–June 1, 2013
George Washington University
Washington, D.C.
Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, LTE 2013 will address the education of teachers of all languages, at all instructional and institutional levels, and in many national and international contexts in which this takes place including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages.
Check here for more details: http://nclrc.org/profdev/conferences_events.html
Workshop: Engaging Language and Culture through Innovative Technologies
From http://cmes.arizona.edu/language/workshop2013
The upcoming 2013 Western Consortium Middle East Language Workshop will be hosted by the University of Arizona’s Center for Middle Eastern Studies (CMES) on March 29-31. The 2013 Workshop will explore "Engaging Language and Culture through Innovative Technologies" looking at various effective ways in which technology and especially computer-assisted language learning enhance, accelerate and support language learning and intercultural competence in students of all levels of proficiency in Arabic, Hebrew, Persian, and Turkish.
Learn more about the workshop, register, and make lodging arrangements at http://cmes.arizona.edu/language/workshop2013
The upcoming 2013 Western Consortium Middle East Language Workshop will be hosted by the University of Arizona’s Center for Middle Eastern Studies (CMES) on March 29-31. The 2013 Workshop will explore "Engaging Language and Culture through Innovative Technologies" looking at various effective ways in which technology and especially computer-assisted language learning enhance, accelerate and support language learning and intercultural competence in students of all levels of proficiency in Arabic, Hebrew, Persian, and Turkish.
Learn more about the workshop, register, and make lodging arrangements at http://cmes.arizona.edu/language/workshop2013
Call for Papers: Task-based Language Teaching and Learning
From http://linguistlist.org/issues/24/24-466.html
The Language Learning Journal is planning a special issue: Task-based language teaching and learning. Tasks are now widely used in language classrooms around the world under various guises. The last two decades have witnessed a surge of interest in research on tasks. However, there have been a number of criticisms leveled against task-based language teaching and learning (TBLT/L). For example, it has been claimed that since tasks are inherently meaning-centered and outcome-oriented they do not foster language learning and may induce task performers to simply 'get the job done' which might give rise to the production of impoverished language. A review of the relevant literature reveals that, despite the wealth of research in this area, such criticisms have not yet been adequately addressed and many unanswered questions remain regarding the notion of task and its utility in language classrooms - specifically, where a language other than English is taught. There is also a dearth of research on whether and how different kinds of task-based implementation variables (e.g. planning time) and task design features (e.g. task structure and task complexity) interact with individual difference factors. This special issue of The Language Learning Journal will therefore attempt to address the current research lacunae in TBLT/L.
Call Deadline: 31-Oct-2013
View the full call for papers at http://linguistlist.org/issues/24/24-466.html
The Language Learning Journal is planning a special issue: Task-based language teaching and learning. Tasks are now widely used in language classrooms around the world under various guises. The last two decades have witnessed a surge of interest in research on tasks. However, there have been a number of criticisms leveled against task-based language teaching and learning (TBLT/L). For example, it has been claimed that since tasks are inherently meaning-centered and outcome-oriented they do not foster language learning and may induce task performers to simply 'get the job done' which might give rise to the production of impoverished language. A review of the relevant literature reveals that, despite the wealth of research in this area, such criticisms have not yet been adequately addressed and many unanswered questions remain regarding the notion of task and its utility in language classrooms - specifically, where a language other than English is taught. There is also a dearth of research on whether and how different kinds of task-based implementation variables (e.g. planning time) and task design features (e.g. task structure and task complexity) interact with individual difference factors. This special issue of The Language Learning Journal will therefore attempt to address the current research lacunae in TBLT/L.
Call Deadline: 31-Oct-2013
View the full call for papers at http://linguistlist.org/issues/24/24-466.html
Book: Identifying and Recruiting Language Teachers
From http://www.infoagepub.com/products/Identifying-and-Recruiting-Language-Teachers
Identifying and Recruiting Language Teachers: A Research-Based Approach
By Peter B. Swanson
Published by Information Age Publishing
In this book, Swanson discusses the Second/Foreign Language (S/FL) teacher shortage and presents an effective research-based model to increase the number of students enrolled in language teacher education programs. The book is situated in seven chapters beginning with a review of the literature surrounding the shortage of S/FL teachers and the factors associated with the shortage from a global perspective. In Chapter 2, Swanson lays out the theoretical framework that guides this research. In the next two chapters, he presents his recruiting method for adolescents enrolled in S/FL courses and in future educator groups. In each of these chapters he discusses a process to confront and overcome the most commonly cited reasons adolescents give for not choosing language teaching in order to foster interest in becoming a language teacher.
In Chapter 5, he discusses the importance of inviting and hosting campus visits for high school students as well as the value of inviting students to professional meetings in order to learn more about teaching languages. In Chapter 6, he describes the process to recruit adults into a career as a language teacher. In the final chapter, Swanson offers some concluding thoughts which tie the book together as well as discussing the induction of S/FL teachers into the profession from the moment they enter teacher preparation programs.
This book is suited for faculty members interested in building and sustaining enrollment in S/FL teacher education programs. The methods and strategies are easily modified for increasing teacher candidate enrollment in other content areas.
Visit the publisher’s website at http://www.infoagepub.com/products/Identifying-and-Recruiting-Language-Teachers
Identifying and Recruiting Language Teachers: A Research-Based Approach
By Peter B. Swanson
Published by Information Age Publishing
In this book, Swanson discusses the Second/Foreign Language (S/FL) teacher shortage and presents an effective research-based model to increase the number of students enrolled in language teacher education programs. The book is situated in seven chapters beginning with a review of the literature surrounding the shortage of S/FL teachers and the factors associated with the shortage from a global perspective. In Chapter 2, Swanson lays out the theoretical framework that guides this research. In the next two chapters, he presents his recruiting method for adolescents enrolled in S/FL courses and in future educator groups. In each of these chapters he discusses a process to confront and overcome the most commonly cited reasons adolescents give for not choosing language teaching in order to foster interest in becoming a language teacher.
In Chapter 5, he discusses the importance of inviting and hosting campus visits for high school students as well as the value of inviting students to professional meetings in order to learn more about teaching languages. In Chapter 6, he describes the process to recruit adults into a career as a language teacher. In the final chapter, Swanson offers some concluding thoughts which tie the book together as well as discussing the induction of S/FL teachers into the profession from the moment they enter teacher preparation programs.
This book is suited for faculty members interested in building and sustaining enrollment in S/FL teacher education programs. The methods and strategies are easily modified for increasing teacher candidate enrollment in other content areas.
Visit the publisher’s website at http://www.infoagepub.com/products/Identifying-and-Recruiting-Language-Teachers
Apply To Teach in China!
The U.S.-China Teachers Exchange Program, now in its seventeenth year, sends American K-12 teachers to China and brings Chinese secondary school teachers to the United States to spend a year teaching language and culture.
American educators teach in Chinese secondary schools; Chinese work in American elementary, middle, and high schools. The exchange program provides the teachers a unique opportunity to improve their own language and teaching skills; deepen their understanding of another culture; and share new curriculum, pedagogy, and experiences in their home classrooms upon their return.
The program is generously funded by the Yihai Education Foundation. More information, including application instructions, is available at http://www.ncuscr.org/tep
ELIGIBILITY
Be a native English speaker;
Have a bachelor’s degree or beyond;
Have a full-time teaching position in the U.S.;
Have at least five years of teaching experience;
Attend a six-day pre-departure orientation in early or mid-July;
Be willing to spend the academic year in China (from late August to late June).
Application Deadline: March 15, 2013
Go to http://e2ma.net/go/13022095563/214265095/239831526/26665/b64/aHR0cDovL3d3dy5uY3VzY3Iub3JnL2ZpbGVzLzIwMTNfVEVQX0FwcGxpY2F0aW9uX0luc3RydWN0aW9uczEucGRm for detailed application instructions. To learn more about the program, please visit this website: http://www.ncuscr.org/tep
Questions: TEP at ncuscr dot org or 212-645-9677, ext. 14
American educators teach in Chinese secondary schools; Chinese work in American elementary, middle, and high schools. The exchange program provides the teachers a unique opportunity to improve their own language and teaching skills; deepen their understanding of another culture; and share new curriculum, pedagogy, and experiences in their home classrooms upon their return.
The program is generously funded by the Yihai Education Foundation. More information, including application instructions, is available at http://www.ncuscr.org/tep
ELIGIBILITY
Be a native English speaker;
Have a bachelor’s degree or beyond;
Have a full-time teaching position in the U.S.;
Have at least five years of teaching experience;
Attend a six-day pre-departure orientation in early or mid-July;
Be willing to spend the academic year in China (from late August to late June).
Application Deadline: March 15, 2013
Go to http://e2ma.net/go/13022095563/214265095/239831526/26665/b64/aHR0cDovL3d3dy5uY3VzY3Iub3JnL2ZpbGVzLzIwMTNfVEVQX0FwcGxpY2F0aW9uX0luc3RydWN0aW9uczEucGRm for detailed application instructions. To learn more about the program, please visit this website: http://www.ncuscr.org/tep
Questions: TEP at ncuscr dot org or 212-645-9677, ext. 14
February 24, 2013
Jobs with Language: Inspire Your Students, Advocate for Your Program
From http://www.jobswithlanguage.com
The Jobs with Language website is a service for multilingual job seekers and for employers who seek multilingual employees. Show your students how their language study can help them find jobs in the future; advocate for your program by showing parents and administrators how multilingualism boosts students’ chances of finding good jobs.
The website is available at http://www.jobswithlanguage.com
The Jobs with Language website is a service for multilingual job seekers and for employers who seek multilingual employees. Show your students how their language study can help them find jobs in the future; advocate for your program by showing parents and administrators how multilingualism boosts students’ chances of finding good jobs.
The website is available at http://www.jobswithlanguage.com
Blog Post: Video Games and Language Learning
From http://www.freetech4teachers.com
Felix Kronenberg is an as Assistant Professor for Modern Languages and Literatures and Director of the Language Learning Center at Rhodes College. In a recent guest post to the Free Technology for Teachers, he writes,
“Getting our students to learn with such interest and deep motivation - a state of mind often referred to as “flow” (a term concept introduced by Mihaly Csikszentmihalyi) - is a worthwhile but difficult goal. Video games are one way to create flow, and I wanted to briefly introduce a few good examples of appropriate games and some resources as well as links for further investigation in this guest blog post.”
Read the full blog post at http://www.freetech4teachers.com/2013/02/video-games-and-language-learning.html#.USrMJBnpZp4
Dr. Kronenberg’s own blog, Language Technology Boot Camp, is available at http://www.languagetechnologybootcamp.org
Felix Kronenberg is an as Assistant Professor for Modern Languages and Literatures and Director of the Language Learning Center at Rhodes College. In a recent guest post to the Free Technology for Teachers, he writes,
“Getting our students to learn with such interest and deep motivation - a state of mind often referred to as “flow” (a term concept introduced by Mihaly Csikszentmihalyi) - is a worthwhile but difficult goal. Video games are one way to create flow, and I wanted to briefly introduce a few good examples of appropriate games and some resources as well as links for further investigation in this guest blog post.”
