From http://www.superteachertools.com/index.php
SuperTeacherTools.com is dedicated to providing technology tools for teaching that are quick and easy to download, learn, and start using in your classroom.
In the site, you will find a variety of review games, classroom management software, and other miscellaneous tools for educators. Although not intended specifically for language teachers, they should be useful for any content area.
Explore the games and tools at http://www.superteachertools.com/index.php
May 24, 2013
Ideas for Using Students’ Cell Phones in Language Classrooms
If you want to embrace students’ use of cell phones by integrating their use into your classroom activities, here are two ideas for doing so from the Reflexiones de Sala63 blog.
The first is a bellringer activity using the Wiffiti website: http://spanishconnect.edublogs.org/2011/06/12/the-new-bell-ringer
The second is a discussion of how to use Google Voice for typical classroom activities: http://spanishconnect.edublogs.org/2011/05/22/google-voice
The first is a bellringer activity using the Wiffiti website: http://spanishconnect.edublogs.org/2011/06/12/the-new-bell-ringer
The second is a discussion of how to use Google Voice for typical classroom activities: http://spanishconnect.edublogs.org/2011/05/22/google-voice
International Exchange Alumni Website for Participants of US-Sponsored Exchange Programs
From https://alumni.state.gov/about-international-exchange-alumni
The International Exchange alumni website is a place where past and present U.S. government-sponsored exchange program participants find tools to advance their communities and our world.
International Exchange Alumni features valuable resources to support your personal and professional development:
Access the $33 billion Grants database with funding opportunities from organizations around the world.
Read–or listen to–current events and the latest academic research through the eLibrary of more than 20,000 publications.
Search Jobs and volunteer opportunities.
Explore this website and join at https://alumni.state.gov
The International Exchange alumni website is a place where past and present U.S. government-sponsored exchange program participants find tools to advance their communities and our world.
International Exchange Alumni features valuable resources to support your personal and professional development:
Access the $33 billion Grants database with funding opportunities from organizations around the world.
Read–or listen to–current events and the latest academic research through the eLibrary of more than 20,000 publications.
Search Jobs and volunteer opportunities.
Explore this website and join at https://alumni.state.gov
Children's Literature Builds Global Competence
From http://asiasociety.org/education/resources-schools/professional-learning/childrens-literature-builds-global-competence
The youngest readers can become armchair travelers. Children’s literature about the world and its cultures compels young minds to investigate ways of life and thinking that can be different—or quite similar—to their own. It offers important perspectives as students build basic literacy skills.
When young learners finish a book about another culture, ask them to:
Recount the story in their own words, and listen to see if they use new vocabulary used in the story.
Compare and contrast this story with another similar story. Are there common themes (e.g. good versus bad) or storytelling methods (e.g. a quest) that they can detect?
Ask the reader to say or write something about the mood of the story.
With e-readers and online books, ask the reader to talk about how words, images, and possibly sound relate to one another. Do they repeat, or do words have one job to do, and images another?
Here are some recommended books—all of them online or available on e-readers: http://asiasociety.org/education/resources-schools/professional-learning/childrens-literature-builds-global-competence
Read this same article in Education Week at http://blogs.edweek.org/edweek/global_learning/2013/05/childrens_literature_builds_global_competence.html
The youngest readers can become armchair travelers. Children’s literature about the world and its cultures compels young minds to investigate ways of life and thinking that can be different—or quite similar—to their own. It offers important perspectives as students build basic literacy skills.
When young learners finish a book about another culture, ask them to:
Recount the story in their own words, and listen to see if they use new vocabulary used in the story.
Compare and contrast this story with another similar story. Are there common themes (e.g. good versus bad) or storytelling methods (e.g. a quest) that they can detect?
Ask the reader to say or write something about the mood of the story.
With e-readers and online books, ask the reader to talk about how words, images, and possibly sound relate to one another. Do they repeat, or do words have one job to do, and images another?
