From http://www.siff.net/festival-2013
Seattle International Film Festival
May 16 - June 9, 2013
Seattle International Film Festival is the largest, most highly-attended film festival in the United States. In its 39th year, the Festival is renowned for its wide-ranging and eclectic programming presenting hundreds of films from over 70 countries each year.
Visit the event website at http://www.siff.net/festival-2013
April 28, 2013
360 Cities: Panoramic Photos from Around the World
From http://www.360cities.net/about
Want to take a virtual tour with your students? 360Cities is the web’s largest collection of stunning, georeferenced panoramic photos, created by a network of thousands of expert panorama photographers from around the world.
Explore the available panoramas at http://www.360cities.net
Want to take a virtual tour with your students? 360Cities is the web’s largest collection of stunning, georeferenced panoramic photos, created by a network of thousands of expert panorama photographers from around the world.
Explore the available panoramas at http://www.360cities.net
Activity Idea: Talking about Movies
From http://creativelanguageclass.wordpress.com
When your students watch a movie, what else do they do? Here’s what Megan of the Creative Language Class blog says:
“[T]he movie itself isn’t the activity. I spend a week watching “In the time of the butterflies” and the class got tons of practice between little bits of movie. After the movie was finished, I wanted my students to retell Minerva’s story.
“I have found that if I give students a task I think they can handle WITHOUT modeling it for them, I end up with much too complicated language that was clearly NOT done by my students.
“So here’s how I break it down and teach some simple structure. My idea is to start simple and then build on it. I didn’t want to do their job for them so we learned how to tell a movie’s story by talking about OTHER movies.”
Read on to see how she did it: http://creativelanguageclass.wordpress.com/2013/04/24/tell-me-about-it
When your students watch a movie, what else do they do? Here’s what Megan of the Creative Language Class blog says:
“[T]he movie itself isn’t the activity. I spend a week watching “In the time of the butterflies” and the class got tons of practice between little bits of movie. After the movie was finished, I wanted my students to retell Minerva’s story.
“I have found that if I give students a task I think they can handle WITHOUT modeling it for them, I end up with much too complicated language that was clearly NOT done by my students.
“So here’s how I break it down and teach some simple structure. My idea is to start simple and then build on it. I didn’t want to do their job for them so we learned how to tell a movie’s story by talking about OTHER movies.”
Read on to see how she did it: http://creativelanguageclass.wordpress.com/2013/04/24/tell-me-about-it
Online Learning Games for English Language Learners
From http://larryferlazzo.edublogs.org
Teacher Larry Ferlazzo has four new recommendations for online video games with language learning activities for English language learners: http://larryferlazzo.edublogs.org/2013/04/22/great-learning-games-for-english-language-learners
Teacher Larry Ferlazzo has four new recommendations for online video games with language learning activities for English language learners: http://larryferlazzo.edublogs.org/2013/04/22/great-learning-games-for-english-language-learners
A Closer Look at ELL Assessment Group Led by Oregon
From http://blogs.edweek.org/edweek/learning-the-language/2013/04/a_closer_look_at_ell_assessmen.html
A Closer Look at ELL Assessment Group Led by Oregon
By Lesli A. Maxwell
April 26, 2013
ELPA 21—or the English Language Proficiency Assessment for the 21st Century consortium—started as a group of dozen states that landed a $6.3 million grant last fall from the U.S. Department of Education to develop the new test. It is one of two groups of states creating a new assessment to measure the progress of English-learners. Oregon is the lead state in the consortium.
Thanks to the folks at the K-12 Center at Educational Testing Service, we now have the best snapshot to date of what the group of states known as ELPA 21 have planned for developing a new English-language proficiency test that will be directly connected to the language demands in the Common Core State Standards.
The ETS brief offers ELPA 21's timeline for test development, a description of its governance and accountability, and a graphic representation of the components of the assessment system the group is designing.
Read on and access the brief at http://blogs.edweek.org/edweek/learning-the-language/2013/04/a_closer_look_at_ell_assessmen.html
A Closer Look at ELL Assessment Group Led by Oregon
By Lesli A. Maxwell
April 26, 2013
ELPA 21—or the English Language Proficiency Assessment for the 21st Century consortium—started as a group of dozen states that landed a $6.3 million grant last fall from the U.S. Department of Education to develop the new test. It is one of two groups of states creating a new assessment to measure the progress of English-learners. Oregon is the lead state in the consortium.
Thanks to the folks at the K-12 Center at Educational Testing Service, we now have the best snapshot to date of what the group of states known as ELPA 21 have planned for developing a new English-language proficiency test that will be directly connected to the language demands in the Common Core State Standards.
The ETS brief offers ELPA 21's timeline for test development, a description of its governance and accountability, and a graphic representation of the components of the assessment system the group is designing.
Read on and access the brief at http://blogs.edweek.org/edweek/learning-the-language/2013/04/a_closer_look_at_ell_assessmen.html
English Language Lesson Based on Dove’s Real Beauty Campaign
From http://elt-resourceful.com
Recently the Dove company had a forensic artist draw portraits based on women’s self-descriptions and again based on another woman’s description; the discrepancy between women’s self-perception and how they are perceived by others is startling.
Here is a free lesson for English language learners based on a video of Dove’s campaign: http://elt-resourceful.com/2013/04/26/real-beauty-free-downloadable-lesson
Recently the Dove company had a forensic artist draw portraits based on women’s self-descriptions and again based on another woman’s description; the discrepancy between women’s self-perception and how they are perceived by others is startling.
Here is a free lesson for English language learners based on a video of Dove’s campaign: http://elt-resourceful.com/2013/04/26/real-beauty-free-downloadable-lesson
Article: Supporting Schools to Improve the Educational Outcomes of Emergent Bilinguals
From http://www.huffingtonpost.com/vanessa-perez/supporting-schools-to-imp_b_3104993.html
Supporting Schools to Improve the Educational Outcomes of Emergent Bilinguals
by Vanessa Perez with Laura Ascenzi-Moreno
April 18, 2013
There is a shift across all levels of bilingual education -- state-wide, district-wide and school-wide -- to view the home language as vital for the academic development of bilingual students. The CUNY-NYSIEB project is one force that supports this shift from seeing bilingualism as a barrier to academic achievement to using students' bilingualism as the essential element in their academic success.
The primary focus of the CUNY-NYSIEB project is to improve the educational outcomes for emergent bilinguals -- students who are in the process of learning one or more languages. The term emergent bilinguals places bilingualism at the center and therefore, is preferred over the more widely used term English Language Learners, which highlights students' lack of proficiency. The CUNY-NYSIEB stance is that for schools to be successful at meeting the needs of emergent bilingual students they must develop ecologies of bilingualism that build the home language practices of their students.
Read more about this project at http://www.huffingtonpost.com/vanessa-perez/supporting-schools-to-imp_b_3104993.html
Supporting Schools to Improve the Educational Outcomes of Emergent Bilinguals
by Vanessa Perez with Laura Ascenzi-Moreno
April 18, 2013
There is a shift across all levels of bilingual education -- state-wide, district-wide and school-wide -- to view the home language as vital for the academic development of bilingual students. The CUNY-NYSIEB project is one force that supports this shift from seeing bilingualism as a barrier to academic achievement to using students' bilingualism as the essential element in their academic success.
The primary focus of the CUNY-NYSIEB project is to improve the educational outcomes for emergent bilinguals -- students who are in the process of learning one or more languages. The term emergent bilinguals places bilingualism at the center and therefore, is preferred over the more widely used term English Language Learners, which highlights students' lack of proficiency. The CUNY-NYSIEB stance is that for schools to be successful at meeting the needs of emergent bilingual students they must develop ecologies of bilingualism that build the home language practices of their students.
Read more about this project at http://www.huffingtonpost.com/vanessa-perez/supporting-schools-to-imp_b_3104993.html
Resources for Teaching about Daily Routines in Spanish
Here is a collection of resources for teaching about “La Rutina Diaria”: http://spanishplans.org/2013/04/23/resources-for-la-rutina-diaria
Roman Military Resources
Are you and your students looking for more information about the Roman military? Here are three websites that may help:
The BBC has a website appropriate for elementary-aged students (and older): http://www.bbc.co.uk/schools/primaryhistory/romans/the_roman_army
Here are some commands used in the Roman army: http://www.legionsix.org/roman_drill.htm
Here is the website of a re-enactment society interested in Roman military and civil life: http://www.romanarmy.net
And here is another one: http://www.legiiavg.org.uk
The BBC has a website appropriate for elementary-aged students (and older): http://www.bbc.co.uk/schools/primaryhistory/romans/the_roman_army
Here are some commands used in the Roman army: http://www.legionsix.org/roman_drill.htm
Here is the website of a re-enactment society interested in Roman military and civil life: http://www.romanarmy.net
And here is another one: http://www.legiiavg.org.uk
Lá Na Gaeilge: A Day of Irish Language
From http://www.marylhurst.edu/academics/schools-colleges-departments/college-arts-sciences/culture-media/irish.html
Lá Na Gaeilge: A Day of Irish Language
Saturday, May 18, 2013, 9 am to 5 pm
Villa Maria Bldg., Marylhurst University
The Annual Irish Language Day 'Lá na Gaeilge' — for fluent speakers and absolute beginners — will introduce the delights of the Irish language during courses and workshops at Marylhurst University in Oregon.
Activities will be conducted in an encouraging atmosphere with an emphasis on conversation. Participating instructors are experienced in teaching Irish as a second language.
Return registration form with payment by May 6, 2013.
For full details go to http://www.marylhurst.edu/academics/schools-colleges-departments/college-arts-sciences/culture-media/irish.html
Lá Na Gaeilge: A Day of Irish Language
Saturday, May 18, 2013, 9 am to 5 pm
Villa Maria Bldg., Marylhurst University
The Annual Irish Language Day 'Lá na Gaeilge' — for fluent speakers and absolute beginners — will introduce the delights of the Irish language during courses and workshops at Marylhurst University in Oregon.
Activities will be conducted in an encouraging atmosphere with an emphasis on conversation. Participating instructors are experienced in teaching Irish as a second language.
Return registration form with payment by May 6, 2013.
For full details go to http://www.marylhurst.edu/academics/schools-colleges-departments/college-arts-sciences/culture-media/irish.html
South East European Film Festival in Los Angeles
The South East European Film Festival will take place May 2-6 in Los Angeles. Visit the film festival’s website at http://www.seefilmla.org/seefest
Children’s Films from China and Germany in Washington, D.C.
Kids World Cinema: China and Germany
Film and Workshop
Saturday, 04 May 2013, 2 - 4:30 pm
Goethe-Institut Washington
This afternoon will present short animated children's films from China and Germany, followed by related craft activities, including creating simple figures from a Chinese paper craft.
The films and accompanying craft activities are appropriate for children age 3-9.
For more information go to http://www.goethe.de/ins/us/was/ver/en10929434v.htm
Film and Workshop
Saturday, 04 May 2013, 2 - 4:30 pm
Goethe-Institut Washington
This afternoon will present short animated children's films from China and Germany, followed by related craft activities, including creating simple figures from a Chinese paper craft.
The films and accompanying craft activities are appropriate for children age 3-9.
For more information go to http://www.goethe.de/ins/us/was/ver/en10929434v.htm
New Website for Medical Language in Hindi-Urdu
From http://hindiurduflagship.org/2012/02/language-for-health
Friends and supporters of Hindi Urdu Flagship nationwide gathered in Austin this week to celebrate the launch of a major new website focused on documenting and teaching the specialized language of healthcare in South Asia. Language for Health is the product of three years of substantial collaboration between HUF, The University of Texas at Austin, Columbia University, and New York University.
Language for Health aims to develop, integrate, and promote Hindi-Urdu language learning specifically for the healthcare profession. The site provides resources and opportunities to develop communication skills in Hindi-Urdu as it is currently used in the context of healthcare and medicine. Simultaneously, the site aims to expand the training of overall language skills at the advanced level in a comprehensive and innovative manner. The website’s developers have designed and developed a package of educational materials with training and pedagogical guidelines for students entering the field of medicine, as well as for established medical professionals. The learning units presented here are designed with the goal of practicing language at the Advanced and Superior levels.
Visit the new website, Language for Health, at http://hindiurduhealth.org
Friends and supporters of Hindi Urdu Flagship nationwide gathered in Austin this week to celebrate the launch of a major new website focused on documenting and teaching the specialized language of healthcare in South Asia. Language for Health is the product of three years of substantial collaboration between HUF, The University of Texas at Austin, Columbia University, and New York University.
Language for Health aims to develop, integrate, and promote Hindi-Urdu language learning specifically for the healthcare profession. The site provides resources and opportunities to develop communication skills in Hindi-Urdu as it is currently used in the context of healthcare and medicine. Simultaneously, the site aims to expand the training of overall language skills at the advanced level in a comprehensive and innovative manner. The website’s developers have designed and developed a package of educational materials with training and pedagogical guidelines for students entering the field of medicine, as well as for established medical professionals. The learning units presented here are designed with the goal of practicing language at the Advanced and Superior levels.
Visit the new website, Language for Health, at http://hindiurduhealth.org
Asian Pacific American Heritage Month Posters Available for Download Soon
From http://www.tolerance.org/asian-pacific-american?elq=dbbd0481eba0493a9ace58a2e58b47e9&elqCampaignId=41
The I Want the Wide American Earth: An Asian Pacific American Story posters will engage and inspire students, regardless of heritage and family history. Additional online education resources include activities and lessons in social studies, creative writing, art and communications (http://www.sites.si.edu/asianpacificamericanposters/?elq=dbbd0481eba0493a9ace58a2e58b47e9&elqCampaignId=41 ) as well as an exhibitor handbook with instructions for mounting, installing and promoting the posters (http://www.sites.si.edu/exhibitions/exhibits/asianPacificAmericans/index.htm?elq=dbbd0481eba0493a9ace58a2e58b47e9&elqCampaignId=41 )
Look to download the posters at http://www.sites.si.edu/asianpacificamericanposters
The I Want the Wide American Earth: An Asian Pacific American Story posters will engage and inspire students, regardless of heritage and family history. Additional online education resources include activities and lessons in social studies, creative writing, art and communications (http://www.sites.si.edu/asianpacificamericanposters/?elq=dbbd0481eba0493a9ace58a2e58b47e9&elqCampaignId=41 ) as well as an exhibitor handbook with instructions for mounting, installing and promoting the posters (http://www.sites.si.edu/exhibitions/exhibits/asianPacificAmericans/index.htm?elq=dbbd0481eba0493a9ace58a2e58b47e9&elqCampaignId=41 )
Look to download the posters at http://www.sites.si.edu/asianpacificamericanposters
Arabic Pronunciation Made Easy from Rocket Languages
Rocket Languages offers Arabic Pronunciation Made Easy. This free resource uses web-based voice comparison software to check whether your students are pronouncing words and phrases correctly. Topics include greetings, hobbies, weather, and others. Note that the recordings are in Egyptian colloquial.
The pronunciation exercises are available at http://www.rocketlanguages.com/arabic/learn/pronunciation
NCLRC Arabic K-12 Bulletin - April 22, 2013. (arabick12@gmail.com, 22 Apr 2013).
The pronunciation exercises are available at http://www.rocketlanguages.com/arabic/learn/pronunciation
NCLRC Arabic K-12 Bulletin - April 22, 2013. (arabick12@gmail.com, 22 Apr 2013).
