March 31, 2013
Select Bibliography on Corpus Linguistics and Data-driven Learning
The Center for Advanced Language Proficiency Education and Research maintains a bibliography on corpus linguistics and data-driven learning. Conduct a search at http://calper.la.psu.edu/corp_biblio
Two New Online Tools: Create Fake SMS Exchanges and Send Your Students on Mission Map Quest
Want to create a fake texting conversation in the target language for teaching materials? Here’s a new tool for doing so: http://www.classtools.net/SMS
Read a review of this tool at http://www.freetech4teachers.com/2013/03/create-text-message-exchange-between.html#.UVgrXRlAuVU
You can create a virtual map-based treasure hunt with Mission Map Quest: http://www.classtools.net/mapgame/game.php
Read a review of this tool at http://www.freetech4teachers.com/2013/03/mission-map-quest-create-your-own.html#.UVgrmRlAuVU
Read a review of this tool at http://www.freetech4teachers.com/2013/03/create-text-message-exchange-between.html#.UVgrXRlAuVU
You can create a virtual map-based treasure hunt with Mission Map Quest: http://www.classtools.net/mapgame/game.php
Read a review of this tool at http://www.freetech4teachers.com/2013/03/mission-map-quest-create-your-own.html#.UVgrmRlAuVU
Understanding Language Initiative Explores Impact of New Standards on English Language Learners
From http://languagemagazine.com/?page_id=6018
Understanding Language
by Kenji Hakuta and Martha Castellón
March 19, 2013
If you were a surfer, the Common Core State Standards and the Next Generation Science Standards would comprise something like an enormous wave generated by a perfect storm of conditions. The education policy environment at the national level combines decades of effort at standards-based reform, attempts to link academic content development with second language development in English, and political gridlock over the reauthorization of the Elementary and Secondary Education Act. Whether you like it or not, here comes the wave, and the choice that faces you and your school and district colleagues is how to ride it.
The Understanding Language initiative, co-led by Kenji Hakuta of Stanford University and Maria Santos of Oakland Unified School District, has been investigating the particular demands on language use that are inherent in the new standards, with serious implications for ELLs. In this article, we will address what the new standards might mean for teachers of English Language Learners — both teachers of English Language Development (or English as a Second Language) as well as the many teachers of academic content, such as literature, history, science, or math, who teach ELLs. We will also address what this new wave would mean for school and district leaders and how educators can best capitalize on it.
Read on at http://languagemagazine.com/?page_id=6018
Understanding Language
by Kenji Hakuta and Martha Castellón
March 19, 2013
If you were a surfer, the Common Core State Standards and the Next Generation Science Standards would comprise something like an enormous wave generated by a perfect storm of conditions. The education policy environment at the national level combines decades of effort at standards-based reform, attempts to link academic content development with second language development in English, and political gridlock over the reauthorization of the Elementary and Secondary Education Act. Whether you like it or not, here comes the wave, and the choice that faces you and your school and district colleagues is how to ride it.
The Understanding Language initiative, co-led by Kenji Hakuta of Stanford University and Maria Santos of Oakland Unified School District, has been investigating the particular demands on language use that are inherent in the new standards, with serious implications for ELLs. In this article, we will address what the new standards might mean for teachers of English Language Learners — both teachers of English Language Development (or English as a Second Language) as well as the many teachers of academic content, such as literature, history, science, or math, who teach ELLs. We will also address what this new wave would mean for school and district leaders and how educators can best capitalize on it.
Read on at http://languagemagazine.com/?page_id=6018
Cards with Famous Spanish-Speaking People
Here’s what a teacher of Spanish as a foreign language writes on his blog:
Me han pedido en repetidas ocasiones que comparta unas tarjetas que uso, tanto en los cursos de ELE como en los talleres de formación de profesores, para organizar la clase en grupos y, en ocasiones, con otros fines.Y aquí las tenéis, para los que me las habéis pedido y para los que no, pero puedas seros de utilidad. Aprovecho y os cuento...
Read the full blog post to see which famous people he has selected, how he made the cards and what you can do with them at http://jramonele.blogspot.com/2013/03/tarjetas-multiusos-de-personajes.html
You can download the cards themselves at https://www.box.com/s/e6vnmto96mt7dd1zxi2z
Me han pedido en repetidas ocasiones que comparta unas tarjetas que uso, tanto en los cursos de ELE como en los talleres de formación de profesores, para organizar la clase en grupos y, en ocasiones, con otros fines.Y aquí las tenéis, para los que me las habéis pedido y para los que no, pero puedas seros de utilidad. Aprovecho y os cuento...
Read the full blog post to see which famous people he has selected, how he made the cards and what you can do with them at http://jramonele.blogspot.com/2013/03/tarjetas-multiusos-de-personajes.html
You can download the cards themselves at https://www.box.com/s/e6vnmto96mt7dd1zxi2z
Mexican-American Studies Thriving Outside Regular Classrooms
From http://blogs.edweek.org/edweek/learning-the-language/2013/03/mexican_american_studies_conti.html
Mexican-American Studies Thriving Outside Regular Classrooms
By Lesli A. Maxwell
March 25, 2013
From guest blogger Alyssa Morones
Since an Arizona law banned the Mexican American studies program in Tucson's public schools, classes of this sort are beginning to thrive outside of traditional classroom, reports The Los Angeles Times.
A group called Librotraficante, which means "book smuggler" in Spanish, has established several "underground" libraries across the country to collect and share Chicano and Latino literature. The group originated as a response to the law banning Mexican-American studies. The group raises money to buy books and open libraries in order to keep Mexican American studies alive.
Originally based in the Southwest, new libraries are set to open in less obvious places, such as Milwaukee and Louisville, Ky.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/mexican_american_studies_conti.html
Mexican-American Studies Thriving Outside Regular Classrooms
By Lesli A. Maxwell
March 25, 2013
From guest blogger Alyssa Morones
Since an Arizona law banned the Mexican American studies program in Tucson's public schools, classes of this sort are beginning to thrive outside of traditional classroom, reports The Los Angeles Times.
A group called Librotraficante, which means "book smuggler" in Spanish, has established several "underground" libraries across the country to collect and share Chicano and Latino literature. The group originated as a response to the law banning Mexican-American studies. The group raises money to buy books and open libraries in order to keep Mexican American studies alive.
Originally based in the Southwest, new libraries are set to open in less obvious places, such as Milwaukee and Louisville, Ky.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/mexican_american_studies_conti.html
Mapa Musical: New Tool for Finding Songs in the Spanish-Speaking World
From http://zachary-jones.com/zambombazo/mapa-musical
Are you looking for songs from a specific Spanish-speaking country? Want to use music to engage your students in the culture of the Spanish-speaking world? The Zambombazo website offers a new tool for navigating its many song-based resources. Pins on a map represent songs from different places in the Spanish-speaking world. Click on a pin to go to a place; then click on an image to select a song and to go to teaching materials associated with that song.
Mapa musical is available at http://zachary-jones.com/zambombazo/mapa-musical
Are you looking for songs from a specific Spanish-speaking country? Want to use music to engage your students in the culture of the Spanish-speaking world? The Zambombazo website offers a new tool for navigating its many song-based resources. Pins on a map represent songs from different places in the Spanish-speaking world. Click on a pin to go to a place; then click on an image to select a song and to go to teaching materials associated with that song.
Mapa musical is available at http://zachary-jones.com/zambombazo/mapa-musical
Vine, Vi, Vencí: Activities for Using Vine To Learn Spanish
From http://zachary-jones.com/zambombazo/vine-vi-venci-que-esta-pasando-en
From the Zambombazo website:
El anuncio oficial de Vine dice: “Creemos que la restricción inspira la creatividad, ya sea a través de un tuit de 140 caracteres o un video de seis segundos”. Añade: “Son pequeñas ventanas a las personas, ideas y objetos que componen tu vida”.
Entonces, en esta nueva actividad que se llama Vine, vi, vencí pensamos reunir varias escenas (así se llaman estos videos de seis segundos) temáticas con el objetivo de ver el mundo desde diferentes perspectivas, aprender unas palabras y practicar la narración.
Try out this new activity type at http://zachary-jones.com/zambombazo/vine-vi-venci-que-esta-pasando-en
What is Vine and how can you use it in a classroom? Start with this article: http://edudemic.com/2013/03/how-to-use-vine-in-the-classroom
From the Zambombazo website:
El anuncio oficial de Vine dice: “Creemos que la restricción inspira la creatividad, ya sea a través de un tuit de 140 caracteres o un video de seis segundos”. Añade: “Son pequeñas ventanas a las personas, ideas y objetos que componen tu vida”.
Entonces, en esta nueva actividad que se llama Vine, vi, vencí pensamos reunir varias escenas (así se llaman estos videos de seis segundos) temáticas con el objetivo de ver el mundo desde diferentes perspectivas, aprender unas palabras y practicar la narración.
Try out this new activity type at http://zachary-jones.com/zambombazo/vine-vi-venci-que-esta-pasando-en
What is Vine and how can you use it in a classroom? Start with this article: http://edudemic.com/2013/03/how-to-use-vine-in-the-classroom
The Bern Digital Pantheon Project
From http://www.digitalpantheon.ch/publications
The Pantheon in Rome is one of the world’s most famous buildings, and is also one of the best preserved examples of Roman architecture. However, although the Pantheon has been extensively studied by architects, historians and archaeologists since the Renaissance, many questions remain concerning its design, construction, engineering and building logistics as well as its original purpose. The Bern Digital Pantheon Project embraces an open access approach to its Digital Pantheon Model, which was created from the data of a digitization operation that was carried out in December 2005 and July 2007 by two teams of archaeologists, engineers and historians of science, using state-of-the-art technology. Data and high resolution images can be accessed from the project’s web site, and, over time, more will become available to the general public. The international scientific community is invited to use the data for individual research purposes, to contribute information and make critiques, and to discuss the results online through special web interfaces.
Visit the project website at http://www.digitalpantheon.ch/publications
The Pantheon in Rome is one of the world’s most famous buildings, and is also one of the best preserved examples of Roman architecture. However, although the Pantheon has been extensively studied by architects, historians and archaeologists since the Renaissance, many questions remain concerning its design, construction, engineering and building logistics as well as its original purpose. The Bern Digital Pantheon Project embraces an open access approach to its Digital Pantheon Model, which was created from the data of a digitization operation that was carried out in December 2005 and July 2007 by two teams of archaeologists, engineers and historians of science, using state-of-the-art technology. Data and high resolution images can be accessed from the project’s web site, and, over time, more will become available to the general public. The international scientific community is invited to use the data for individual research purposes, to contribute information and make critiques, and to discuss the results online through special web interfaces.
Visit the project website at http://www.digitalpantheon.ch/publications
Review: Vocabulary Study with Mnemosyne
From http://blogs.dickinson.edu/dcc/2013/03/25/vocabulary-study-with-mnemosyne
In an ideal world all vocabulary would be learned contextually, but when trying to learn Latin in a limited amount of time, we usually need flashcards. … Alex Lee describes how to study the DCC Core Latin vocabulary using a nifty piece of software called Mnemosyne, and the electronic flashcards he made for it using the DCC Latin core. Mnemosyne allows for targeted and adaptive use of the cards.
Read on at http://blogs.dickinson.edu/dcc/2013/03/25/vocabulary-study-with-mnemosyne
In an ideal world all vocabulary would be learned contextually, but when trying to learn Latin in a limited amount of time, we usually need flashcards. … Alex Lee describes how to study the DCC Core Latin vocabulary using a nifty piece of software called Mnemosyne, and the electronic flashcards he made for it using the DCC Latin core. Mnemosyne allows for targeted and adaptive use of the cards.
Read on at http://blogs.dickinson.edu/dcc/2013/03/25/vocabulary-study-with-mnemosyne
Italian Cultural Institute in Washington, DC
From http://www.iicwashington.esteri.it/IIC_Washington/Menu/Istituto
Founded in 1980, the Italian Cultural Institute in Washington, DC is an official branch of the Italian government, dedicated to the promotion of Italian language and culture in the United States through the organization of cultural events.
Central to the Istituto's mission is a constant effort to encourage the understanding and enjoyment of Italian culture by the diverse audiences present in the Washington Metropolitan Area. The development of academic exchanges, the organization and support of visual arts exhibitions, the aid to the translation and publication of Italian books, the promotion of Italian studies, and the cooperation with local institution in the organization of various events that aim at a better understanding and appreciation of Italian arts are but a few examples of the Istituto's initiatives.
See what events are coming up on the Istituto’s calendar: http://www.iicwashington.esteri.it/IIC_Washington/Menu/Gli_Eventi/Calendario
Find resources for learning Italian at http://www.iicwashington.esteri.it/IIC_Washington/Menu/Imparare_Italiano
Find job and funding opportunities as well as upcoming workshops and symposia at http://www.iicwashington.esteri.it/IIC_Washington/Menu/Opportunita
Founded in 1980, the Italian Cultural Institute in Washington, DC is an official branch of the Italian government, dedicated to the promotion of Italian language and culture in the United States through the organization of cultural events.
Central to the Istituto's mission is a constant effort to encourage the understanding and enjoyment of Italian culture by the diverse audiences present in the Washington Metropolitan Area. The development of academic exchanges, the organization and support of visual arts exhibitions, the aid to the translation and publication of Italian books, the promotion of Italian studies, and the cooperation with local institution in the organization of various events that aim at a better understanding and appreciation of Italian arts are but a few examples of the Istituto's initiatives.
See what events are coming up on the Istituto’s calendar: http://www.iicwashington.esteri.it/IIC_Washington/Menu/Gli_Eventi/Calendario
Find resources for learning Italian at http://www.iicwashington.esteri.it/IIC_Washington/Menu/Imparare_Italiano
Find job and funding opportunities as well as upcoming workshops and symposia at http://www.iicwashington.esteri.it/IIC_Washington/Menu/Opportunita
Find Online Resources at the Russian Portal
From http://russianportal.wordpress.com
The Russian Portal is an archive of online language learning resources and websites that can aid you in your study of Russian.
Browse by level or tag to explore what is available. Each resource is accompanied by suggestions on how to use it to improve your Russian.
Explore the Russian Portal at http://russianportal.wordpress.com
The Russian Portal is an archive of online language learning resources and websites that can aid you in your study of Russian.
Browse by level or tag to explore what is available. Each resource is accompanied by suggestions on how to use it to improve your Russian.
Explore the Russian Portal at http://russianportal.wordpress.com
Irish Language Day 2013
From http://www.irishartscenter.org/language.htm
Féile na Gaeilge / Irish Language Day 2013
Sunday, April 14 | 12 pm – 5 pm
Come celebrate the Irish language with the Irish Arts Center in New York City!
Immerse yourself with absolute beginner, intermediate and advanced classes for adults. Meet other fellow language enthusiasts while enjoying film screenings, conversation, workshops in literature, translation, song and more.
Immersion classes will center on this year's theme, The Arts, with arts-specific vocabulary, phrases, games and more, while a choice of workshops in literature, translation, song or drama will deepen your understanding of and connection to Irish culture.
For full details go to http://www.irishartscenter.org/language.htm
Féile na Gaeilge / Irish Language Day 2013
Sunday, April 14 | 12 pm – 5 pm
Come celebrate the Irish language with the Irish Arts Center in New York City!
Immerse yourself with absolute beginner, intermediate and advanced classes for adults. Meet other fellow language enthusiasts while enjoying film screenings, conversation, workshops in literature, translation, song and more.
Immersion classes will center on this year's theme, The Arts, with arts-specific vocabulary, phrases, games and more, while a choice of workshops in literature, translation, song or drama will deepen your understanding of and connection to Irish culture.
For full details go to http://www.irishartscenter.org/language.htm
Cherry Blossoms in Japan
From http://japanese.about.com
The cherry blossom (桜, sakura) is the national flower of Japan. It is probably most beloved flower among the Japanese. The blooming of cherry blossoms signifies not only the arrival of spring but the beginning of the new academic year for schools (Japanese school year starts in April) and of the new fiscal year for businesses. The cherry blossoms are symbols of a bright future. Also, their delicacy suggests purity, transience, melancholy and has poetic appeal.