Read the full blog post at http://www.freetech4teachers.com/2013/02/video-games-and-language-learning.html#.USrMJBnpZp4
Dr. Kronenberg’s own blog, Language Technology Boot Camp, is available at http://www.languagetechnologybootcamp.org
Creative Writing Activity for Language Learners
From http://www.teachthemenglish.com
Here’s a creative writing activity (its author humbly calls it “The greatest creative writing activity ever”) that involves an adventure on another planet. Read how to implement it and why it’s a such a good activity at http://www.teachthemenglish.com/2013/01/the-greatest-creative-writing-activity-ever
Here’s a creative writing activity (its author humbly calls it “The greatest creative writing activity ever”) that involves an adventure on another planet. Read how to implement it and why it’s a such a good activity at http://www.teachthemenglish.com/2013/01/the-greatest-creative-writing-activity-ever
Play for English Language Learners in New York
Educational Theater of New York presents this spring season, “The Gioconda Smile” by Aldous Huxley, an intriguing short story with complex relationships, the search for love and happiness, and the consequences of treason, jealousy, and despair.
Performances start Tuesday, April 9 at 10 am, Wednesday, April 10 at 6:30 pm, Thursday, April 11 at 10 am, Thursday, April 11 at 6:30 pm, Friday, April 12 at 10 am, Monday, April 15 at 6:30 pm, Tuesday, April 16 at 10 am.
Richmond Shepard Theatre 309 E 26th Street, NYC All tickets: $15
Reservations 646-7337685 or info at etnyarts dot org
Rodriguez, N. [nystesol-l] A New Play for ELL at ETNY. NYSTESOL listserv (nystesol-l@nystesol.org, 19 Feb 2013).
Performances start Tuesday, April 9 at 10 am, Wednesday, April 10 at 6:30 pm, Thursday, April 11 at 10 am, Thursday, April 11 at 6:30 pm, Friday, April 12 at 10 am, Monday, April 15 at 6:30 pm, Tuesday, April 16 at 10 am.
Richmond Shepard Theatre 309 E 26th Street, NYC All tickets: $15
Reservations 646-7337685 or info at etnyarts dot org
Rodriguez, N. [nystesol-l] A New Play for ELL at ETNY. NYSTESOL listserv (nystesol-l@nystesol.org, 19 Feb 2013).
Common Core Standards in Spanish
From http://commoncore-espanol.com
The Council of Chief State School Officers (CCSSO), the California Department of Education (CDE) and the San Diego County Office of Education (SDCOE) proudly announce the Common Core Translation Project. Stakeholders have identified the need for the translation and linguistic augmentation of the California Common Core ELA/Literacy Standards and Math Standards to Spanish. This translated and linguistically augmented version of the CCSS is important because it establishes a guide for equitable assessment and curriculum development.
An electronic version of the California Common Core Standards en Español is posted on this website for free public access and is available to individuals in California and across the country. At this time, the First Edition Drafts are available online.
Access the drafts and learn more about the project at http://commoncore-espanol.com
Read an article about this project at http://blogs.edweek.org/edweek/learning-the-language/2013/02/spanish_translation_of_common_.html
The Council of Chief State School Officers (CCSSO), the California Department of Education (CDE) and the San Diego County Office of Education (SDCOE) proudly announce the Common Core Translation Project. Stakeholders have identified the need for the translation and linguistic augmentation of the California Common Core ELA/Literacy Standards and Math Standards to Spanish. This translated and linguistically augmented version of the CCSS is important because it establishes a guide for equitable assessment and curriculum development.
An electronic version of the California Common Core Standards en Español is posted on this website for free public access and is available to individuals in California and across the country. At this time, the First Edition Drafts are available online.
Access the drafts and learn more about the project at http://commoncore-espanol.com
Read an article about this project at http://blogs.edweek.org/edweek/learning-the-language/2013/02/spanish_translation_of_common_.html
In March, Celebrate La Francophonie in New England
March 1-31, 2013, will be dedicated to celebrating La Francophonie in New England. From the shores of North Africa to the coasts of Québec and from Haïti to New Hampshire, you will travel through many cultures, but the common language is French! Browse the calendar for all the events and submit your own at http://0327f7c.netsolhost.com/WordPress/?lang=en
Competition: Visualizing the Classics
From http://apaclassics.org
Anvil Academic and Dickinson College Commentaries announce the availability of a $1,000 prize for the best scholarly visualization of data in the field of classical studies submitted during 2013. Two runners-up will be awarded prizes of $500 each. Submissions must include:
one or more visual representations of data that involves some linguistic component (Latin, Greek, or another ancient language of the Greco-Roman worlds), but may also include physical, geospatial, temporal, or other data;
a research question and narrative argument that describes the conclusions drawn from the data and the visualization; and
the source data itself.
Submissions in any and all sub-fields of classical studies, including pedagogical approaches, are welcome from any individual or team.
Deadline for submission: December 31, 2013
For full details go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/competition_visualizing_the_classics
Anvil Academic and Dickinson College Commentaries announce the availability of a $1,000 prize for the best scholarly visualization of data in the field of classical studies submitted during 2013. Two runners-up will be awarded prizes of $500 each. Submissions must include:
one or more visual representations of data that involves some linguistic component (Latin, Greek, or another ancient language of the Greco-Roman worlds), but may also include physical, geospatial, temporal, or other data;
a research question and narrative argument that describes the conclusions drawn from the data and the visualization; and
the source data itself.
Submissions in any and all sub-fields of classical studies, including pedagogical approaches, are welcome from any individual or team.
Deadline for submission: December 31, 2013
For full details go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/competition_visualizing_the_classics
Scholarship for Massachusetts Teachers of Classical Languages
From http://www.massclass.org/wp-content/uploads/2012/02/Batting-2013.pdf
The Massachusetts Foreign Language Association has established the $500.00 Elaine G. Batting Memorial Scholarship to honor the memory of an outstanding teacher of Latin in Massachusetts.
The applicant must be a member in good standing of MaFLA, be a full-time teacher in a public or private school K-12, and must carry a teaching load of at least 60% in classical languages/studies.
The application form and complete supporting materials must be submitted by March 31, 2013.
For full details go to http://www.massclass.org/index.php/awards
The Massachusetts Foreign Language Association has established the $500.00 Elaine G. Batting Memorial Scholarship to honor the memory of an outstanding teacher of Latin in Massachusetts.
The applicant must be a member in good standing of MaFLA, be a full-time teacher in a public or private school K-12, and must carry a teaching load of at least 60% in classical languages/studies.
The application form and complete supporting materials must be submitted by March 31, 2013.
For full details go to http://www.massclass.org/index.php/awards
2013 AP Latin Seminar in Boston
From http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2260.html
The AP Latin Development Committee cordially invites you to the Advanced Placement Program® Latin seminar for teachers hosted by the AP® Latin Development Committee and sponsored by the College Board.
The seminar will be graciously hosted by the Boston Latin School on Saturday, April 13, 2013. There is no attendance fee. Although this seminar is free, please be aware that each participant is responsible for his/her own incidental expenses, such as travel to the seminar site, parking fees, etc.
For more details go to http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2260.html or download more information from http://apcentral.collegeboard.com/apc/public/repository/APLatinSeminar.pdf
The AP Latin Development Committee cordially invites you to the Advanced Placement Program® Latin seminar for teachers hosted by the AP® Latin Development Committee and sponsored by the College Board.
The seminar will be graciously hosted by the Boston Latin School on Saturday, April 13, 2013. There is no attendance fee. Although this seminar is free, please be aware that each participant is responsible for his/her own incidental expenses, such as travel to the seminar site, parking fees, etc.
For more details go to http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2260.html or download more information from http://apcentral.collegeboard.com/apc/public/repository/APLatinSeminar.pdf
Lingo - Das Mit-Mach-Web: for Young German Learners
There is a new tool out there for young German language learners! Lingo is a new publication supported by the Federal Foreign Office to help promote the German language to young language learners. Lingo is an interactive website offering interactive activities for children and support for teachers. Young German language learners can play games, listen to stories, read more about Germany and more. Everything is entirely in German and designed just for early language learners. Teachers can take advantage of the resources such as worksheets and other additional materials. There is an e-magazine that can be used by teachers and children alike. Everything is available for free through 2013, however in order to access the materials you must register with the website.
Access the website at http://www.lingonetz.de
Access the website at http://www.lingonetz.de
Sandstrom’s Blog: Resources for German Teachers
Here is a blog by a high school German teacher: http://blog.wsd.net/casandstrom
Of particular use to fellow teachers is the Stuff for Teachers page: http://blog.wsd.net/casandstrom/stuff-for-teachers
Resource include a list of ideas and songs for teaching the accusative, a Snakes and Ladders game for 2-way prepositions, and templates for Christmas cards.
Of particular use to fellow teachers is the Stuff for Teachers page: http://blog.wsd.net/casandstrom/stuff-for-teachers
Resource include a list of ideas and songs for teaching the accusative, a Snakes and Ladders game for 2-way prepositions, and templates for Christmas cards.
Deutsches Theaterfest: Annual German Theatre Festival and Competition
From https://www.mtholyoke.edu/acad/germ/theaterfest
Deutsches Theaterfest cordially invites you and your students to participate in the 36th Annual German Theatre Festival and Competition which will take place on Thursday, April 25, 2013.
The Theaterfest is held in Chapin Auditorium on the campus of Mount Holyoke College in South Hadley, Massachusetts. Dramatic presentations in German of no more than 15 minutes in length will be judged by a jury of secondary school German teachers, members of Mount Holyoke's German studies and theatre arts faculty as well as representatives of the German Consulate and the Goethe Institute in Boston. Prizes will be awarded on the elementary, secondary and college/university levels.
Entry forms for 2013 are due on March 15, 2013.
For full details go to https://www.mtholyoke.edu/acad/germ/theaterfest
Deutsches Theaterfest cordially invites you and your students to participate in the 36th Annual German Theatre Festival and Competition which will take place on Thursday, April 25, 2013.
The Theaterfest is held in Chapin Auditorium on the campus of Mount Holyoke College in South Hadley, Massachusetts. Dramatic presentations in German of no more than 15 minutes in length will be judged by a jury of secondary school German teachers, members of Mount Holyoke's German studies and theatre arts faculty as well as representatives of the German Consulate and the Goethe Institute in Boston. Prizes will be awarded on the elementary, secondary and college/university levels.
Entry forms for 2013 are due on March 15, 2013.
For full details go to https://www.mtholyoke.edu/acad/germ/theaterfest
The World of Dante: Resources for The Divine Comedy
From http://www.worldofdante.org
The World of Dante is a multi-media research tool intended to facilitate the study of the Divine Comedy through a wide range of offerings. These include an encoded Italian text which allows for structured searches and analyses, an English translation, interactive maps, diagrams, music, a database, timeline and gallery of illustrations. Many of these features allow users to engage the poem dynamically through the integrated components of the website.