Aldeen Foundation 6th Summer Arabic Immersion Program for High School Students
From http://www.aldeenfoundation.org/intropage.php
Aldeen Foundation proudly presents:
"Stay fit and Healthy"
An Arabic Summer Program for High School Students
Join Aldeen Foundation 6th Summer Arabic Immersion Program
* Introduction to modern Standard Arabic and Arab Culture
* Emphasis on functional use of Arabic language and communication
* Enhance language skills for Heritage Language Learners (HLL)
* Language activities include sports, fitness, nutrition and role playing
* Field trip to local gym to enhance the fitness theme and language learning experience
* Breakfast and lunch will be provided daily
* Program is free for all participants
* Students who complete the online and onsite sessions will receive an allowance for mileage and 4 units college credit by Cal State University
Who should apply:
* Learners with no prior knowledge of the Arabic language
* Heritage Language Learners (HLL) who have had some exposure to Arabic within the home setting
* Learners who are motivated and enthusiastic about learning Arabic language and culture
When:
Orientation - Monday, June 17, 2013 from 10 am -12 pm
Online Session - June 18 to June 21, 2013 (1 -2 hours daily)
Onsite Session - June 24 to July 5, 2013 from 9am-3 pm (except weekends and 4th of July)
Where:
Aldeen Foundation
651 N. Orange Grove Blvd,
Pasadena, CA 91103
For more information go to http://www.aldeenfoundation.org/intropage.php
Aldeen Foundation proudly presents:
"Stay fit and Healthy"
An Arabic Summer Program for High School Students
Join Aldeen Foundation 6th Summer Arabic Immersion Program
* Introduction to modern Standard Arabic and Arab Culture
* Emphasis on functional use of Arabic language and communication
* Enhance language skills for Heritage Language Learners (HLL)
* Language activities include sports, fitness, nutrition and role playing
* Field trip to local gym to enhance the fitness theme and language learning experience
* Breakfast and lunch will be provided daily
* Program is free for all participants
* Students who complete the online and onsite sessions will receive an allowance for mileage and 4 units college credit by Cal State University
Who should apply:
* Learners with no prior knowledge of the Arabic language
* Heritage Language Learners (HLL) who have had some exposure to Arabic within the home setting
* Learners who are motivated and enthusiastic about learning Arabic language and culture
When:
Orientation - Monday, June 17, 2013 from 10 am -12 pm
Online Session - June 18 to June 21, 2013 (1 -2 hours daily)
Onsite Session - June 24 to July 5, 2013 from 9am-3 pm (except weekends and 4th of July)
Where:
Aldeen Foundation
651 N. Orange Grove Blvd,
Pasadena, CA 91103
For more information go to http://www.aldeenfoundation.org/intropage.php
New LSA Excellence in Community Linguistics Award
From http://linguistlist.org/issues/24/24-1790.html
The Linguistic Society of America invites nominations for a newly approved award, the Excellence in Community Linguistics Award. This award recognizes the outstanding contributions that members of language communities (typically outside the academic sphere of professional linguists) make for the benefit of their community’s language. The contributions made by awardees may be varied, including, among other things, documentation work with a linguist as a consultant and efforts towards language revitalization. The language may be one spoken anywhere in the world; nominees are not limited to people working in North America.
More information can be found at the following link:
http://www.linguisticsociety.org/content/call-nominations-excellence-community-linguistics-award
The deadline for nominations is July 1.
The Linguistic Society of America invites nominations for a newly approved award, the Excellence in Community Linguistics Award. This award recognizes the outstanding contributions that members of language communities (typically outside the academic sphere of professional linguists) make for the benefit of their community’s language. The contributions made by awardees may be varied, including, among other things, documentation work with a linguist as a consultant and efforts towards language revitalization. The language may be one spoken anywhere in the world; nominees are not limited to people working in North America.
More information can be found at the following link:
http://www.linguisticsociety.org/content/call-nominations-excellence-community-linguistics-award
The deadline for nominations is July 1.
Languages in Utah: A State Seeks to Be Heard in a New World Economy
From http://www.nytimes.com/2013/04/20/us/language-programs-flower-in-utahs-schools.html?_r=0
A State Seeks to Be Heard in a New World Economy
By JACK HEALY
April 19, 2013
For generations, Mormon missionaries from Utah have crisscrossed the globe and returned home speaking Tagalog and Xhosa. Now, with hopes of preparing students for a competitive world economy, the state is building one of the largest and most ambitious school-language programs in the nation.
Dual-language classes have existed for years, but they are now growing fast in many states as an outcry against bilingual education fades and educators look for ways to prepare American students for a polyglot global job market. But few have embraced the idea with such unlikely zeal as Utah, a state that passed an English-only law in 2000 and routinely ranks last in the nation on education spending, according to United States Census figures.
In foreign languages, however, Utah now sees a highway to the world economy. Republicans in Salt Lake City, the state capital, have pledged millions for the program. Four years after it began, nearly half of Utah’s 41 school districts offer programs in which elementary school students spend half the day learning in English and half in a foreign language. There are 14,000 students enrolled and 20,000 signed up for next year.
Read the full article at http://www.nytimes.com/2013/04/20/us/language-programs-flower-in-utahs-schools.html?_r=0
A State Seeks to Be Heard in a New World Economy
By JACK HEALY
April 19, 2013
For generations, Mormon missionaries from Utah have crisscrossed the globe and returned home speaking Tagalog and Xhosa. Now, with hopes of preparing students for a competitive world economy, the state is building one of the largest and most ambitious school-language programs in the nation.
Dual-language classes have existed for years, but they are now growing fast in many states as an outcry against bilingual education fades and educators look for ways to prepare American students for a polyglot global job market. But few have embraced the idea with such unlikely zeal as Utah, a state that passed an English-only law in 2000 and routinely ranks last in the nation on education spending, according to United States Census figures.
In foreign languages, however, Utah now sees a highway to the world economy. Republicans in Salt Lake City, the state capital, have pledged millions for the program. Four years after it began, nearly half of Utah’s 41 school districts offer programs in which elementary school students spend half the day learning in English and half in a foreign language. There are 14,000 students enrolled and 20,000 signed up for next year.
Read the full article at http://www.nytimes.com/2013/04/20/us/language-programs-flower-in-utahs-schools.html?_r=0
Spanish Students Use Cell Phones with Teacher’s Blessing
From http://www.charlotteobserver.com/2013/04/21/3985871/students-using-cellphones-with.html
Students using cellphones – with their teacher’s blessing
By Reid Creager
April 21, 2013
Paty Prieto recalls with a chuckle how it must have looked to adults walking by: Students who were supposed to be sitting in her Spanish IV honors class were walking around outside, talking on their cellphones.
All part of the lesson plan; the students were talking to Prieto, in Spanish, as the Charlotte Country Day School teacher employed a new way to make learning more interesting for students while saving her important planning time.
Using Google Voice – a free product that allows users to deliver multiple phone lines to a single voicemail box – Prieto set up a phone number for each of her four classes.
During class, she gives students a spontaneous prompt that requires them to reply for two to three minutes in Spanish on subjects ranging from what they did over the weekend to what they think about international events. The exercise can focus on sentence construction, verbs or any particular language element.
Read more here: http://www.charlotteobserver.com/2013/04/21/3985871/students-using-cellphones-with.html#storylink=cpy
Students using cellphones – with their teacher’s blessing
By Reid Creager
April 21, 2013
Paty Prieto recalls with a chuckle how it must have looked to adults walking by: Students who were supposed to be sitting in her Spanish IV honors class were walking around outside, talking on their cellphones.
All part of the lesson plan; the students were talking to Prieto, in Spanish, as the Charlotte Country Day School teacher employed a new way to make learning more interesting for students while saving her important planning time.
Using Google Voice – a free product that allows users to deliver multiple phone lines to a single voicemail box – Prieto set up a phone number for each of her four classes.
During class, she gives students a spontaneous prompt that requires them to reply for two to three minutes in Spanish on subjects ranging from what they did over the weekend to what they think about international events. The exercise can focus on sentence construction, verbs or any particular language element.
Read more here: http://www.charlotteobserver.com/2013/04/21/3985871/students-using-cellphones-with.html#storylink=cpy
Article: Internationalizing Colleges of Education
From http://blogs.edweek.org/edweek/global_learning/2013/04/internationalizing_colleges_of_education.html
Internationalizing Colleges of Education
By Anthony Jackson
April 27, 2013
University administrators in the United States are increasingly identifying internationalization as key a component in their strategic plans, and they are working to develop international programs and offices at their institutions to support these goals. They are beginning to recognize that globally competent graduates are more marketable in today's workforce. Institutions are working to provide more study abroad and exchange opportunities, develop partnerships with institutions overseas, bring international students to their campuses, and infuse curricula with global perspectives.
There appears to be a gap between wider internationalization efforts in universities and those in colleges of education.
Teacher preparation programs face unique challenges when working to internationalize. They require specific courses, certification tests, state requirements, and student teaching—all elements that often discourage education majors from studying abroad or seeking out courses that offer global perspectives. It is not surprising to learn that Open Doors reports that only 4% of education students studied abroad during the 2011-2012 academic year. A recent study of 40 U.S. campuses indicates that over 60% of education students have no foreign language requirement, and that very few study another language.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2013/04/internationalizing_colleges_of_education.html
Internationalizing Colleges of Education
By Anthony Jackson
April 27, 2013
University administrators in the United States are increasingly identifying internationalization as key a component in their strategic plans, and they are working to develop international programs and offices at their institutions to support these goals. They are beginning to recognize that globally competent graduates are more marketable in today's workforce. Institutions are working to provide more study abroad and exchange opportunities, develop partnerships with institutions overseas, bring international students to their campuses, and infuse curricula with global perspectives.
There appears to be a gap between wider internationalization efforts in universities and those in colleges of education.
Teacher preparation programs face unique challenges when working to internationalize. They require specific courses, certification tests, state requirements, and student teaching—all elements that often discourage education majors from studying abroad or seeking out courses that offer global perspectives. It is not surprising to learn that Open Doors reports that only 4% of education students studied abroad during the 2011-2012 academic year. A recent study of 40 U.S. campuses indicates that over 60% of education students have no foreign language requirement, and that very few study another language.
Read the full article at http://blogs.edweek.org/edweek/global_learning/2013/04/internationalizing_colleges_of_education.html
Employment Opportunity: Principal of the Hartford Pre- Kindergarten Magnet School, CT
The Hartford Public Schools is currently seeking applications for a reading and language expert and instructional leader to serve as the Principal of the Hartford Pre- Kindergarten Magnet School, which will serve a large population of English as a Second Language students. Implementation of the inquiry based literacy learning design will include the alignment of all curriculum and assessments with the newly aligned Common Core pre- school state standards and establishment of highly effective and rigorous classroom practices to ensure readiness and success in kindergarten. The school will be language-rich with a specific focus on oral language, vocabulary and narrative development, listening comprehension, and hands on/minds on inquiry based learning. As a lab school, all teaching staff, Child Development Associates, interns and volunteers will be provided with ongoing, embedded, comprehensive professional development in the model. Ongoing training and implementation of instructional, monitoring and assessment strategies will build capacity from within and ensure foundational academic and social success for our students.
This Pre- Kindergarten Magnet School will serve as a laboratory and professional development center for early literacy instruction. As a newly designed magnet school, the principal in collaboration with the district, will have an opportunity to hire master teachers while providing professional learning experiences for interns to improve their craft. The school principal is charged with implementing a school design that will ensure all students successfully complete Pre-K 3 and Pre-K 4 levels before transitioning to kindergarten classrooms throughout the district.
Application: Complete posting and application information for this position, Job Id 1672, may be obtained from http://www.applitrack.com/hartford/onlineapp or http://www.hartfordschools.org. Additional inquiries may be directed to Nancy Shannahan Williams, Senior Talent Recruiter, at nwilliams at hartfordschools dot org.
Employment Opportunity: Principal of the Hartford Pre- Kindergarten Magnet School, CT. NCELA List (NCELA@HERMES.GWU.EDU, 27 Apr 2013).
This Pre- Kindergarten Magnet School will serve as a laboratory and professional development center for early literacy instruction. As a newly designed magnet school, the principal in collaboration with the district, will have an opportunity to hire master teachers while providing professional learning experiences for interns to improve their craft. The school principal is charged with implementing a school design that will ensure all students successfully complete Pre-K 3 and Pre-K 4 levels before transitioning to kindergarten classrooms throughout the district.
Application: Complete posting and application information for this position, Job Id 1672, may be obtained from http://www.applitrack.com/hartford/onlineapp or http://www.hartfordschools.org. Additional inquiries may be directed to Nancy Shannahan Williams, Senior Talent Recruiter, at nwilliams at hartfordschools dot org.
Employment Opportunity: Principal of the Hartford Pre- Kindergarten Magnet School, CT. NCELA List (NCELA@HERMES.GWU.EDU, 27 Apr 2013).
Funding: Fulbright-Hays Group Projects Abroad Program
From http://www2.ed.gov/programs/iegpsgpa/applicant.html
The Group Projects Abroad program holds annual competitions for short-term seminars, curriculum development teams, and group research or study projects.
GPA Short-Term Projects
Current competition: FY 2013
Applications available: April 18, 2013
Deadline for transmission of applications: June 13, 2013
Estimated Number of Awards: 16
For full details go to http://www2.ed.gov/programs/iegpsgpa/applicant.html
The Group Projects Abroad program holds annual competitions for short-term seminars, curriculum development teams, and group research or study projects.
GPA Short-Term Projects
Current competition: FY 2013
Applications available: April 18, 2013
Deadline for transmission of applications: June 13, 2013
Estimated Number of Awards: 16
For full details go to http://www2.ed.gov/programs/iegpsgpa/applicant.html
Funding: Native American Language Preservation and Maintenance
From http://www07.grants.gov/search/search.do?&mode=VIEW&oppId=63133
The Administration for Children and Families, Administration for Native Americans announces the availability of Fiscal Year 2013 funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to is to support Native communities to be self-determining, healthy, culturally and linguistically vibrant and economically self-sufficient. Native American communities include American Indian tribes (federally-recognized and non-federally recognized), Native Hawaiians, Alaskan Natives, and Native American Pacific Islanders. ANA also funds tribal and native-based organizations that serve these populations. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals.
Closing date for applications: June 6, 2013.
For full details go to http://www07.grants.gov/search/search.do?&mode=VIEW&oppId=63133
The Administration for Children and Families, Administration for Native Americans announces the availability of Fiscal Year 2013 funds for community-based projects for the Native Language Preservation and Maintenance program. The purpose of ANA grant funding is to is to support Native communities to be self-determining, healthy, culturally and linguistically vibrant and economically self-sufficient. Native American communities include American Indian tribes (federally-recognized and non-federally recognized), Native Hawaiians, Alaskan Natives, and Native American Pacific Islanders. ANA also funds tribal and native-based organizations that serve these populations. The Native Language Preservation and Maintenance program provides funding for projects to support assessments of the status of the native languages in an established community, as well as the planning, designing, and implementing of native language curriculum and education projects to support a community's language preservation goals.
Closing date for applications: June 6, 2013.
For full details go to http://www07.grants.gov/search/search.do?&mode=VIEW&oppId=63133
TESOL Academy 2013: Minnesota and Maryland
The TESOL Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners. The Academy features six 10-hour workshops focused on key issues and areas of practice in the profession, from collaborating in language classrooms to academic English for adult learners.
Here are two upcoming TESOL academies:
TESOL Academy 2013: Bethel University, St. Paul, Minnesota
21-22 June 2013
Early registration ends on May 24, 2013.