This entire English-language article is available at http://japanese.about.com/od/japanesecultur1/a/031900.htm?nl=1
The cherry blossom (桜, sakura) is the national flower of Japan. It is probably most beloved flower among the Japanese. The blooming of cherry blossoms signifies not only the arrival of spring but the beginning of the new academic year for schools (Japanese school year starts in April) and of the new fiscal year for businesses. The cherry blossoms are symbols of a bright future. Also, their delicacy suggests purity, transience, melancholy and has poetic appeal.
This entire English-language article is available at http://japanese.about.com/od/japanesecultur1/a/031900.htm?nl=1
Directory of Japanese Studies
From http://www.jfny.org/japanese_studies/japanesestudysurvey.html
Japan Foundation wishes to announce the launch of a brand new “Directory of Japanese studies in the United States and Canada.” Since the publication of the last survey in 2005, domestic and international circumstances in Japan have dramatically changed. In March 2011, northeastern Japan was devastated by the massive earthquake and tsunami disaster, while the financial crisis continues to put stress on the world’s economy. These changes should also have no little impact on scholars and institutions of Japanese studies. Therefore, we believe that this new survey, in the midst of such change in Japan as well as the world will provide not only a picture of the current state of Japanese studies but also as a marker or landmark for the future of Japanese studies. It is our hope it will be useful in promoting collaborative efforts and networking among those who are engaged in activities related in Japan, not only in North America, but the rest of the world.
Unlike the previous volumes, the survey results, data, and information will only be available online.
Learn more and access the directory at http://www.jfny.org/japanese_studies/japanesestudysurvey.html
Japan Foundation wishes to announce the launch of a brand new “Directory of Japanese studies in the United States and Canada.” Since the publication of the last survey in 2005, domestic and international circumstances in Japan have dramatically changed. In March 2011, northeastern Japan was devastated by the massive earthquake and tsunami disaster, while the financial crisis continues to put stress on the world’s economy. These changes should also have no little impact on scholars and institutions of Japanese studies. Therefore, we believe that this new survey, in the midst of such change in Japan as well as the world will provide not only a picture of the current state of Japanese studies but also as a marker or landmark for the future of Japanese studies. It is our hope it will be useful in promoting collaborative efforts and networking among those who are engaged in activities related in Japan, not only in North America, but the rest of the world.
Unlike the previous volumes, the survey results, data, and information will only be available online.
Learn more and access the directory at http://www.jfny.org/japanese_studies/japanesestudysurvey.html
Curriculum: China's Markets of the Past and Present
Learn about markets of past and Chinese purchasing power today. A short documentary video helps students understand that markets are changing over time while maintaining their ties to the local culture to meet people’s needs for price, quality, and efficiency, as well as for fun. In the related lesson, students explore the relationships between markets and people’s needs, the students will learn Chinese vocabulary and grammatical forms that will enable them to talk about these relationships in Chinese at a rudimentary level.
Watch the video at http://sites.asiasociety.org/chinaandglobalization/markets
Access the lesson at http://sites.asiasociety.org/chinaandglobalization/teach/%E4%BB%8A%E5%8F%A4%E5%B8%82%E5%9C%BA-markets-of-the-past-and-present/intro
China's Markets is part of Asia Society's China and Globalization initiative. Learn more about the initiative and access more curriculum at http://sites.asiasociety.org/chinaandglobalization/teach
Watch the video at http://sites.asiasociety.org/chinaandglobalization/markets
Access the lesson at http://sites.asiasociety.org/chinaandglobalization/teach/%E4%BB%8A%E5%8F%A4%E5%B8%82%E5%9C%BA-markets-of-the-past-and-present/intro
China's Markets is part of Asia Society's China and Globalization initiative. Learn more about the initiative and access more curriculum at http://sites.asiasociety.org/chinaandglobalization/teach
Language Immersion Success: Invest in Teachers
From http://blogs.edweek.org/edweek/global_learning/2013/03/language_immersion_success_invest_in_teachers.html
There has been incredible interest in Chinese language immersion programs at the elementary school level. A decade ago, there were fewer than a dozen successful Chinese language programs in American schools. Now there are well over one hundred—by some estimates, almost two hundred. Immersion programs are some of the most robust and impactful programs and therefore are great places to look for models for the rest of the field. The intensity of an immersion program means that teachers need to be exemplars of effective and creative pedagogy, and parents need to be intimately engaged in supporting the learning process for their children. This week … Chris Livaccari has invited guest posts that focus on the role of parents and teachers, respectively, in the immersion context. While especially relevant for immersion practitioners, their lessons and perspectives are broadly applicable for teachers, leaders, and parents at all levels of instruction.
Read on for suggestions that support teachers from China who are teaching Chinese in the United States: http://blogs.edweek.org/edweek/global_learning/2013/03/language_immersion_success_invest_in_teachers.html
There has been incredible interest in Chinese language immersion programs at the elementary school level. A decade ago, there were fewer than a dozen successful Chinese language programs in American schools. Now there are well over one hundred—by some estimates, almost two hundred. Immersion programs are some of the most robust and impactful programs and therefore are great places to look for models for the rest of the field. The intensity of an immersion program means that teachers need to be exemplars of effective and creative pedagogy, and parents need to be intimately engaged in supporting the learning process for their children. This week … Chris Livaccari has invited guest posts that focus on the role of parents and teachers, respectively, in the immersion context. While especially relevant for immersion practitioners, their lessons and perspectives are broadly applicable for teachers, leaders, and parents at all levels of instruction.
Read on for suggestions that support teachers from China who are teaching Chinese in the United States: http://blogs.edweek.org/edweek/global_learning/2013/03/language_immersion_success_invest_in_teachers.html
Chinese Language Teachers Association of Greater New York
From http://clta-gny.org
The Chinese Language Teachers Association of Greater New York (CLTA-GNY) is a nonpolitical, nonprofit academic and educational organization for Chinese language teachers at all education levels. The mission of the CLTA-GNY is to promote quality Chinese Language teaching at all education levels in the greater New York area and to conduct professional development for Chinese teachers in both language teaching and cultural awareness. It serves as a resource network for Chinese language teachers to partake teaching and research information in various capacities, as well as provide a base for common pedagogical improvement and individual career development. Members of the CLTA-GNY benefit greatly from a broad agenda offered by the Association, including conferences, seminars, workshops, fieldtrips, and in-service training and/or re-training for the teachers in demand. Additionally there are newsletters and other professional or recreational correspondence communicated periodically through mail or email to our members. Members can also access the website for exclusive information and/or event announcements.
Learn more about this organization and how to join at http://clta-gny.org
The Chinese Language Teachers Association of Greater New York (CLTA-GNY) is a nonpolitical, nonprofit academic and educational organization for Chinese language teachers at all education levels. The mission of the CLTA-GNY is to promote quality Chinese Language teaching at all education levels in the greater New York area and to conduct professional development for Chinese teachers in both language teaching and cultural awareness. It serves as a resource network for Chinese language teachers to partake teaching and research information in various capacities, as well as provide a base for common pedagogical improvement and individual career development. Members of the CLTA-GNY benefit greatly from a broad agenda offered by the Association, including conferences, seminars, workshops, fieldtrips, and in-service training and/or re-training for the teachers in demand. Additionally there are newsletters and other professional or recreational correspondence communicated periodically through mail or email to our members. Members can also access the website for exclusive information and/or event announcements.
Learn more about this organization and how to join at http://clta-gny.org
Pasadena Linguist Compiles Iu-Mien Dictionary
From http://www.latimes.com/news/local/la-me-mien-dictionary-20130324,0,7243512.story
Saving a language, and a culture
A Pasadena linguist earned the affection of Iu-Mien people by helping compile a dictionary of their dying language that goes way beyond merely defining words.
By Lee Romney
March 23, 2013
At 855 pages, it has been lauded by linguists and anthropologists as the only dictionary of its kind: a comprehensive translation of Iu-Mien into English that doubles as a guide to the dying practices of a people who, beginning in 1975, fled the hills of Laos after aiding the CIA's secret war.
Over the quarter-century it took to produce, much came to pass.
For the Pasadena professor whose name graces the book's charcoal cover, there was the murder of a daughter, a house fire that consumed his nearly finished work and the gentle assistance of collaborators on three continents who helped him pick up the pieces.
For the Mien people, most of whom began arriving on the West Coast from Thai refugee camps in the 1970s, there was a painful loss of culture and a newfound commitment to remembrance.
So when Herbert C. Purnell, now 78, stood before an audience in Sacramento last month to present his "gift" in fluent Mien (pronounced me-YEN), he was met with deep gratitude.
Read the full article at http://www.latimes.com/news/local/la-me-mien-dictionary-20130324,0,7243512.story
Visit the dictionary publisher’s website at http://www.silkwormbooks.com/catalog/info/iu-mienh-dictionary/index.html
Saving a language, and a culture
A Pasadena linguist earned the affection of Iu-Mien people by helping compile a dictionary of their dying language that goes way beyond merely defining words.
By Lee Romney
March 23, 2013
At 855 pages, it has been lauded by linguists and anthropologists as the only dictionary of its kind: a comprehensive translation of Iu-Mien into English that doubles as a guide to the dying practices of a people who, beginning in 1975, fled the hills of Laos after aiding the CIA's secret war.
Over the quarter-century it took to produce, much came to pass.
For the Pasadena professor whose name graces the book's charcoal cover, there was the murder of a daughter, a house fire that consumed his nearly finished work and the gentle assistance of collaborators on three continents who helped him pick up the pieces.
For the Mien people, most of whom began arriving on the West Coast from Thai refugee camps in the 1970s, there was a painful loss of culture and a newfound commitment to remembrance.
So when Herbert C. Purnell, now 78, stood before an audience in Sacramento last month to present his "gift" in fluent Mien (pronounced me-YEN), he was met with deep gratitude.
Read the full article at http://www.latimes.com/news/local/la-me-mien-dictionary-20130324,0,7243512.story
Visit the dictionary publisher’s website at http://www.silkwormbooks.com/catalog/info/iu-mienh-dictionary/index.html
Oklahoma Plan May Make Native Languages Easier To Teach, Learn
From http://www.tulsaworld.com/news/article.aspx?subjectid=19&articleid=20130324_19_A21_Studen834656
Oklahoma plan may make native languages easier to teach, learn
By SARA PLUMMER
March 24, 2013
The Oklahoma Department of Education is considering a rule change that would give native language speakers a path to certification that would allow them to teach their languages in public schools.
Right now, some of the only speakers of the languages are tribal members who aren't certified to teach, said Tricia Pemberton, the department's spokeswoman.
"This will ease the way for them to get certified," Pemberton said.
The proposed rule would outline the procedure for a native language speaker to become certified to teach their language at a school. First, the person would have to get a certification of proficiency in the language they want to teach, most likely from the tribe, and then submit a portfolio to the state education department documenting their expertise in the language. A background check also would be conducted.
If the certification is created, students who take the native languages would be able to earn world language credit, a requirement for high school graduation, Pemberton said.
The rule would give native language speakers a certification pathway, as well as resources and support to be in the classroom, said Desa Dawson, director of world languages at the state education department.
Read the full article at http://www.tulsaworld.com/news/article.aspx?subjectid=19&articleid=20130324_19_A21_Studen834656
Oklahoma plan may make native languages easier to teach, learn
By SARA PLUMMER
March 24, 2013
The Oklahoma Department of Education is considering a rule change that would give native language speakers a path to certification that would allow them to teach their languages in public schools.
Right now, some of the only speakers of the languages are tribal members who aren't certified to teach, said Tricia Pemberton, the department's spokeswoman.
"This will ease the way for them to get certified," Pemberton said.
The proposed rule would outline the procedure for a native language speaker to become certified to teach their language at a school. First, the person would have to get a certification of proficiency in the language they want to teach, most likely from the tribe, and then submit a portfolio to the state education department documenting their expertise in the language. A background check also would be conducted.
If the certification is created, students who take the native languages would be able to earn world language credit, a requirement for high school graduation, Pemberton said.
The rule would give native language speakers a certification pathway, as well as resources and support to be in the classroom, said Desa Dawson, director of world languages at the state education department.
Read the full article at http://www.tulsaworld.com/news/article.aspx?subjectid=19&articleid=20130324_19_A21_Studen834656
Baltimore County Schools Superintendent Wants All Students To Graduate Bilingual
From http://www.baltimoresun.com/news/maryland/baltimore-county/perry-hall/bs-md-co-dance-state-of-schools-20130321,0,6182433.story
Dance wants all students to graduate bilingual
Superintendent to expand foreign language to elementary school; give all middle and high school students digital devices
By Alison Knezevich
March 21, 2013
Baltimore County schools Superintendent Dallas Dance plans to issue digital devices to middle- and high-school students and wants all children in the school system to graduate bilingual, believing it will make them globally competitive, he said in the county's first state of the schools address Thursday.
"Earning a Baltimore County public schools diploma needs to have greater meaning," he told a crowd at Valley Mansion in Cockeysville.
Dance wants to start foreign language instruction in elementary school, rather than middle school. Those language skills will help students find better jobs and earn more income for the rest of their lives, he said.
Read the full article at http://www.baltimoresun.com/news/maryland/baltimore-county/perry-hall/bs-md-co-dance-state-of-schools-20130321,0,6182433.story
Dance wants all students to graduate bilingual
Superintendent to expand foreign language to elementary school; give all middle and high school students digital devices
By Alison Knezevich
March 21, 2013
Baltimore County schools Superintendent Dallas Dance plans to issue digital devices to middle- and high-school students and wants all children in the school system to graduate bilingual, believing it will make them globally competitive, he said in the county's first state of the schools address Thursday.
"Earning a Baltimore County public schools diploma needs to have greater meaning," he told a crowd at Valley Mansion in Cockeysville.
Dance wants to start foreign language instruction in elementary school, rather than middle school. Those language skills will help students find better jobs and earn more income for the rest of their lives, he said.
Read the full article at http://www.baltimoresun.com/news/maryland/baltimore-county/perry-hall/bs-md-co-dance-state-of-schools-20130321,0,6182433.story
Job: New Contract Opportunity with the Office of Vocational and Adult Education
US Department of Education: New Contract Opportunity with the Office of Vocational and Adult Education (OVAE)
OVAE’s Division of Adult Education and Literacy announces a procurement opportunity: Improving Adult English Language Instruction. This new three-year initiative will build on and extend previous investments to improve the knowledge, skills and abilities of teachers working with adult English language learners by providing collaborative, evidence-based, and technology-enhanced professional development opportunities. All details can be found under solicitation number ED-VAE-13-R-0025 on https://www.fbo.gov
Please direct questions to the following:
Primary Point of Contact:
Jonathan Bettis,
Contract Specialist
jonathan.bettis at ed dot gov
Phone: 202-245-6971
Fax: 202-245-6278
Secondary Point of Contact:
Cynthia L. Duncan,
Contracting officer
cynthia.duncan at ed dot gov
Phone: 202-245-6196
Fax: 202-245-6296
US Department of Education: New Contract Opportunity with the Office of Vocational and Adult Education (OVAE). NCELA List (NCELA@HERMES.GWU.EDU, 25 Mar 2013).
OVAE’s Division of Adult Education and Literacy announces a procurement opportunity: Improving Adult English Language Instruction. This new three-year initiative will build on and extend previous investments to improve the knowledge, skills and abilities of teachers working with adult English language learners by providing collaborative, evidence-based, and technology-enhanced professional development opportunities. All details can be found under solicitation number ED-VAE-13-R-0025 on https://www.fbo.gov
Please direct questions to the following:
Primary Point of Contact:
Jonathan Bettis,
Contract Specialist
jonathan.bettis at ed dot gov
Phone: 202-245-6971
Fax: 202-245-6278
Secondary Point of Contact:
Cynthia L. Duncan,
Contracting officer
cynthia.duncan at ed dot gov
Phone: 202-245-6196
Fax: 202-245-6296
US Department of Education: New Contract Opportunity with the Office of Vocational and Adult Education (OVAE). NCELA List (NCELA@HERMES.GWU.EDU, 25 Mar 2013).