Explore this website at http://www.worldofdante.org
The World of Dante is a multi-media research tool intended to facilitate the study of the Divine Comedy through a wide range of offerings. These include an encoded Italian text which allows for structured searches and analyses, an English translation, interactive maps, diagrams, music, a database, timeline and gallery of illustrations. Many of these features allow users to engage the poem dynamically through the integrated components of the website.
Explore this website at http://www.worldofdante.org
Summer Russian Language Teachers Program
From http://www.acrussiaabroad.org/program.php?prog=SRLTP
The American Councils Summer Russian Language Teachers Program offers qualified U.S. pre- and in-service teachers of Russian language and culture from elementary schools, high schools, and universities the opportunity to reach new levels of competency in Russian, and to experience firsthand the latest developments in the discipline. Advanced-level courses on Russian language, literature, and culture are led by distinguished faculty from Moscow State University's Department of Philology. The program is six-weeks long, and takes place from mid-June to early-August.
Applicants must be U.S. citizens or permanent residents who are currently serving as K-12- or university-level teachers of Russian language and culture, or graduate students who intend a teaching career.
Applications from K-12 teachers of Russian are especially encouraged.
Applications for the Summer 2013 program are due March 1st. Interested applicants can access the online application at http://www.acStudyAbroad.org/teachers
FOR MORE INFORMATION
Contact:
Russian Outbound Programs
American Councils for International Education: ACTR/ACCELS
1828 L St, NW Suite 1200
Washington, DC 20036
outbound at americancouncils dot org
[FLTEACH] Fully-Funded Professional Development for Russian Language Teachers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Feb 2013).
The American Councils Summer Russian Language Teachers Program offers qualified U.S. pre- and in-service teachers of Russian language and culture from elementary schools, high schools, and universities the opportunity to reach new levels of competency in Russian, and to experience firsthand the latest developments in the discipline. Advanced-level courses on Russian language, literature, and culture are led by distinguished faculty from Moscow State University's Department of Philology. The program is six-weeks long, and takes place from mid-June to early-August.
Applicants must be U.S. citizens or permanent residents who are currently serving as K-12- or university-level teachers of Russian language and culture, or graduate students who intend a teaching career.
Applications from K-12 teachers of Russian are especially encouraged.
Applications for the Summer 2013 program are due March 1st. Interested applicants can access the online application at http://www.acStudyAbroad.org/teachers
FOR MORE INFORMATION
Contact:
Russian Outbound Programs
American Councils for International Education: ACTR/ACCELS
1828 L St, NW Suite 1200
Washington, DC 20036
outbound at americancouncils dot org
[FLTEACH] Fully-Funded Professional Development for Russian Language Teachers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Feb 2013).
The ACTFL Writing Proficiency Guidelines Familiarization Workshop for Japanese Teachers
From http://depts.washington.edu/jpnwksp/index.html
The ACTFL Writing Proficiency Guidelines Familiarization Workshop
University of Washington
Language: Japanese
Presenter: Professor Suwako Watanabe, Portland State University
Date: Saturday, May 4th
Registration and light breakfast: 8:30-8:50
Workshop: 9-4
Registration Fee: $30
Intended as an introduction to the ACTFL Proficiency Guidelines – Writing (Revised 2001), this workshop introduces participants to the major and minor level descriptors and the criteria for assigning a global writing proficiency rating. Participants explore a variety of writing tasks across levels of proficiency, evaluate language samples based on the criteria as described in the Guidelines, and design appropriate writing activities and writing assessment prompts at the four major levels.
Registration is limited to 35 applicants. Space is limited; please register early.
Learn more and access the online registration form at http://depts.washington.edu/jpnwksp/index.html
The ACTFL Writing Proficiency Guidelines Familiarization Workshop
University of Washington
Language: Japanese
Presenter: Professor Suwako Watanabe, Portland State University
Date: Saturday, May 4th
Registration and light breakfast: 8:30-8:50
Workshop: 9-4
Registration Fee: $30
Intended as an introduction to the ACTFL Proficiency Guidelines – Writing (Revised 2001), this workshop introduces participants to the major and minor level descriptors and the criteria for assigning a global writing proficiency rating. Participants explore a variety of writing tasks across levels of proficiency, evaluate language samples based on the criteria as described in the Guidelines, and design appropriate writing activities and writing assessment prompts at the four major levels.
Registration is limited to 35 applicants. Space is limited; please register early.
Learn more and access the online registration form at http://depts.washington.edu/jpnwksp/index.html
Oklahoma Workshop on Native American Languages and Pre-Conference Workshop
The 41st Annual Symposium on the American Indian will take place at Northeastern State University in Tahlequah, Oklahoma, April 8-14. Two events will be of special interest to those involved in the teaching and learning of American indigenous languages.
On April 11-12 is the Indigenous Languages Documentation and Revitalization Workshop: "Immersion for Native Languages." For more information go to https://www.facebook.com/photo.php?fbid=261747837293401&set=a.221772611290924.57607.143934002408119&type=1&relevant_count=1 or http://www.uta.edu/faculty/cmfitz/swnal/events
The Oklahoma Workshop on Native American Languages (OWNAL) will be April 13-14. OWNAL focuses on descriptive studies of indigenous languages of the Americas. For more information go to http://linguistlist.org/confservices/customhome.cfm?emeetingid=5702JA4458BE564A406050441
For details about the entire symposium, go to http://www.cts.nsuok.edu/NSUSymposium.aspx
On April 11-12 is the Indigenous Languages Documentation and Revitalization Workshop: "Immersion for Native Languages." For more information go to https://www.facebook.com/photo.php?fbid=261747837293401&set=a.221772611290924.57607.143934002408119&type=1&relevant_count=1 or http://www.uta.edu/faculty/cmfitz/swnal/events
The Oklahoma Workshop on Native American Languages (OWNAL) will be April 13-14. OWNAL focuses on descriptive studies of indigenous languages of the Americas. For more information go to http://linguistlist.org/confservices/customhome.cfm?emeetingid=5702JA4458BE564A406050441
For details about the entire symposium, go to http://www.cts.nsuok.edu/NSUSymposium.aspx
Book: Language Planning and Policy in Native America
From http://www.multilingual-matters.com/display.asp?isb=9781847698629
Language Planning and Policy in Native America: History, Theory, Praxis
By Teresa L. McCarty
Published by Multilingual Matters
Summary: Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues. Here, readers will meet those who are on the frontlines of Native American language revitalization every day. As their efforts show, even languages whose last native speaker is gone can be reclaimed through family, community-, and school-based language planning. Offering a critical-theory view of language policy, and emphasizing Indigenous sovereignties and the perspectives of revitalizers themselves, the book shows how language regenesis is undertaken in social practice, the role of youth in language reclamation, the challenges posed by dominant language policies, and the prospects for Indigenous language and culture continuance current revitalization efforts hold.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847698629
Language Planning and Policy in Native America: History, Theory, Praxis
By Teresa L. McCarty
Published by Multilingual Matters
Summary: Comprehensive in scope and rich in detail, this book explores language planning, language education, and language policy for diverse Native American peoples across time, space, and place. Based on long-term collaborative and ethnographic work with Native American communities and schools, the book examines the imposition of colonial language policies against the fluorescence of contemporary community-driven efforts to revitalize threatened mother tongues. Here, readers will meet those who are on the frontlines of Native American language revitalization every day. As their efforts show, even languages whose last native speaker is gone can be reclaimed through family, community-, and school-based language planning. Offering a critical-theory view of language policy, and emphasizing Indigenous sovereignties and the perspectives of revitalizers themselves, the book shows how language regenesis is undertaken in social practice, the role of youth in language reclamation, the challenges posed by dominant language policies, and the prospects for Indigenous language and culture continuance current revitalization efforts hold.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847698629
International Mother Language Day
Last Thursday, February 21, was International Mother Language Day. The occasion inspired numerous articles in the media stressing the importance of one’s mother language. Here are some of them:
International Mother Language Day: How many languages can you speak? (focus on Pakistan) - http://tribune.com.pk/story/510708/international-mother-language-day-how-many-languages-can-you-speak
Tribal languages on International Mother language Day - http://newswatch.nationalgeographic.com/2013/02/22/tribal-languages-on-international-mother-language-day
Celebrate Our Mother Tongues - http://blogs.edweek.org/edweek/global_learning/2013/02/celebrate_our_mother_tongues.html
Forum on aboriginal education (Canadian indigenous languages) - http://www.leaderpost.com/life/Forum+aboriginal+education/7994112/story.html#ixzz2LYb9Fd7O
International Mother Language Day - http://blogs.crikey.com.au/fullysic/2013/02/21/international-mother-language-day
In Mexico, 64 Dialects At Risk Of Extinction - http://www.worldcrunch.com/culture-society/in-mexico-64-dialects-at-risk-of-extinction/language-linguistics-dialects-dialect-preservation-tabasco/c3s10991/#.USmPfBnpZp4
Happy International Mother Language Day! - http://falmouthinstitute.com/language/2013/02/happy-international-mother-language-day
German on Mother Language Day - http://www.germany.info/Vertretung/usa/en/__pr/GIC/2013/02/21GermanWords.html
Finally, here is the official International Mother Language Day website: http://www.un.org/en/events/motherlanguageday
International Mother Language Day: How many languages can you speak? (focus on Pakistan) - http://tribune.com.pk/story/510708/international-mother-language-day-how-many-languages-can-you-speak
Tribal languages on International Mother language Day - http://newswatch.nationalgeographic.com/2013/02/22/tribal-languages-on-international-mother-language-day
Celebrate Our Mother Tongues - http://blogs.edweek.org/edweek/global_learning/2013/02/celebrate_our_mother_tongues.html
Forum on aboriginal education (Canadian indigenous languages) - http://www.leaderpost.com/life/Forum+aboriginal+education/7994112/story.html#ixzz2LYb9Fd7O
International Mother Language Day - http://blogs.crikey.com.au/fullysic/2013/02/21/international-mother-language-day
In Mexico, 64 Dialects At Risk Of Extinction - http://www.worldcrunch.com/culture-society/in-mexico-64-dialects-at-risk-of-extinction/language-linguistics-dialects-dialect-preservation-tabasco/c3s10991/#.USmPfBnpZp4
Happy International Mother Language Day! - http://falmouthinstitute.com/language/2013/02/happy-international-mother-language-day
German on Mother Language Day - http://www.germany.info/Vertretung/usa/en/__pr/GIC/2013/02/21GermanWords.html
Finally, here is the official International Mother Language Day website: http://www.un.org/en/events/motherlanguageday
Study: Bilingual Children Have Better Working Memory
From http://languagemagazine.com/?p=5789
Bilingual Children Have Better Working Memory
February 22, 2013
A study conducted at Spain’s University of Granada and the University of York in Toronto, Canada, has revealed that bilingual children develop a better working memory – the ability to hold, process, and update information over short periods of time – than monolingual children. The working memory plays a major role in the execution of a wide range of activities, such as mental calculation (since we have to remember numbers and operate with them), and reading comprehension (given that it requires associating the successive concepts in a text).