Learn more about the St. Paul academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-bethel-university-st.-paul-minnesota
TESOL Academy 2013: University of Maryland, Baltimore County
21-22 June 2013
Early registration ends on May 24, 2013.
Learn more about the Baltimore academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-university-of-maryland-baltimore-county
Here are two upcoming TESOL academies:
TESOL Academy 2013: Bethel University, St. Paul, Minnesota
21-22 June 2013
Early registration ends on May 24, 2013.
Learn more about the St. Paul academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-bethel-university-st.-paul-minnesota
TESOL Academy 2013: University of Maryland, Baltimore County
21-22 June 2013
Early registration ends on May 24, 2013.
Learn more about the Baltimore academy at http://www.tesol.org/attend-and-learn/symposiums-academies/upcoming-academies/2012/11/27/tesol-academy-2013-university-of-maryland-baltimore-county
Wisconsin Association For Language Teachers Summer Institute
From http://www.waflt.org/index.php?q=node/38
2013 WAFLT Summer Language Leadership Institute
August 6-7, 2013 Madison
Pyle Center
UW-Madison
Google Apps and Tools + The World Language Classroom
Through hands-on practice and small group collaboration, participants will explore Google Apps and Tools that enable teachers to:
Connect with 21st century learners.
Enhance established units and projects.
Assess all modes of communication.
Differentiate lessons.
Improve communication outside of the classroom.
Learn more at http://www.waflt.org/index.php?q=node/38
2013 WAFLT Summer Language Leadership Institute
August 6-7, 2013 Madison
Pyle Center
UW-Madison
Google Apps and Tools + The World Language Classroom
Through hands-on practice and small group collaboration, participants will explore Google Apps and Tools that enable teachers to:
Connect with 21st century learners.
Enhance established units and projects.
Assess all modes of communication.
Differentiate lessons.
Improve communication outside of the classroom.
Learn more at http://www.waflt.org/index.php?q=node/38
Institute: Developing Classroom Materials for Less Commonly Taught Languages
From http://www.carla.umn.edu/institutes/2013/lctl.html
Developing Classroom Materials for Less Commonly Taught Languages
July 15-19, 2013
Instructors of less commonly taught languages (LCTLs) are often challenged by the lack of quality instructional materials. This institute will provide LCTL teachers with practical tools and hands-on experience in developing a wide range of materials to fit the needs of LCTL students and improve their ability to use the language for communicative purposes. Grounded in the latest research on effective language pedagogy and second language acquisition, this institute will focus on proficiency-oriented approaches to teaching. Institute participants will engage in a highly interactive program that features hands-on materials development in small groups and in the computer lab.
For full details go to http://www.carla.umn.edu/institutes/2013/lctl.html
Developing Classroom Materials for Less Commonly Taught Languages
July 15-19, 2013
Instructors of less commonly taught languages (LCTLs) are often challenged by the lack of quality instructional materials. This institute will provide LCTL teachers with practical tools and hands-on experience in developing a wide range of materials to fit the needs of LCTL students and improve their ability to use the language for communicative purposes. Grounded in the latest research on effective language pedagogy and second language acquisition, this institute will focus on proficiency-oriented approaches to teaching. Institute participants will engage in a highly interactive program that features hands-on materials development in small groups and in the computer lab.
For full details go to http://www.carla.umn.edu/institutes/2013/lctl.html
NNELL Summer Institute
From http://www.nnell.org/conferences/summer_institute/index.shtml
The National Network for Early Language Learning
Summer Institute 2013
in partnership with ACTFL and Glastonbury Public Schools
Friday, July 12
9:00am - 12:00pm - OPTIONAL - site visit to Arabic, Mandarin and Russian STARTALK programs
9:00am - 12:00pm - Regional and State Representatives Advocacy Workshop
1:00pm - 5:00pm (open to all members) - Tammy Dann, presenter
5:30pm - Networking dinner
Saturday, July 13
8:30am - 5:00pm
Terry Caccavale, Keynote - Our Global Identities
Paul Sandrock - In Common: Early Language Learning at the Core
Barbara Lindsey - Global Show and Tell: Finding and Participating in International Language Projects
5:30pm - 9:00pm - Networking dinner and evening activity
Sunday, July 14
9:00am - 12:00pm
Helena Curtain - What can we learn from Common Core Standards in the Early language Learning Classroom?
12:00pm - 1:00pm
Working lunch
Register at http://www.nnell.org/conferences/summer_institute/index.shtml
The National Network for Early Language Learning
Summer Institute 2013
in partnership with ACTFL and Glastonbury Public Schools
Friday, July 12
9:00am - 12:00pm - OPTIONAL - site visit to Arabic, Mandarin and Russian STARTALK programs
9:00am - 12:00pm - Regional and State Representatives Advocacy Workshop
1:00pm - 5:00pm (open to all members) - Tammy Dann, presenter
5:30pm - Networking dinner
Saturday, July 13
8:30am - 5:00pm
Terry Caccavale, Keynote - Our Global Identities
Paul Sandrock - In Common: Early Language Learning at the Core
Barbara Lindsey - Global Show and Tell: Finding and Participating in International Language Projects
5:30pm - 9:00pm - Networking dinner and evening activity
Sunday, July 14
9:00am - 12:00pm
Helena Curtain - What can we learn from Common Core Standards in the Early language Learning Classroom?
12:00pm - 1:00pm
Working lunch
Register at http://www.nnell.org/conferences/summer_institute/index.shtml
New Teacher Study Group at Drake University
From http://www.iwla.net/Default.aspx?pageId=797169&mode=PostView&bmi=1278589
A Drake university World Languages and Cultures faculty member is seeking language educators to participate in a teacher study group focusing on cultural teaching and cultural competence for world language learners.
The teacher study group is a form of collaborative professional development in which teachers with similar interests meet regularly and explore issues relevant to classroom practices. Participants who agree to join the teacher study group will meet once a week face-to-face or online. At the meetings, members will exchange their questions, ideas, and experiences. They will also learn about and discuss theories and teaching methodologies related to cultural teaching and cultural competence.
The expected group meeting duration will be for five to ten weeks, and meet once a week for one-hour meetings, during the summer break of 2013. (meeting times and duration of the teacher study group activities will be determined according to participants’ schedule.)
This is a research study, and the participants will be asked to fill out questionnaires and participate in interviews regarding their teacher study group experiences. No participation fee or stipend are involved in this teacher study group research.
For more information go to http://www.iwla.net/Default.aspx?pageId=797169&mode=PostView&bmi=1278589
A Drake university World Languages and Cultures faculty member is seeking language educators to participate in a teacher study group focusing on cultural teaching and cultural competence for world language learners.
The teacher study group is a form of collaborative professional development in which teachers with similar interests meet regularly and explore issues relevant to classroom practices. Participants who agree to join the teacher study group will meet once a week face-to-face or online. At the meetings, members will exchange their questions, ideas, and experiences. They will also learn about and discuss theories and teaching methodologies related to cultural teaching and cultural competence.
The expected group meeting duration will be for five to ten weeks, and meet once a week for one-hour meetings, during the summer break of 2013. (meeting times and duration of the teacher study group activities will be determined according to participants’ schedule.)
This is a research study, and the participants will be asked to fill out questionnaires and participate in interviews regarding their teacher study group experiences. No participation fee or stipend are involved in this teacher study group research.
For more information go to http://www.iwla.net/Default.aspx?pageId=797169&mode=PostView&bmi=1278589
Call for Papers: Midwest Modern Language Association Annual Convention
From http://www.luc.edu/mmla/index.html
The 55th Midwest Modern Language Association Annual Convention will be held in Milwaukee, Wisconsin from November 7-10, 2013 at the Hilton Milwaukee City Center.
Convention registration and hotel reservations are now open. The deadline for convention presenters to pre-register is Monday, June 17th.
EXTENDED DEADLINES:
The deadline for individual proposals has been extended to Friday, June 7, 2013.
View the call for papers at http://www.luc.edu/mmla/callforpapers.html
The 55th Midwest Modern Language Association Annual Convention will be held in Milwaukee, Wisconsin from November 7-10, 2013 at the Hilton Milwaukee City Center.
Convention registration and hotel reservations are now open. The deadline for convention presenters to pre-register is Monday, June 17th.
EXTENDED DEADLINES:
The deadline for individual proposals has been extended to Friday, June 7, 2013.
View the call for papers at http://www.luc.edu/mmla/callforpapers.html
Call for Papers: 111th Annual Conference of the Pacific Ancient and Modern Language Association
From http://linguistlist.org/issues/24/24-1764.html
PAMLA conferences are held annually and welcome research on various topics in linguistics, literature, and cultural studies. The special theme for the 2013 PAMLA conference is ‘Stages of Life: Age, Identity, and Culture.’ The theme is intended to allow special sessions dealing with all aspects of the intersection of Age, Identity, and Culture, from Childhood Studies to Aging Studies. In addition to a regular Linguistics session, there will be a special session ‘Time, Language Variation, and Language Change.’ We will also have over 50 regular sessions on the topics that are approved as PAMLA standing sessions.
See more at: http://www.pamla.org/2013/news/conference-theme-and-keynotes#sthash.c7xzdxqO.dpuf.
2nd Call for Papers:
The deadline for submission of papers on all general linguistics topics has been extended. Please submit your paper through the conference website at http://www.pamla.org/2013 by May 12.
PAMLA conferences are held annually and welcome research on various topics in linguistics, literature, and cultural studies. The special theme for the 2013 PAMLA conference is ‘Stages of Life: Age, Identity, and Culture.’ The theme is intended to allow special sessions dealing with all aspects of the intersection of Age, Identity, and Culture, from Childhood Studies to Aging Studies. In addition to a regular Linguistics session, there will be a special session ‘Time, Language Variation, and Language Change.’ We will also have over 50 regular sessions on the topics that are approved as PAMLA standing sessions.
See more at: http://www.pamla.org/2013/news/conference-theme-and-keynotes#sthash.c7xzdxqO.dpuf.
2nd Call for Papers:
The deadline for submission of papers on all general linguistics topics has been extended. Please submit your paper through the conference website at http://www.pamla.org/2013 by May 12.
Call for Papers: Digital Literacies in Foreign Language Education
From http://linguistlist.org/issues/24/24-1816.html
Call for Papers
CALICO Monograph Series 2014
Digital literacies in foreign language education: Research, perspectives, and best practices
This volume on digital literacies aims to provide CALL/SLA scholars and foreign language teachers with a focused set of policy/position pieces and empirical studies that reflect current thinking on digital literacy/literacies from multiple perspectives (i.e., different methodological traditions and analytical frameworks) and offer recommendations for best practices in the classroom. Given the many changes in thinking and practice that have evolved over the past two decades, it now seems vital to (re)examine policies, practices, theories, and beliefs about digital literacy/literacies in foreign language education.
Topics, methods, and frameworks could include (but not be limited to) the following:
-Administrative and educational policies related to digital literacy/literacies in K12/higher education
-Analysis of learning materials and tools that promote digital literacy/literacies
-Case studies or survey research focusing on the development of digital literacy/literacies
-Digital literacy/literacies and teacher preparation/certification
-Digital literacy/literacies and proficiency
-Digital literacy/literacies and the ACTFL Standards
-Digital literacy/literacies and language acquisition research
-Learner agency, attitudes, beliefs, and/or motivation related to digital literacy/literacies
-(Re)defining digital literacy/literacies
-Socioeconomic issues (e.g., access, affordability) and implications for learners/teachers regarding digital literacy/literacies
Chapter proposals (double spaced; 2 pages) including the objectives and/or research questions, method, theoretical framework/approach, and an overview of the findings/recommendations should be submitted by June 3, 2013.
View the full call for proposals at http://linguistlist.org/issues/24/24-1816.html
Call for Papers
CALICO Monograph Series 2014
Digital literacies in foreign language education: Research, perspectives, and best practices
This volume on digital literacies aims to provide CALL/SLA scholars and foreign language teachers with a focused set of policy/position pieces and empirical studies that reflect current thinking on digital literacy/literacies from multiple perspectives (i.e., different methodological traditions and analytical frameworks) and offer recommendations for best practices in the classroom. Given the many changes in thinking and practice that have evolved over the past two decades, it now seems vital to (re)examine policies, practices, theories, and beliefs about digital literacy/literacies in foreign language education.
Topics, methods, and frameworks could include (but not be limited to) the following:
-Administrative and educational policies related to digital literacy/literacies in K12/higher education
-Analysis of learning materials and tools that promote digital literacy/literacies
-Case studies or survey research focusing on the development of digital literacy/literacies
-Digital literacy/literacies and teacher preparation/certification
-Digital literacy/literacies and proficiency
-Digital literacy/literacies and the ACTFL Standards
-Digital literacy/literacies and language acquisition research
-Learner agency, attitudes, beliefs, and/or motivation related to digital literacy/literacies
-(Re)defining digital literacy/literacies
-Socioeconomic issues (e.g., access, affordability) and implications for learners/teachers regarding digital literacy/literacies
Chapter proposals (double spaced; 2 pages) including the objectives and/or research questions, method, theoretical framework/approach, and an overview of the findings/recommendations should be submitted by June 3, 2013.
View the full call for proposals at http://linguistlist.org/issues/24/24-1816.html
Book: Connected from the Start: Global Learning in the Primary Grades
From http://plpnetwork.com/2013/04/10/digital-book-connected-start-global-learning-primary-grades
Connected from the Start: Global Learning in the Primary Grades
By Kathy Cassidy
Published by Powerful Learning Press
Description: In her new book, Connected from the Start: Global Learning in the Primary Grades, primary teacher Kathy Cassidy makes a compelling case for connecting our youngest students to the world, using the transformative power of Internet tools and technologies. Her well-balanced text presents both the rationale for connecting students “from the start” and the how-to details and examples teachers need to involve children in grades K-3 in using blogs, Twitter, Skype and other social media to become true global learners.
This highly interactive digital book — featuring dozens of color photos, six student-centered videos, and hundreds of live links to helpful downloads and outside resources — invites the reader right into Kathy’s cozy and connected classroom, where kids are talking live with students “down under,” swapping video with peers in Greece, and using personal blogs to create digital portfolios that document their growth and achievement for parents, families and a worldwide audience.
Purchase a PDF of this book at http://plpnetwork.com/2013/04/10/connect-excerpt-kathy-cassidys-book-global-learning-primary-grades
Connected from the Start: Global Learning in the Primary Grades
By Kathy Cassidy
Published by Powerful Learning Press
Description: In her new book, Connected from the Start: Global Learning in the Primary Grades, primary teacher Kathy Cassidy makes a compelling case for connecting our youngest students to the world, using the transformative power of Internet tools and technologies. Her well-balanced text presents both the rationale for connecting students “from the start” and the how-to details and examples teachers need to involve children in grades K-3 in using blogs, Twitter, Skype and other social media to become true global learners.
This highly interactive digital book — featuring dozens of color photos, six student-centered videos, and hundreds of live links to helpful downloads and outside resources — invites the reader right into Kathy’s cozy and connected classroom, where kids are talking live with students “down under,” swapping video with peers in Greece, and using personal blogs to create digital portfolios that document their growth and achievement for parents, families and a worldwide audience.
Purchase a PDF of this book at http://plpnetwork.com/2013/04/10/connect-excerpt-kathy-cassidys-book-global-learning-primary-grades
Book: Perceiving Identity through Accent
From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=65469&concordeid=430819
Perceiving Identity through Accent: Attitudes towards Non-Native Speakers and their Accents in English
By Bettina Beinhoff
Published by Peter Lang International Academic Publishers
Summary: Given the increasing use of English worldwide and in intercultural communication, there is a growing interest in attitudes towards non-native speaker accents in English. Research on attitudes towards non-native English accents is therefore important because of concerns about positive and negative discrimination between people who speak with different accents. This book reveals exactly what types of accent variations trigger positive and negative attitudes towards the speaker.