Summer Institutes on Global Understanding and Cultural Proficiency
From http://primarysource.org
Here are two summer institutes from Primary Source of interest to K-12 teachers and administrators:
---
Teaching for Global Understanding in the 21st Century
July 22-26
Educators are increasingly aware that the challenges of our changing world will require students to think and learn in new ways. In addition to teaching core academic content, our schools need to cultivate key skills: global awareness, critical thinking, media literacy, collaboration, intercultural communication, technological ability, and civic engagement. This course will explore the importance of such skills and will build a case for re-envisioning how we prepare students for an interconnected world. Participants will examine the global economy, the environment, health, social justice, and peace & conflict resolution. Interested participants should be willing to take on a leadership role in their districts and to be advocates for global education across disciplines and grade levels.
Open to all K-12 teachers and administrators
For more details go to http://primarysource.org/globaledsummer
---
Cultural Proficiency for Today's Diverse Schools: A Multidisciplinary Approach
August 5-9
How are new patterns of immigration, residence, and family structure reshaping the nation's demographics and those of local schools and communities? What do "culturally proficient" schools and classrooms look like in this shifting context? In an institute designed for teachers, administrators, and other school staff, we'll take a multidisciplinary and thematic approach as we discuss cultural and racial diversity in schools today. Focal themes will include religion, culture, and language; student and school culture and peer relationships; families, parents, and school involvement; and the legal and socioeconomic challenges facing refugee and immigrant youth and communities. Drawing insights from education research, social policy, and the law, as well as literature, history, the arts, and global studies, we'll gain a deeper understanding of students within their home and community worlds, and develop ideas about how better to connect with them. Classroom practices and school policies that promote achievement for students of all backgrounds will be foregrounded throughout the institute. A field site visit and small team research assignment will be key components of the course.
Open to all K-12 teachers and administrators
For more details go to http://primarysource.org/cultural-proficiency-for-todays-diverse-schools
Here are two summer institutes from Primary Source of interest to K-12 teachers and administrators:
---
Teaching for Global Understanding in the 21st Century
July 22-26
Educators are increasingly aware that the challenges of our changing world will require students to think and learn in new ways. In addition to teaching core academic content, our schools need to cultivate key skills: global awareness, critical thinking, media literacy, collaboration, intercultural communication, technological ability, and civic engagement. This course will explore the importance of such skills and will build a case for re-envisioning how we prepare students for an interconnected world. Participants will examine the global economy, the environment, health, social justice, and peace & conflict resolution. Interested participants should be willing to take on a leadership role in their districts and to be advocates for global education across disciplines and grade levels.
Open to all K-12 teachers and administrators
For more details go to http://primarysource.org/globaledsummer
---
Cultural Proficiency for Today's Diverse Schools: A Multidisciplinary Approach
August 5-9
How are new patterns of immigration, residence, and family structure reshaping the nation's demographics and those of local schools and communities? What do "culturally proficient" schools and classrooms look like in this shifting context? In an institute designed for teachers, administrators, and other school staff, we'll take a multidisciplinary and thematic approach as we discuss cultural and racial diversity in schools today. Focal themes will include religion, culture, and language; student and school culture and peer relationships; families, parents, and school involvement; and the legal and socioeconomic challenges facing refugee and immigrant youth and communities. Drawing insights from education research, social policy, and the law, as well as literature, history, the arts, and global studies, we'll gain a deeper understanding of students within their home and community worlds, and develop ideas about how better to connect with them. Classroom practices and school policies that promote achievement for students of all backgrounds will be foregrounded throughout the institute. A field site visit and small team research assignment will be key components of the course.
Open to all K-12 teachers and administrators
For more details go to http://primarysource.org/cultural-proficiency-for-todays-diverse-schools
Summer Workshops at CLEAR
From http://clear.msu.edu/clear/professionaldev/summerworkshops.php
CLEAR is offering several summer workshops in 2013:
Writing in the Foreign Language Classroom
July 22-24
This workshop will look at writing from two perspectives: writing to learn and learning to write. First, we will examine activities that facilitate the learning of grammar and vocabulary as well as activities that enhance speaking, listening, and reading. Second, we will examine activities that help students learn to write various genres, from simple to complex, in the target language. Participants will evaluate activities that can be modified for a wide range of levels.
Revisiting the Learning and Teaching of Vocabulary
July 25-27
In this workshop we will explore how the different aspects of an advanced lexicon need to be addressed during the course of language studies from beginning to advanced stages. Based on the analysis of what textbooks are currently offering, workshop participants will learn how to develop supplemental vocabulary materials for all four skills. Additionally, we will make a distinction between vocabulary activities best used in class and outside the classroom. For vocabulary activities that can be completed outside the classroom, we will look at effective (and less-effective) computer-based materials available online and have a hands-on session on free, easy-to-use shareware.
RIAs for Language Learning: Introductory Techniques
July 29-31
This workshop is for language teachers who want to learn how to use CLEAR's free tools for creating interactive web-based multimedia language materials. The only computer skills that these tools require are point and click, copy and paste, and drag and drop. You get to concentrate on teaching, and don't have to worry about programming, uploading, downloading, or installing. The tools can be used with any language, any textbook, and any level. Learn how to make web pages where your students can record audio files that are automatically uploaded to your virtual dropbox. Make a "mashup" that combines your text, pictures, video, and interactive language exercises into one web page. Create virtual conversations for your students where they listen to questions, and the program captures their responses automatically. All of these functions are available to you from within a web browser, with no special hardware or software needed.
Assessing Speaking: For Placement Testing, Classroom-based Assessment, and Midterm and End-of-term Proficiency Exams
August 1-3
Advances in technology and developments in the field of oral skills assessment come together in this workshop, which is designed for teachers of all languages. The workshop has three goals. One is for teachers to learn CLEAR technology (Audio Dropbox, Conversations, and Mash-ups) for various types of online, oral skills assessment. Second, teachers will learn how to assess sociocultural skills during peer-to-peer, group interaction during classroom-based tasks. Third, teachers will learn basic statistical concepts (no math prerequisite!) and learn step-by-step how to run the statistics on real test data using Excel. The basic statistics can be used for placing students into classes and/or for evaluating the effectiveness and appropriateness of the given tests. Special emphasis will be placed on aligning oral skills assessments with state and national standards. At the end of the workshop, teachers will be able to conduct online oral assessments and face-to-face group oral assessments (in addition to the more-commonly used OPI-like tests) so that their programs assess multiple components of oral communication skills. This workshop will be particularly helpful for any teachers involved in the creation or maintenance of placement tests for their schools or districts.
For full details go to http://clear.msu.edu/clear/professionaldev/summerworkshops.php
CLEAR is offering several summer workshops in 2013:
Writing in the Foreign Language Classroom
July 22-24
This workshop will look at writing from two perspectives: writing to learn and learning to write. First, we will examine activities that facilitate the learning of grammar and vocabulary as well as activities that enhance speaking, listening, and reading. Second, we will examine activities that help students learn to write various genres, from simple to complex, in the target language. Participants will evaluate activities that can be modified for a wide range of levels.
Revisiting the Learning and Teaching of Vocabulary
July 25-27
In this workshop we will explore how the different aspects of an advanced lexicon need to be addressed during the course of language studies from beginning to advanced stages. Based on the analysis of what textbooks are currently offering, workshop participants will learn how to develop supplemental vocabulary materials for all four skills. Additionally, we will make a distinction between vocabulary activities best used in class and outside the classroom. For vocabulary activities that can be completed outside the classroom, we will look at effective (and less-effective) computer-based materials available online and have a hands-on session on free, easy-to-use shareware.
RIAs for Language Learning: Introductory Techniques
July 29-31
This workshop is for language teachers who want to learn how to use CLEAR's free tools for creating interactive web-based multimedia language materials. The only computer skills that these tools require are point and click, copy and paste, and drag and drop. You get to concentrate on teaching, and don't have to worry about programming, uploading, downloading, or installing. The tools can be used with any language, any textbook, and any level. Learn how to make web pages where your students can record audio files that are automatically uploaded to your virtual dropbox. Make a "mashup" that combines your text, pictures, video, and interactive language exercises into one web page. Create virtual conversations for your students where they listen to questions, and the program captures their responses automatically. All of these functions are available to you from within a web browser, with no special hardware or software needed.
Assessing Speaking: For Placement Testing, Classroom-based Assessment, and Midterm and End-of-term Proficiency Exams
August 1-3
Advances in technology and developments in the field of oral skills assessment come together in this workshop, which is designed for teachers of all languages. The workshop has three goals. One is for teachers to learn CLEAR technology (Audio Dropbox, Conversations, and Mash-ups) for various types of online, oral skills assessment. Second, teachers will learn how to assess sociocultural skills during peer-to-peer, group interaction during classroom-based tasks. Third, teachers will learn basic statistical concepts (no math prerequisite!) and learn step-by-step how to run the statistics on real test data using Excel. The basic statistics can be used for placing students into classes and/or for evaluating the effectiveness and appropriateness of the given tests. Special emphasis will be placed on aligning oral skills assessments with state and national standards. At the end of the workshop, teachers will be able to conduct online oral assessments and face-to-face group oral assessments (in addition to the more-commonly used OPI-like tests) so that their programs assess multiple components of oral communication skills. This workshop will be particularly helpful for any teachers involved in the creation or maintenance of placement tests for their schools or districts.
For full details go to http://clear.msu.edu/clear/professionaldev/summerworkshops.php
2012 Heritage Language Teacher Workshop
From http://www.nhlrc.ucla.edu/events/startalkworkshop/2012
2012 Heritage Language Teacher Workshop
Workshop Dates: July 16-20, 2012
This workshop is designed to help language teachers face the challenge of teaching heritage language students. It will prepare them to understand the differences between teaching L2 and HL learners, the issues involved in heritage language teaching, and how to address them. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to involve students as ACTIVE participants in the learning process. The five Cs recommendations from the National Standards will be implemented throughout the workshop.
The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in both teaching and promoting heritage language instruction in their own departments, institutions, and districts. The workshop will address these issues to better prepare teachers for the classroom.
The workshop hopes to develop a cohort of language teachers who will be leaders and mentors in the field of heritage language instruction.
The StarTalk sponsored languages are Arabic, Chinese, Hindi, Persian, Portuguese, Russian, Swahili, Turkish and Urdu. Additional spaces are available for other less commonly taught languages.
Instructors from K-16 programs and community schools are invited to apply.
For full details go to http://www.nhlrc.ucla.edu/events/startalkworkshop/2012
2012 Heritage Language Teacher Workshop
Workshop Dates: July 16-20, 2012
This workshop is designed to help language teachers face the challenge of teaching heritage language students. It will prepare them to understand the differences between teaching L2 and HL learners, the issues involved in heritage language teaching, and how to address them. Participants will explore ways to design their own curriculum and select materials and assessment tools. They will learn how to involve students as ACTIVE participants in the learning process. The five Cs recommendations from the National Standards will be implemented throughout the workshop.
The workshop will include information on how to research a heritage language community and create a community-based program. A grasp of demographic data will give teachers an advantage in both teaching and promoting heritage language instruction in their own departments, institutions, and districts. The workshop will address these issues to better prepare teachers for the classroom.
The workshop hopes to develop a cohort of language teachers who will be leaders and mentors in the field of heritage language instruction.
The StarTalk sponsored languages are Arabic, Chinese, Hindi, Persian, Portuguese, Russian, Swahili, Turkish and Urdu. Additional spaces are available for other less commonly taught languages.
Instructors from K-16 programs and community schools are invited to apply.
For full details go to http://www.nhlrc.ucla.edu/events/startalkworkshop/2012
STARTALK Online Course: Transitioning to Teaching Language Online
From http://www.carla.umn.edu/about/carlaupdate.html
STARTALK: Transitioning to Teaching Language Online
July 8 - Aug 18, 2013
This new STARTALK program is for teachers of critical languages who want to teach their language online. Offered completely online, this 6-week, intensive course will give teacher participants the experience of taking an online course. Course content will focus on many different facets of a successful online language course, such as creating community, developing a syllabus, time management strategies for teachers and students, choosing appropriate technology tools for communicative-based activities, and developing a variety of online activity types.
In addition to exploring these aspects of teaching online, participants will see these concepts in action in a model online language course. By the end of the course, participants will have created a lesson for the start of an online course of their own. Teachers will be awarded a certificate of completion upon finishing course requirements.
Cost is free for those accepted to this online program.
Applications are due April 26, 2013.
For more information see: http://www.carla.umn.edu/technology/startalk
STARTALK: Transitioning to Teaching Language Online
July 8 - Aug 18, 2013
This new STARTALK program is for teachers of critical languages who want to teach their language online. Offered completely online, this 6-week, intensive course will give teacher participants the experience of taking an online course. Course content will focus on many different facets of a successful online language course, such as creating community, developing a syllabus, time management strategies for teachers and students, choosing appropriate technology tools for communicative-based activities, and developing a variety of online activity types.
In addition to exploring these aspects of teaching online, participants will see these concepts in action in a model online language course. By the end of the course, participants will have created a lesson for the start of an online course of their own. Teachers will be awarded a certificate of completion upon finishing course requirements.
Cost is free for those accepted to this online program.
Applications are due April 26, 2013.
For more information see: http://www.carla.umn.edu/technology/startalk
New Online MA Program in Digital Technologies for Language Teaching
From http://linguistlist.org/issues/24/24-1398.html
The University of Nottingham is offering a new online MA program in Digital Technologies for Language Teaching. Applications are now being accepted for September 2013.
For more information on the program please visit:
http://nott.ac.uk/digitaltech
or contact the program director Dr Cecilia Goria (cecilia.goria at nottingham ac dot uk)
The University of Nottingham is offering a new online MA program in Digital Technologies for Language Teaching. Applications are now being accepted for September 2013.
For more information on the program please visit:
http://nott.ac.uk/digitaltech
or contact the program director Dr Cecilia Goria (cecilia.goria at nottingham ac dot uk)
Northeast Association for Language Learning Technology Annual Conference
From http://neallt.org/neallt2013
The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference at Cornell University, Ithaca, NY from Friday, April 12 to Sunday, April 14, 2013. The conference will be hosted by Cornell University Language Resource Center.
This year’s theme will be “Technology and the Student.” Presentations include the following:
- Flipped Classrooms
- Student Agency - tasks for student expression
- Scaffolding Student Learning
- Emerging technologies
- Resource Center management and design
- Mobile technology
- Online courses
- MOOCS
- Open Educational Resources
Two pre-conference workshops are also scheduled on using Video Conferencing Equipment for Distance Learning and Accessing and Using the Berkeley Language Center's Library of Foreign Language Film Clips.
Registration is open at http://www.regonline.com/neallt2013
The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference at Cornell University, Ithaca, NY from Friday, April 12 to Sunday, April 14, 2013. The conference will be hosted by Cornell University Language Resource Center.
This year’s theme will be “Technology and the Student.” Presentations include the following:
- Flipped Classrooms
- Student Agency - tasks for student expression
- Scaffolding Student Learning
- Emerging technologies
- Resource Center management and design
- Mobile technology
- Online courses
- MOOCS
- Open Educational Resources
Two pre-conference workshops are also scheduled on using Video Conferencing Equipment for Distance Learning and Accessing and Using the Berkeley Language Center's Library of Foreign Language Film Clips.
Registration is open at http://www.regonline.com/neallt2013
California Language Teachers’ Association Spring Jamboree
From http://clta.net/jamboree
CLTA Spring Jamboree
Granada High School
Livermore, CA
April 27, 2013
For registration information or information about submitting a proposal for a presentation, go to http://clta.net/jamboree
CLTA Spring Jamboree
Granada High School
Livermore, CA
April 27, 2013
For registration information or information about submitting a proposal for a presentation, go to http://clta.net/jamboree
Learning and Teaching About Asia - Asia Center Symposium
From http://www.uky.edu/international/learning_asia
Learning and Teaching About Asia - Asia Center Symposium
In celebration of its 10th anniversary, the University of Kentucky Asia Center is hosting a symposium focused on incorporating Asian Studies into K-12, post-secondary, and community-based education. Workshops are free and open to all educators, including K-12 teachers, graduate students, university faculty members, and non-formal educators (e.g., 4H, YMCA).
April 13, 2013
10:00 a.m. – 4:30 p.m.