Read the full article at http://languagemagazine.com/?p=5789
Bilingual Children Have Better Working Memory
February 22, 2013
A study conducted at Spain’s University of Granada and the University of York in Toronto, Canada, has revealed that bilingual children develop a better working memory – the ability to hold, process, and update information over short periods of time – than monolingual children. The working memory plays a major role in the execution of a wide range of activities, such as mental calculation (since we have to remember numbers and operate with them), and reading comprehension (given that it requires associating the successive concepts in a text).
Read the full article at http://languagemagazine.com/?p=5789
Job: Russian Instructor in Monterey
LANGUAGE INSTRUCTOR – RUSSIAN
SUMMER INTENSIVE LANGUAGE PROGRAM
POSITION DATES: JUNE 13-AUGUST 9, 2013
DEFINITION: The Summer Intensive Language Program (SILP) provides beginning, intermediate level, and some advanced language instruction in an intensive format to approximately 160 undergraduate and graduate students as well as professionals for 8 weeks every summer. Under supervision of the Language Program Coordinator and the SILP Director, language instructors provide intensive instruction through a communicative approach to language teaching using authentic contexts, assessments and materials for the Summer Intensive Language Program.
ESSENTIAL DUTIES/RESPONSIBILITIES:
• Teach assigned language 4.5 hour per day plus one office hour per day, Monday through Friday
• Attend three-day pre-program training workshop
• Participate in first-day student orientation and placement
• Participate in administering and scoring pre- and post program proficiency and placement tests
• Collaborate with the language program coordinator, other instructors and tutors/activity guide to establish relevant co-curricular out-of-class activities for your students
• Participate in at least one extra-curricular activity with students per week and help promote out-of-class activities
• Collaborate with Language Program Coordinator in the development of end-of-session tests
• Prepare comprehensive syllabus including course description, course goals and objectives, assessment guidelines for students as well as required class material(s) based on pre-established curricular guidelines and template
• Prepare classes and provide instruction based on communicative language teaching and the use of authentic instructional materials
• Collaborate with program faculty and Language Coordinator to develop Fluency Component curriculum materials for program use
• Collaborate with other instructors and tutors to provide seamless transition between instructions and tutoring in team-teaching and tutoring contexts
• Work closely with tutors to establish students’ needs for support outside the classroom
• Provide peer support to other faculty members as necessary
• Keep track of student progress by regularly implementing appropriate formal and informal assessment as articulated by program administration and completing grade reports as requested
• Attends pre-, mid-, and post-program faculty meetings
EMPLOYMENT STANDARDS:
Education/Experience
• MA or PhD in language, language teaching or related field strongly preferred
• 2+ years of previous language teaching experience in the target language
• Native or near-native language ability
• Previous experience teaching in intensive program strongly preferred
• Previous experience in content or project-based instruction strongly preferred
Skills/Abilities/Knowledge
• Excellent teaching and interpersonal communication skills
• Familiarity with communicative teaching practices and use of authentic materials to teach foreign language
• Proven dedication to excellence in language teaching
• Willingness and ability to become acquainted and comply with SILP processes and regulations as well as Institute policies.
Physical Requirements/Environment
• The Monterey Institute maintains a smoke-free/drug-free workplace
REQUIRED APPLICATION MATERIALS:
• Curriculum Vitae and cover letter detailing all relevant teaching and language experience, a brief description of your teaching philosophy, and your interest in the position
• Two letters of recommendation from previous teaching experience (evaluations are not required but would be appreciated).
Applications for SILP employment will be accepted through our on-line application process. Please apply on the Human Resources webpage at https://middlebury.peopleadmin.com/postings/search?utf8=%E2%9C%93&query=&query_v0_posted_at_date=&query_position_type_id=4&query_organizational_tier_1_id=184&query_organizational_tier_3_id=any&735=&1248=&1953=&1956=&commit=Search
Montanez, P. [SEELANGS] Russian Instructor in Monterey. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 20 Feb 2013).
SUMMER INTENSIVE LANGUAGE PROGRAM
POSITION DATES: JUNE 13-AUGUST 9, 2013
DEFINITION: The Summer Intensive Language Program (SILP) provides beginning, intermediate level, and some advanced language instruction in an intensive format to approximately 160 undergraduate and graduate students as well as professionals for 8 weeks every summer. Under supervision of the Language Program Coordinator and the SILP Director, language instructors provide intensive instruction through a communicative approach to language teaching using authentic contexts, assessments and materials for the Summer Intensive Language Program.
ESSENTIAL DUTIES/RESPONSIBILITIES:
• Teach assigned language 4.5 hour per day plus one office hour per day, Monday through Friday
• Attend three-day pre-program training workshop
• Participate in first-day student orientation and placement
• Participate in administering and scoring pre- and post program proficiency and placement tests
• Collaborate with the language program coordinator, other instructors and tutors/activity guide to establish relevant co-curricular out-of-class activities for your students
• Participate in at least one extra-curricular activity with students per week and help promote out-of-class activities
• Collaborate with Language Program Coordinator in the development of end-of-session tests
• Prepare comprehensive syllabus including course description, course goals and objectives, assessment guidelines for students as well as required class material(s) based on pre-established curricular guidelines and template
• Prepare classes and provide instruction based on communicative language teaching and the use of authentic instructional materials
• Collaborate with program faculty and Language Coordinator to develop Fluency Component curriculum materials for program use
• Collaborate with other instructors and tutors to provide seamless transition between instructions and tutoring in team-teaching and tutoring contexts
• Work closely with tutors to establish students’ needs for support outside the classroom
• Provide peer support to other faculty members as necessary
• Keep track of student progress by regularly implementing appropriate formal and informal assessment as articulated by program administration and completing grade reports as requested
• Attends pre-, mid-, and post-program faculty meetings
EMPLOYMENT STANDARDS:
Education/Experience
• MA or PhD in language, language teaching or related field strongly preferred
• 2+ years of previous language teaching experience in the target language
• Native or near-native language ability
• Previous experience teaching in intensive program strongly preferred
• Previous experience in content or project-based instruction strongly preferred
Skills/Abilities/Knowledge
• Excellent teaching and interpersonal communication skills
• Familiarity with communicative teaching practices and use of authentic materials to teach foreign language
• Proven dedication to excellence in language teaching
• Willingness and ability to become acquainted and comply with SILP processes and regulations as well as Institute policies.
Physical Requirements/Environment
• The Monterey Institute maintains a smoke-free/drug-free workplace
REQUIRED APPLICATION MATERIALS:
• Curriculum Vitae and cover letter detailing all relevant teaching and language experience, a brief description of your teaching philosophy, and your interest in the position
• Two letters of recommendation from previous teaching experience (evaluations are not required but would be appreciated).
Applications for SILP employment will be accepted through our on-line application process. Please apply on the Human Resources webpage at https://middlebury.peopleadmin.com/postings/search?utf8=%E2%9C%93&query=&query_v0_posted_at_date=&query_position_type_id=4&query_organizational_tier_1_id=184&query_organizational_tier_3_id=any&735=&1248=&1953=&1956=&commit=Search
Montanez, P. [SEELANGS] Russian Instructor in Monterey. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 20 Feb 2013).
Job: Director, Center for the Study of Languages, University of Chicago
From http://linguistlist.org/issues/24/24-893.html
The Center for the Study of Languages first opened its doors in 2005 as a hub for technology innovation and implementation, and materials and professional development for language instructors at all levels.
The charge of the new Director will be to lead the Center forward, expanding and building on its strengths to achieve a fuller integration of language learning within the scholarship and teaching of literature and culture, to enhance language-learning resources for undergraduate and graduate students, to oversee the expansion and contribute to the pedagogical training and professional development of language instructors, with an understanding of the impact this training plays in the professional lives of faculty, lecturers, and graduate students associated with the Center, and to assume teaching responsibilities appropriate to the mission of the Center.
Review of applications will begin February 25th, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-893.html
The Center for the Study of Languages first opened its doors in 2005 as a hub for technology innovation and implementation, and materials and professional development for language instructors at all levels.
The charge of the new Director will be to lead the Center forward, expanding and building on its strengths to achieve a fuller integration of language learning within the scholarship and teaching of literature and culture, to enhance language-learning resources for undergraduate and graduate students, to oversee the expansion and contribute to the pedagogical training and professional development of language instructors, with an understanding of the impact this training plays in the professional lives of faculty, lecturers, and graduate students associated with the Center, and to assume teaching responsibilities appropriate to the mission of the Center.
Review of applications will begin February 25th, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-893.html
ACTFL Scholarships for Summer Study Abroad
From http://www.actfl.org/about-the-american-council-the-teaching-foreign-languages/scholarships-and-grants
ACTFL is pleased to partner with the following organizations to offer summer study abroad scholarships to our members:
The Cemanahuac Educational Community Scholarship: Two (2) weeks of Spanish language study in Cuernavaca, Mexico. The scholarship includes registration and tuition for two-weeks, housing, meals and one field study trip.
IMAC Spanish Language Programs Scholarship: A scholarship for four (4) weeks of Spanish language study in Guadalajara, Mexico.
COINED/ACTFL Scholarship: Two scholarships for two different ACTFL Spanish teachers for two weeks (2) of Spanish language course each, to be taken during 2013 in Santiago de Chile, Chile!
SpeakMandarin/ACTFL Scholarship: 3 scholarships for ACTFL members with 90 online live Chinese lessons within 6 weeks
Learn more about these and other scholarships at http://www.actfl.org/about-the-american-council-the-teaching-foreign-languages/scholarships-and-grants
ACTFL is pleased to partner with the following organizations to offer summer study abroad scholarships to our members:
The Cemanahuac Educational Community Scholarship: Two (2) weeks of Spanish language study in Cuernavaca, Mexico. The scholarship includes registration and tuition for two-weeks, housing, meals and one field study trip.
IMAC Spanish Language Programs Scholarship: A scholarship for four (4) weeks of Spanish language study in Guadalajara, Mexico.
COINED/ACTFL Scholarship: Two scholarships for two different ACTFL Spanish teachers for two weeks (2) of Spanish language course each, to be taken during 2013 in Santiago de Chile, Chile!
SpeakMandarin/ACTFL Scholarship: 3 scholarships for ACTFL members with 90 online live Chinese lessons within 6 weeks
Learn more about these and other scholarships at http://www.actfl.org/about-the-american-council-the-teaching-foreign-languages/scholarships-and-grants
Professional Development Seminar for Teachers of Russian
Professional Development Seminar for Teachers of Russian
Connect with your Standards!