The author argues that certain types of variation in the pronunciation of English can have a significant effect on how listeners identify an accent and explores how this variation affects the development of certain attitudes towards the speaker. Specific sounds that are difficult for many learners to acquire (e.g. the initial sounds in ‘this’ or ‘June’) are examined in terms of attitudes towards speakers’ pronunciation, including an original comparison of two different kinds of non-native accents (German and Greek). The results of the study provide a basis for further research in second language acquisition and applied linguistics as well as practical information for language instructors at all levels of English education.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=65469&concordeid=430819
Perceiving Identity through Accent: Attitudes towards Non-Native Speakers and their Accents in English
By Bettina Beinhoff
Published by Peter Lang International Academic Publishers
Summary: Given the increasing use of English worldwide and in intercultural communication, there is a growing interest in attitudes towards non-native speaker accents in English. Research on attitudes towards non-native English accents is therefore important because of concerns about positive and negative discrimination between people who speak with different accents. This book reveals exactly what types of accent variations trigger positive and negative attitudes towards the speaker.
The author argues that certain types of variation in the pronunciation of English can have a significant effect on how listeners identify an accent and explores how this variation affects the development of certain attitudes towards the speaker. Specific sounds that are difficult for many learners to acquire (e.g. the initial sounds in ‘this’ or ‘June’) are examined in terms of attitudes towards speakers’ pronunciation, including an original comparison of two different kinds of non-native accents (German and Greek). The results of the study provide a basis for further research in second language acquisition and applied linguistics as well as practical information for language instructors at all levels of English education.
Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=65469&concordeid=430819
April 21, 2013
Ideas for Using Music in a Language Classroom
From http://isabellejones.blogspot.com
Teacher Isabelle Jones discusses many ways to use music in a language classroom and provides links to some helpful resources in this blog post: http://isabellejones.blogspot.com/2013/04/motivating-students-in-languages.html
Teacher Isabelle Jones discusses many ways to use music in a language classroom and provides links to some helpful resources in this blog post: http://isabellejones.blogspot.com/2013/04/motivating-students-in-languages.html
Presentation: Evaluating Web-Based Tools for Language Instruction
Here is a 47-minute presentation by teacher Nik Peachey on criteria for evaluating web-based language learning tools for their ability to enhance language learning: http://iatefl.britishcouncil.org/2013/sessions/2013-04-11/evaluating-web-based-tools-language-instruction
Activity Idea: 6-word Memoir
Are you looking for a new way for students to respond to characters in literature? Here’s one: http://creativelanguageclass.wordpress.com/2013/04/18/6-word-memoir
Summarizing Activity: Top Ten List
From http://martinabex.com
Here is an activity you can use with your students to summarize a reading or class discussion, with supporting materials: http://martinabex.com/2013/04/17/top-ten
Here is an activity you can use with your students to summarize a reading or class discussion, with supporting materials: http://martinabex.com/2013/04/17/top-ten
Essay Contest for English Language Learners in New York
From http://www.nystesol.org
Call for Student Essays
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
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
PARCC Releases Draft Policy on ELL Accommodations
From http://blogs.edweek.org/edweek/learning-the-language/2013/04/parcc_releases_draft_policy_on.html
PARCC Releases Draft Policy on ELL Accommodations
By Lesli A. Maxwell
April 18, 2013
The first of two groups of states working to design assessments aligned to the Common Core State Standards today released its recommendations for the types of supports that can be used to help English-learners demonstrate their content knowledge and skills.
The Partnership for Assessment of Readiness for College and Careers, or PARCC—composed of 22 states—has issued its draft accommodations manual for English-language learners and students with disabilities.
Read on for a summary of the draft policy at http://blogs.edweek.org/edweek/learning-the-language/2013/04/parcc_releases_draft_policy_on.html
PARCC Releases Draft Policy on ELL Accommodations
By Lesli A. Maxwell
April 18, 2013
The first of two groups of states working to design assessments aligned to the Common Core State Standards today released its recommendations for the types of supports that can be used to help English-learners demonstrate their content knowledge and skills.
The Partnership for Assessment of Readiness for College and Careers, or PARCC—composed of 22 states—has issued its draft accommodations manual for English-language learners and students with disabilities.
Read on for a summary of the draft policy at http://blogs.edweek.org/edweek/learning-the-language/2013/04/parcc_releases_draft_policy_on.html
Article: Instruction of Students Learning English Bleak
From http://www.timesunion.com/news/texas/article/Instruction-of-students-learning-English-bleak-4433177.php
Instruction of students learning English bleak
By CHRISTINE ARMARIO
April 15, 2013
School-age children who speak a language other than English at home are one of the fastest-growing populations. Their numbers doubled between 1980 and 2009, and they now make up 21 percent of school-age kids.
The country is divided over the best way to educate them, with bilingual programs gathering steam but also provoking a sometimes heated debate with those who favor an English-only approach. English learner students are more likely to be in poor, overcrowded schools and in many places represent an added cost to already cash-strapped school districts.
Virginia Collier and Wayne Thomas from George Mason University in Virginia studied more than 6 million student records and found that full-immersion bilingual programs in which native and nonnative students are given instruction in both languages are the most effective. They studied bilingual programs in the Houston Independent School District and found that native-Spanish speakers were at or above grade level in English and Spanish in first grade through fifth grade.
One problem is that it's not always easy to find teachers who not only speak Spanish but also can teach and explain it academically as well. It's a challenge even in Miami, where speaking Spanish is practically a requirement for everyday life. A 1997 study found that only 2.5 percent of English-as-a-second-language teachers had a degree in bilingual or English language education.
Bilingual programs also face a political hurdle. In California, Massachusetts and Arizona, bilingual education has been banned by proponents of an English-only approach.
Read on: http://www.timesunion.com/news/texas/article/Instruction-of-students-learning-English-bleak-4433177.php#page-2
Instruction of students learning English bleak
By CHRISTINE ARMARIO
April 15, 2013
School-age children who speak a language other than English at home are one of the fastest-growing populations. Their numbers doubled between 1980 and 2009, and they now make up 21 percent of school-age kids.
The country is divided over the best way to educate them, with bilingual programs gathering steam but also provoking a sometimes heated debate with those who favor an English-only approach. English learner students are more likely to be in poor, overcrowded schools and in many places represent an added cost to already cash-strapped school districts.
Virginia Collier and Wayne Thomas from George Mason University in Virginia studied more than 6 million student records and found that full-immersion bilingual programs in which native and nonnative students are given instruction in both languages are the most effective. They studied bilingual programs in the Houston Independent School District and found that native-Spanish speakers were at or above grade level in English and Spanish in first grade through fifth grade.
One problem is that it's not always easy to find teachers who not only speak Spanish but also can teach and explain it academically as well. It's a challenge even in Miami, where speaking Spanish is practically a requirement for everyday life. A 1997 study found that only 2.5 percent of English-as-a-second-language teachers had a degree in bilingual or English language education.
Bilingual programs also face a political hurdle. In California, Massachusetts and Arizona, bilingual education has been banned by proponents of an English-only approach.
Read on: http://www.timesunion.com/news/texas/article/Instruction-of-students-learning-English-bleak-4433177.php#page-2
New Resources for ESL: Lessons on Movies
Do your English language learners love movies? This new website has plenty of activities to go with popular movies: http://www.lessonsonmovies.com
Read a short review of this resource at http://larryferlazzo.edublogs.org/2013/04/19/lessons-on-movies-is-a-great-new-esl-site
Read a short review of this resource at http://larryferlazzo.edublogs.org/2013/04/19/lessons-on-movies-is-a-great-new-esl-site
Resources for EL CUERPO Unit
Are you going to be teaching a unit that involves health or parts of the body? Here are plenty of resources for you: http://spanishplans.org/2013/04/17/resources-for-el-cuerpo-unit
Online Graduate Courses in Spanish through the University of Northern Iowa
From http://www.iwla.net/Default.aspx?pageId=797169&mode=PostView&bmi=1273253
The Department of Languages and Literatures at the University of Northern Iowa, in conjunction with the Office of Continuing and Distance Education, is offering two Spanish graduate online courses for the Summer 2013 semester:
SPAN 6052 - Topics in Language and Culture: Sport and Media in Spain
3 units
Instructor - Juan Carlos Castillo
Dates - 6/10/13 - 7/5/13
SPAN 6060 - Spanish American Literature: Latin American Novel
3 units
Instructor - Ivonne Cuadra
Dates - 7/8/13 - 8/2/13
Go to http://www.iwla.net/Default.aspx?pageId=797169&mode=PostView&bmi=1273253 for full details.
The Department of Languages and Literatures at the University of Northern Iowa, in conjunction with the Office of Continuing and Distance Education, is offering two Spanish graduate online courses for the Summer 2013 semester:
SPAN 6052 - Topics in Language and Culture: Sport and Media in Spain
3 units
Instructor - Juan Carlos Castillo
Dates - 6/10/13 - 7/5/13
SPAN 6060 - Spanish American Literature: Latin American Novel
3 units
Instructor - Ivonne Cuadra
Dates - 7/8/13 - 8/2/13
Go to http://www.iwla.net/Default.aspx?pageId=797169&mode=PostView&bmi=1273253 for full details.
Roundup of Resources on Ancient Geography
The Ancient World Online blog has an annotated list of online resources for learning about ancient geography in this blog post, which continues to be updated: http://ancientworldonline.blogspot.com/2012/09/roundup-of-resources-on-ancient.html
Read about the latest addition, GapVis, here: http://ancientworldonline.blogspot.com/2011/11/gapvis-google-ancient-places.html
GapVis links books that are available online in Google Books with maps showing the places references in the books: http://nrabinowitz.github.io/gapvis/index.html#index
Read about the latest addition, GapVis, here: http://ancientworldonline.blogspot.com/2011/11/gapvis-google-ancient-places.html
GapVis links books that are available online in Google Books with maps showing the places references in the books: http://nrabinowitz.github.io/gapvis/index.html#index
Two Tools for Determining Which Case To Use in German
Here are two online tools for figuring out which case to use in German.
First, the Case Machine: http://hschwab.com/casemachine
Second, the Interactive Case System Flowchart: http://germanteaching.com/german/language--linguistics/interactive-case-system-flowchart.html
First, the Case Machine: http://hschwab.com/casemachine
Second, the Interactive Case System Flowchart: http://germanteaching.com/german/language--linguistics/interactive-case-system-flowchart.html
Russian Film Symposium in Pittsburgh
From http://www.rusfilm.pitt.edu/2013
The fifteenth annual Russian Film Symposium, “Re-Imagining Class: Recent Russian Cinema” will be held on the campus of the University of Pittsburgh from Monday 29 April through Saturday 4 May 2013, with evening screenings at the Pittsburgh Filmmakers’ Melwood Screening Room.
Learn more about the symposium, including the schedule of films, at http://www.rusfilm.pitt.edu/2013
The fifteenth annual Russian Film Symposium, “Re-Imagining Class: Recent Russian Cinema” will be held on the campus of the University of Pittsburgh from Monday 29 April through Saturday 4 May 2013, with evening screenings at the Pittsburgh Filmmakers’ Melwood Screening Room.
Learn more about the symposium, including the schedule of films, at http://www.rusfilm.pitt.edu/2013
Resource for Places and Transportation in Russian: Яндекс карты
From http://russianportal.wordpress.com/2011/04/13/%D1%8F%D0%BD%D0%B4%D0%B5%D0%BA%D1%81-%D0%BA%D0%B0%D1%80%D1%82%D1%8B
Яндекс карты is the Russian answer to Google Maps. Moscow has the most detailed maps, which include live traffic, webcams, panoramic street view, public transport routes, local businesses, photos, map/satellite/hybrid views – even a layer that shows the path of Gagarin’s first flight into space, complete with a transcript of his transmissions. There’s also a link to a map of the Moscow metro, where you can find out how to get from one station to another, complete with the number of stops, transfers, and approximate travel time.
Яндекс карты is available at http://maps.yandex.ru
Яндекс карты is the Russian answer to Google Maps. Moscow has the most detailed maps, which include live traffic, webcams, panoramic street view, public transport routes, local businesses, photos, map/satellite/hybrid views – even a layer that shows the path of Gagarin’s first flight into space, complete with a transcript of his transmissions. There’s also a link to a map of the Moscow metro, where you can find out how to get from one station to another, complete with the number of stops, transfers, and approximate travel time.
Яндекс карты is available at http://maps.yandex.ru
Kanji for "Fish" and Fish Proverbs
Your InterCom editor is looking forward to this coming Saturday, opening day for fishing on many local bodies of water. Your Japanese students may enjoy this article about fish and its accompanying exercises from About.com: http://japanese.about.com/od/japanesecultur1/a/Kanji-For-Fish-And-Fish-Proverbs.htm?nl=1
Website for Learning the Sauk Language
From http://www.talksauk.com/index.php
Sauk is a North American indigenous language. The Sac and Fox Nation of Oklahoma has put together a website full of resources for studying and learning Sauk; explore it at http://www.talksauk.com/index.php
Read a review of this resource at http://falmouthinstitute.com/language/2013/04/fantastic-website-for-learning-sauk-language
Sauk is a North American indigenous language. The Sac and Fox Nation of Oklahoma has put together a website full of resources for studying and learning Sauk; explore it at http://www.talksauk.com/index.php
Read a review of this resource at http://falmouthinstitute.com/language/2013/04/fantastic-website-for-learning-sauk-language
Call for Nominations: Excellence in Community Linguistics Award
From http://www.linguisticsociety.org/content/call-nominations-excellence-community-linguistics-award
The Linguistic Society of America invites nominations for a newly approved award, the Excellence in Community Linguistics Award. This award recognizes the outstanding contributions that members of language communities (typically outside the academic sphere of professional linguists) make for the benefit of their community’s language. The contributions made by awardees may be varied, including, among other things, documentation work with a linguist as a consultant and efforts towards language revitalization.
Nominations are due by July 1 each year.
For full details about this new award go to http://www.linguisticsociety.org/content/call-nominations-excellence-community-linguistics-award
The Linguistic Society of America invites nominations for a newly approved award, the Excellence in Community Linguistics Award. This award recognizes the outstanding contributions that members of language communities (typically outside the academic sphere of professional linguists) make for the benefit of their community’s language. The contributions made by awardees may be varied, including, among other things, documentation work with a linguist as a consultant and efforts towards language revitalization.
Nominations are due by July 1 each year.
For full details about this new award go to http://www.linguisticsociety.org/content/call-nominations-excellence-community-linguistics-award
Article: Why Should Parents Talk to Their Children in Their Native Language?
From http://www.multilingualliving.com
Why Should Parents Talk to Their Children in Their Native Language?
By Ana Paula G. Mumy
April 15, 2013
As a speech-language pathologist and as a multilingual mother of bilingual children, I am finding myself shocked and confused at the number of parents I run into who have chosen not to speak their native language to their children for various reasons or who have been persuaded to believe that speaking their native language to their children will hurt them socially or academically if the primary language of the community is different.
There are so many great articles and literature (based on good research) available on the topic of bilingualism and its benefits, even for children who may be experiencing language delays, that it seems redundant to write on the issue, but I feel compelled to do so because the passing down of a parent’s native language appears to be diminishing more and more.
So why should parents talk to their children in their native language?