William T. Young Library
For full details and to register go to http://www.uky.edu/international/learning_asia
Learning and Teaching About Asia - Asia Center Symposium
In celebration of its 10th anniversary, the University of Kentucky Asia Center is hosting a symposium focused on incorporating Asian Studies into K-12, post-secondary, and community-based education. Workshops are free and open to all educators, including K-12 teachers, graduate students, university faculty members, and non-formal educators (e.g., 4H, YMCA).
April 13, 2013
10:00 a.m. – 4:30 p.m.
William T. Young Library
For full details and to register go to http://www.uky.edu/international/learning_asia
20th Princeton Japanese Pedagogy Forum
From http://www.princeton.edu/pjpf
The 20th Princeton Japanese Pedagogy Forum (PJPF) will take place on May 11-12, 2013 at Princeton University. The theme of the Forum is “ Connection, collaboration, and articulation: beyond differences ( 連携、協働、接続：多様性をつなぐこころみ ).” Two keynote speakers, Professor Hideo Hosokawa (Waseda University) and Professor Seiichi Makino (Princeton University) have been invited to give talks on this theme.
Early registration rates apply until April 15th.
For more details go to http://www.princeton.edu/pjpf
The 20th Princeton Japanese Pedagogy Forum (PJPF) will take place on May 11-12, 2013 at Princeton University. The theme of the Forum is “ Connection, collaboration, and articulation: beyond differences ( 連携、協働、接続：多様性をつなぐこころみ ).” Two keynote speakers, Professor Hideo Hosokawa (Waseda University) and Professor Seiichi Makino (Princeton University) have been invited to give talks on this theme.
Early registration rates apply until April 15th.
For more details go to http://www.princeton.edu/pjpf
Call for Papers: Sixth Annual Association for the Study of the Middle East and Africa Conference
From http://asmeascholars.org/index.php?option=com_content&view=article&id=1524&Itemid=139
Sixth Annual ASMEA Conference
Tides of Change: Looking Back and Forging Ahead in the Middle East & Africa
November 21 - 23, 2013
Key Bridge Marriott Hotel
Washington, D.C.
ASMEA is currently seeking proposals for paper presentations at the Sixth Annual ASMEA Conference. Members from any discipline, tenured or untenured faculty or those otherwise affiliated with a recognized research institution, may submit proposals to participate in the conference. Unique proposals from senior graduate students (ABD) will also be considered. Abstracts on topics related to the Middle East and Africa should consist of a one-page outline of the proposed subject to be presented.
The due date for proposals is Thursday, May 30, 2013.
Those interested in submitting abstracts are also eligible to apply for the ASMEA Travel Grant Program.
View the full call for papers at http://asmeascholars.org/index.php?option=com_content&view=article&id=1527:call-for-papers&catid=3:conference&Itemid=141
Sixth Annual ASMEA Conference
Tides of Change: Looking Back and Forging Ahead in the Middle East & Africa
November 21 - 23, 2013
Key Bridge Marriott Hotel
Washington, D.C.
ASMEA is currently seeking proposals for paper presentations at the Sixth Annual ASMEA Conference. Members from any discipline, tenured or untenured faculty or those otherwise affiliated with a recognized research institution, may submit proposals to participate in the conference. Unique proposals from senior graduate students (ABD) will also be considered. Abstracts on topics related to the Middle East and Africa should consist of a one-page outline of the proposed subject to be presented.
The due date for proposals is Thursday, May 30, 2013.
Those interested in submitting abstracts are also eligible to apply for the ASMEA Travel Grant Program.
View the full call for papers at http://asmeascholars.org/index.php?option=com_content&view=article&id=1527:call-for-papers&catid=3:conference&Itemid=141
Spring 2013 Issue of CLEAR Newsletter Focuses on Service-Learning
The spring 3013 issue of Center for Language Education and Research’s newsletter is available for download at http://clear.msu.edu/clear-newsletter . This issue focuses on service-learning for world language students.
Book: Research Design and Methodology in Studies on L2 Tense and Aspect
From http://www.degruyter.com/view/product/43152?format=G
Research Design and Methodology in Studies on L2 Tense and Aspect
Edited by M. Rafael Salaberry and Llorenç Comajoan
Published by de Gruyter
Description: Research Design and Methodology in Studies on Second Language Tense and Aspect provides an up-to-date review of past and current methodologies for the study of the L2 acquisition of tense and aspect. More specifically, the book addresses the following issues related to the design of studies for research in tense and aspect:
Theoretical frameworks (e.g., Are research questions investigated within one theoretical approach incompatible with other approaches?)
Elicitation procedures (Do different types of tasks elicit different types of tense-aspect data?)
Coding of data (e.g. How are lexical categories defined and coded?)
Data analysis (e.g., What statistical tests are more appropriate to analyze language data?)
The volume provides new insights into the study of L2 tense-aspect by bringing together well renowned scholars with experience in the research design of research this area of the field.
Visit the publisher’s website at http://www.degruyter.com/view/product/43152?format=G
Research Design and Methodology in Studies on L2 Tense and Aspect
Edited by M. Rafael Salaberry and Llorenç Comajoan
Published by de Gruyter
Description: Research Design and Methodology in Studies on Second Language Tense and Aspect provides an up-to-date review of past and current methodologies for the study of the L2 acquisition of tense and aspect. More specifically, the book addresses the following issues related to the design of studies for research in tense and aspect:
Theoretical frameworks (e.g., Are research questions investigated within one theoretical approach incompatible with other approaches?)
Elicitation procedures (Do different types of tasks elicit different types of tense-aspect data?)
Coding of data (e.g. How are lexical categories defined and coded?)
Data analysis (e.g., What statistical tests are more appropriate to analyze language data?)
The volume provides new insights into the study of L2 tense-aspect by bringing together well renowned scholars with experience in the research design of research this area of the field.
Visit the publisher’s website at http://www.degruyter.com/view/product/43152?format=G
March 24, 2013
Quick Activity Idea: “Strip” Bingo
From http://tprsteacher.wordpress.com/2013/03/17/strip-bingo
This game is thanks to Andrea on the moreTPRS list. The game is called “strip bingo” so it will have your students’ full attention! To play this game, you have students tear off a “strip” of paper. Then they make 5 boxes on the paper and write down one word or phrase in each box. You can then read a story or a list of phrases that have those words in them out loud to the students. For each phrase, the students have to ALL call out what the phrase means in English (or you call them out in English and they have to say them in the target language). The students can only rip off a word or phrase from their strip of paper if it’s the last word on one end of their paper. The first person to have all of their words called and ripped off wins. No prep and the kids love it!
This game is thanks to Andrea on the moreTPRS list. The game is called “strip bingo” so it will have your students’ full attention! To play this game, you have students tear off a “strip” of paper. Then they make 5 boxes on the paper and write down one word or phrase in each box. You can then read a story or a list of phrases that have those words in them out loud to the students. For each phrase, the students have to ALL call out what the phrase means in English (or you call them out in English and they have to say them in the target language). The students can only rip off a word or phrase from their strip of paper if it’s the last word on one end of their paper. The first person to have all of their words called and ripped off wins. No prep and the kids love it!
New Video: Language Immersion Education in Minnesota
From http://carla.umn.edu/immersion/immersionMNvideo.html
Language Immersion Education in Minnesota is a 15-minute, must-see video on the role language immersion programs can play in addressing Minnesota’s achievement gap and preparing its children to compete in the global economy. The video unites the voices of researchers and community leaders with those of immersion practitioners and their students.
Watch the video at http://carla.umn.edu/immersion/immersionMNvideo.html
Language Immersion Education in Minnesota is a 15-minute, must-see video on the role language immersion programs can play in addressing Minnesota’s achievement gap and preparing its children to compete in the global economy. The video unites the voices of researchers and community leaders with those of immersion practitioners and their students.
Watch the video at http://carla.umn.edu/immersion/immersionMNvideo.html
Activity Idea: Students Write Their Own Plays To Improve Their Vocabulary
From http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/18/language-immersion-school-spanish-teaching-my-best-lesson
My Spanish students write their own plays to improve their English vocab
Role play and interactive technology helped primary teacher Jeremy Dean increase his foreign students' English vocabulary at a language immersion school in Spain
March 18, 2013
“I work in Spain and teach English to Spanish six and seven-year-olds. No, I don't just teach them English, I also teach them science, numeracy, history, the whole primary curriculum, in English. Vocabulary is my number one priority, so I've started writing plays with the children to develop their spoken English. I choose the topic carefully to encourage them to learn words and phrases that they will find useful.”
Read how Mr. Dean does his entire activity at http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/18/language-immersion-school-spanish-teaching-my-best-lesson
My Spanish students write their own plays to improve their English vocab
Role play and interactive technology helped primary teacher Jeremy Dean increase his foreign students' English vocabulary at a language immersion school in Spain
March 18, 2013
“I work in Spain and teach English to Spanish six and seven-year-olds. No, I don't just teach them English, I also teach them science, numeracy, history, the whole primary curriculum, in English. Vocabulary is my number one priority, so I've started writing plays with the children to develop their spoken English. I choose the topic carefully to encourage them to learn words and phrases that they will find useful.”
Read how Mr. Dean does his entire activity at http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/18/language-immersion-school-spanish-teaching-my-best-lesson
Activity Idea: Cocktail Party
From http://elmundodebirch.wordpress.com
Here’s an activity in which students must pretend to be a celebrity; as they mingle they try to figure out who each person “is.” Read about how to implement this activity, including plenty of lead-in activities and scaffolding, at http://elmundodebirch.wordpress.com/2013/03/23/the-cocktail-party
Here’s an activity in which students must pretend to be a celebrity; as they mingle they try to figure out who each person “is.” Read about how to implement this activity, including plenty of lead-in activities and scaffolding, at http://elmundodebirch.wordpress.com/2013/03/23/the-cocktail-party
English-Learner Achievement Mixed in Big City School Systems
From http://blogs.edweek.org/edweek/learning-the-language/2013/03/english-learner_achievement_mixed_in_big_city_schoo.html
English-Learner Achievement Mixed in Big City School Systems
By Lesli A. Maxwell
March 22, 2013
The experiences of English-language learners in some of the nation's largest school systems vary widely when it comes to who teaches them, what types of language instruction programs are available to them, and how well schools do in supporting their progress toward becoming proficient in English.
In what may be the most comprehensive data collection to date on ELLs in urban school systems, the Council of the Great City Schools undertook an extensive survey of its member districts to capture a more complete picture of who these students are, how schools support them, and how they are performing. The full report is titled, "English-Language Learners in America's Great City Schools: Demographics, Achievement, and Staffing." The survey was done last year, when the Council had 65 members. It now has 67 members.
Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2013/03/english-learner_achievement_mixed_in_big_city_schoo.html
English-Learner Achievement Mixed in Big City School Systems
By Lesli A. Maxwell
March 22, 2013
The experiences of English-language learners in some of the nation's largest school systems vary widely when it comes to who teaches them, what types of language instruction programs are available to them, and how well schools do in supporting their progress toward becoming proficient in English.
In what may be the most comprehensive data collection to date on ELLs in urban school systems, the Council of the Great City Schools undertook an extensive survey of its member districts to capture a more complete picture of who these students are, how schools support them, and how they are performing. The full report is titled, "English-Language Learners in America's Great City Schools: Demographics, Achievement, and Staffing." The survey was done last year, when the Council had 65 members. It now has 67 members.
Read the full article and access the report at http://blogs.edweek.org/edweek/learning-the-language/2013/03/english-learner_achievement_mixed_in_big_city_schoo.html
Ideas On How Best To Teach Academic Vocabulary
Last week teacher Larry Ferlazzo asked the question, “What are the best ways to help students -- mainstream and/or English Language Learners -- develop academic vocabulary?” Read the responses, both from invited experts and from Twitter followers, at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2013/03/response_many_ways_to_help_students_develop_academic_vocabulary.html
Parental Involvement Seen as Key to ELL Achievement
From http://blogs.edweek.org/edweek/learning-the-language/2013/03/parental_involvement_key_to_el.html
Parental Involvement Seen as Key to ELL Achievement
By Lesli A. Maxwell
March 19, 2013
A new brief from the National Education Policy Center (NEPC) at the University of Colorado Boulder, synthesizes research on ways for policymakers, districts, and schools to improve educational opportunities for English-language learners.
Written by William Mathis, managing director of the NEPC, the brief argues that non-English-speaking populations are frequently denied equal educational opportunities.
These populations, particularly children from Spanish-speaking families, consistently score below children of native-English speakers on academic achievement tests, the brief notes. Research also shows the persistence of state funding inequities that affect ELLs.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/parental_involvement_key_to_el.html
Parental Involvement Seen as Key to ELL Achievement
By Lesli A. Maxwell
March 19, 2013
A new brief from the National Education Policy Center (NEPC) at the University of Colorado Boulder, synthesizes research on ways for policymakers, districts, and schools to improve educational opportunities for English-language learners.
Written by William Mathis, managing director of the NEPC, the brief argues that non-English-speaking populations are frequently denied equal educational opportunities.
These populations, particularly children from Spanish-speaking families, consistently score below children of native-English speakers on academic achievement tests, the brief notes. Research also shows the persistence of state funding inequities that affect ELLs.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/parental_involvement_key_to_el.html
NASA Google+ Hangout in Spanish this Thursday
Inspire your Spanish-speaking students, especially girls, to study science! NASA’s Women and Girls Initiative will feature a Google+ hangout in Spanish on Thursday, March 28th, at 3:30 PM Pacific Time.
Learn more about this opportunity at these links:
http://women.nasa.gov/spanish
https://plus.google.com/u/0/events/cfjb3pqjd7m8c67tb3oc9gj3hp0
http://teachinglearningspanish.blogspot.com/2013/03/first-nasa-google-hangout-in-spanish.html
Learn more about this opportunity at these links:
http://women.nasa.gov/spanish
https://plus.google.com/u/0/events/cfjb3pqjd7m8c67tb3oc9gj3hp0
http://teachinglearningspanish.blogspot.com/2013/03/first-nasa-google-hangout-in-spanish.html
Semana Santa Resources
This week’s TodoELE bulletin features resources for teaching about Semana Santa in your Spanish class. Go to http://www.todoele.net/boletin_130317.html to access them.
Comparison Shows Weakness of Online Translators
From http://french.about.com
From the About.com French language area:
To demonstrate some of the problems inherent in machine translation, I've run three sentences through the top six online translators. In order to check the accuracy, I then ran each translation back through the same translator (reverse translation is a common verification technique of professional translators). I've also provided my own translation for each sentence. Keep reading to find out how the online translators held up.
http://french.about.com/library/bl-onlinetranslators.htm?nl=1
From the About.com French language area:
To demonstrate some of the problems inherent in machine translation, I've run three sentences through the top six online translators. In order to check the accuracy, I then ran each translation back through the same translator (reverse translation is a common verification technique of professional translators). I've also provided my own translation for each sentence. Keep reading to find out how the online translators held up.
http://french.about.com/library/bl-onlinetranslators.htm?nl=1
Digital Classicist Wiki
From http://wiki.digitalclassicist.org/Main_Page
The Digital Classicist wiki is a hub for scholars and students interested in the application of humanities computing to research in the ancient and Byzantine worlds. This wiki collects guidelines and suggestions of major technical issues, and catalogues digital projects and tools of relevance to classicists. The wiki also lists events, bibliographies, publications (print and electronic), and other developments in the field. A discussion group serves as grist for a list of Frequently Asked Questions. As members of the community provide answers and other suggestions, these will graduate into independent wiki articles providing work-in-progress guidelines and reports.
Explore the wiki at http://wiki.digitalclassicist.org/Main_Page
The Digital Classicist wiki is a hub for scholars and students interested in the application of humanities computing to research in the ancient and Byzantine worlds. This wiki collects guidelines and suggestions of major technical issues, and catalogues digital projects and tools of relevance to classicists. The wiki also lists events, bibliographies, publications (print and electronic), and other developments in the field. A discussion group serves as grist for a list of Frequently Asked Questions. As members of the community provide answers and other suggestions, these will graduate into independent wiki articles providing work-in-progress guidelines and reports.