Join a community of high school Russian teachers and make further connections as you share your classroom culture, communicate across many topics, and compare best practices, creative ideas, innovative techniques and practical solutions.
American Councils, ACTR/ACCEL, will offer a fall weekend workshop which will focus on standards-based and proficiency-based curriculum planning across all levels, with the final goal being the Prototype AP Russian Program and articulation into college level language programs. Special attention will be made to incorporate local conditions into the design and implementation, while working within the context of online delivery systems and online materials (Russnet).
A special session will focus on the Prototype AP Russian Program and Examination. Upon completion of this special session, teachers will be certified to administer the Prototype AP Russian at their home schools.
Where: Washington, D.C.
When: September 27-29,2013
Registration: $200
Travel and accommodations are participant's responsibility.
Application Deadline: June 30, 2012
Contact: Camelot Marshall (marshall at americancouncils dot org)
Note: Workshop is dependent on a sufficient number of participants.
Ushakova, N. [SEELANGS] Professional Development Seminar for Teachers of Russian. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 31 Jan 2013).
Connect with your Standards!
Join a community of high school Russian teachers and make further connections as you share your classroom culture, communicate across many topics, and compare best practices, creative ideas, innovative techniques and practical solutions.
American Councils, ACTR/ACCEL, will offer a fall weekend workshop which will focus on standards-based and proficiency-based curriculum planning across all levels, with the final goal being the Prototype AP Russian Program and articulation into college level language programs. Special attention will be made to incorporate local conditions into the design and implementation, while working within the context of online delivery systems and online materials (Russnet).
A special session will focus on the Prototype AP Russian Program and Examination. Upon completion of this special session, teachers will be certified to administer the Prototype AP Russian at their home schools.
Where: Washington, D.C.
When: September 27-29,2013
Registration: $200
Travel and accommodations are participant's responsibility.
Application Deadline: June 30, 2012
Contact: Camelot Marshall (marshall at americancouncils dot org)
Note: Workshop is dependent on a sufficient number of participants.
Ushakova, N. [SEELANGS] Professional Development Seminar for Teachers of Russian. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 31 Jan 2013).
ACTFL Mentoring Program
From http://www.actfl.org/professional-development/career-resources/mentoring-program
For the 2013-2014 school year, ACTFL is continuing the Mentoring Program which is designed to help early career language educators succeed in their current assignments and learn the skills to be successful long-term in their careers.
This mentoring will be conducted virtually over e-mail, Skype, and/or phone. Mentors and mentees will be matched by needs, skills, and experiences not on geographic proximity. The program is open to all new teachers within the first 5 years of their first teaching assignment. The Mentor Program will run from October 2013 through May 2014. At the conclusion of the program, participants will be asked to provide feedback to ACTFL to enhance future offerings.
APPLICATION DEADLINE Monday, August 19, 2013
Learn more and apply at http://www.actfl.org/professional-development/career-resources/mentoring-program
For the 2013-2014 school year, ACTFL is continuing the Mentoring Program which is designed to help early career language educators succeed in their current assignments and learn the skills to be successful long-term in their careers.
This mentoring will be conducted virtually over e-mail, Skype, and/or phone. Mentors and mentees will be matched by needs, skills, and experiences not on geographic proximity. The program is open to all new teachers within the first 5 years of their first teaching assignment. The Mentor Program will run from October 2013 through May 2014. At the conclusion of the program, participants will be asked to provide feedback to ACTFL to enhance future offerings.
APPLICATION DEADLINE Monday, August 19, 2013
Learn more and apply at http://www.actfl.org/professional-development/career-resources/mentoring-program
Call for Proposals: La Cosecha Dual Language Conference
From http://dlenm.org/lacosecha2013/call.html
The Planning Committee for La Cosecha 2013 invites you to share your dual language expertise in program development and/or classroom instruction with your colleagues at this year's conference. As always, the committee is particularly interested in classroom teachers (new and veteran) sharing their instructional best practices with conference attendees.
The 18th Annual La Cosecha Dual Language Conference will take place November 6-9, 2013 at the Albuquerque Convention Center in downtown Albuquerque, New Mexico. In addition to over 140 professional workshops and presentations, this year's committee is planning a La Cosecha size celebration of our community and our community's good work.
All proposals must be submitted online by Friday, May 17, 2013.
View the full call for proposals at http://dlenm.org/lacosecha2013/call.html
The Planning Committee for La Cosecha 2013 invites you to share your dual language expertise in program development and/or classroom instruction with your colleagues at this year's conference. As always, the committee is particularly interested in classroom teachers (new and veteran) sharing their instructional best practices with conference attendees.
The 18th Annual La Cosecha Dual Language Conference will take place November 6-9, 2013 at the Albuquerque Convention Center in downtown Albuquerque, New Mexico. In addition to over 140 professional workshops and presentations, this year's committee is planning a La Cosecha size celebration of our community and our community's good work.
All proposals must be submitted online by Friday, May 17, 2013.
View the full call for proposals at http://dlenm.org/lacosecha2013/call.html
Call for Papers: 9th International Conference on Third Language Acquisition and Multilingualism
From http://linguistlist.org/issues/24/24-935.html
The 9th International Conference on Third Language Acquisition and Multilingualism will be held at Uppsala University in June 12-14, 2014. The organizers welcome original and previously unpublished research on the acquisition or use of three or more languages.
Topics include third language acquisition and multilingualism in relation to:
- Acquisition of 3rd, 4th, 5th… languages
- Multiple language acquisition in multilingual contexts
- Psycholinguistics
- Neurolinguistics
- Speech processing in multilinguals
- Affect (attitudes, emotions)
- Multilingual families
- Mobility and migration of multilinguals
- Multilingual majorities/minorities
- Sociolinguistic studies of multilinguals in their communities
- Multilingual cultures
- Language policies
- Educational language policies
- Literacy in multiple languages (pluriliteracy)
- Multilingualism in educational settings
- Standards, assessment and evaluation
- Teacher training in multilingual contexts
- Higher education
- Education and immersion in multiple languages
- Languages and globalization
- Languages and economics
- Translation, interpreting, and mediation
Call Deadline: 06-Sep-2013
View the full call for papers at http://www.moderna.uu.se/thirdlanguage2014/call-for-papers
The 9th International Conference on Third Language Acquisition and Multilingualism will be held at Uppsala University in June 12-14, 2014. The organizers welcome original and previously unpublished research on the acquisition or use of three or more languages.
Topics include third language acquisition and multilingualism in relation to:
- Acquisition of 3rd, 4th, 5th… languages
- Multiple language acquisition in multilingual contexts
- Psycholinguistics
- Neurolinguistics
- Speech processing in multilinguals
- Affect (attitudes, emotions)
- Multilingual families
- Mobility and migration of multilinguals
- Multilingual majorities/minorities
- Sociolinguistic studies of multilinguals in their communities
- Multilingual cultures
- Language policies
- Educational language policies
- Literacy in multiple languages (pluriliteracy)
- Multilingualism in educational settings
- Standards, assessment and evaluation
- Teacher training in multilingual contexts
- Higher education
- Education and immersion in multiple languages
- Languages and globalization
- Languages and economics
- Translation, interpreting, and mediation
Call Deadline: 06-Sep-2013
View the full call for papers at http://www.moderna.uu.se/thirdlanguage2014/call-for-papers
Book: Learning Chinese
From http://www.degruyter.com/view/product/177754?format=G
Learning Chinese: Linguistic, Sociocultural, and Narrative Perspectives
By Patricia Duff, Tim Anderson, Roma Ilnyckyi, Ella VanGaya, Rachel Wang, and Elliott Yates
Published by de Gruyter
Overview: The acquisition of Mandarin Chinese, one of the most important and widely spoken languages in the world today, is the focus of this innovative study. It describes the rise of Chinese as a global language and the many challenges and opportunities associated with learning it. The collaborative, multiple-case study and cross-case analysis is presented from three distinct but complementary theoretical and analytic perspectives: linguistic, sociocultural, and narrative. The book reveals fascinating dimensions of Chinese language learning based on vivid first-person accounts (with autobiographical narratives included in the book) of adults negotiating not only their own and others' language and literacy learning, but also their identities, communities, and trajectories as users of Chinese.
Visit the publisher’s website at http://www.degruyter.com/view/product/177754?format=G
Learning Chinese: Linguistic, Sociocultural, and Narrative Perspectives
By Patricia Duff, Tim Anderson, Roma Ilnyckyi, Ella VanGaya, Rachel Wang, and Elliott Yates
Published by de Gruyter
Overview: The acquisition of Mandarin Chinese, one of the most important and widely spoken languages in the world today, is the focus of this innovative study. It describes the rise of Chinese as a global language and the many challenges and opportunities associated with learning it. The collaborative, multiple-case study and cross-case analysis is presented from three distinct but complementary theoretical and analytic perspectives: linguistic, sociocultural, and narrative. The book reveals fascinating dimensions of Chinese language learning based on vivid first-person accounts (with autobiographical narratives included in the book) of adults negotiating not only their own and others' language and literacy learning, but also their identities, communities, and trajectories as users of Chinese.
Visit the publisher’s website at http://www.degruyter.com/view/product/177754?format=G
February 14, 2013
Summer 2013 Federal Service Language Academy for High School Students
From http://www.northgeorgia.edu/summeracademy
The Summer 2013 Federal Service Language Academy (FSLA)
First session: June 9-28, 2013
Second session: July 7-26, 2013
If you are a high school student interested in a job in the FBI, US State Department, CIA, Homeland Security, or as an officer in the US Armed Forces after you graduate from college, this academy is for you. These organizations and many others are seeking employees who have critical foreign language and culture skills. Knowledge of a critical foreign language will set you apart from the field of candidates seeking jobs in the federal government. In the FSLA, you will learn the fundamentals of Arabic, Chinese, Russian, Korean, French, Portuguese or German.
For full details go to http://www.northgeorgia.edu/summeracademy
For teachers: Application information for prospective FSLA instructors, tutors, and counselors is posted to the University of North Georgia Human Resources website; a link is provided on the above FSLA website.
The Summer 2013 Federal Service Language Academy (FSLA)
First session: June 9-28, 2013
Second session: July 7-26, 2013
If you are a high school student interested in a job in the FBI, US State Department, CIA, Homeland Security, or as an officer in the US Armed Forces after you graduate from college, this academy is for you. These organizations and many others are seeking employees who have critical foreign language and culture skills. Knowledge of a critical foreign language will set you apart from the field of candidates seeking jobs in the federal government. In the FSLA, you will learn the fundamentals of Arabic, Chinese, Russian, Korean, French, Portuguese or German.
For full details go to http://www.northgeorgia.edu/summeracademy
For teachers: Application information for prospective FSLA instructors, tutors, and counselors is posted to the University of North Georgia Human Resources website; a link is provided on the above FSLA website.
Online Resources for L2 Learning
The Center for Educational Resources in Culture, Language and Literacy, has been busy gathering web resources for use in the teaching and learning of L2 language skills (speaking, listening, reading and writing), as well as tools for creating your own materials. These resources are not specific to any language--they can be used for multiple languages and in many contexts.