Read on to read Ms. Mumy’s answer to this question: http://www.multilingualliving.com/2013/04/15/why-should-parents-talk-to-their-children-in-their-native-language
Why Should Parents Talk to Their Children in Their Native Language?
By Ana Paula G. Mumy
April 15, 2013
As a speech-language pathologist and as a multilingual mother of bilingual children, I am finding myself shocked and confused at the number of parents I run into who have chosen not to speak their native language to their children for various reasons or who have been persuaded to believe that speaking their native language to their children will hurt them socially or academically if the primary language of the community is different.
There are so many great articles and literature (based on good research) available on the topic of bilingualism and its benefits, even for children who may be experiencing language delays, that it seems redundant to write on the issue, but I feel compelled to do so because the passing down of a parent’s native language appears to be diminishing more and more.
So why should parents talk to their children in their native language?
Read on to read Ms. Mumy’s answer to this question: http://www.multilingualliving.com/2013/04/15/why-should-parents-talk-to-their-children-in-their-native-language
Job: Director of the Language Learning Laboratory, Texas Tech University
Director of the Language Learning Laboratory
Texas Tech University
Classical & Modern Languages & Literatures
The Director of the Language Learning Laboratory (LLL) is responsible for the complete administration of the LLL educational resources area. He/she ensures the care, welfare and security of all LLL equipment and resources. The individual is responsible to the Chair of CMLL, and establishes policies and procedures, is responsible for formulating plans for continued growth, expansion of resources and services, and promotion of LLL utilization. The Director is also responsible for recruitment, hiring, supervision and training of LLL personnel.
The Director has responsibility for the CMLL Digital Humanities Lab (DHL) and develops strategic goals and promotional campaigns for this resource. He/she oversees all aspects of the DHL's utilization, equipment maintenance and access.
The successful candidate will be expected to provide technological support to faculty and students in CMLL, and provide faculty with both technical and pedagogical advice. The Director will train faculty and students in the use of software and equipment, introduce new software and technological devices.
This is a full-time, non-tenure track position. Qualifications include: at least a Master's Degree in Applied Linguistics or Instructional Technology, with experience in CALL and CMC. Preference given to candidates with proficiency in a second language. Apply online at https://jobs.texastech.edu requisition # 87812.
Send letter of application, CV and three letters of reference to Lloyd Allred, Department of Classical and Modern Languages and Literatures, Texas Tech University, PO Box 42071, Lubbock, Texas, 79400-2071. Review of applications begins immediately, but applications will continue to be accepted until the position is filled.
As an Affirmative Action/EqualOpportunity Employer, Texas Tech University is dedicated to the goal of building a culturally diverse staff committed to teaching and working in a multicultural environment. TexasTech University does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation, sex, disability, or status as a U.S. veteran. We welcome applications from all qualified candidates and consider the needs of dual career couples.
Fw: Position Announcement: Texas Tech University. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 19 Apr 2013).
Texas Tech University
Classical & Modern Languages & Literatures
The Director of the Language Learning Laboratory (LLL) is responsible for the complete administration of the LLL educational resources area. He/she ensures the care, welfare and security of all LLL equipment and resources. The individual is responsible to the Chair of CMLL, and establishes policies and procedures, is responsible for formulating plans for continued growth, expansion of resources and services, and promotion of LLL utilization. The Director is also responsible for recruitment, hiring, supervision and training of LLL personnel.
The Director has responsibility for the CMLL Digital Humanities Lab (DHL) and develops strategic goals and promotional campaigns for this resource. He/she oversees all aspects of the DHL's utilization, equipment maintenance and access.
The successful candidate will be expected to provide technological support to faculty and students in CMLL, and provide faculty with both technical and pedagogical advice. The Director will train faculty and students in the use of software and equipment, introduce new software and technological devices.
This is a full-time, non-tenure track position. Qualifications include: at least a Master's Degree in Applied Linguistics or Instructional Technology, with experience in CALL and CMC. Preference given to candidates with proficiency in a second language. Apply online at https://jobs.texastech.edu requisition # 87812.
Send letter of application, CV and three letters of reference to Lloyd Allred, Department of Classical and Modern Languages and Literatures, Texas Tech University, PO Box 42071, Lubbock, Texas, 79400-2071. Review of applications begins immediately, but applications will continue to be accepted until the position is filled.
As an Affirmative Action/EqualOpportunity Employer, Texas Tech University is dedicated to the goal of building a culturally diverse staff committed to teaching and working in a multicultural environment. TexasTech University does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation, sex, disability, or status as a U.S. veteran. We welcome applications from all qualified candidates and consider the needs of dual career couples.
Fw: Position Announcement: Texas Tech University. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 19 Apr 2013).
Job: Assistant Professor of Second Language Studies, Illinois State University
From http://linguistlist.org/issues/24/24-1738.html
The Department of English at Illinois State University seeks to hire an instructional assistant professor with Ph.D. (required) in linguistics, second language studies, applied linguistics, or related area to teach courses in general linguistics, English grammar, and cross-cultural issues in second language studies. The contract will run from Aug. 16, 2013 to May 15, 2014. Teaching assignment is 3-3, with a 2-2 prep. load.
Application Deadline: 24-May-2013
View the full job posting at http://linguistlist.org/issues/24/24-1738.html
The Department of English at Illinois State University seeks to hire an instructional assistant professor with Ph.D. (required) in linguistics, second language studies, applied linguistics, or related area to teach courses in general linguistics, English grammar, and cross-cultural issues in second language studies. The contract will run from Aug. 16, 2013 to May 15, 2014. Teaching assignment is 3-3, with a 2-2 prep. load.
Application Deadline: 24-May-2013
View the full job posting at http://linguistlist.org/issues/24/24-1738.html
Increasing Language Learning Opportunities for Learners: A Summer STARTALK Institute for School and District Administrators
From http://library.constantcontact.com/download/get/file/1110562081496-39/NCSSFL+STARTALK+Application+%283%29.pdf
The National Council of State Supervisors for Languages (NCSSFL) and the
National Associations of District Supervisors of Foreign Languages (NADSFL) present
Languages for the 21st Century: Increasing Language Learning Opportunities for Learners
A Summer STARTALK Institute for School and District Administrators
Hosted by the Maryland State Department of Education
Baltimore, MD
June 26-28, 2013
Each district is invited to identify a team of three individuals to attend the institute. This team will leave the three-day experience with an action plan to take back to their respective districts or schools.
This unique opportunity will capacitate participating teams of district or school personnel around:
• Compelling rationales for expanding language learning opportunities;
• Out-of-the-box advocacy strategies;
• Proven program models that yield results;
• Five principles to guide curriculum, instruction, and assessment;
• Assessing and documenting learners’ progress; and
• Resource tips for implementing, staffing, and supporting programs.
Register by April 26, 2013
For full details go to http://library.constantcontact.com/download/get/file/1110562081496-39/NCSSFL+STARTALK+Application+%283%29.pdf
The National Council of State Supervisors for Languages (NCSSFL) and the
National Associations of District Supervisors of Foreign Languages (NADSFL) present
Languages for the 21st Century: Increasing Language Learning Opportunities for Learners
A Summer STARTALK Institute for School and District Administrators
Hosted by the Maryland State Department of Education
Baltimore, MD
June 26-28, 2013
Each district is invited to identify a team of three individuals to attend the institute. This team will leave the three-day experience with an action plan to take back to their respective districts or schools.
This unique opportunity will capacitate participating teams of district or school personnel around:
• Compelling rationales for expanding language learning opportunities;
• Out-of-the-box advocacy strategies;
• Proven program models that yield results;
• Five principles to guide curriculum, instruction, and assessment;
• Assessing and documenting learners’ progress; and
• Resource tips for implementing, staffing, and supporting programs.
Register by April 26, 2013
For full details go to http://library.constantcontact.com/download/get/file/1110562081496-39/NCSSFL+STARTALK+Application+%283%29.pdf
Russian Proficiency Testing Certification Workshop
The Duke Slavic and Eurasian Language Resource Center and CSEEES will sponsor a Russian proficiency testing certification workshop from July 22-26, 2013. At this workshop, Russian language instructors will be trained and certified as Russian language proficiency testers by a TRKI [тестирование русского как иностранного] examiner. TRKI is the Russian Federation language proficiency testing system for five areas of linguistic competence (aural comprehension, reading, writing, speaking, and grammar/lexicon) developed and administered by the Russian Ministry of Education and Science. At previous workshops, faculty from Indiana University, University of Arizona, University of North Carolina, the University of Wisconsin, Duke, and other universities, private companies, and government agencies have completed the certification process and became qualified to conduct TRKI proficiency testing at all levels.
Participating Russian language instructors will be responsible for their transportation and accommodations, but there are no registration or other similar fees for participating in the workshop.
Interested Russian language instructions should contact Michael Newcity at mnewcity at duke dot edu for further information.
Newcity, M. [SEELANGS] Russian proficiency testing certification workshop. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 16 Apr 2013).
Participating Russian language instructors will be responsible for their transportation and accommodations, but there are no registration or other similar fees for participating in the workshop.
Interested Russian language instructions should contact Michael Newcity at mnewcity at duke dot edu for further information.
Newcity, M. [SEELANGS] Russian proficiency testing certification workshop. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 16 Apr 2013).
Webinar: Implications and Applications of the Common Core Standards for Effectively Teaching K-6 ELLs: Focus on English and Mathematics
From http://www.tesol.org/events-landing-page/2013/01/30/implications-and-applications-of-the-common-core-standards-for-effectively-teaching-k-6-ells-focus-on-english-and-mathematics
Implications and Applications of the Common Core Standards for Effectively Teaching K-6 ELLs: Focus on English and Mathematics
Thursday, 9 May 2013
This webinar provides an introductory overview of the key elements of the Common Core State Standards in English and mathematics, and focuses on immediately applicable ways to learn more about the nuances of the CCSS and the impact the new standards could have on English learners.
Suggestions for successfully tailoring instruction in English and mathematics are explored, along with ideas for further cross-curricular connections. Ideas will be shared on how to communicate with content-area teachers on the implications of CCSS on English learners and how they can further support language development.
Registration Deadline: 6 May 2013
For full details go to http://www.tesol.org/events-landing-page/2013/01/30/implications-and-applications-of-the-common-core-standards-for-effectively-teaching-k-6-ells-focus-on-english-and-mathematics
Implications and Applications of the Common Core Standards for Effectively Teaching K-6 ELLs: Focus on English and Mathematics
Thursday, 9 May 2013
This webinar provides an introductory overview of the key elements of the Common Core State Standards in English and mathematics, and focuses on immediately applicable ways to learn more about the nuances of the CCSS and the impact the new standards could have on English learners.
Suggestions for successfully tailoring instruction in English and mathematics are explored, along with ideas for further cross-curricular connections. Ideas will be shared on how to communicate with content-area teachers on the implications of CCSS on English learners and how they can further support language development.
Registration Deadline: 6 May 2013
For full details go to http://www.tesol.org/events-landing-page/2013/01/30/implications-and-applications-of-the-common-core-standards-for-effectively-teaching-k-6-ells-focus-on-english-and-mathematics
ICTFL Summer Teacher Tour: MOROCCO
From http://www.ictfl.org/content/2013/04/ictfl-summer-teacher-tour-morocco-june-23-july-14-2014
The Illinois Council on Foreign Language Teaching announces its 2014 Summer Teacher Tour Destination: Morocco!
Whether you teach Spanish or French or would just like to adventure into the mysterious land of nomadic Berber tribes, aromatic spices and deep-pile carpets. Nature is never far away in sunny Morocco. Desert, mountains, valley and sea - the country has so much to offer. After a day of exploring Rabat's famous medina or the blue lime-washed walls of Chefchauoen, you'll enjoy the lush gardens and cool oasis of our 4-star hotels. The tour will take you to both Spanish and French-speaking Morocco and include a visit to a Berber herborist, a camel ride and a belly-dancing show. No tour to Morocco would be complete with a romantic ending - a farewell dinner at Rick's Cafe. You can receive CPDUs or college credit and the tour includes an option to add to your adventure by traveling home through any major European gateway city so you can spend a few days in Madrid, Paris or Munich.
June 23 - July 14, 2014
Early registration rates through April 30, 2013.
For more details go to http://www.ictfl.org/content/2013/04/ictfl-summer-teacher-tour-morocco-june-23-july-14-2014
The Illinois Council on Foreign Language Teaching announces its 2014 Summer Teacher Tour Destination: Morocco!
Whether you teach Spanish or French or would just like to adventure into the mysterious land of nomadic Berber tribes, aromatic spices and deep-pile carpets. Nature is never far away in sunny Morocco. Desert, mountains, valley and sea - the country has so much to offer. After a day of exploring Rabat's famous medina or the blue lime-washed walls of Chefchauoen, you'll enjoy the lush gardens and cool oasis of our 4-star hotels. The tour will take you to both Spanish and French-speaking Morocco and include a visit to a Berber herborist, a camel ride and a belly-dancing show. No tour to Morocco would be complete with a romantic ending - a farewell dinner at Rick's Cafe. You can receive CPDUs or college credit and the tour includes an option to add to your adventure by traveling home through any major European gateway city so you can spend a few days in Madrid, Paris or Munich.
June 23 - July 14, 2014
Early registration rates through April 30, 2013.
For more details go to http://www.ictfl.org/content/2013/04/ictfl-summer-teacher-tour-morocco-june-23-july-14-2014
13th Annual NTPRS Conference
From http://www.ntprs.org/ntprs.org/HOME.html
13th Annual NTPRS Conference
July 22-26, 2013
Dallas, Texas
Keynote speaker: Stephen Krashen
Choice of Brand New Workshops for Experienced TPRS Teachers: Chinese Language Class Option, Elementary Workshop, Skills Practice, Special Topic Sessions, Camaraderie, and Collaboration
Visit the conference website for more information and to register: http://www.ntprs.org/ntprs.org/HOME.html
13th Annual NTPRS Conference
July 22-26, 2013
Dallas, Texas
Keynote speaker: Stephen Krashen
Choice of Brand New Workshops for Experienced TPRS Teachers: Chinese Language Class Option, Elementary Workshop, Skills Practice, Special Topic Sessions, Camaraderie, and Collaboration
Visit the conference website for more information and to register: http://www.ntprs.org/ntprs.org/HOME.html
Stabilizing Indigenous Languages Symposium and American Indian / Indigenous Teacher Education Conference
From http://jan.ucc.nau.edu/~jar/AIE/conf.html
Northern Arizona University's College of Education invites you to the 20th annual Stabilizing Indigenous Languages Symposium and the 4th American Indian / Indigenous Teacher Education Conference on June 2-4, 2013 at its High Country Conference Center. This combined conference is for community, preschool, K-12, college, and university educators and language activists through panels, workshops, and papers to share ideas for improving the lives and education of Indigenous children.
Goals of the Conference
To bring together community and language activists, educators, school administrators, school board members, tribal officials, and parents to share ideas and experiences on how to improve education and language revitalization programs for Indigenous communities.
To provide a forum for exchange of scholarly research on Indigenous language revitalization and teaching Indigenous children.
To disseminate through a monograph and web site recent research and thinking on Indigenous education and language revitalization best practices.
Learn more and register at http://jan.ucc.nau.edu/~jar/AIE/conf.html
Northern Arizona University's College of Education invites you to the 20th annual Stabilizing Indigenous Languages Symposium and the 4th American Indian / Indigenous Teacher Education Conference on June 2-4, 2013 at its High Country Conference Center. This combined conference is for community, preschool, K-12, college, and university educators and language activists through panels, workshops, and papers to share ideas for improving the lives and education of Indigenous children.