Explore the wiki at http://wiki.digitalclassicist.org/Main_Page
Exhibition: Albrecht Dürer: Master Drawings, Watercolors, and Prints from the Albertina
From http://www.nga.gov/exhibitions/durerinfo.shtm
Albrecht Dürer (1471–1528) has long been considered the greatest German artist, uniquely combining the status held in Italian art by Michelangelo in the sixteenth century, by Raphael in the 18th and 19th centuries, and by Leonardo da Vinci in our own day.
The finest collection of Dürer's drawings and watercolors is that of the Albertina in Vienna, Austria. One of the largest in the world, it is distinguished by many of the artist's most stunning masterpieces: watercolors such as The Great Piece of Turf, a sublime nature study of the Renaissance; chiaroscuro drawings such as The Praying Hands, surely the most famous drawing in the world; and the amazingly precocious silverpoint Self-Portrait at Thirteen, perhaps the earliest self-portrait drawing by any artist.
This groundbreaking exhibition is a culmination of decades of acquisition, study, and exhibitions of early German art at the National Gallery of Art. It presents 91—including most—of the superb Dürer watercolors and drawings from the Albertina and 27 of the museum’s best related engravings and woodcuts. It also includes 19 closely related drawings and prints from the Gallery’s own collection.
Schedule: National Gallery of Art, Washington, March 24–June 9, 2013
For more information go to http://www.nga.gov/exhibitions/durerinfo.shtm
Albrecht Dürer (1471–1528) has long been considered the greatest German artist, uniquely combining the status held in Italian art by Michelangelo in the sixteenth century, by Raphael in the 18th and 19th centuries, and by Leonardo da Vinci in our own day.
The finest collection of Dürer's drawings and watercolors is that of the Albertina in Vienna, Austria. One of the largest in the world, it is distinguished by many of the artist's most stunning masterpieces: watercolors such as The Great Piece of Turf, a sublime nature study of the Renaissance; chiaroscuro drawings such as The Praying Hands, surely the most famous drawing in the world; and the amazingly precocious silverpoint Self-Portrait at Thirteen, perhaps the earliest self-portrait drawing by any artist.
This groundbreaking exhibition is a culmination of decades of acquisition, study, and exhibitions of early German art at the National Gallery of Art. It presents 91—including most—of the superb Dürer watercolors and drawings from the Albertina and 27 of the museum’s best related engravings and woodcuts. It also includes 19 closely related drawings and prints from the Gallery’s own collection.
Schedule: National Gallery of Art, Washington, March 24–June 9, 2013
For more information go to http://www.nga.gov/exhibitions/durerinfo.shtm
Article: The Expansion of Slavic Studies
From http://postsovietpost.stanford.edu/discussion/expansion-slavic-studies
The expansion of Slavic studies
Slavic PhD programs in the US are seeing an increase in applicant quality and quantity, but the job market presents new challenges
by Gabriella Safran
March 20, 2013
Many are well aware that a conversation about the career paths of graduate students in the humanities has been taking place in the US academy. It’s true that even while we in the Slavic Department at Stanford have always been very proud of our placement rate – the majority of our students have gone on to excellent teaching jobs – we see that the economy is changing. A number of professions that used to have the ability to absorb a lot of educated workers, and used to be reliable sources of high salaries and good benefits are not this way anymore. And along with other professions, we are seeing a shift in teaching at all levels, from elementary school to higher education. It used to be the case that most higher education instruction was done by tenure-track faculty who had middle-class salaries, benefits, and lifelong employment. Now, universities are shifting away from that model and increasingly employing contingent faculty. So it is more and more likely that our college students will be taught by someone with a lower salary and possibly fewer or no benefits. This cannot but affect our graduate students, not just in Slavic, of course, but in all fields. We used to feel that our best graduate students would get teaching jobs, and those jobs would be middle-class jobs. We can’t be sure about that anymore.
Read on at http://postsovietpost.stanford.edu/discussion/expansion-slavic-studies
The expansion of Slavic studies
Slavic PhD programs in the US are seeing an increase in applicant quality and quantity, but the job market presents new challenges
by Gabriella Safran
March 20, 2013
Many are well aware that a conversation about the career paths of graduate students in the humanities has been taking place in the US academy. It’s true that even while we in the Slavic Department at Stanford have always been very proud of our placement rate – the majority of our students have gone on to excellent teaching jobs – we see that the economy is changing. A number of professions that used to have the ability to absorb a lot of educated workers, and used to be reliable sources of high salaries and good benefits are not this way anymore. And along with other professions, we are seeing a shift in teaching at all levels, from elementary school to higher education. It used to be the case that most higher education instruction was done by tenure-track faculty who had middle-class salaries, benefits, and lifelong employment. Now, universities are shifting away from that model and increasingly employing contingent faculty. So it is more and more likely that our college students will be taught by someone with a lower salary and possibly fewer or no benefits. This cannot but affect our graduate students, not just in Slavic, of course, but in all fields. We used to feel that our best graduate students would get teaching jobs, and those jobs would be middle-class jobs. We can’t be sure about that anymore.
Read on at http://postsovietpost.stanford.edu/discussion/expansion-slavic-studies
BASAbali: Learning Materials for Learning Balinese
From http://basabali.org/about
BASA: Balinese Language Preservation Corp has created multimedia language materials for spoken Balinese and the endangered Balinese script. The language materials focus on 24 conversational videos, punctuated with language exercises, grammatical explanations and electronic flashcards. Cultural notes serve as a resource to anthropological, historical and current topics about Bali and a series of modules teach the endangered Balinese script. Free for nonprofit organizations. $25 for individuals to support nonprofit use.
Learn more and access the materials at http://basabali.org
Read an article about the organization and the new materials at http://www.balidiscovery.com/messages/message.asp?Id=9124
BASA: Balinese Language Preservation Corp has created multimedia language materials for spoken Balinese and the endangered Balinese script. The language materials focus on 24 conversational videos, punctuated with language exercises, grammatical explanations and electronic flashcards. Cultural notes serve as a resource to anthropological, historical and current topics about Bali and a series of modules teach the endangered Balinese script. Free for nonprofit organizations. $25 for individuals to support nonprofit use.
Learn more and access the materials at http://basabali.org
Read an article about the organization and the new materials at http://www.balidiscovery.com/messages/message.asp?Id=9124
Summer Classes for High School Heritage Language Speakers
From http://hslanguages.ucla.edu/page.asp?parentID=98320
UCLA offers language classes for high school students who speak, understand and/or hear Amharic, Arabic, Armenian, Hindi/ Urdu, Persian, and Russian at home and want to learn to read, write and expand their listening and speaking skills. A beginning Russian class is also offered.
Classes are Tuesdays, Wednesdays and Thursdays from 9am - 1pm.
All levels of heritage language students are accepted in the classes.
For full details and to register go to http://hslanguages.ucla.edu/page.asp?parentID=98320
UCLA offers language classes for high school students who speak, understand and/or hear Amharic, Arabic, Armenian, Hindi/ Urdu, Persian, and Russian at home and want to learn to read, write and expand their listening and speaking skills. A beginning Russian class is also offered.
Classes are Tuesdays, Wednesdays and Thursdays from 9am - 1pm.
All levels of heritage language students are accepted in the classes.
For full details and to register go to http://hslanguages.ucla.edu/page.asp?parentID=98320
Pennsylvania Deaf and Hard-of-hearing Students Sign Nursery Rhymes
From http://www.eveningsun.com/news/ci_22834993/liu-deaf-and-hard-hearing-students-sign-nursery
LIU deaf and hard-of-hearing students sign nursery rhymes
The students narrated 10 stories for their film project in sign language
By KATY PETIFORD
March 20, 2013
Landon Sharp is one of four students in Lincoln Intermediate Unit No. 12's deaf and hard-of-hearing class who are performing nursery rhymes for this year's film project.
Every other year, kindergarten through third grade students silently act out various stories on camera and the school's older students, grades four through 12, narrate them in sign language. This is the project's 10th anniversary and the school's fifth film.
Apart from learning new stories, the project gives students an opportunity to expand their sign language vocabulary and get a glimpse of the filmmaking process, Educational Interpreter Tanya Chmilewski said.
Read the full article at http://www.eveningsun.com/news/ci_22834993/liu-deaf-and-hard-hearing-students-sign-nursery
For those in the area, the film’s premier will be April 26th in New Oxford, PA.
LIU deaf and hard-of-hearing students sign nursery rhymes
The students narrated 10 stories for their film project in sign language
By KATY PETIFORD
March 20, 2013
Landon Sharp is one of four students in Lincoln Intermediate Unit No. 12's deaf and hard-of-hearing class who are performing nursery rhymes for this year's film project.
Every other year, kindergarten through third grade students silently act out various stories on camera and the school's older students, grades four through 12, narrate them in sign language. This is the project's 10th anniversary and the school's fifth film.
Apart from learning new stories, the project gives students an opportunity to expand their sign language vocabulary and get a glimpse of the filmmaking process, Educational Interpreter Tanya Chmilewski said.
Read the full article at http://www.eveningsun.com/news/ci_22834993/liu-deaf-and-hard-hearing-students-sign-nursery
For those in the area, the film’s premier will be April 26th in New Oxford, PA.
Editorial: Rethinking the Bottom Line for Internationalization: What Are Students Learning?
From http://chronicle.com/blogs/worldwise/rethinking-the-bottom-line-for-internationalization-what-are-students-learning/31979
Rethinking the Bottom Line for Internationalization: What Are Students Learning?
by Madeleine F. Green
March 21, 2013
For many, if not most, institutions, “success” in internationalization is a bit of a numbers game. It is defined by the number of students going abroad, the number of international students and the amount of revenue they generate, and the number of campuses abroad or courses offered with an international focus.
But what do these numbers mean for student learning? Although many colleges and universities cite producing “global citizens” as a goal, few have a clear set of learning outcomes associated with this label, a map of the learning experiences that will produce this learning, or an assessment plan in place to determine what students are actually learning and what that means for curricular improvement.
Read the full article at http://chronicle.com/blogs/worldwise/rethinking-the-bottom-line-for-internationalization-what-are-students-learning/31979
Rethinking the Bottom Line for Internationalization: What Are Students Learning?
by Madeleine F. Green
March 21, 2013
For many, if not most, institutions, “success” in internationalization is a bit of a numbers game. It is defined by the number of students going abroad, the number of international students and the amount of revenue they generate, and the number of campuses abroad or courses offered with an international focus.
But what do these numbers mean for student learning? Although many colleges and universities cite producing “global citizens” as a goal, few have a clear set of learning outcomes associated with this label, a map of the learning experiences that will produce this learning, or an assessment plan in place to determine what students are actually learning and what that means for curricular improvement.
Read the full article at http://chronicle.com/blogs/worldwise/rethinking-the-bottom-line-for-internationalization-what-are-students-learning/31979
Michigan May Drop Foreign Language Rule for Schools
From http://www.detroitnews.com/article/20130318/SCHOOLS/303180344/1026/Mich-may-drop-foreign-language-rule-schools
Michigan may drop foreign language rule for schools
By Shawn D. Lewis
March 18, 2103
Foreign language studies could be de-emphasized statewide by a bill that would drop it as a high school graduation requirement.
Politicians say the change would offer more flexibility for students who plan to bypass college for a technical career.
Currently, students must take a foreign language in grades 9-12 to graduate. Starting with students who entered third grade in 2006, foreign language study in grades K-8 counts too.
The bill is in the House Education Committee, which plans to consider it this spring, said its chairwoman, state Rep. Lisa Posthumus Lyons, R-Alto.
Sponsored by state Rep. Phil Potvin, R-Cadillac, the bill would allow students to meet the Algebra 2 and foreign language requirements by including computer science as an alternative.
The Michigan Department of Education opposes the bill.
"Students, regardless of post-secondary plans, will benefit tremendously with at least one additional language to be competitive in the global marketplace," spokesman Martin Ackley said. "World languages is essential for all of our students."
John Moore, an associate professor of economics at Walsh College, said he believes changing the law could affect the state's global competitiveness.
"Our area is home to a diverse spectrum of ethnic communities," he said. "Foreign companies doing business in the United States would be wise to consider our area for establishing their American presence. Obviously, foreign language skills would be an important consideration for these potential employers."
Read the full article: http://www.detroitnews.com/article/20130318/SCHOOLS/303180344/1026/Mich-may-drop-foreign-language-rule-schools
Michigan may drop foreign language rule for schools
By Shawn D. Lewis
March 18, 2103
Foreign language studies could be de-emphasized statewide by a bill that would drop it as a high school graduation requirement.
Politicians say the change would offer more flexibility for students who plan to bypass college for a technical career.
Currently, students must take a foreign language in grades 9-12 to graduate. Starting with students who entered third grade in 2006, foreign language study in grades K-8 counts too.
The bill is in the House Education Committee, which plans to consider it this spring, said its chairwoman, state Rep. Lisa Posthumus Lyons, R-Alto.
Sponsored by state Rep. Phil Potvin, R-Cadillac, the bill would allow students to meet the Algebra 2 and foreign language requirements by including computer science as an alternative.
The Michigan Department of Education opposes the bill.
"Students, regardless of post-secondary plans, will benefit tremendously with at least one additional language to be competitive in the global marketplace," spokesman Martin Ackley said. "World languages is essential for all of our students."
John Moore, an associate professor of economics at Walsh College, said he believes changing the law could affect the state's global competitiveness.
"Our area is home to a diverse spectrum of ethnic communities," he said. "Foreign companies doing business in the United States would be wise to consider our area for establishing their American presence. Obviously, foreign language skills would be an important consideration for these potential employers."
Read the full article: http://www.detroitnews.com/article/20130318/SCHOOLS/303180344/1026/Mich-may-drop-foreign-language-rule-schools
Job: Hermes Online Chinese Learning Facilitator
From http://casls.uoregon.edu/pages/about/hermes-instructor.php
The Center for Applied Second Language Studies (CASLS) seeks an innovative and experienced Chinese language and culture educator to spearhead development of a new approach to online language learning. Building on initial development work, the Online Chinese Learning Facilitator will be the intellectual and pedagogic leader responsible for creating a successful and groundbreaking online learning experience. The successful candidate will have at least a bachelor’s degree in a relevant field, significant teaching experience, technological savvy, and demonstrated excellence in curriculum and/or program development.
Duties include evaluating and revising curriculum, mentoring language coaches, managing relationships with partner schools, evaluating feedback and data, adjusting pedagogical approaches, and developing learning materials. The Online Chinese Learning Facilitator will work closely with the director and online learning staff at CASLS in order to integrate and leverage CASLS’ expertise in assessment, technology, and research.
Start Date: August 26, 2013
Application Closing Date: Application review will begin on April 20, 2013. Applications submitted by that date will be ensured consideration. The position will remain open until filled.
View the full job posting at http://casls.uoregon.edu/pages/about/hermes-instructor.php
The Center for Applied Second Language Studies (CASLS) seeks an innovative and experienced Chinese language and culture educator to spearhead development of a new approach to online language learning. Building on initial development work, the Online Chinese Learning Facilitator will be the intellectual and pedagogic leader responsible for creating a successful and groundbreaking online learning experience. The successful candidate will have at least a bachelor’s degree in a relevant field, significant teaching experience, technological savvy, and demonstrated excellence in curriculum and/or program development.
Duties include evaluating and revising curriculum, mentoring language coaches, managing relationships with partner schools, evaluating feedback and data, adjusting pedagogical approaches, and developing learning materials. The Online Chinese Learning Facilitator will work closely with the director and online learning staff at CASLS in order to integrate and leverage CASLS’ expertise in assessment, technology, and research.
Start Date: August 26, 2013
Application Closing Date: Application review will begin on April 20, 2013. Applications submitted by that date will be ensured consideration. The position will remain open until filled.
View the full job posting at http://casls.uoregon.edu/pages/about/hermes-instructor.php
Salary Assistance Grant for Japanese-Language Courses
From http://www.jflalc.org/grants-jle-courses.html
The Japan Foundation, Los Angeles supports educational institutions or school districts in the U.S. that are facing temporary financial difficulties in either (1) starting up/ launching a new Japanese program or (2) expanding or maintaining a current program. JFLA provides one-year grant support to supplement the instructor’s salary, not exceeding $30,000.