See Links for L2 Learning Around the Web at http://arizona.us2.list-manage.com/track/click?u=12f26b83017c8223bcb1241ee&id=ec3637c27c&e=5a6206be74 . Click on the icons to open lists of resources that CERCLL staff have found useful in L2 teaching; click on the sub-category to see brief descriptions of online resources and their respective links. There is also a downloadable PDF version of the list on the CERCLL website.
See Links for L2 Learning Around the Web at http://arizona.us2.list-manage.com/track/click?u=12f26b83017c8223bcb1241ee&id=ec3637c27c&e=5a6206be74 . Click on the icons to open lists of resources that CERCLL staff have found useful in L2 teaching; click on the sub-category to see brief descriptions of online resources and their respective links. There is also a downloadable PDF version of the list on the CERCLL website.
California Drops Out of ELL Assessment Consortium
From http://blogs.edweek.org/edweek/learning-the-language/2013/02/california_drops_out_of_ell_as.html
California Drops Out of ELL Assessment Consortium
By Lesli A. Maxwell
February 13, 2013
California education officials have dropped out of a group of a dozen states that had organized around the need to develop a new English-language proficiency assessment that will measure the language demands of the Common Core State Standards.
The state had planned to be part of ELPA 21—or the English Language Proficiency Assessment for the 21st Century consortium—which is led by Oregon and funded by a $6.3 million grant from the U.S. Department of Education. California's inclusion in the consortium was significant because the state's public schools educate 1.4 million English-language learners, more than any other state. ELL-rich Florida is also part of the group.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/02/california_drops_out_of_ell_as.html
California Drops Out of ELL Assessment Consortium
By Lesli A. Maxwell
February 13, 2013
California education officials have dropped out of a group of a dozen states that had organized around the need to develop a new English-language proficiency assessment that will measure the language demands of the Common Core State Standards.
The state had planned to be part of ELPA 21—or the English Language Proficiency Assessment for the 21st Century consortium—which is led by Oregon and funded by a $6.3 million grant from the U.S. Department of Education. California's inclusion in the consortium was significant because the state's public schools educate 1.4 million English-language learners, more than any other state. ELL-rich Florida is also part of the group.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/02/california_drops_out_of_ell_as.html
Twitter-based Worksheet for Body Parts that Hurt
From http://zachary-jones.com
From the Zambombazo website: En esta edición de Twiccionario leemos unos tuits para practicar las expresiones relacionadas con el dolor y las partes del cuerpo.
Access the worksheet at http://zachary-jones.com/zambombazo/twiccionario-que-le-duele
From the Zambombazo website: En esta edición de Twiccionario leemos unos tuits para practicar las expresiones relacionadas con el dolor y las partes del cuerpo.
Access the worksheet at http://zachary-jones.com/zambombazo/twiccionario-que-le-duele
LatinSummer: for Elementary and Middle School Students
From http://www.ascaniusyci.org/latinsummer
LatinSummer is a two-week summer enrichment program that provides students in elementary and middle school a unique chance to learn about Latin and the classical world. Over the past fourteen years, LatinSummer has introduced Latin and the Classics to students all over the country.
Now, LatinSummer comes to the Charleston, Saint Louis, Western Massachusetts, and Williamsburg areas, giving students the opportunity to explore classical and conversational Latin, Greco-Roman mythology, and Roman culture and daily life! Topics may include Latin vocabulary and word roots, building hands-on Latin sentences, the Olympic games, Roman clothing, gladiators, architecture, banquets, mosaics and art, gods and goddesses, and many more! Students will be grouped by age. Instruction, pacing, and content will be tailored to the unique needs of each age group. No prior knowledge of Latin or Classics is required.
Deadline to register: May 31
Go to the LatinSummer website for more information: http://www.ascaniusyci.org/latinsummer
Teachers: if you’re interested in teaching for LatinSummer go to http://ascaniusyci.org/LS2013-facstaffapps
LatinSummer is a two-week summer enrichment program that provides students in elementary and middle school a unique chance to learn about Latin and the classical world. Over the past fourteen years, LatinSummer has introduced Latin and the Classics to students all over the country.
Now, LatinSummer comes to the Charleston, Saint Louis, Western Massachusetts, and Williamsburg areas, giving students the opportunity to explore classical and conversational Latin, Greco-Roman mythology, and Roman culture and daily life! Topics may include Latin vocabulary and word roots, building hands-on Latin sentences, the Olympic games, Roman clothing, gladiators, architecture, banquets, mosaics and art, gods and goddesses, and many more! Students will be grouped by age. Instruction, pacing, and content will be tailored to the unique needs of each age group. No prior knowledge of Latin or Classics is required.
Deadline to register: May 31
Go to the LatinSummer website for more information: http://www.ascaniusyci.org/latinsummer
Teachers: if you’re interested in teaching for LatinSummer go to http://ascaniusyci.org/LS2013-facstaffapps
Summer Courses at the University of Texas at Austin
From http://www.utexas.edu/cola/depts/classics/courses/Summer.php
Each summer the Department of Classics at the University of Texas at Austin offers its renowned course in Summer Intensive Greek: three semesters of Greek in 10 weeks. The department also offers Latin at the Beginning and Intermediate levels and multiple courses in Classical Civilization.
For more information about this summer go to http://www.utexas.edu/cola/depts/classics/courses/Summer.php
Each summer the Department of Classics at the University of Texas at Austin offers its renowned course in Summer Intensive Greek: three semesters of Greek in 10 weeks. The department also offers Latin at the Beginning and Intermediate levels and multiple courses in Classical Civilization.
For more information about this summer go to http://www.utexas.edu/cola/depts/classics/courses/Summer.php
Ideas for Classroom Posters
From http://www.canepress.org
Read about one Latin teacher’s experience making posters with other teachers and see photos of her posters to get ideas for your own classroom in this blog post: http://www.canepress.org/2013/02/classroom-posters
Read about one Latin teacher’s experience making posters with other teachers and see photos of her posters to get ideas for your own classroom in this blog post: http://www.canepress.org/2013/02/classroom-posters
8th Annual German Information Center USA Essay Contest
From http://www.aatg.org/content/gic-essay-contest
Calling all German, history and social studies teachers in the United States! Want to hold a fun contest in your classroom? Why not have your students participate in the 8th Annual German Information Center USA Essay Contest. Deadline is April 15, 2013.
There are two ways for students from three grade groupings (Grades 3-5, Grades 6-8, and Grades 9-12) to participate:
(1) You can hold the contest in your own classroom and receive an Amazon.com e-certificate for the 1st place student. To collect the prize, you must submit the winning essay and the number of students who participated to the German Information Center USA at the German Embassy in Washington.
(2) You can submit several essays directly to the German Information Center USA, where they will be evaluated by GIC staff with prizes and certificates awarded to winners in all three grade groupings. All entries must be submitted electronically by April 15, 2013.
For more information, visit their website at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2013/02/08EssayContest.html
Calling all German, history and social studies teachers in the United States! Want to hold a fun contest in your classroom? Why not have your students participate in the 8th Annual German Information Center USA Essay Contest. Deadline is April 15, 2013.
There are two ways for students from three grade groupings (Grades 3-5, Grades 6-8, and Grades 9-12) to participate:
(1) You can hold the contest in your own classroom and receive an Amazon.com e-certificate for the 1st place student. To collect the prize, you must submit the winning essay and the number of students who participated to the German Information Center USA at the German Embassy in Washington.
(2) You can submit several essays directly to the German Information Center USA, where they will be evaluated by GIC staff with prizes and certificates awarded to winners in all three grade groupings. All entries must be submitted electronically by April 15, 2013.
For more information, visit their website at http://www.germany.info/Vertretung/usa/en/__pr/GIC/2013/02/08EssayContest.html
Central Eurasian Studies Summer Institute
From http://www.creeca.wisc.edu/cessi
The Central Eurasian Studies Summer Institute (CESSI) offers intensive Central Eurasian language courses alongside a cultural enhancement program which introduces students to the rich world of Central Eurasian history and culture.
The Center for Russia, East Europe and Central Asia (CREECA) at the University of Wisconsin-Madison will host CESSI in the summer of 2013 from June 17 to August 9.
In summer 2013, they will offer instruction in first- and second-year Kazakh, Tajik, Uyghur, and Uzbek. Scheduling of classes is contingent upon sufficient enrollment. Please apply to CESSI as early as possible to help ensure that your class will be offered. Other Central Eurasian languages may be added to this list if there is enough interest. Please contact the CESSI program coordinator if you are interested in studying a language not listed above.
For full details go to http://www.creeca.wisc.edu/cessi
The Central Eurasian Studies Summer Institute (CESSI) offers intensive Central Eurasian language courses alongside a cultural enhancement program which introduces students to the rich world of Central Eurasian history and culture.
The Center for Russia, East Europe and Central Asia (CREECA) at the University of Wisconsin-Madison will host CESSI in the summer of 2013 from June 17 to August 9.
In summer 2013, they will offer instruction in first- and second-year Kazakh, Tajik, Uyghur, and Uzbek. Scheduling of classes is contingent upon sufficient enrollment. Please apply to CESSI as early as possible to help ensure that your class will be offered. Other Central Eurasian languages may be added to this list if there is enough interest. Please contact the CESSI program coordinator if you are interested in studying a language not listed above.
For full details go to http://www.creeca.wisc.edu/cessi
Database of Summer 2013 Programs in Russian, Slavic, and other East European Languages
A list of domestic summer programs in Russian, Slavic, and other East European languages is available at http://www1.american.edu/research/CCPCR/Summer%20programs.htm
If your would like to add information about your program, you can send it to the e-mail address at the top of the above website.
If your would like to add information about your program, you can send it to the e-mail address at the top of the above website.
Simplified News in Northern European Languages
An FLTEACH listserv user recently listed several useful websites for listening to and reading the news in slowed down or simplified language, in several different Northern European languages. Here are some of his suggestions:
For Swedish: http://sverigesradio.se/sida/default.aspx?programid=493 and http://www.8sidor.se
For Norwegian: http://www.klartale.no and http://www.klartale.no/podcast/prog1
For Finnish: http://yle.fi/selkouutiset and http://areena.yle.fi/radio/1832025/#/play
For Dutch: http://www.wablieft.be/krant/online-krant and http://www.wablieft.be/krant/kleine-wablieft
Widergren, P. [FLTEACH] Klartext. News in Simplified Swedish and the like. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 14 Feb 2013).
For Swedish: http://sverigesradio.se/sida/default.aspx?programid=493 and http://www.8sidor.se
For Norwegian: http://www.klartale.no and http://www.klartale.no/podcast/prog1
For Finnish: http://yle.fi/selkouutiset and http://areena.yle.fi/radio/1832025/#/play
For Dutch: http://www.wablieft.be/krant/online-krant and http://www.wablieft.be/krant/kleine-wablieft
Widergren, P. [FLTEACH] Klartext. News in Simplified Swedish and the like. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 14 Feb 2013).