Goals of the Conference
To bring together community and language activists, educators, school administrators, school board members, tribal officials, and parents to share ideas and experiences on how to improve education and language revitalization programs for Indigenous communities.
To provide a forum for exchange of scholarly research on Indigenous language revitalization and teaching Indigenous children.
To disseminate through a monograph and web site recent research and thinking on Indigenous education and language revitalization best practices.
Learn more and register at http://jan.ucc.nau.edu/~jar/AIE/conf.html
Call for Proposals: GLoCALL 2013
From http://glocall.org
Call for Proposals
Seventh Joint Conference of APACALL and PacCALL
The University of Danang, Da Nang, Vietnam
28-30 November 2013
GLoCALL 2013 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted by 30 April 2013.
Proposals are encouraged within the sub-themes below, but are not limited to:
application of technology to the language classroom
localizing Internet materials to the classroom
using the Internet for cultural exchange
managing multimedia/hypermedia environments
e-learning, collaborative learning and blended learning
emerging technologies
fostering autonomous learning through technology
training language teachers in e-learning environments
View the full call for proposals at http://glocall.org/course/view.php?id=79&topic=0#section-1
Call for Proposals
Seventh Joint Conference of APACALL and PacCALL
The University of Danang, Da Nang, Vietnam
28-30 November 2013
GLoCALL 2013 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted by 30 April 2013.
Proposals are encouraged within the sub-themes below, but are not limited to:
application of technology to the language classroom
localizing Internet materials to the classroom
using the Internet for cultural exchange
managing multimedia/hypermedia environments
e-learning, collaborative learning and blended learning
emerging technologies
fostering autonomous learning through technology
training language teachers in e-learning environments
View the full call for proposals at http://glocall.org/course/view.php?id=79&topic=0#section-1
Article Series: Linking Second Languages Research and Practice
From http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14
Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators.
The series features six CMLR articles on classroom pedagogy (4 French as a second language and 2 English as a second language) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Language Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading.
Open access to the series is available at http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14
Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators.
The series features six CMLR articles on classroom pedagogy (4 French as a second language and 2 English as a second language) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Language Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading.
Open access to the series is available at http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14
April 2013 Issue of Reading in a Foreign Language
From http://nflrc.hawaii.edu/rfl
The April 2013 issue of Reading in a Foreign Language is now available online. In this issue:
Special Issue Articles
Character reading fluency, word segmentation accuracy, and reading comprehension in L2 Chinese
Helen H. Shen & Xin Jiang
The effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian
Traci M. Cihon, Zachary Morford, Christopher J. Stephens, Dorothy Morrison, Rachael Shrontz, & Kimberly L. Kelly
Regular Articles
Word recognition subcomponents and passage level reading in a foreign language
Junko Yamashita
A model of motivation for extensive reading in Japanese as a foreign language
Ryoko de Burgh-Hirabe & Anne Feryok
Reviews
Mastering Academic Reading
Lawrence J. Zwier with contributions by Matthew S. Wettig
reviewed by Nancy Meredith
Access the latest issue at http://nflrc.hawaii.edu/rfl/April2013
The April 2013 issue of Reading in a Foreign Language is now available online. In this issue:
Special Issue Articles
Character reading fluency, word segmentation accuracy, and reading comprehension in L2 Chinese
Helen H. Shen & Xin Jiang
The effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian
Traci M. Cihon, Zachary Morford, Christopher J. Stephens, Dorothy Morrison, Rachael Shrontz, & Kimberly L. Kelly
Regular Articles
Word recognition subcomponents and passage level reading in a foreign language
Junko Yamashita
A model of motivation for extensive reading in Japanese as a foreign language
Ryoko de Burgh-Hirabe & Anne Feryok
Reviews
Mastering Academic Reading
Lawrence J. Zwier with contributions by Matthew S. Wettig
reviewed by Nancy Meredith
Access the latest issue at http://nflrc.hawaii.edu/rfl/April2013
Book: CLIL in Higher Education
From http://www.multilingual-matters.com/display.asp?isb=9781847699350
CLIL in Higher Education: Towards a Multilingual Language Policy
By Inmaculada Fortanet-Gómez
Published by Multilingual Matters
Summary: This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699350
CLIL in Higher Education: Towards a Multilingual Language Policy
By Inmaculada Fortanet-Gómez
Published by Multilingual Matters
Summary: This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699350
Book: Multilingual Higher Education: Beyond English Medium Orientations
From http://www.multilingual-matters.com/display.asp?isb=9781847699183
Multilingual Higher Education: Beyond English Medium Orientations
By Christa van der Walt
Published by Multilingual Matters
Summary: The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia García, the book extends strategies and techniques from bilingual education at school level to multilingual higher education.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699183
Multilingual Higher Education: Beyond English Medium Orientations
By Christa van der Walt
Published by Multilingual Matters
Summary: The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia García, the book extends strategies and techniques from bilingual education at school level to multilingual higher education.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699183
April 13, 2013
50 Writing Activities for the Language Classroom
From http://frenchteachernet.blogspot.co.uk
Are you looking for ideas for writing activities? Here are fifty of them, some very simple, some more involved: http://frenchteachernet.blogspot.co.uk/2013/04/50-writing-activities-for-mfl-classroom.html
Are you looking for ideas for writing activities? Here are fifty of them, some very simple, some more involved: http://frenchteachernet.blogspot.co.uk/2013/04/50-writing-activities-for-mfl-classroom.html
Activity Idea: Use Wordle To Stretch Students’ Vocabulary
From http://creativelanguageclass.wordpress.com
Are students limited to three adjectives when they describe themselves? Read on for a teacher’s success story using a Wordle full of adjectives and a worksheet to accompany it to stretch students’ descriptive vocabulary: http://creativelanguageclass.wordpress.com/2013/04/10/stretch-their-vocab
Are students limited to three adjectives when they describe themselves? Read on for a teacher’s success story using a Wordle full of adjectives and a worksheet to accompany it to stretch students’ descriptive vocabulary: http://creativelanguageclass.wordpress.com/2013/04/10/stretch-their-vocab
How To Keep Your Audience Involved During Student Skits
An FLTEACH listserv user recently asked what teachers do to keep students in the audience involved. Here are some of the responses:
---
If students write out the skits before hand, collect a copy and then scan through through the scripts to pick out main details from each skit for students to listen for. You can even call on students to perform their skits in the order of the questions on the sheet. Questions can be basic target language questions - What did Kevin try to order in the restaurant? What was the problem with Angela's soup? etc.
You can also have students listen to make nominees for an awards ceremony - Have prize categories for best actor -dramatic, best actor - comedy, best actress - drama, best actress - comedy, best accent, etc. etc. You can have them turn in their nominations with a one sentence explanation or justification.
Heller, B. Re: [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 5 Apr 2013).
---
For lower level students, I'd have the students submit their lines in advance and create three different tally sheets so that there were different listening tasks. Otherwise the students would just watch the audience and copy what the smarter audience members wrote. The years I purchase those 10 for $1.oo folders I have hand out the sheets in the folder to block others from seeing their answers/knowing which sheet others had, and have them submit them in the folders. Once the observation is over, just pull out the sheets, score and return as usual. I'd score their answers as a listening assessment.
The three tasks would be:
1. Take a few lines from each one and prepare a worksheet with them. Students have to identify who said the line.
2. Determine the key word in each presentation and have the students count the number of times they hear the word. (Obviously each skit would have a different key word.)
3. Have students match the items to the person holding them or speaking about them.
Shrager, E. [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Apr 2013).
---
If students write out the skits before hand, collect a copy and then scan through through the scripts to pick out main details from each skit for students to listen for. You can even call on students to perform their skits in the order of the questions on the sheet. Questions can be basic target language questions - What did Kevin try to order in the restaurant? What was the problem with Angela's soup? etc.
You can also have students listen to make nominees for an awards ceremony - Have prize categories for best actor -dramatic, best actor - comedy, best actress - drama, best actress - comedy, best accent, etc. etc. You can have them turn in their nominations with a one sentence explanation or justification.
Heller, B. Re: [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 5 Apr 2013).
---
For lower level students, I'd have the students submit their lines in advance and create three different tally sheets so that there were different listening tasks. Otherwise the students would just watch the audience and copy what the smarter audience members wrote. The years I purchase those 10 for $1.oo folders I have hand out the sheets in the folder to block others from seeing their answers/knowing which sheet others had, and have them submit them in the folders. Once the observation is over, just pull out the sheets, score and return as usual. I'd score their answers as a listening assessment.
The three tasks would be:
1. Take a few lines from each one and prepare a worksheet with them. Students have to identify who said the line.
2. Determine the key word in each presentation and have the students count the number of times they hear the word. (Obviously each skit would have a different key word.)
3. Have students match the items to the person holding them or speaking about them.
Shrager, E. [FLTEACH] Skits. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Apr 2013).
Activity Ideas for Practicing Vocabulary and Structures
Teachers on the FLTEACH, Ñandutí, MFLResources, and MoreTPRS listservs often share activity ideas with each other. Here are some ideas for activities and games that practice targeted vocabulary and structures:
---
I like to do a very simplified form of info gap activity. I call it info guess. It keeps the language very limited so that the students practice one word or phrase over and over in the form of a partner guessing game. I use this with 2nd-5th graders and have used it with 6th as well. The beauty of this activity is that no one finishes early and once coached, the kids know what to do and minimal explanation is required. The activity is easy to make using word and clip art. At first, I model the activity--teacher against the class, so the students know what I expect.
Here is an example of a possible info guess activity.
I want the students to practice "tiene miedo" [he/she is scared] so I make a sheet with the words ¿Tiene miedo . . . . ? in larger print. Below, I make a grid of 6-10 pictures of different animals or people from who they can choose. I label these. (La maestra, Justin Beiber, el león, el lobo, la niña, el oso, Hannah Montana, Bob Esponja, etc)
So, the first partner picks a character on the sheet but doesn't tell his/her partner who/what he picked. Then, that person (partner 2) has a certain number of guesses to guess which picture partner 1 has picked. The pair conversation would go like this ideally. "Tiene miedo el leon? [Is the lion scared?] No, el leon no tiene miedo. [No, the lion isn’t scared] Tiene miedo Bob Esponja? No no tiene miedo. Tiene miedo la maestra? Si, la maestra tiene miedo." I tell the kids that if they guess within 4 guesses, they get a point. If not, their partner can get a point, but only if they say the sentence in Spanish, telling who is scared. I let them play about 3-5 minutes and usually have time to listen to almost everyone. I circulate the room and compliment students who are doing a great job staying in target language (stickers help too).
Denbeaux, S. Re: [nandu] Pair Activities (Let's Brainstorm!). Improving Early Language Programs listerv (nandu@caltalk.cal.org, 5 Mar 2013).
---
Another cool game I made up is recycling jar lids and writing questions on them. I put them in a box decorated and named "el Lago de Preguntas" and attach a magnet to an old toy fishing rod (anything will do). Kids take turns "fishing for a question, they all have white boards and write their answers. 2 points for perfect complete sentence response, 1 pt for a correct response but not perfect. Of course they have to read their responses out loud too.
Kids love it and the repetition of questions is very effective.
Coppinger-Fraser, M. RE: [nandu] ideas for games for 6th, 7th and 8th graders. Improving Early Language Programs listerv (nandu@caltalk.cal.org, 23 Mar 2013).
---
I like to do a very simplified form of info gap activity. I call it info guess. It keeps the language very limited so that the students practice one word or phrase over and over in the form of a partner guessing game. I use this with 2nd-5th graders and have used it with 6th as well. The beauty of this activity is that no one finishes early and once coached, the kids know what to do and minimal explanation is required. The activity is easy to make using word and clip art. At first, I model the activity--teacher against the class, so the students know what I expect.
Here is an example of a possible info guess activity.
I want the students to practice "tiene miedo" [he/she is scared] so I make a sheet with the words ¿Tiene miedo . . . . ? in larger print. Below, I make a grid of 6-10 pictures of different animals or people from who they can choose. I label these. (La maestra, Justin Beiber, el león, el lobo, la niña, el oso, Hannah Montana, Bob Esponja, etc)
So, the first partner picks a character on the sheet but doesn't tell his/her partner who/what he picked. Then, that person (partner 2) has a certain number of guesses to guess which picture partner 1 has picked. The pair conversation would go like this ideally. "Tiene miedo el leon? [Is the lion scared?] No, el leon no tiene miedo. [No, the lion isn’t scared] Tiene miedo Bob Esponja? No no tiene miedo. Tiene miedo la maestra? Si, la maestra tiene miedo." I tell the kids that if they guess within 4 guesses, they get a point. If not, their partner can get a point, but only if they say the sentence in Spanish, telling who is scared. I let them play about 3-5 minutes and usually have time to listen to almost everyone. I circulate the room and compliment students who are doing a great job staying in target language (stickers help too).
Denbeaux, S. Re: [nandu] Pair Activities (Let's Brainstorm!). Improving Early Language Programs listerv (nandu@caltalk.cal.org, 5 Mar 2013).
---
Another cool game I made up is recycling jar lids and writing questions on them. I put them in a box decorated and named "el Lago de Preguntas" and attach a magnet to an old toy fishing rod (anything will do). Kids take turns "fishing for a question, they all have white boards and write their answers. 2 points for perfect complete sentence response, 1 pt for a correct response but not perfect. Of course they have to read their responses out loud too.
Kids love it and the repetition of questions is very effective.
Coppinger-Fraser, M. RE: [nandu] ideas for games for 6th, 7th and 8th graders. Improving Early Language Programs listerv (nandu@caltalk.cal.org, 23 Mar 2013).
Two Virtual Keyboards for World Languages Students
From http://www.freetech4teachers.com
Read reviews of Type It and Lite Type, two virtual keyboards that support a wide variety of languages, at http://www.freetech4teachers.com
Type It is available at http://www.typeit.org, and Lite Type is available at http://www.litetype.com
Read reviews of Type It and Lite Type, two virtual keyboards that support a wide variety of languages, at http://www.freetech4teachers.com
Type It is available at http://www.typeit.org, and Lite Type is available at http://www.litetype.com
School Administrators’ Manual for the New York State English as a Second Language Achievement Test (NYSESLAT)
Here's the link to the School Administrators' Manual (SAM) for the 2013 NYSESLAT.
http://www.p12.nysed.gov/assessment/sam/nyseslat/nyseslat-sam-13p.pdf
Marcus, S. [nystesol-l] SAM for 2013 NYSESLAT is now posted online. nystesol-l listserv (nystesol-l@yahoogroups.com, 8 Apr 2013).
http://www.p12.nysed.gov/assessment/sam/nyseslat/nyseslat-sam-13p.pdf
Marcus, S. [nystesol-l] SAM for 2013 NYSESLAT is now posted online. nystesol-l listserv (nystesol-l@yahoogroups.com, 8 Apr 2013).
TESOL Core Certificate Program: Cohort 8 Starts in June
From http://www.tesol.org/attend-and-learn/certificate-leadership-programs/tesol-core-certificate-program
The TESOL Core Certificate Program (TCCP) is a 130-hour online training program providing a foundation in the theory and practice of English language teaching. The certificate program provides a summary of the core knowledge of the field to support individuals in enhancing their professional practice and careers in serving the needs of English language learners (ELLs).
The program is designed for current or prospective teachers or administrators worldwide with who have little to no formal training in ELT. Participants can focus on teaching adults, in ESL and/or EFL environments, or on teaching young learners, in EFL environments.