Application Deadline: April 10, 2013
For full details go to http://www.jflalc.org/grants-jle-courses.html
The Japan Foundation, Los Angeles supports educational institutions or school districts in the U.S. that are facing temporary financial difficulties in either (1) starting up/ launching a new Japanese program or (2) expanding or maintaining a current program. JFLA provides one-year grant support to supplement the instructor’s salary, not exceeding $30,000.
Application Deadline: April 10, 2013
For full details go to http://www.jflalc.org/grants-jle-courses.html
Turkish Studies Association Awards and Prizes
From http://www.h-net.org/~thetsa/news/awards.html
It’s time to nominate colleagues and students and to apply for awards and prizes from the Turkish Studies Association. Here are brief descriptions of the awards:
THE ÖMER LÜTFI BARKAN ARTICLE PRIZE
A biennial prize awarded in odd-numbered years for the best article in the area of Turkish and Ottoman studies published in the previous two-year period, sponsored by the Turkish Studies Association with the generous support of the M. Münir Ertegün Foundation.
Deadline: Nominations must be sent by April 15, 2013.
THE SYDNEY N. FISHER GRADUATE STUDENT PAPER PRIZE
An annual prize for the best paper in Turkish or Ottoman studies written by a graduate student in Turkish or Ottoman studies during the preceding academic year (i.e., 2012-13 for the award given in 2013), sponsored by the Turkish Studies Association with the generous support of the M. Münir Ertegün Foundation. The winning paper will be considered for publication in the TURKISH STUDIES ASSOCIATION JOURNAL.
Deadline: Materials must be sent by June 15, 2013.
THE JAMES W. REDHOUSE STUDENT PRIZE COMPETITION FOR BEST PROGRESS IN THE TURKISH LANGUAGE
In recognition of the students who have made the best progress in Turkish in the academic year, prizes are awarded annually to students in each of four regions of the United States and Canada as determined by area coordinators and a committee composed of members of the American Association of Teachers of Turkic Languages.
Deadline: Nominations must be postmarked no later than June 15, 2013.
HALİDE EDİP ADIVAR SCHOLARSHIP COMPETITION
The aim of the Adivar Scholarship is to introduce to Turkey students who have not had extensive prior experience in Turkey or Turkish studies. This $1,000 scholarship is awarded to a qualified undergraduate in any discipline in support of travel to Turkey for the purpose of study or research. The successful applicant may use the scholarship to support participation in a Turkish language program or a work internship, or for study or research in Turkish culture and society.
Deadline for 2013: 1 April 2013
M. FUAT KÖPRÜLÜ BOOK PRIZE
An annual prize awarded for the best book in the area of Turkish and Ottoman studies published in the previous year (with a copyright date of 2012), sponsored by the Turkish Studies Association with the generous support of the M. Münir Ertegün Foundation.
Nominations must be postmarked no later than: April 15, 2013.
For full details about all of the above awards and prizes go to http://www.h-net.org/~thetsa/news/awards.html
It’s time to nominate colleagues and students and to apply for awards and prizes from the Turkish Studies Association. Here are brief descriptions of the awards:
THE ÖMER LÜTFI BARKAN ARTICLE PRIZE
A biennial prize awarded in odd-numbered years for the best article in the area of Turkish and Ottoman studies published in the previous two-year period, sponsored by the Turkish Studies Association with the generous support of the M. Münir Ertegün Foundation.
Deadline: Nominations must be sent by April 15, 2013.
THE SYDNEY N. FISHER GRADUATE STUDENT PAPER PRIZE
An annual prize for the best paper in Turkish or Ottoman studies written by a graduate student in Turkish or Ottoman studies during the preceding academic year (i.e., 2012-13 for the award given in 2013), sponsored by the Turkish Studies Association with the generous support of the M. Münir Ertegün Foundation. The winning paper will be considered for publication in the TURKISH STUDIES ASSOCIATION JOURNAL.
Deadline: Materials must be sent by June 15, 2013.
THE JAMES W. REDHOUSE STUDENT PRIZE COMPETITION FOR BEST PROGRESS IN THE TURKISH LANGUAGE
In recognition of the students who have made the best progress in Turkish in the academic year, prizes are awarded annually to students in each of four regions of the United States and Canada as determined by area coordinators and a committee composed of members of the American Association of Teachers of Turkic Languages.
Deadline: Nominations must be postmarked no later than June 15, 2013.
HALİDE EDİP ADIVAR SCHOLARSHIP COMPETITION
The aim of the Adivar Scholarship is to introduce to Turkey students who have not had extensive prior experience in Turkey or Turkish studies. This $1,000 scholarship is awarded to a qualified undergraduate in any discipline in support of travel to Turkey for the purpose of study or research. The successful applicant may use the scholarship to support participation in a Turkish language program or a work internship, or for study or research in Turkish culture and society.
Deadline for 2013: 1 April 2013
M. FUAT KÖPRÜLÜ BOOK PRIZE
An annual prize awarded for the best book in the area of Turkish and Ottoman studies published in the previous year (with a copyright date of 2012), sponsored by the Turkish Studies Association with the generous support of the M. Münir Ertegün Foundation.
Nominations must be postmarked no later than: April 15, 2013.
For full details about all of the above awards and prizes go to http://www.h-net.org/~thetsa/news/awards.html
Three Summer Institutes or Courses about China
From http://primarysource.org
Here are three opportunities for K-12 educators to learn more about China:
---
Summer Institute: The Distinctive Dynasties of Ancient and Imperial China
Course dates: July 15 – 19, 2013
Hingham, Massachusetts
China is often described as a "continuous" civilization, and while cultural continuities abound from one era to the next, China's long history is equally a record of dynamism in political, social and artistic life. By exploring the cultures and characteristics of several important Chinese dynasties, we can begin to grasp how ideas evolved within China and in response to external influences including foreign conquest. Whether reading a Tang dynasty poem, discussing Confucius' Analects, or viewing a scroll painting of Song dynasty city life, we can use the remarkable products of Chinese culture to bring its distinctive (yet universal) stories to life. This course will include content and resources designed for both elementary educators and teachers of world history to 1800.
Open to all K-12 educators.
For more details go to http://primarysource.org/distinctive-dynasties-of-ancient-and-imperial-china
---
Online Course: The Enduring Legacy of Ancient China
Course Dates: June 12 - August 20, 2013
The remarkable richness and endurance of Chinese civilization will be the central focus for this online course, which will explore the long period from the emergence of China's earliest civilizations to the end of the dynastic phase in 1911. The course will mirror the thematic approach taken by Primary Source's own sourcebook, The Enduring Legacy of Ancient China. Topics will include geography, belief systems, the arts, and China's relationship with the world. The course will feature supplemental readings, scholar podcasts, and web-based activities to engage teachers in some of the most current scholarship, while exploring student-friendly tools and resources.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Open to all K-12 educators.
For more details go to http://primarysource.org/ancientchinaonlinecourse
---
Online Course: Changing China: History and Culture Since 1644
Course Dates: June 12 - August 20, 2013
What has driven the dramatic transformation of China over the past 350 years? What should students know about this economic and cultural powerhouse? The complex history of modern China and its unique place on the world stage will be the central focus for this online course, which will explore the period from the Qing Dynasty and the decline of dynastic China to the present day. In addition to the materials presented in Primary Source's sourcebook China in the World: A History Since 1644, this course will make use of readings, videos, and web-based resources to engage educators in some of the most current scholarship and thinking on China's development as a nation state. Topics will include the early republic, communist China, economic and political changes, internal migration, arts and literature, and China's future in an era of globalization.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Recommended especially for educators in grades 6-12.
For more details go to http://primarysource.org/modern-china-online-course
Here are three opportunities for K-12 educators to learn more about China:
---
Summer Institute: The Distinctive Dynasties of Ancient and Imperial China
Course dates: July 15 – 19, 2013
Hingham, Massachusetts
China is often described as a "continuous" civilization, and while cultural continuities abound from one era to the next, China's long history is equally a record of dynamism in political, social and artistic life. By exploring the cultures and characteristics of several important Chinese dynasties, we can begin to grasp how ideas evolved within China and in response to external influences including foreign conquest. Whether reading a Tang dynasty poem, discussing Confucius' Analects, or viewing a scroll painting of Song dynasty city life, we can use the remarkable products of Chinese culture to bring its distinctive (yet universal) stories to life. This course will include content and resources designed for both elementary educators and teachers of world history to 1800.
Open to all K-12 educators.
For more details go to http://primarysource.org/distinctive-dynasties-of-ancient-and-imperial-china
---
Online Course: The Enduring Legacy of Ancient China
Course Dates: June 12 - August 20, 2013
The remarkable richness and endurance of Chinese civilization will be the central focus for this online course, which will explore the long period from the emergence of China's earliest civilizations to the end of the dynastic phase in 1911. The course will mirror the thematic approach taken by Primary Source's own sourcebook, The Enduring Legacy of Ancient China. Topics will include geography, belief systems, the arts, and China's relationship with the world. The course will feature supplemental readings, scholar podcasts, and web-based activities to engage teachers in some of the most current scholarship, while exploring student-friendly tools and resources.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Open to all K-12 educators.
For more details go to http://primarysource.org/ancientchinaonlinecourse
---
Online Course: Changing China: History and Culture Since 1644
Course Dates: June 12 - August 20, 2013
What has driven the dramatic transformation of China over the past 350 years? What should students know about this economic and cultural powerhouse? The complex history of modern China and its unique place on the world stage will be the central focus for this online course, which will explore the period from the Qing Dynasty and the decline of dynastic China to the present day. In addition to the materials presented in Primary Source's sourcebook China in the World: A History Since 1644, this course will make use of readings, videos, and web-based resources to engage educators in some of the most current scholarship and thinking on China's development as a nation state. Topics will include the early republic, communist China, economic and political changes, internal migration, arts and literature, and China's future in an era of globalization.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Recommended especially for educators in grades 6-12.
For more details go to http://primarysource.org/modern-china-online-course
STARTALK Summer Programs in Russian, Chinese, and Arabic
From http://www.actfl.org/startalk-summer-programs
Here are some STARTALK summer programs for teachers and students in grades 7-12:
Discover Russian
Summer Professional Development Program for Teachers of Russian
July 15-26
Discover Chinese
Summer Professional Development Program for Teachers of Chinese
July 1-12 and July 15-26
Discover Russian
Summer Academic Program for Students
July 1-26
Discover Chinese
Summer Academic Program for Students
July 1-26
Discover Arabic
Summer Academic Program for Students
July 1-26
The deadline to apply for all of these programs is April 19th.
Learn more about all of these programs and apply at http://www.actfl.org/startalk-summer-programs
Here are some STARTALK summer programs for teachers and students in grades 7-12:
Discover Russian
Summer Professional Development Program for Teachers of Russian
July 15-26
Discover Chinese
Summer Professional Development Program for Teachers of Chinese
July 1-12 and July 15-26
Discover Russian
Summer Academic Program for Students
July 1-26
Discover Chinese
Summer Academic Program for Students
July 1-26
Discover Arabic
Summer Academic Program for Students
July 1-26
The deadline to apply for all of these programs is April 19th.
Learn more about all of these programs and apply at http://www.actfl.org/startalk-summer-programs
Virtual Seminar: The Keys to Success in Teaching English to Young Learners
From http://www.tesol.org/events-landing-page/2012/12/03/the-keys-to-success-in-teaching-english-to-young-learners
The Keys to Success in Teaching English to Young Learners
24 April 2013
10:30 am–12:00 pm ET
English education is increasingly beginning at the primary level, but starting earlier does not necessarily produce better English speakers. This virtual seminar shows how EFL teachers can take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English. The presenter will explain the keys to success for teaching young learners English as an international language that includes taking a developmentally appropriate approach and building 21st century skills to prepare children for the world they live in.
Registration deadline: 19 April 2013
For full details go to http://www.tesol.org/events-landing-page/2012/12/03/the-keys-to-success-in-teaching-english-to-young-learners
The Keys to Success in Teaching English to Young Learners
24 April 2013
10:30 am–12:00 pm ET
English education is increasingly beginning at the primary level, but starting earlier does not necessarily produce better English speakers. This virtual seminar shows how EFL teachers can take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English. The presenter will explain the keys to success for teaching young learners English as an international language that includes taking a developmentally appropriate approach and building 21st century skills to prepare children for the world they live in.
Registration deadline: 19 April 2013
For full details go to http://www.tesol.org/events-landing-page/2012/12/03/the-keys-to-success-in-teaching-english-to-young-learners
Professional Development Opportunities at the Center for Applied Linguistics
From http://www.cal.org/solutions/institutes/index.html#spinstitute
Professional Development Opportunities in Washington, DC
CAL is continuing to expand its successful series of professional development institutes focusing on key issues for educators. CAL Institutes provide research-based strategies and practical, hands-on tools to help you develop effective classroom activities, including meeting the demands of the Common Core State Standards.
Here are planned institutes for the coming summer:
May 20-21, 2013
Spanish Literacy Institute
June 3-5, 2013
What’s Different Training of Trainers
June 24-26, 2013
Hot Topics in ELL Education
June 27-28, 2013
Multiculturalism in the Classroom
July 8-11, 2013
SIOP Training of Trainers
July 12, 2013
Research-Based Vocabulary Instruction for English Learners – Grades K-12
August 6-8, 2013
What’s Different Direct Strategies
For descriptions of each of these institutes and to register go to http://www.cal.org/solutions/institutes/index.html#spinstitute
Professional Development Opportunities in Washington, DC
CAL is continuing to expand its successful series of professional development institutes focusing on key issues for educators. CAL Institutes provide research-based strategies and practical, hands-on tools to help you develop effective classroom activities, including meeting the demands of the Common Core State Standards.
Here are planned institutes for the coming summer:
May 20-21, 2013
Spanish Literacy Institute
June 3-5, 2013
What’s Different Training of Trainers
June 24-26, 2013
Hot Topics in ELL Education
June 27-28, 2013
Multiculturalism in the Classroom
July 8-11, 2013
SIOP Training of Trainers
July 12, 2013
Research-Based Vocabulary Instruction for English Learners – Grades K-12
August 6-8, 2013
What’s Different Direct Strategies
For descriptions of each of these institutes and to register go to http://www.cal.org/solutions/institutes/index.html#spinstitute
South Central Modern Language Association 2013 Conference
From http://www.southcentralmla.org
70th Annual South Central MLA Conference
New Orleans, Louisiana
at the historic Hotel Monteleone in the heart of the French Quarter
October 3-5, 2013
Visit the conference website at http://www.southcentralmla.org/2013-conference-logistics
70th Annual South Central MLA Conference
New Orleans, Louisiana
at the historic Hotel Monteleone in the heart of the French Quarter
October 3-5, 2013
Visit the conference website at http://www.southcentralmla.org/2013-conference-logistics
2013 Conference for the International Association for Language Learning Technology
From http://2013.iallt.org/home
2013 Conference for the International Association for Language Learning Technology
June 11-15, 2013
Ft. Lauderdale, Florida
The International Association for Language Learning Technology is a professional organization devoted to the advancement, integration, evaluation, and management of instructional technology for the teaching and learning of language, literature and culture. This conference will be of particular interest to all language and culture instructors whether K-12 or post-secondary, to individuals affiliated with a media center or language lab, to developers of language technology, and to individuals interested in any facet of language learning technology. The biennial IALLT conference attracts participants world-wide and offers an international perspective into the future of educational technology for language and cultural learning.
Learn more and register at http://2013.iallt.org/home
2013 Conference for the International Association for Language Learning Technology
June 11-15, 2013
Ft. Lauderdale, Florida
The International Association for Language Learning Technology is a professional organization devoted to the advancement, integration, evaluation, and management of instructional technology for the teaching and learning of language, literature and culture. This conference will be of particular interest to all language and culture instructors whether K-12 or post-secondary, to individuals affiliated with a media center or language lab, to developers of language technology, and to individuals interested in any facet of language learning technology. The biennial IALLT conference attracts participants world-wide and offers an international perspective into the future of educational technology for language and cultural learning.