Grants from the Japan Foundation, Los Angeles
From http://www.jflalc.org/grants-jle.html
The Japan Foundation, Los Angeles, has posted information about its grants for 2013 on its website. Among the grants:
Japanese Language Contest Grant
Deadlines: 3/1/2013, 9/3/2013
Japanese Teaching Material Purchase Grant
Deadlines: 3/15/2013, 9/16/2013
Salary Assistance Grant for Japanese-Language Courses
Deadline: 4/10/2013
Japanese-Language Education Grant
Deadline: 2 months before the project start date
For full details about these and other opportunities go to http://www.jflalc.org/grants-jle.html
The Japan Foundation, Los Angeles, has posted information about its grants for 2013 on its website. Among the grants:
Japanese Language Contest Grant
Deadlines: 3/1/2013, 9/3/2013
Japanese Teaching Material Purchase Grant
Deadlines: 3/15/2013, 9/16/2013
Salary Assistance Grant for Japanese-Language Courses
Deadline: 4/10/2013
Japanese-Language Education Grant
Deadline: 2 months before the project start date
For full details about these and other opportunities go to http://www.jflalc.org/grants-jle.html
Students Test Chinese Distance Learning Class at Lebanon High School
From http://lebanon-express.com/news/local/students-test-chinese-program-at-lhs/article_8df2398e-7545-11e2-af53-0019bb2963f4.html
Students test Chinese program at LHS
by Matt DeBow
February 13, 2013
“How do you say that again in Chinese?” asked Rainy-Leigh Hiatt, 16, speaking with a University of Oregon graduate student while at Lebanon High School.
Hiatt, who is enrolled in the new Chinese distance-learning class, practiced her pronunciation with the UO student across campuses.
Other students worked through the Chinese curriculum on computers lined against the wall of the classroom.
The Chinese class is offered through a program with the UO Center for Applied Second Language Studies.
Kevin Wong, usually the choir director at LHS, wandered the room checking on students to help with technical issues and set up video chats.
“I’m not actually their teacher,” Wong explained.
The actual teacher is Vicki Yang at Beaverton High School. She emails students’ homework, provides assignments, gives feedback and assigns grades.
Read the full article at http://lebanon-express.com/news/local/students-test-chinese-program-at-lhs/article_8df2398e-7545-11e2-af53-0019bb2963f4.html
Read a related article at http://democratherald.com/news/local/independent-study/article_857f47a2-6cfc-11e2-8d3f-001a4bcf887a.html
Students test Chinese program at LHS
by Matt DeBow
February 13, 2013
“How do you say that again in Chinese?” asked Rainy-Leigh Hiatt, 16, speaking with a University of Oregon graduate student while at Lebanon High School.
Hiatt, who is enrolled in the new Chinese distance-learning class, practiced her pronunciation with the UO student across campuses.
Other students worked through the Chinese curriculum on computers lined against the wall of the classroom.
The Chinese class is offered through a program with the UO Center for Applied Second Language Studies.
Kevin Wong, usually the choir director at LHS, wandered the room checking on students to help with technical issues and set up video chats.
“I’m not actually their teacher,” Wong explained.
The actual teacher is Vicki Yang at Beaverton High School. She emails students’ homework, provides assignments, gives feedback and assigns grades.
Read the full article at http://lebanon-express.com/news/local/students-test-chinese-program-at-lhs/article_8df2398e-7545-11e2-af53-0019bb2963f4.html
Read a related article at http://democratherald.com/news/local/independent-study/article_857f47a2-6cfc-11e2-8d3f-001a4bcf887a.html
Chinese Grammar Wiki Continues To Expand
Last year we described the Chinese Grammar Wiki an associated resources (http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=13919 )
Over the last year, the wiki has been considerable expanded. Read a description of changes and improvements over the last year at http://www.sinosplice.com/life/archives/2013/02/04/the-chinese-grammar-wiki-is-kicking-ass (unfortunately, the title of the blog post isn’t suitable for many workplaces).
The Chinese Grammar Wiki is available at http://resources.allsetlearning.com/chinese/grammar
Over the last year, the wiki has been considerable expanded. Read a description of changes and improvements over the last year at http://www.sinosplice.com/life/archives/2013/02/04/the-chinese-grammar-wiki-is-kicking-ass (unfortunately, the title of the blog post isn’t suitable for many workplaces).
The Chinese Grammar Wiki is available at http://resources.allsetlearning.com/chinese/grammar
Qatar Foundation K-12 Teacher Fellowship Awards
Qatar Foundation International (QFI) is pleased to announce that it is accepting applications for their Teacher Fellowship Awards.
As part of its overall mission to expand and improve the teaching of K-12 Arabic in the United States, QFI is pleased to offer fellowships for current or prospective K-12 teachers. The program is intended to support:
1) Teacher candidates who are pursuing certification in Foreign Language Education in World or Foreign Languages to teach Arabic;
2) Teachers who already are certified in another discipline and are seeking an endorsement to teach Arabic
3) Teachers seeking U.S. certification to teach Arabic through any other recognized means.
This program will offset participating teachers tuition and fees for advanced courses in Arabic language and culture needed for certification. In addition some fellows may receive funding for summer study in the Middle East for intensive language study. It will also offset housing fees for *summer programs* that require staying outside the students normal residence.
The program will also provide teachers with the opportunity to learn best practices in language education, develop a thorough understanding of Arabic and how to teach it, and augment their passion for the study of Arabic language and cultures and their commitment to educating young people about the peoples and cultures of this important area of the world.
You will find the Teacher Fellowship Awards Announcement and Application Form at the following links: http://www.qfi.org/uploads/files/Teacher%20Fellows%20Awards.pdf and http://www.qfi.org/uploads/files/Teacher_Fellowships_Application_2.pdf
Please send the form and all required documents to alci at qfi dot org. The deadline for submission is *March 15, 2013.* The official announcement is on QFI's website: http://www.qfi.org/page/174/5/Opportunities
Arabic-L:PEDA:Qatar Foundation K-12 Teacher Fellowship Awards. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 9 Feb 2013).
As part of its overall mission to expand and improve the teaching of K-12 Arabic in the United States, QFI is pleased to offer fellowships for current or prospective K-12 teachers. The program is intended to support:
1) Teacher candidates who are pursuing certification in Foreign Language Education in World or Foreign Languages to teach Arabic;
2) Teachers who already are certified in another discipline and are seeking an endorsement to teach Arabic
3) Teachers seeking U.S. certification to teach Arabic through any other recognized means.
This program will offset participating teachers tuition and fees for advanced courses in Arabic language and culture needed for certification. In addition some fellows may receive funding for summer study in the Middle East for intensive language study. It will also offset housing fees for *summer programs* that require staying outside the students normal residence.
The program will also provide teachers with the opportunity to learn best practices in language education, develop a thorough understanding of Arabic and how to teach it, and augment their passion for the study of Arabic language and cultures and their commitment to educating young people about the peoples and cultures of this important area of the world.
You will find the Teacher Fellowship Awards Announcement and Application Form at the following links: http://www.qfi.org/uploads/files/Teacher%20Fellows%20Awards.pdf and http://www.qfi.org/uploads/files/Teacher_Fellowships_Application_2.pdf
Please send the form and all required documents to alci at qfi dot org. The deadline for submission is *March 15, 2013.* The official announcement is on QFI's website: http://www.qfi.org/page/174/5/Opportunities
Arabic-L:PEDA:Qatar Foundation K-12 Teacher Fellowship Awards. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 9 Feb 2013).
Arabalicious Has New Resources for Elementary Learners
We reported on the Arabalicious blog a few months ago (http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=15425 )
The site has recently added over fifty new lessons geared toward primary school learners. See what’s new at http://www.arabalicious.com/primary-resources.html
The site has recently added over fifty new lessons geared toward primary school learners. See what’s new at http://www.arabalicious.com/primary-resources.html
Online Arabic Training Course
From http://www.aldeenfoundation.org/spring2013arabiconline.php
Arabic Teachers' Development Online Training 2013
Spring session: March 4th to April 15th 2013
The 5c's in action
Best practices in the Arabic language classroom
Join the spring course and attend online live classes to learn how to:
* Incorporate the 5C's in your classroom
* Practice and teach Communication and Culture
* Connect the Arabic language to other topics of interest to your students
* Help your students compare the Arabic language and culture with their native language and culture
* Enable your students to use the Arabic language in authentic community settings
* Bring best practices alive in your classroom
* Network and build long-lasting professional connections with Arabic instructors worldwide.
* Spend about 90 minutes per week, listening to lectures, taking multiple choice quizzes and networking with experts and colleagues.
REGISTRATION STARTS: February 20th, 2013
REGISTRATION DEADLINE: March 1st, 2013
For full details go to http://www.aldeenfoundation.org/spring2013arabiconline.php
Arabic Teachers' Development Online Training 2013
Spring session: March 4th to April 15th 2013
The 5c's in action
Best practices in the Arabic language classroom
Join the spring course and attend online live classes to learn how to:
* Incorporate the 5C's in your classroom
* Practice and teach Communication and Culture
* Connect the Arabic language to other topics of interest to your students
* Help your students compare the Arabic language and culture with their native language and culture
* Enable your students to use the Arabic language in authentic community settings
* Bring best practices alive in your classroom
* Network and build long-lasting professional connections with Arabic instructors worldwide.
* Spend about 90 minutes per week, listening to lectures, taking multiple choice quizzes and networking with experts and colleagues.
REGISTRATION STARTS: February 20th, 2013
REGISTRATION DEADLINE: March 1st, 2013
For full details go to http://www.aldeenfoundation.org/spring2013arabiconline.php
Michigan State Legislator Proposes Eliminating Foreign Language Requirement
From http://michiganradio.org/post/should-michigan-make-learning-foreign-language-optional
Should Michigan make learning a foreign language optional?
By Steve Carmody
February 9, 2013
A bill in the state legislature would drop the foreign language requirement in Michigan high schools.
State Representative Phil Potvin dismisses the suggestion that learning a foreign language will better prepare Michigan teens for a globalized economy. He says the requirement has the opposite effect. Potvin says the foreign language requirement pushes kids to drop out of school.
Foreign language teachers are criticizing a proposal to drop the foreign language requirement from Michigan’s high school curriculum.
Jackie Moase-Burke is a former president of the Michigan World Language Association. She says school children need to learn foreign languages to prepare for their future.
Read the full article at http://michiganradio.org/post/should-michigan-make-learning-foreign-language-optional
Visit the Michigan World Language Association website at http://mwla.camp9.org
Should Michigan make learning a foreign language optional?
By Steve Carmody
February 9, 2013
A bill in the state legislature would drop the foreign language requirement in Michigan high schools.