Deadline: Cohort 8, June 2013 Start
Applications Deadline: 28 April 2013
For full details go to http://www.tesol.org/attend-and-learn/certificate-leadership-programs/tesol-core-certificate-program
The TESOL Core Certificate Program (TCCP) is a 130-hour online training program providing a foundation in the theory and practice of English language teaching. The certificate program provides a summary of the core knowledge of the field to support individuals in enhancing their professional practice and careers in serving the needs of English language learners (ELLs).
The program is designed for current or prospective teachers or administrators worldwide with who have little to no formal training in ELT. Participants can focus on teaching adults, in ESL and/or EFL environments, or on teaching young learners, in EFL environments.
Deadline: Cohort 8, June 2013 Start
Applications Deadline: 28 April 2013
For full details go to http://www.tesol.org/attend-and-learn/certificate-leadership-programs/tesol-core-certificate-program
Hartford Schools, Civil Rights Officials Agree on Services for ELLs
From http://blogs.edweek.org/edweek/learning-the-language/2013/04/hartford_schools_civil_rights_.html
Hartford Schools, Civil Rights Officials Agree on Services for ELLs
By Lesli A. Maxwell
April 9, 2013
Six years after an advocacy group first complained about inadequate services for refugee students and English-learners in Hartford's school system, civil rights officials with the U.S. Department of Education have hammered out a resolution to address those concerns with Connecticut's largest school district.
In a 15-page resolution agreement with the Education Department's office for civil rights, Hartford's education leaders have agreed to a prescribed set of actions and reporting requirements to ensure that refugee students and immigrant children who are English-language learners are properly identified, receive better language instruction, and are provided bilingual tutors and other types of language support to help them access mainstream, academic content courses.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/04/hartford_schools_civil_rights_.html
Hartford Schools, Civil Rights Officials Agree on Services for ELLs
By Lesli A. Maxwell
April 9, 2013
Six years after an advocacy group first complained about inadequate services for refugee students and English-learners in Hartford's school system, civil rights officials with the U.S. Department of Education have hammered out a resolution to address those concerns with Connecticut's largest school district.
In a 15-page resolution agreement with the Education Department's office for civil rights, Hartford's education leaders have agreed to a prescribed set of actions and reporting requirements to ensure that refugee students and immigrant children who are English-language learners are properly identified, receive better language instruction, and are provided bilingual tutors and other types of language support to help them access mainstream, academic content courses.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/04/hartford_schools_civil_rights_.html
Exploiting Infographics for English Language Teaching
From http://quickshout.blogspot.com
For those of you who haven’t encountered the term ‘infographic’ before, an infographic is a visual representation of, what is often, quite dense statistical information. This is the kind of information which can be very difficult to read as prose / text, but which, when transformed to a visual, can become accessible very quickly.
How can you find good infographics and use them in your language class? Read on to find out: http://quickshout.blogspot.com/2013/04/exploiting-infographics-for-elt.html
For those of you who haven’t encountered the term ‘infographic’ before, an infographic is a visual representation of, what is often, quite dense statistical information. This is the kind of information which can be very difficult to read as prose / text, but which, when transformed to a visual, can become accessible very quickly.
How can you find good infographics and use them in your language class? Read on to find out: http://quickshout.blogspot.com/2013/04/exploiting-infographics-for-elt.html
Activity Contrasts Indicative with Subjunctive
Here is a PowerPoint presentation that uses the context of a matchmaking service to contrast the use of indicative and subjunctive in Spanish. Access it at http://www.todoele.net/actividades/Actividad_maint.asp?ActividadesPage=2&Actividad_id=466
French Nasal Vowels
Here’s a short discussion of French nasal vowels with links to more in-depth resources for specific sounds: http://french.about.com/od/pronunciation/a/vowels-nasal.htm?nl=1
Nuntii Latini in the New York Times
We have described the Nuntii Latini service in a previous InterCom article: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=7866
This last week the Latin news service was featured in the New York Times. Read all about it here: http://www.nytimes.com/2013/04/09/world/europe/nuntii-latini-news-broadcast-in-finland-unites-fans-of-latin.html?_r=0
This last week the Latin news service was featured in the New York Times. Read all about it here: http://www.nytimes.com/2013/04/09/world/europe/nuntii-latini-news-broadcast-in-finland-unites-fans-of-latin.html?_r=0
Weather Expressions in Latin
From http://latinforaddicts.wordpress.com
Here’s a short blog post with weather expressions in Latin: http://latinforaddicts.wordpress.com/2013/04/08/weather-expressions-in-latin
Here’s a short blog post with weather expressions in Latin: http://latinforaddicts.wordpress.com/2013/04/08/weather-expressions-in-latin
Giro d'Italia 2013 is May 4-26
The Giro d'Italia 2013 will take place May 4-26. Your students of Italian can connect with this event in many ways:
For an overview, see this About.com article: http://italian.about.com/od/italianculture/a/aa052709a.htm?nl=1
The event’s official website is available in Italian (http://www.gazzetta.it/Speciali/Giroditalia/2013/it ) and in English (http://www.gazzetta.it/Speciali/Giroditalia/2012/en/index.shtml?refresh_ce )
More English-language news is available on these cycling websites: http://www.steephill.tv/giro-d-italia and http://www.cyclingnews.com/giro-ditalia
Get your students excited about the event with this bilingual Italian/English video: http://www.cyclingnews.com/news/video-giro-ditalia-contenders-talk-about-the-corsa-rosa
More ideas and resources? Comment on our blog.
For an overview, see this About.com article: http://italian.about.com/od/italianculture/a/aa052709a.htm?nl=1
The event’s official website is available in Italian (http://www.gazzetta.it/Speciali/Giroditalia/2013/it ) and in English (http://www.gazzetta.it/Speciali/Giroditalia/2012/en/index.shtml?refresh_ce )
More English-language news is available on these cycling websites: http://www.steephill.tv/giro-d-italia and http://www.cyclingnews.com/giro-ditalia
Get your students excited about the event with this bilingual Italian/English video: http://www.cyclingnews.com/news/video-giro-ditalia-contenders-talk-about-the-corsa-rosa
More ideas and resources? Comment on our blog.
New Journal on Slavic Languages and Cultures
From http://linguistlist.org/issues/24/24-1530.html
The Institute for Slavic Studies of the Russian Academy of Sciences (Moscow) has launched a peer-reviewed journal dedicated to aspects of Slavic philology and neighbouring fields (traditionally the Institute has been doing research not only on Slavic, but also on Baltic and Balkan philology, as well as looking on Slavic in a broader areal and typological context).
The journal publishes papers in Russian, in Slavic and in the major European languages (such as English and German). We hope that the journal will become a forum of interaction and mutual enrichment of the Russian, East European and Western philological traditions. The journal will come out in two issues per year both in hard copies and online.
The web page of the journal is http://www.slovene.ru
Two first issues are available online (for free).
The Institute for Slavic Studies of the Russian Academy of Sciences (Moscow) has launched a peer-reviewed journal dedicated to aspects of Slavic philology and neighbouring fields (traditionally the Institute has been doing research not only on Slavic, but also on Baltic and Balkan philology, as well as looking on Slavic in a broader areal and typological context).
The journal publishes papers in Russian, in Slavic and in the major European languages (such as English and German). We hope that the journal will become a forum of interaction and mutual enrichment of the Russian, East European and Western philological traditions. The journal will come out in two issues per year both in hard copies and online.
The web page of the journal is http://www.slovene.ru
Two first issues are available online (for free).
Время говорить по-русски! Site for Russian Test Preparation
From http://tinyurl.com/bl5j85z
Время говорить по-русски! is a Russian instructional site developed by the Centre for International Education at Moscow State University for learners seeking to pass the elementary level of the TORFL (Test of Russian as a Foreign Language). There are 10 levels, each containing subtitled claymation video introductions to the topic, grammatical explanations, cultural information, exercises, tests, and supplemental reading and audio texts.
Время говорить по-русски! is available at http://speak-russian.cie.ru/time_new/eng
Learn more about it at http://speak-russian.cie.ru/time_new/eng/about
Время говорить по-русски! is a Russian instructional site developed by the Centre for International Education at Moscow State University for learners seeking to pass the elementary level of the TORFL (Test of Russian as a Foreign Language). There are 10 levels, each containing subtitled claymation video introductions to the topic, grammatical explanations, cultural information, exercises, tests, and supplemental reading and audio texts.
Время говорить по-русски! is available at http://speak-russian.cie.ru/time_new/eng
Learn more about it at http://speak-russian.cie.ru/time_new/eng/about
Certificazione di Italiano come Lingua Straniera Test in June 2013
The official CLIQ (CILS) Diploma, issued by the University for Foreigners in Siena, certifies your knowledge of Italian, is valid throughout the world, and does not expire (as other certificates like TOEFL do).
By virtue of an agreement between the University for Foreigners in Siena and the University of Pennsylvania, it is possible to take the exam in Philadelphia, at UPenn.
There are six different proficiency levels and you can take more than one diploma (e.g. after an A2 certificate you can take the exam again to get a superior level certificate):
A1 low beginner; A2 high beginner;
B1 low intermediate; B2 high intermediate;
C1 advanced; C2 proficiency
Please note that level B2 is valid also as language exam for admittance to any Italian University without the need for further testing, and that with level C2 you can apply for the position of official translator in several countries (from Italian into English).
Exam examples can be found on the website of the University for Foreigners of Siena at the following link: http://cils.unistrasi.it/articolo.asp?sez0=89&sez1=0&sez2=0&art=188
Books for preparation from previous exams can be purchased here: http://www.guerra-edizioni.com/cerca.cfm?tipo=Titolo&search=cils
The CILS exam will be held twice per year.
The exams in 2013 will be held on June 6, 2013 and December 5, 2013.
Registrations for the Spring session (June 6) will be accepted until April 30, 2013.
The duration of the exam (consisting of listening comprehension, reading comprehension, grammar and use of structure tests, compositions, and oral interview) is approximately 6 hours.
Please be informed that the CILS exam can be taken by anyone who might be interested, students and/or professionals.
For more information, please contact Rita Pasqui, rpasqui at sas dot upenn dot edu or Marina Johnston, johnston at sas dot upenn dot edu
[AAIS] Next CLIQ (CILS) Exam: June 6, 2013. AAIS listserv (CIS-affiliate@groups.sas.upenn.edu, 9 Apr 2013).
By virtue of an agreement between the University for Foreigners in Siena and the University of Pennsylvania, it is possible to take the exam in Philadelphia, at UPenn.
There are six different proficiency levels and you can take more than one diploma (e.g. after an A2 certificate you can take the exam again to get a superior level certificate):
A1 low beginner; A2 high beginner;
B1 low intermediate; B2 high intermediate;
C1 advanced; C2 proficiency
Please note that level B2 is valid also as language exam for admittance to any Italian University without the need for further testing, and that with level C2 you can apply for the position of official translator in several countries (from Italian into English).
Exam examples can be found on the website of the University for Foreigners of Siena at the following link: http://cils.unistrasi.it/articolo.asp?sez0=89&sez1=0&sez2=0&art=188
Books for preparation from previous exams can be purchased here: http://www.guerra-edizioni.com/cerca.cfm?tipo=Titolo&search=cils
The CILS exam will be held twice per year.
The exams in 2013 will be held on June 6, 2013 and December 5, 2013.
Registrations for the Spring session (June 6) will be accepted until April 30, 2013.
The duration of the exam (consisting of listening comprehension, reading comprehension, grammar and use of structure tests, compositions, and oral interview) is approximately 6 hours.
Please be informed that the CILS exam can be taken by anyone who might be interested, students and/or professionals.
For more information, please contact Rita Pasqui, rpasqui at sas dot upenn dot edu or Marina Johnston, johnston at sas dot upenn dot edu
[AAIS] Next CLIQ (CILS) Exam: June 6, 2013. AAIS listserv (CIS-affiliate@groups.sas.upenn.edu, 9 Apr 2013).
Ofi’ Toklo Video Series Helps Children Learn Chickasaw
From http://falmouthinstitute.com/language/2013/04/join-konta-and-hottok-every-monday-as-they-go-on-an-adventure
The Chickasaw nation has started a fun new series called “Ofi’ Toklo” or “Two Dogs” to help children learn new Chickasaw words and phrases. Each episode stars two pups named Konta and Hottok as they go on an adventure. The episodes are kid friendly, educational, and interactive. New episodes are uploaded every Monday.
Visit the Chickasaw.tv website to see the videos: http://www.chickasaw.tv/#/children/gallery/132,0
The Chickasaw nation has started a fun new series called “Ofi’ Toklo” or “Two Dogs” to help children learn new Chickasaw words and phrases. Each episode stars two pups named Konta and Hottok as they go on an adventure. The episodes are kid friendly, educational, and interactive. New episodes are uploaded every Monday.
Visit the Chickasaw.tv website to see the videos: http://www.chickasaw.tv/#/children/gallery/132,0
NPR Feature: In Praise of Heritage Mandarin
From http://www.npr.org/blogs/codeswitch/2013/04/09/174655354/mom-says-learn-chinese
Mom Says: 'Learn Chinese'
by Elise Hu
April 09, 2013
Despite being a free spirit who raised us without many hard rules, mom insisted on our Mandarin use. "I let teach you English," my mom reminds me. (Thanks, public media!)
I now wear as a badge of honor what were once moments of shame or nuisance. My mom gave us such a gift by insisting we use our mother tongue that I'm trying to pass it on to my own daughter.
Read on (or listen) at http://www.npr.org/blogs/codeswitch/2013/04/09/174655354/mom-says-learn-chinese
For more interesting stories from NPR’s Code Switch series, go to http://www.npr.org/blogs/codeswitch
Mom Says: 'Learn Chinese'
by Elise Hu
April 09, 2013
Despite being a free spirit who raised us without many hard rules, mom insisted on our Mandarin use. "I let teach you English," my mom reminds me. (Thanks, public media!)
I now wear as a badge of honor what were once moments of shame or nuisance. My mom gave us such a gift by insisting we use our mother tongue that I'm trying to pass it on to my own daughter.
Read on (or listen) at http://www.npr.org/blogs/codeswitch/2013/04/09/174655354/mom-says-learn-chinese
For more interesting stories from NPR’s Code Switch series, go to http://www.npr.org/blogs/codeswitch
International-Education Programs Face Challenges in President's Budget
From http://chronicle.com/article/International-Education/138467
International-Education Programs Face Challenges in President's Budget
By Ian Wilhelm
April 10, 2013
Under President Obama's budget for the 2014 fiscal year, announced on Wednesday, international-education programs would face a gloomy outlook.
The U.S. State Department has requested $309.8-million, a $16.6-million drop from 2013, for academic programs. The Fulbright Program, its flagship academic-exchange effort, would receive $232.5-million, an increase of less than $1-million. The Benjamin A. Gilman International Scholarship Program, which provides funds for overseas study to undergraduates who receive Pell Grants, would be cut by $2.2-million, to $10.8-million.
The Obama administration is asking for an increase in Title VI funds, which support university centers that conduct research on various regions of the world and foster the study of Bengali, Farsi, and other foreign languages that are rarely taught. The program, which is run by the U.S. Department of Education, would receive $73.5-million in 2014, a $6.9-million increase.
However, the administration did not seek to restore funds that were cut from Title VI in 2011, when it was reduced by some 40 percent.
Read the full article at http://chronicle.com/article/International-Education/138467
International-Education Programs Face Challenges in President's Budget
By Ian Wilhelm
April 10, 2013
Under President Obama's budget for the 2014 fiscal year, announced on Wednesday, international-education programs would face a gloomy outlook.