Learn more and register at http://2013.iallt.org/home
5th Annual Ohio University CALL Conference
From https://sites.google.com/site/oucallconf
5th Annual Ohio University CALL Conference
Gaming, Simulation and Mobility in Language Learning
Friday, April 19th, 2013
With Featured Speaker Dr. Julie Sykes, University of New Mexico
Access the conference program and register at https://sites.google.com/site/oucallconf
5th Annual Ohio University CALL Conference
Gaming, Simulation and Mobility in Language Learning
Friday, April 19th, 2013
With Featured Speaker Dr. Julie Sykes, University of New Mexico
Access the conference program and register at https://sites.google.com/site/oucallconf
2013 UCLA Indonesian Studies Conference
From http://www.international.ucla.edu/cseas/events/showevent.asp?eventid=9891
Critical Histories of Activism: Indonesia’s New Order and its Legacies
2013 UCLA Indonesian Studies Conference
Sunday, April 14, 2013
8:00 AM - 5:00 PM
314 Royce Hall
UCLA Campus
This conference is a reassessment of the emergence or resurgence of new forms of activism and protest during the New Order period in Indonesia. The New Order began with the mass killing of members of the communist party and was marked by 30 years of Soeharto's repressive policies. Compradors and cronies thrived; critics were crushed. But beneath the state's violence and repressive actions towards large segments of the population, political and cultural activists developed techniques of action and expression that survived policing or thrived in its constant presence. Some of these modes of action and activism lasted beyond the fall of Suharto but for others the new political era required different critical tactics. Nevertheless, many of the new communities and institutional forms born under the New Order live on in its wake. Fourteen participants will address the histories of cultural and political movements and organizations as they developed in the New Order, and explore the legacies of the New Order in contemporary Indonesian movements.
Learn more about the conference at http://www.international.ucla.edu/cseas/events/showevent.asp?eventid=9891
Critical Histories of Activism: Indonesia’s New Order and its Legacies
2013 UCLA Indonesian Studies Conference
Sunday, April 14, 2013
8:00 AM - 5:00 PM
314 Royce Hall
UCLA Campus
This conference is a reassessment of the emergence or resurgence of new forms of activism and protest during the New Order period in Indonesia. The New Order began with the mass killing of members of the communist party and was marked by 30 years of Soeharto's repressive policies. Compradors and cronies thrived; critics were crushed. But beneath the state's violence and repressive actions towards large segments of the population, political and cultural activists developed techniques of action and expression that survived policing or thrived in its constant presence. Some of these modes of action and activism lasted beyond the fall of Suharto but for others the new political era required different critical tactics. Nevertheless, many of the new communities and institutional forms born under the New Order live on in its wake. Fourteen participants will address the histories of cultural and political movements and organizations as they developed in the New Order, and explore the legacies of the New Order in contemporary Indonesian movements.
Learn more about the conference at http://www.international.ucla.edu/cseas/events/showevent.asp?eventid=9891
Call for Papers: 24th Annual Conference of the Central Association of Teachers of Japanese
The 24th Annual Conference of the Central Association of Teachers of Japanese (CATJ) will be held at Eastern Michigan University in Ypsilanti, Michigan, on October 5th (Saturday) and 6th (Sunday), 2013.
Theme: Connecting Japanese Language Education with Other Fields: Toward Innovation
(日本語教育を他分野に繋げる：イノベーションに向けて)
Keynote Speakers:
Professor Seiichi Makino (Princeton University)
Professor Hiroshi Noyama (National Institute for Japanese Language and Linguistics)
Invited Speaker:
Dr. Takako Aikawa (Microsoft Research)
Abstract Submission Deadline: Friday, May 31, 2013
Notification of Acceptance: Monday, July 1, 2013
The organizers invite proposals for individual papers and panels which address the conference theme as well as topics including but not limited to the following: Japanese education in the US, Japanese pedagogy, Japanese second language acquisition, English-Japanese immersion programs, heritage language education, technology in language learning and teaching, Japanese culture, and Japanese literature.
Individual papers are 20 minutes long with an additional 10 minutes for discussion. Organized panels are 120 minutes long and are limited to four active participants (four paper presenters, or three presenters with one discussant). Papers presented, with revisions made after the conference, will be published in a Conference Proceedings volume.
An abstract for an individual paper should be no more than 300 words in English or 700 characters in Japanese. For organized panels, a maximum 300-word or 700-character abstract is required from each participant, in addition to a maximum 300-word or 700-character abstract for the panel itself.
Please e-mail submissions as attachment in .doc/.docx (Microsoft Word) file format, with the following information to the conference chair, Sayuri Kubota, ( skubota at emich dot edu ). Please specify the subject line of your e-mail as “CATJ 2013 Call for Papers and Panels.”
1. Your name, affiliation, position, e-mail and summer contact information
2. The title of your paper, in both English and Japanese
3. Abstract of your paper (300 words in English or 700 characters in Japanese)
4. Equipment needed, other than a computer and a projector
Kubota, S. CATJ 2013 Call for Papers and Panels. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 16 Mar 2013).
Theme: Connecting Japanese Language Education with Other Fields: Toward Innovation
(日本語教育を他分野に繋げる：イノベーションに向けて)
Keynote Speakers:
Professor Seiichi Makino (Princeton University)
Professor Hiroshi Noyama (National Institute for Japanese Language and Linguistics)
Invited Speaker:
Dr. Takako Aikawa (Microsoft Research)
Abstract Submission Deadline: Friday, May 31, 2013
Notification of Acceptance: Monday, July 1, 2013
The organizers invite proposals for individual papers and panels which address the conference theme as well as topics including but not limited to the following: Japanese education in the US, Japanese pedagogy, Japanese second language acquisition, English-Japanese immersion programs, heritage language education, technology in language learning and teaching, Japanese culture, and Japanese literature.
Individual papers are 20 minutes long with an additional 10 minutes for discussion. Organized panels are 120 minutes long and are limited to four active participants (four paper presenters, or three presenters with one discussant). Papers presented, with revisions made after the conference, will be published in a Conference Proceedings volume.
An abstract for an individual paper should be no more than 300 words in English or 700 characters in Japanese. For organized panels, a maximum 300-word or 700-character abstract is required from each participant, in addition to a maximum 300-word or 700-character abstract for the panel itself.
Please e-mail submissions as attachment in .doc/.docx (Microsoft Word) file format, with the following information to the conference chair, Sayuri Kubota, ( skubota at emich dot edu ). Please specify the subject line of your e-mail as “CATJ 2013 Call for Papers and Panels.”
1. Your name, affiliation, position, e-mail and summer contact information
2. The title of your paper, in both English and Japanese
3. Abstract of your paper (300 words in English or 700 characters in Japanese)
4. Equipment needed, other than a computer and a projector
Kubota, S. CATJ 2013 Call for Papers and Panels. JTIT-L listserv (JTIT-L@LISTS.PSU.EDU, 16 Mar 2013).
Call for Papers: Indiana Foreign Language Teachers Association Fall Conference
From http://www.iflta.org/conference/index.html
The Indiana Foreign Language Teachers Association proudly announces their upcoming Fall Conference
"Fuel Their Future with Languages"
October 17 - 19, 2013
Sheraton Indianapolis - Keystone Crossing
If you are interested in submitting a proposal for the 2013 Conference, you have until June 1 to do so.
Strands
*Culture– The focus of proposals should include aspects related to integrating culture into instruction or to enhancing cultural knowledge for the educator, for example, through cinema and theater.
*Instructional Materials/Textbooks– Proposals should address the use, development and/or evaluation of instructional materials or textbooks.
*Literature– This category includes the research and teaching of literature.
*Methods/Techniques– These proposals should emphasize strategies and/or activities in
teaching methods and technique.
*Novice Teacher– Sessions should benefit new teachers or teachers who have been teaching less than 3 years.
*Research– Proposals should address theoretical and empirical research related to language acquisition.
*Special Learning Situations– The focus of a session in this group should be on different learning situations such as: teaching to heritage speakers, service learning, immersion programs, study abroad, teacher training (preparation/development).
*Technology– These sessions should focus on the application and integration of technology into teaching, learning and assessment.
*Other– Topics that do not fit in one of the categories listed above.
Access the full call for proposals and more information about the conference at http://www.iflta.org/conference/index.html
The Indiana Foreign Language Teachers Association proudly announces their upcoming Fall Conference
"Fuel Their Future with Languages"
October 17 - 19, 2013
Sheraton Indianapolis - Keystone Crossing
If you are interested in submitting a proposal for the 2013 Conference, you have until June 1 to do so.
Strands
*Culture– The focus of proposals should include aspects related to integrating culture into instruction or to enhancing cultural knowledge for the educator, for example, through cinema and theater.
*Instructional Materials/Textbooks– Proposals should address the use, development and/or evaluation of instructional materials or textbooks.
*Literature– This category includes the research and teaching of literature.
*Methods/Techniques– These proposals should emphasize strategies and/or activities in
teaching methods and technique.
*Novice Teacher– Sessions should benefit new teachers or teachers who have been teaching less than 3 years.
*Research– Proposals should address theoretical and empirical research related to language acquisition.
*Special Learning Situations– The focus of a session in this group should be on different learning situations such as: teaching to heritage speakers, service learning, immersion programs, study abroad, teacher training (preparation/development).
*Technology– These sessions should focus on the application and integration of technology into teaching, learning and assessment.
*Other– Topics that do not fit in one of the categories listed above.
Access the full call for proposals and more information about the conference at http://www.iflta.org/conference/index.html
Call for Proposals: The Foreign Language Association of Virginia
From http://www.flavaweb.org/flava_conference_2013.php
Call for Proposals: The Foreign Language Association of Virginia
Go Global
The Crowne Plaza Williamsburg at Fort Magruder
October 3-5, 2013
Deadline for proposals: April 19th.
Download the full call for proposals at http://www.flavaweb.org/flava_conference_2013.php
You can also learn how to nominate a colleague for an award at the above link.
Call for Proposals: The Foreign Language Association of Virginia
Go Global
The Crowne Plaza Williamsburg at Fort Magruder
October 3-5, 2013
Deadline for proposals: April 19th.
Download the full call for proposals at http://www.flavaweb.org/flava_conference_2013.php
You can also learn how to nominate a colleague for an award at the above link.
Call for Proposals: 2014 Central States Conference on the Teaching of Foreign Languages
From http://www.csctfl.org
2014 Central States Conference on the Teaching of Foreign Languages
Unlock the Gateway to Communication
March 20 - 22, 2014
Hilton St. Louis at the Ballpark
St. Louis, MO
The deadline to submit workshop and session proposals is April 15, 2013.
You can submit a proposal at http://www.web-reg.com/csc-prop
2014 Central States Conference on the Teaching of Foreign Languages
Unlock the Gateway to Communication
March 20 - 22, 2014
Hilton St. Louis at the Ballpark
St. Louis, MO
The deadline to submit workshop and session proposals is April 15, 2013.
You can submit a proposal at http://www.web-reg.com/csc-prop
Book: Current Multilingualism: A New Linguistic Dispensation
From http://www.degruyter.com/view/product/204166?format=G
Current Multilingualism: A New Linguistic Dispensation
Edited by David Singleton, Joshua A. Fishman, Larissa Aronin, and Muiris Ó Laoire
Published by de Gruyter
Description: This volume approaches contemporary multilingualism as a new linguistic dispensation, in urgent need of research-led, reflective scrutiny. The book addresses the emergent global and local patterns of multilingual use and acquisition across the world and explores the major trends that characterize today's multilingualism. It is divided into three parts on the basis of the broad themes: education (including multilingual learning in its general, theoretical aspects), sociolinguistic dimensions and language policy. The book's fifteen chapters, written by renowned international experts, discuss a range of issues relating to the quintessential and unique properties of multilingual situations – issues relevant to the challenges faced in different ways by researcher and practitioners alike. All the contributions share a focus on currently operative patterns of interaction between contexts, events and processes.
Visit the publisher’s website at http://www.degruyter.com/view/product/204166?format=G
Current Multilingualism: A New Linguistic Dispensation
Edited by David Singleton, Joshua A. Fishman, Larissa Aronin, and Muiris Ó Laoire
Published by de Gruyter
Description: This volume approaches contemporary multilingualism as a new linguistic dispensation, in urgent need of research-led, reflective scrutiny. The book addresses the emergent global and local patterns of multilingual use and acquisition across the world and explores the major trends that characterize today's multilingualism. It is divided into three parts on the basis of the broad themes: education (including multilingual learning in its general, theoretical aspects), sociolinguistic dimensions and language policy. The book's fifteen chapters, written by renowned international experts, discuss a range of issues relating to the quintessential and unique properties of multilingual situations – issues relevant to the challenges faced in different ways by researcher and practitioners alike. All the contributions share a focus on currently operative patterns of interaction between contexts, events and processes.
Visit the publisher’s website at http://www.degruyter.com/view/product/204166?format=G
Book: Creativity and Innovation in Language Education
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63751&concordeid=431080
Creativity and Innovation in Language Education
Edited by Carmen Argondizzo
Published by Peter Lang International Academic Publishers
Summary: This volume sheds light on Creativity and Innovation in Language Education as key issues for the development of personal, professional and social competences and aims at highlighting the relevance of such concepts which education at any level, in any sector and at any time should continuously stimulate and enhance. The prefaces and the interrelated sections explore the concept of creativity linked with issues such as cultures and language use, language teaching, business settings, technology. This is carried out following theoretical and practical perspectives which integrate with each other.
The volume is published in a historical moment in Europe in which the European Commission is celebrating the 10th Anniversary of the Barcelona Agreement (2002-2012), which emphasized the importance of learning two languages in addition to the mother tongue. The volume reflects on strategies for achieving these objectives, while underlining the belief that creativity is a skill which needs to be identified, stimulated and nurtured for the benefit of the entire society.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63751&concordeid=431080
Creativity and Innovation in Language Education
Edited by Carmen Argondizzo
Published by Peter Lang International Academic Publishers
Summary: This volume sheds light on Creativity and Innovation in Language Education as key issues for the development of personal, professional and social competences and aims at highlighting the relevance of such concepts which education at any level, in any sector and at any time should continuously stimulate and enhance. The prefaces and the interrelated sections explore the concept of creativity linked with issues such as cultures and language use, language teaching, business settings, technology. This is carried out following theoretical and practical perspectives which integrate with each other.
The volume is published in a historical moment in Europe in which the European Commission is celebrating the 10th Anniversary of the Barcelona Agreement (2002-2012), which emphasized the importance of learning two languages in addition to the mother tongue. The volume reflects on strategies for achieving these objectives, while underlining the belief that creativity is a skill which needs to be identified, stimulated and nurtured for the benefit of the entire society.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63751&concordeid=431080
March 16, 2013
Article: Student Assessment and Immersion Program Evaluation
From http://asiasociety.org/education/chinese-language-initiatives/student-assessment-and-immersion-program-evaluation
Student Assessment and Immersion Program Evaluation
By Ann Tollefson, with Michael Bacon, Kyle Ennis, Carl Falsgraf, and Nancy Rhodes
Parents enroll their children in language immersion programs in order to give them the gift of knowing another language. They also expect that their children will do as well or better in learning the regular curriculum in the immersion language as will children who are learning that content in English. As a result, there are two fundamental strands of student assessment in elementary immersion programs: assessment of student learning in various subjects taught in the language, (e.g., math and reading); and assessment of the student’s proficiency in the immersion language. Both are used to evaluate individual student progress, to report to parents and the general community, and to support continual program improvement.
Read on at http://asiasociety.org/education/chinese-language-initiatives/student-assessment-and-immersion-program-evaluation
Student Assessment and Immersion Program Evaluation
By Ann Tollefson, with Michael Bacon, Kyle Ennis, Carl Falsgraf, and Nancy Rhodes
Parents enroll their children in language immersion programs in order to give them the gift of knowing another language. They also expect that their children will do as well or better in learning the regular curriculum in the immersion language as will children who are learning that content in English. As a result, there are two fundamental strands of student assessment in elementary immersion programs: assessment of student learning in various subjects taught in the language, (e.g., math and reading); and assessment of the student’s proficiency in the immersion language. Both are used to evaluate individual student progress, to report to parents and the general community, and to support continual program improvement.