State Representative Phil Potvin dismisses the suggestion that learning a foreign language will better prepare Michigan teens for a globalized economy. He says the requirement has the opposite effect. Potvin says the foreign language requirement pushes kids to drop out of school.
Foreign language teachers are criticizing a proposal to drop the foreign language requirement from Michigan’s high school curriculum.
Jackie Moase-Burke is a former president of the Michigan World Language Association. She says school children need to learn foreign languages to prepare for their future.
Read the full article at http://michiganradio.org/post/should-michigan-make-learning-foreign-language-optional
Visit the Michigan World Language Association website at http://mwla.camp9.org
Bridgeport Elementary To Add Spanish Immersion Program Next Year
From http://www.oregonlive.com/tigard/index.ssf/2013/02/bridgeport_elementary_to_add_s.html
Bridgeport Elementary to add Spanish immersion program next year
By Findley Merritt
February 12, 2013
As the Hispanic population grows in Tigard-Tualatin School District, Bridgeport Elementary School will start a Spanish-English dual language program next year.
At least two full-day kindergarten classes will be taught in Spanish for half of instructional time as part of the school's first language immersion program. If there is enough enrollment to start more than two classes in kindergarten and first grade, they will.
"This is a no brainer," Director Jill Zurschmeide said.
Bridgeport is the second school in the district to start an opt-in dual-language program. Metzger Elementary School added the same program in two full-day kindergarten classrooms last fall and since, has received positive feedback from teachers and parents.
Read the full article at http://www.oregonlive.com/tigard/index.ssf/2013/02/bridgeport_elementary_to_add_s.html
Bridgeport Elementary to add Spanish immersion program next year
By Findley Merritt
February 12, 2013
As the Hispanic population grows in Tigard-Tualatin School District, Bridgeport Elementary School will start a Spanish-English dual language program next year.
At least two full-day kindergarten classes will be taught in Spanish for half of instructional time as part of the school's first language immersion program. If there is enough enrollment to start more than two classes in kindergarten and first grade, they will.
"This is a no brainer," Director Jill Zurschmeide said.
Bridgeport is the second school in the district to start an opt-in dual-language program. Metzger Elementary School added the same program in two full-day kindergarten classrooms last fall and since, has received positive feedback from teachers and parents.
Read the full article at http://www.oregonlive.com/tigard/index.ssf/2013/02/bridgeport_elementary_to_add_s.html
Bilingual Babies Know Their Grammar by 7 Months
From http://www.sciencedaily.com/releases/2013/02/130214111606.htm
Bilingual Babies Know Their Grammar by 7 Months
February 14, 2013
Babies as young as seven months can distinguish between, and begin to learn, two languages with vastly different grammatical structures, according to new research from the University of British Columbia and Université Paris Descartes.
Published February 14 in the journal Nature Communications and presented at the 2013 Annual Meeting of the American Association for the Advancement of Science (AAAS) in Boston, the study shows that infants in bilingual environments use pitch and duration cues to discriminate between languages -- such as English and Japanese -- with opposite word orders.
Read the full article at http://www.sciencedaily.com/releases/2013/02/130214111606.htm
Bilingual Babies Know Their Grammar by 7 Months
February 14, 2013
Babies as young as seven months can distinguish between, and begin to learn, two languages with vastly different grammatical structures, according to new research from the University of British Columbia and Université Paris Descartes.
Published February 14 in the journal Nature Communications and presented at the 2013 Annual Meeting of the American Association for the Advancement of Science (AAAS) in Boston, the study shows that infants in bilingual environments use pitch and duration cues to discriminate between languages -- such as English and Japanese -- with opposite word orders.
Read the full article at http://www.sciencedaily.com/releases/2013/02/130214111606.htm
Pre-Conference: Enhancing Science Instruction to Meet the Needs of English Learners in Grades 6–12
From http://www.ncela.gwu.edu/meetings/nsta2013
The Office of English Language Acquisition (OELA) will be hosting a pre-conference session at the 2013 National Science Teachers Association (NSTA) annual conference.
Enhancing Science Instruction to Meet the Needs of English Learners in Grades 6–12
April 10, 2013
San Antonio, Texas
The goal of this one day session is to bring together panelists representing research and practice to describe effective instructional practices that promote science achievement of English Learners (ELs). This session is geared toward middle and high school science teachers seeking to learn techniques for teaching ELs, as well as Colleges or Schools of Education faculty wishing to share this information with their teachers in training.
For more details go to http://www.ncela.gwu.edu/meetings/nsta2013
The Office of English Language Acquisition (OELA) will be hosting a pre-conference session at the 2013 National Science Teachers Association (NSTA) annual conference.
Enhancing Science Instruction to Meet the Needs of English Learners in Grades 6–12
April 10, 2013
San Antonio, Texas
The goal of this one day session is to bring together panelists representing research and practice to describe effective instructional practices that promote science achievement of English Learners (ELs). This session is geared toward middle and high school science teachers seeking to learn techniques for teaching ELs, as well as Colleges or Schools of Education faculty wishing to share this information with their teachers in training.
For more details go to http://www.ncela.gwu.edu/meetings/nsta2013
Heritage Language Workshop for K-16 Teachers of Less Commonly Taught Languages
Heritage Language Workshop for K-16 Teachers of Less Commonly Taught Languages
A Five-day long workshop, July 22-26, 2013
STARTALK sponsored languages are:
Arabic, Chinese, Hindi, Persian, Portuguese, Russian, Swahili, Turkish and Urdu
A limited number of additional spaces are available for instructors of other languages.
Instructors from K-16 programs and community schools are invited to apply.
About the Workshop
This workshop is designed to address issues at the heart of heritage language teaching, including the differences between teaching L2 and HL learners, differentiated instruction, learner strategies, assessment, and more. Workshop participants will create and present a final group project for their language.
There is no charge for the workshop. A limited number of stipends will be available to cover travel and accommodations for out-of-state participants.
For more information: Go to the main workshop page at http://www.nhlrc.ucla.edu/events/startalkworkshop/2013
Apply by April 15, 2013.
[HERITAGE-LIST] Summer institute: HL Workshop for K-16 LCTL Teachers - DEADLINE FOR APPLICATIONS 15 APRIL. HERITAGE-LIST listserv (HERITAGE-LIST@LISTSERV.UMD.EDU, 14 Feb 2013).
A Five-day long workshop, July 22-26, 2013
STARTALK sponsored languages are:
Arabic, Chinese, Hindi, Persian, Portuguese, Russian, Swahili, Turkish and Urdu
A limited number of additional spaces are available for instructors of other languages.
Instructors from K-16 programs and community schools are invited to apply.
About the Workshop
This workshop is designed to address issues at the heart of heritage language teaching, including the differences between teaching L2 and HL learners, differentiated instruction, learner strategies, assessment, and more. Workshop participants will create and present a final group project for their language.
There is no charge for the workshop. A limited number of stipends will be available to cover travel and accommodations for out-of-state participants.
For more information: Go to the main workshop page at http://www.nhlrc.ucla.edu/events/startalkworkshop/2013
Apply by April 15, 2013.
[HERITAGE-LIST] Summer institute: HL Workshop for K-16 LCTL Teachers - DEADLINE FOR APPLICATIONS 15 APRIL. HERITAGE-LIST listserv (HERITAGE-LIST@LISTSERV.UMD.EDU, 14 Feb 2013).
Training Opportunity for Illinois Foreign Language Teachers
From http://www.ictfl.org/content/2013/02/ictfl-train-teachers-meet-pera-tall-il-apply-now
Under the Illinois School Code, Senate Bill 7, “Performance Evaluation Reform Act” (PERA), Illinois School Districts must adopt guidelines to measure and document student growth as a “significant” part of each teacher’s evaluation process. To support Illinois foreign language teachers and programs, ICTFL and ACTFL are collaborating through a performance-based assessment model so teachers will know how to demonstrate student growth and document language proficiency.
TALL-IL or "Training for Assessment and Language Learning in Illinois" is a Joint ACTFL/ICTFL Initiative to sponsor a "train the trainer" program in which 3 or more Teacher Leaders from each Illinois Region are trained and then, in turn, train others in their Regions to meet the new Illinois state guidelines. Consider becoming a part of this exciting initiative by applying to become either a Teacher Leader or a Teacher Participant for TALL-IL.
If interested, submit the World Language Regional Teacher Leader or Teacher Participant Applications by April 1, 2012.
Learn more about this opportunity and download applications at http://www.ictfl.org/content/2013/02/ictfl-train-teachers-meet-pera-tall-il-apply-now
Under the Illinois School Code, Senate Bill 7, “Performance Evaluation Reform Act” (PERA), Illinois School Districts must adopt guidelines to measure and document student growth as a “significant” part of each teacher’s evaluation process. To support Illinois foreign language teachers and programs, ICTFL and ACTFL are collaborating through a performance-based assessment model so teachers will know how to demonstrate student growth and document language proficiency.
TALL-IL or "Training for Assessment and Language Learning in Illinois" is a Joint ACTFL/ICTFL Initiative to sponsor a "train the trainer" program in which 3 or more Teacher Leaders from each Illinois Region are trained and then, in turn, train others in their Regions to meet the new Illinois state guidelines. Consider becoming a part of this exciting initiative by applying to become either a Teacher Leader or a Teacher Participant for TALL-IL.
If interested, submit the World Language Regional Teacher Leader or Teacher Participant Applications by April 1, 2012.
Learn more about this opportunity and download applications at http://www.ictfl.org/content/2013/02/ictfl-train-teachers-meet-pera-tall-il-apply-now
2013 Michigan World Language Association Spring Workshop
From http://mwla.camp9.org
2013 MIWLA Spring Workshop
Saturday, March 23, 2013, 9:00 am – 12:30 pm
Title: Don't Just Sit There, Say Something!
Presenter: Michael Braun, Western Michigan University
This workshop is designed for World Language teachers and explores strategies to increase student oral production, comprehension, and proficiency through the use of communicative and conversational activities. We will cover new ideas and update old ideas for getting students involved in conversation in pairs, groups, or as a class.
You must be a MIWLA member to attend.
Find out more and register at http://mwla.camp9.org
2013 MIWLA Spring Workshop
Saturday, March 23, 2013, 9:00 am – 12:30 pm
Title: Don't Just Sit There, Say Something!
Presenter: Michael Braun, Western Michigan University
This workshop is designed for World Language teachers and explores strategies to increase student oral production, comprehension, and proficiency through the use of communicative and conversational activities. We will cover new ideas and update old ideas for getting students involved in conversation in pairs, groups, or as a class.
You must be a MIWLA member to attend.
Find out more and register at http://mwla.camp9.org
Spring Methodology Conference on Language Teaching
Indiana University of Pennsylvania’s Spring Methodology Conference on Language Teaching will take place April 26, 2013.
Visit the conference website at http://www.chss.iup.edu/spanish/methodsconf/Index.htm
Visit the conference website at http://www.chss.iup.edu/spanish/methodsconf/Index.htm
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