The U.S. State Department has requested $309.8-million, a $16.6-million drop from 2013, for academic programs. The Fulbright Program, its flagship academic-exchange effort, would receive $232.5-million, an increase of less than $1-million. The Benjamin A. Gilman International Scholarship Program, which provides funds for overseas study to undergraduates who receive Pell Grants, would be cut by $2.2-million, to $10.8-million.
The Obama administration is asking for an increase in Title VI funds, which support university centers that conduct research on various regions of the world and foster the study of Bengali, Farsi, and other foreign languages that are rarely taught. The program, which is run by the U.S. Department of Education, would receive $73.5-million in 2014, a $6.9-million increase.
However, the administration did not seek to restore funds that were cut from Title VI in 2011, when it was reduced by some 40 percent.
Read the full article at http://chronicle.com/article/International-Education/138467
Washington Association of Foreign Language Teachers Grants
From http://www.waflt.net
Do you have a creative teaching idea, but need some financial support to get it going? The Washington Association for Language Teaching encourages and supports professional growth in these areas and more through a variety of grant opportunities.
There are currently three WAFLT grants available:
WAFLT Mini Grant: For proposals to support teaching ideas up to $750. Describe your project; submit a budget and your curriculum vitae. Explain the educational need to be met and how you plan to meet this need. (This grant MAY be used to pay fees for a teacher's class to take the STAMP assessment.) Up to three grants will be awarded. This grant may NOT be used for purchase of texts covered by district funds, your salary while working on the project, personal travel expenses, reimbursement of regular school personnel or reimbursement for time spent developing the project.
Career Development Grant: Intended to encourage and support teachers with three to ten years of teaching experience who intend to make teaching a career. It is intended to further professional development. As such, it may be used for degree programs, travel, foreign-study programs, or books and materials. Describe the project and future goals in language education. Submit a budget and timeline. Include your up-to-date curriculum vitae. Two supporting letters of recommendation should address your initiative and creativity. Total grant shall not exceed $750.
Keith Crosbie Professional Growth Grant: Earmarked to encourage and support the career teacher with ten plus years of experience who is seeking professional growth resulting in a more creative and satisfying career in foreign language education. The scholarship will not exceed $1000. Describe your project and future goals in world language education. Submit a budget and timeline. Your up-to-date curriculum vitae or resume is also required. Two supporting letters of recommendation should address your initiative and creativity.
To be eligible, you must be a current WAFLT member, and you must have been a member for at least the last three consecutive years. If you received a grant last year, you must wait at least one calendar year before applying for another to give others an opportunity.
The deadline for submitting applications is April 15, 2013 and applicants will be notified by May 31, 2013.
For full details go to http://www.waflt.net/grantsawards.html
Do you have a creative teaching idea, but need some financial support to get it going? The Washington Association for Language Teaching encourages and supports professional growth in these areas and more through a variety of grant opportunities.
There are currently three WAFLT grants available:
WAFLT Mini Grant: For proposals to support teaching ideas up to $750. Describe your project; submit a budget and your curriculum vitae. Explain the educational need to be met and how you plan to meet this need. (This grant MAY be used to pay fees for a teacher's class to take the STAMP assessment.) Up to three grants will be awarded. This grant may NOT be used for purchase of texts covered by district funds, your salary while working on the project, personal travel expenses, reimbursement of regular school personnel or reimbursement for time spent developing the project.
Career Development Grant: Intended to encourage and support teachers with three to ten years of teaching experience who intend to make teaching a career. It is intended to further professional development. As such, it may be used for degree programs, travel, foreign-study programs, or books and materials. Describe the project and future goals in language education. Submit a budget and timeline. Include your up-to-date curriculum vitae. Two supporting letters of recommendation should address your initiative and creativity. Total grant shall not exceed $750.
Keith Crosbie Professional Growth Grant: Earmarked to encourage and support the career teacher with ten plus years of experience who is seeking professional growth resulting in a more creative and satisfying career in foreign language education. The scholarship will not exceed $1000. Describe your project and future goals in world language education. Submit a budget and timeline. Your up-to-date curriculum vitae or resume is also required. Two supporting letters of recommendation should address your initiative and creativity.
To be eligible, you must be a current WAFLT member, and you must have been a member for at least the last three consecutive years. If you received a grant last year, you must wait at least one calendar year before applying for another to give others an opportunity.
The deadline for submitting applications is April 15, 2013 and applicants will be notified by May 31, 2013.
For full details go to http://www.waflt.net/grantsawards.html
Washington Association of Foreign Language Teachers Awards
From http://www.waflt.net
WAFLT Awards: Nominate someone today!
WAFLT TEACHER OF THE YEAR
This new award is a recognition given to members who have a proven track record of:
1. Promoting recognition of the importance of World Language study within and beyond the school community.
2. Displaying innovative approaches and modeling creativity in the teaching of world languages, including sharing, networking and mentoring of colleagues.
3. Promoting excellence and inspiring students.
4. Creating a superior program for his/her department.
5. Striving to promote greater cultural awareness, intercultural understanding, and the celebration of diversity within the classroom and school communities. This award recipient will also be WAFLT's candidate for the PNCFL Teacher of the Year. The ultimate recipient of PNCFL's award will be the regional representative for the ACTFL Teacher of the Year. Nominee MUST be a WAFLT member.
PRO LINGUA AWARD
This award, WAFLT's most prestigious, was inaugurated in 1973. It has been awarded to distinguished world language educators from the elementary to college levels. It has also been awarded to individuals outside our profession, for example, from the world of journalism, business and government. The Pro Lingua Award recognizes individuals or organizations which have made outstanding contributions:
1. In promoting intercultural and international understanding;
2. To the teaching of world languages and to the development and implementation of learning theories;
3. In creating community interest in and awareness of the importance of world language education.
INSPIRATIONAL LEADERSHIP CERTIFICATE
This certificate is presented to a person or persons selected by the WAFLT board who has demonstrated leadership and inspiration to others in the world language fields. This certificate recognizes important contributions in promoting, organizing, supporting, defending, lobbying, or planning some important aspect of study of world languages and/or cultures.
PUBLIC AWARENESS CERTIFICATE
This certificate is given to a person or persons who conducted activities or staged events which garnered publicity and created public awareness for the study of foreign languages. Highly recognized world language fairs, community speakers' bureaus, radio and television ads, media stories concerning school programs, and other events aimed at increasing the exposure of second language study to the general populace are examples of the types of activities which the recipient of this award has initiated.
CREATIVE INNOVATION CERTIFICATE
This certificate is presented to a person or persons who developed and used innovative methods of teaching in the world language classroom. This could include creative means for teaching second language conversation, inventive ideas for instructing students in culture and multi-cultural awareness, or new and effective methods for developing second language reading and writing skills. Nominee MUST be a WAFLT member.
CONTINUED DISTINGUISHED SERVICE CERTIFICATE
This certificate is presented to a person or persons whose contributions to the world language profession have been unflagging and have enjoyed widespread impact. Creating, writing, and/or editing of world language publications; organizational work and service with special projects; help with letter-writing campaigns, leadership in running regional and state conferences, and energetic support of WAFLT activities in general over a period of years are activities this certificate endeavors to recognize.
STUDENT EXCEL SCHOLARSHIPS
The Washington Association for Language Teaching offers up to six $500.00 scholarships each year to Washington residents taking advanced world language courses at the university level. The award is merit based rather than need based. The application deadline for this year is April 15, 2013 and the notification of award will be made by May 15, 2013.
For full details go to http://www.waflt.net/grantsawards.html
WAFLT Awards: Nominate someone today!
WAFLT TEACHER OF THE YEAR
This new award is a recognition given to members who have a proven track record of:
1. Promoting recognition of the importance of World Language study within and beyond the school community.
2. Displaying innovative approaches and modeling creativity in the teaching of world languages, including sharing, networking and mentoring of colleagues.
3. Promoting excellence and inspiring students.
4. Creating a superior program for his/her department.
5. Striving to promote greater cultural awareness, intercultural understanding, and the celebration of diversity within the classroom and school communities. This award recipient will also be WAFLT's candidate for the PNCFL Teacher of the Year. The ultimate recipient of PNCFL's award will be the regional representative for the ACTFL Teacher of the Year. Nominee MUST be a WAFLT member.
PRO LINGUA AWARD
This award, WAFLT's most prestigious, was inaugurated in 1973. It has been awarded to distinguished world language educators from the elementary to college levels. It has also been awarded to individuals outside our profession, for example, from the world of journalism, business and government. The Pro Lingua Award recognizes individuals or organizations which have made outstanding contributions:
1. In promoting intercultural and international understanding;
2. To the teaching of world languages and to the development and implementation of learning theories;
3. In creating community interest in and awareness of the importance of world language education.
INSPIRATIONAL LEADERSHIP CERTIFICATE
This certificate is presented to a person or persons selected by the WAFLT board who has demonstrated leadership and inspiration to others in the world language fields. This certificate recognizes important contributions in promoting, organizing, supporting, defending, lobbying, or planning some important aspect of study of world languages and/or cultures.
PUBLIC AWARENESS CERTIFICATE
This certificate is given to a person or persons who conducted activities or staged events which garnered publicity and created public awareness for the study of foreign languages. Highly recognized world language fairs, community speakers' bureaus, radio and television ads, media stories concerning school programs, and other events aimed at increasing the exposure of second language study to the general populace are examples of the types of activities which the recipient of this award has initiated.
CREATIVE INNOVATION CERTIFICATE
This certificate is presented to a person or persons who developed and used innovative methods of teaching in the world language classroom. This could include creative means for teaching second language conversation, inventive ideas for instructing students in culture and multi-cultural awareness, or new and effective methods for developing second language reading and writing skills. Nominee MUST be a WAFLT member.
CONTINUED DISTINGUISHED SERVICE CERTIFICATE
This certificate is presented to a person or persons whose contributions to the world language profession have been unflagging and have enjoyed widespread impact. Creating, writing, and/or editing of world language publications; organizational work and service with special projects; help with letter-writing campaigns, leadership in running regional and state conferences, and energetic support of WAFLT activities in general over a period of years are activities this certificate endeavors to recognize.
STUDENT EXCEL SCHOLARSHIPS
The Washington Association for Language Teaching offers up to six $500.00 scholarships each year to Washington residents taking advanced world language courses at the university level. The award is merit based rather than need based. The application deadline for this year is April 15, 2013 and the notification of award will be made by May 15, 2013.
For full details go to http://www.waflt.net/grantsawards.html
Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6
CAL is offering a series of summer professional development institutes in Washington, DC this year. First in the series is the Spanish Literacy Institute.
Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6
May 20 - 21, 2013
9:00 am – 4:00 pm
Savoy Suites Hotel, Washington, DC
The Spanish Literacy Institute is designed for teachers, specialists, and coordinators who provide support or instruction in the Spanish language in developmental and transitional bilingual, heritage language, language immersion, or dual language settings. This institute will be framed by an understanding of Spanish language arts standards and successful program design.
Participants must be proficient in Spanish and have a working knowledge of English to fully participate in all aspects of the Institute.
Learn more about this and other CAL institutes, and register, at http://www.cal.org/solutions/institutes/index.html#spinstitute
Spanish Literacy Institute - Fostering Spanish Language and Literacy Development in Grades K-6
May 20 - 21, 2013
9:00 am – 4:00 pm
Savoy Suites Hotel, Washington, DC
The Spanish Literacy Institute is designed for teachers, specialists, and coordinators who provide support or instruction in the Spanish language in developmental and transitional bilingual, heritage language, language immersion, or dual language settings. This institute will be framed by an understanding of Spanish language arts standards and successful program design.
Participants must be proficient in Spanish and have a working knowledge of English to fully participate in all aspects of the Institute.
Learn more about this and other CAL institutes, and register, at http://www.cal.org/solutions/institutes/index.html#spinstitute
NYU STARTALK Teacher Training for Hindi/Urdu, Dari, Arabic, and Persian
From http://www.scps.nyu.edu/academics/departments/foreign-languages/initiatives/startalk-teacher-training.html
The NYU STARTALK program offers two, intensive teacher training workshops—one in Hindi and Urdu, and the other in Arabic, Dari, and Persian. Supported by a STARTALK grant from the National Foreign Language Center, these courses are part of a larger, ongoing U.S. government initiative to support increased training and education in "critical languages."
The intensive, 10-day residential workshops are designed to enhance the knowledge and the skills of current and prospective school, community, and college teachers of Arabic, Dari, Hindi, Persian, or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The programs include a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held on New York University's campus in New York City.
Review of applications begins on May 8, 2013 and will continue for as long as space is available.
For full details go to http://www.scps.nyu.edu/academics/departments/foreign-languages/initiatives/startalk-teacher-training.html
The NYU STARTALK program offers two, intensive teacher training workshops—one in Hindi and Urdu, and the other in Arabic, Dari, and Persian. Supported by a STARTALK grant from the National Foreign Language Center, these courses are part of a larger, ongoing U.S. government initiative to support increased training and education in "critical languages."
The intensive, 10-day residential workshops are designed to enhance the knowledge and the skills of current and prospective school, community, and college teachers of Arabic, Dari, Hindi, Persian, or Urdu. Participants learn the most up-to-date, standards-based teaching methodologies and are required to develop, observe, and critique classroom procedures, strategies, and teaching techniques. The programs include a cultural component in which participants learn how to use the resources available in the community environment. Classrooms are equipped with audio-visual equipment and classes are held on New York University's campus in New York City.
Review of applications begins on May 8, 2013 and will continue for as long as space is available.
For full details go to http://www.scps.nyu.edu/academics/departments/foreign-languages/initiatives/startalk-teacher-training.html
Virtual Open House: Online Graduate Certificate in Instructional Technology Integration
From http://actfl.informz.net/actfl/archives/archive_3128088.html
A Special Invitation to the ACTFL/UMUC Virtual Open House
Online Graduate Certificate in Instructional Technology Integration
April 17 (6:30-7:30 PM Eastern)
ACTFL and UMUC have received very positive feedback after beginning this program last semester and look forward to offering all four courses of the program in the Summer Session, which begins May 20, 2013.
This is your chance to learn more about our education alliance that gives ACTFL members the opportunity to earn a specialized online graduate certificate in Instructional Technology Integration designed for individuals teaching languages.
The 12-credit certificate in Instructional Technology Integration adapts four courses from the UMUC Master of Education in Instructional Technology program, tailoring the courses for language teachers. Each 3-credit course focuses on incorporating current and emerging technologies into curriculum, instruction, and assessment to maximize student learning. All courses are completely online.
Learn more about the program and the virtual open house at http://actfl.informz.net/actfl/archives/archive_3128088.html
A Special Invitation to the ACTFL/UMUC Virtual Open House
Online Graduate Certificate in Instructional Technology Integration
April 17 (6:30-7:30 PM Eastern)
ACTFL and UMUC have received very positive feedback after beginning this program last semester and look forward to offering all four courses of the program in the Summer Session, which begins May 20, 2013.
This is your chance to learn more about our education alliance that gives ACTFL members the opportunity to earn a specialized online graduate certificate in Instructional Technology Integration designed for individuals teaching languages.
The 12-credit certificate in Instructional Technology Integration adapts four courses from the UMUC Master of Education in Instructional Technology program, tailoring the courses for language teachers. Each 3-credit course focuses on incorporating current and emerging technologies into curriculum, instruction, and assessment to maximize student learning. All courses are completely online.
Learn more about the program and the virtual open house at http://actfl.informz.net/actfl/archives/archive_3128088.html
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