Read on at http://asiasociety.org/education/chinese-language-initiatives/student-assessment-and-immersion-program-evaluation
Forty Programs and Apps for Learning Languages
Here is a list of 40 language learning tools, arranged by category (courseware, supplemental) with short descriptions, ratings, and cost: https://www.edsurge.com/n/2013-02-21-forty-ways-to-learn-a-language
Survey of SLA Researchers and Language Teacher Educators
The Center for Applied Linguistics is conducting online survey research on the assessment needs of language teacher educators and second language acquisition (SLA) researchers. This research seeks to define the current assessment knowledge and practices of language teacher educators and SLA researchers. CAL also hopes to identify their needs and hopes for future resources that provide assessment information and training.
CAL welcomes your contributions to this research by completing one or both of these surveys. The surveys are voluntary, anonymous, and will take about 15 minutes to complete. If you are interested in participating, please click on the appropriate link below. The link will take you directly to the survey.
Assessment Needs Survey: Language Teacher Educators
http://www.surveymonkey.com/s/LTENeeds
Assessment Needs Survey: Second Language Acquisition Researchers
http://www.surveymonkey.com/s/SLANeeds
CAL welcomes your contributions to this research by completing one or both of these surveys. The surveys are voluntary, anonymous, and will take about 15 minutes to complete. If you are interested in participating, please click on the appropriate link below. The link will take you directly to the survey.
Assessment Needs Survey: Language Teacher Educators
http://www.surveymonkey.com/s/LTENeeds
Assessment Needs Survey: Second Language Acquisition Researchers
http://www.surveymonkey.com/s/SLANeeds
Big Districts Lack Strong ELL Materials, Survey Finds
From http://blogs.edweek.org/edweek/learning-the-language/2013/03/instructional_materials_for_el.html
Big Districts Lack Strong ELL Materials, Survey Finds
By Lesli A. Maxwell
March 12, 2013
Teachers and administrators working with English-language learners in some of the nation's largest school systems believe that much of the instructional material published for ELLs is of poor quality and needs a major upgrade if these students are to succeed in the common standards era.
In a new survey published by the Council of the Great City Schools, the majority of respondents reported that the materials they use to teach English-learners fall short of what's needed to raise the performance of ELLs. When asked if the current materials available for ELLs reflect the rigor in the Common Core State Standards, 82 percent of respondents answered either "somewhat" or "not at all."
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/instructional_materials_for_el.html
Big Districts Lack Strong ELL Materials, Survey Finds
By Lesli A. Maxwell
March 12, 2013
Teachers and administrators working with English-language learners in some of the nation's largest school systems believe that much of the instructional material published for ELLs is of poor quality and needs a major upgrade if these students are to succeed in the common standards era.
In a new survey published by the Council of the Great City Schools, the majority of respondents reported that the materials they use to teach English-learners fall short of what's needed to raise the performance of ELLs. When asked if the current materials available for ELLs reflect the rigor in the Common Core State Standards, 82 percent of respondents answered either "somewhat" or "not at all."
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/03/instructional_materials_for_el.html
Essay Contest for English Language Learners in New York
From http://www.nystesol.org
Call for Student Essays
"Be the change you want to see in the world" -- Gandhi
In an essay, discuss how you can become an agent of change in the world. Envision the type of change that would make the world we live in a better place where tolerance, mutual understanding, and collaboration are encouraged. What are the specifics of the changes you would make and how do you wish to engage others to join you in making these changes?
Essay contest is open to any current or former English language learner in the following categories:
•Students in grades 4-8
•Students in grades 9-12
•Students in university (this includes students enrolled in intensive English programs as well as graduate students)
Essays are due by May 31, 2013.
For full details go to http://www.nystesol.org/NYSTESOL-essay-contest-2013.pdf
Call for Student Essays
"Be the change you want to see in the world" -- Gandhi
In an essay, discuss how you can become an agent of change in the world. Envision the type of change that would make the world we live in a better place where tolerance, mutual understanding, and collaboration are encouraged. What are the specifics of the changes you would make and how do you wish to engage others to join you in making these changes?
Essay contest is open to any current or former English language learner in the following categories:
•Students in grades 4-8
•Students in grades 9-12
•Students in university (this includes students enrolled in intensive English programs as well as graduate students)
Essays are due by May 31, 2013.
For full details go to http://www.nystesol.org/NYSTESOL-essay-contest-2013.pdf
SIOP in Action: Instructional Videos Featuring Complete SIOP Lessons at Three Grade Levels
From http://www.cal.org/resources/pubs/siop-in-action.html
To deepen districts and schools understanding of the components of the SIOP Model and how to implement them effectively, CAL has created videos that illustrate three specific SIOP lessons, each at a different grade level:
Second Grade Science Lesson: Life Cycle of a Butterfly
Eighth Grade Math Lesson: Polyhedrons
High School/GED English Arts Lesson: Irony
The three videos are available on a single DVD: SIOP in Action: Instructional Videos Featuring Complete SIOP Lessons at Three Grade Levels. The DVD comes with a companion viewers guide the provides professional developers and educators with an overview of the SIOP lessons illustrated in the three videos, offers video observation tips and questions to guide the viewing of each lesson, and include the three SIOP teachers’ lesson plans to deepen educators’ understanding of how to plan a lesson that integrates language and content instruction.
Learn more about this product at http://www.cal.org/resources/pubs/siop-in-action.html and order at http://calstore.cal.org/store/p-363-siop-in-action-instructional-videos-featuring-complete-siop-lessons-at-three-grade-levels.aspx
To deepen districts and schools understanding of the components of the SIOP Model and how to implement them effectively, CAL has created videos that illustrate three specific SIOP lessons, each at a different grade level:
Second Grade Science Lesson: Life Cycle of a Butterfly
Eighth Grade Math Lesson: Polyhedrons
High School/GED English Arts Lesson: Irony
The three videos are available on a single DVD: SIOP in Action: Instructional Videos Featuring Complete SIOP Lessons at Three Grade Levels. The DVD comes with a companion viewers guide the provides professional developers and educators with an overview of the SIOP lessons illustrated in the three videos, offers video observation tips and questions to guide the viewing of each lesson, and include the three SIOP teachers’ lesson plans to deepen educators’ understanding of how to plan a lesson that integrates language and content instruction.
Learn more about this product at http://www.cal.org/resources/pubs/siop-in-action.html and order at http://calstore.cal.org/store/p-363-siop-in-action-instructional-videos-featuring-complete-siop-lessons-at-three-grade-levels.aspx
Website: Resources and Information on Language Access to Federally-Funded Programs
From http://www.lep.gov/index.htm
LEP.gov is a federal interagency website that promotes a positive and cooperative understanding of the importance of language access to federally conducted and federally assisted programs. This website supports fair, reasoned and consistent implementation of Executive Order 13166, Title VI of the Civil Rights Act of 1964 (Title VI), and the Title VI regulations regarding language access. This site also acts as a clearinghouse, providing and linking to information, tools, and technical assistance regarding limited English proficiency and language services for federal agencies, recipients of federal funds, users of federal programs and federally assisted programs, and other stakeholders.
Visit the home page to see the latest links to news about access for Limited English Proficient people: http://www.lep.gov/index.htm
You may find some subject-specific helpful resources for your classroom on the Resources by Subject page: http://www.lep.gov/resources/resources.html
LEP.gov is a federal interagency website that promotes a positive and cooperative understanding of the importance of language access to federally conducted and federally assisted programs. This website supports fair, reasoned and consistent implementation of Executive Order 13166, Title VI of the Civil Rights Act of 1964 (Title VI), and the Title VI regulations regarding language access. This site also acts as a clearinghouse, providing and linking to information, tools, and technical assistance regarding limited English proficiency and language services for federal agencies, recipients of federal funds, users of federal programs and federally assisted programs, and other stakeholders.
Visit the home page to see the latest links to news about access for Limited English Proficient people: http://www.lep.gov/index.htm
You may find some subject-specific helpful resources for your classroom on the Resources by Subject page: http://www.lep.gov/resources/resources.html
Workshop: Methodological Development of Teaching of Spanish as a Second Language
From http://linguistlist.org/issues/24/24-1209.html
Methodological Development of Teaching of Spanish as a Second Language
A Workshop for Teachers, VI: Assessment
A workshop focusing on assessment practices in the teaching of Spanish as a Second Language
Registration is free.
Saturday, April 6, 2013
Barnard College
New York, NY
For more details including registration information go to http://linguistlist.org/issues/24/24-1209.html
Methodological Development of Teaching of Spanish as a Second Language
A Workshop for Teachers, VI: Assessment
A workshop focusing on assessment practices in the teaching of Spanish as a Second Language
Registration is free.
Saturday, April 6, 2013
Barnard College
New York, NY
For more details including registration information go to http://linguistlist.org/issues/24/24-1209.html
10 French Resources for Students Anywhere
From https://blog.coerll.utexas.edu
Online French teacher Laura Franklin writes,
“Since 2000, I have been an editor of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT). A pioneer in the Open Educational Resource (OER) movement, MERLOT constitutes a one-stop site for educators who need to design a robust learning environment for their students.
“Today, I want to share a few of my top tools for studying French with MERLOT. My students use and like these resources. The materials are easy to find and free, as an OER should be.”
Read on to find out what Ms. Franklin’s recommendations are: https://blog.coerll.utexas.edu/merlot
Online French teacher Laura Franklin writes,
“Since 2000, I have been an editor of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT). A pioneer in the Open Educational Resource (OER) movement, MERLOT constitutes a one-stop site for educators who need to design a robust learning environment for their students.
“Today, I want to share a few of my top tools for studying French with MERLOT. My students use and like these resources. The materials are easy to find and free, as an OER should be.”
Read on to find out what Ms. Franklin’s recommendations are: https://blog.coerll.utexas.edu/merlot
Workshops for Elementary and Middle School Latin Teachers
From http://www.ascaniusyci.org/teachers.htm
Here are three summer workshops for elementary and middle school Latin teachers by Ascanius, the Youth Classics Institute:
Let's Learn Latin! (Memphis) - June 26, 2013
A Workshop for Elementary and Middle School Teachers
with the American Classical League Institute (Memphis, TN)
Let's Learn Latin! (Charleston) - July 12, 2013
A Workshop for Elementary and Middle School Teachers
with the College of Charleston Dept. of Classics (Charleston, SC)
Let's Learn Latin! (St. Louis) - July 5, 2013
A Workshop for Elementary and Middle School Teachers
hosted by Parkway School District (St. Louis, MO)
For more details and registration information go to http://www.ascaniusyci.org/teachers.htm
Here are three summer workshops for elementary and middle school Latin teachers by Ascanius, the Youth Classics Institute:
Let's Learn Latin! (Memphis) - June 26, 2013
A Workshop for Elementary and Middle School Teachers
with the American Classical League Institute (Memphis, TN)
Let's Learn Latin! (Charleston) - July 12, 2013
A Workshop for Elementary and Middle School Teachers
with the College of Charleston Dept. of Classics (Charleston, SC)
Let's Learn Latin! (St. Louis) - July 5, 2013
A Workshop for Elementary and Middle School Teachers
hosted by Parkway School District (St. Louis, MO)
For more details and registration information go to http://www.ascaniusyci.org/teachers.htm
Second Language Acquisition and Pedagogy for Teachers of Russian
From http://www.middlebury.edu/ls/russian/startalkrussian
The Davis School of Russian is pleased to announce that it will host a STARTALK program for teachers of Russian during the 2013 summer session.
Second Language Acquisition and Pedagogy for Teachers of Russian
July 15 -31, 2013
The principles of second language acquisition and pedagogy and the Standards for Foreign Language Learning in the 21st Century will serve as foundation for this intensive pedagogy program hosted by the Davis School of Russian at Middlebury College in Middlebury, VT.
The program’s target audience are graduate students who are starting to teach Russian and teachers in middle and high schools.
Tuition, lodging expenses, meals, textbooks, and classroom materials will be paid by grant funding, and each participant will receive a travel reimbursement for up to $250.
Participants will receive one unit of graduate credit.
For more details go to http://www.middlebury.edu/ls/russian/startalkrussian
The Davis School of Russian is pleased to announce that it will host a STARTALK program for teachers of Russian during the 2013 summer session.
Second Language Acquisition and Pedagogy for Teachers of Russian
July 15 -31, 2013
The principles of second language acquisition and pedagogy and the Standards for Foreign Language Learning in the 21st Century will serve as foundation for this intensive pedagogy program hosted by the Davis School of Russian at Middlebury College in Middlebury, VT.
The program’s target audience are graduate students who are starting to teach Russian and teachers in middle and high schools.
Tuition, lodging expenses, meals, textbooks, and classroom materials will be paid by grant funding, and each participant will receive a travel reimbursement for up to $250.
Participants will receive one unit of graduate credit.
For more details go to http://www.middlebury.edu/ls/russian/startalkrussian
Turkish National Corpus: Demo Version Now Online
From http://linguistlist.org/issues/24/24-1024.html
The demo version of Turkish National Corpus (TNC) is now available online. TNC is a balanced and a representative reference corpus of contemporary Turkish. With 4438 different text samples, TNC-Demo Version represents 9 domains and 34 genres with a size of 48 million words.
For more information, and instructions on how to get access to TNC, go to the official website: http://www.tnc.org.tr/index.php/en
The demo version of Turkish National Corpus (TNC) is now available online. TNC is a balanced and a representative reference corpus of contemporary Turkish. With 4438 different text samples, TNC-Demo Version represents 9 domains and 34 genres with a size of 48 million words.
For more information, and instructions on how to get access to TNC, go to the official website: http://www.tnc.org.tr/index.php/en
Online Course: Japan and the World: Historical and Cultural Developments
From http://primarysource.org
Japan and the World: Historical and Cultural Developments (5th Century - Present)
Course Dates: June 12 - August 20, 2013
Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Open to all K-12 educators.
For more details go to http://primarysource.org/japanandtheworld
Japan and the World: Historical and Cultural Developments (5th Century - Present)
Course Dates: June 12 - August 20, 2013
Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms.
This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning.
Open to all K-12 educators.
For more details go to http://primarysource.org/japanandtheworld
Tea Tasting in New York City
The Japan Foundation, New York is pleased to present an evening of tea tasting led by tea masters from Kyoto on Thursday, March 28 at The Nippon Club Rose Room.
Moderated by Peter F. Goggi, Executive Vice-President of the Tea Association of the U.S.A., Kazuo Hayashiya, third-degree Master Tea Appraiser, and Tsuyoshi Sugimoto, Association Certified Japanese Tea Instructor and President of Shohokuen Co., Ltd. will present the history of green tea and its different varieties.
They will teach the proper brewing methods for each tea, which participants can then enjoy at home, with or without standard Japanese tea utensils. Each participant will have the opportunity to make Matcha on their own, as well as taste other different teas such as Gyokuro, Sencha, Hojicha and Genmai-cha. This is a rare opportunity for an American audience to experience a guided tasting seminar from bona-fide tea masters of Japan.
This event is free to the public. Seating is limited and RSVP is required by March 20, 2013.
For full details go to http://events.r20.constantcontact.com/register/event?llr=zaug6ojab&oeidk=a07e73kfgvq1d57c93d&oseq=a021gzh1dvvn09
Moderated by Peter F. Goggi, Executive Vice-President of the Tea Association of the U.S.A., Kazuo Hayashiya, third-degree Master Tea Appraiser, and Tsuyoshi Sugimoto, Association Certified Japanese Tea Instructor and President of Shohokuen Co., Ltd. will present the history of green tea and its different varieties.
They will teach the proper brewing methods for each tea, which participants can then enjoy at home, with or without standard Japanese tea utensils. Each participant will have the opportunity to make Matcha on their own, as well as taste other different teas such as Gyokuro, Sencha, Hojicha and Genmai-cha. This is a rare opportunity for an American audience to experience a guided tasting seminar from bona-fide tea masters of Japan.
This event is free to the public. Seating is limited and RSVP is required by March 20, 2013.
For full details go to http://events.r20.constantcontact.com/register/event?llr=zaug6ojab&oeidk=a07e73kfgvq1d57c93d&oseq=a021gzh1dvvn09
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