Here are some recommended books—all of them online or available on e-readers: http://asiasociety.org/education/resources-schools/professional-learning/childrens-literature-builds-global-competence
Read this same article in Education Week at http://blogs.edweek.org/edweek/global_learning/2013/05/childrens_literature_builds_global_competence.html
Advocacy Resource: Foreign Languages: An Essential Core Experience
A few years ago InterCom described Dr. Robert D. Peckham’s online essay and numerous links supporting the study of foreign languages (http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=12964)
Dr. Peckham has recently updated this resource with recent articles supporting language study. Visit the revised website at http://www.utm.edu/staff/bobp/french/flsat.html
Dr. Peckham has recently updated this resource with recent articles supporting language study. Visit the revised website at http://www.utm.edu/staff/bobp/french/flsat.html
Schools Face Shortage of Digital Curricula for English-Learners
From http://www.edweek.org/ew/articles/2013/05/22/32el-ell.h32.html
Schools Face Shortage of Digital Curricula for English-Learners
Facing a shortage of digital curricula for ELLs, educators often turn to general content
By Michelle R. Davis
May 20, 2013
Because there's not a plethora of digital curricula designed exclusively for English-language learners, teachers often rely on digital curricula used for all students that help individualize lessons, as well as software programs tailored for English language learners, said C. Patrick Proctor, an associate professor of literacy and bilingualism at Boston College. But today's digital offerings make both varieties useful, he says.
In 2011, Mr. Proctor, along with several other researchers, published the results of a study that used digital curricula designed specifically for ELL students. In a project dubbed Improving Comprehension Online, or ICON, researchers created multimedia folktales and informational texts that included clickable words with definitions in English or Spanish, along with images for students whose English proficiency was very low. The text contained built-in audio, so that students could hear it in English or in Spanish, as well as embedded activities for reflection in both languages.
The researchers followed 5th graders working with the curricula and found a measurable increase in vocabulary knowledge and text comprehension, said Bridget Dalton, an associate professor in literacy studies at the University of Colorado at Boulder, who also worked on the project.
Read on to find out what features to look for in digital curricula that English learners may use: http://www.edweek.org/ew/articles/2013/05/22/32el-ell.h32.html?tkn=XYCCoEdaQ3rQAmlEkZIKT1r4GMU%2FDagWrjxs&cmp=clp-sb-ascd
Schools Face Shortage of Digital Curricula for English-Learners
Facing a shortage of digital curricula for ELLs, educators often turn to general content
By Michelle R. Davis
May 20, 2013
Because there's not a plethora of digital curricula designed exclusively for English-language learners, teachers often rely on digital curricula used for all students that help individualize lessons, as well as software programs tailored for English language learners, said C. Patrick Proctor, an associate professor of literacy and bilingualism at Boston College. But today's digital offerings make both varieties useful, he says.
In 2011, Mr. Proctor, along with several other researchers, published the results of a study that used digital curricula designed specifically for ELL students. In a project dubbed Improving Comprehension Online, or ICON, researchers created multimedia folktales and informational texts that included clickable words with definitions in English or Spanish, along with images for students whose English proficiency was very low. The text contained built-in audio, so that students could hear it in English or in Spanish, as well as embedded activities for reflection in both languages.
The researchers followed 5th graders working with the curricula and found a measurable increase in vocabulary knowledge and text comprehension, said Bridget Dalton, an associate professor in literacy studies at the University of Colorado at Boulder, who also worked on the project.
Read on to find out what features to look for in digital curricula that English learners may use: http://www.edweek.org/ew/articles/2013/05/22/32el-ell.h32.html?tkn=XYCCoEdaQ3rQAmlEkZIKT1r4GMU%2FDagWrjxs&cmp=clp-sb-ascd
ESL Hip Hop Website
From http://eslhiphop.com/home
Do your English learners like hip hop? Here is a website dedicated to using hip hop songs and information about artists for helping people learn English.
The latest post discusses Sir Mix-a-Lot and his hit “Baby Got Back” in simple English and includes a lesson on the modal verb “can” as well as a karaoke version of the song: http://eslhiphop.com/2013/05/modal-verb-can-with-sir-mix-a-lot
Explore this website at http://eslhiphop.com/home
Do your English learners like hip hop? Here is a website dedicated to using hip hop songs and information about artists for helping people learn English.
The latest post discusses Sir Mix-a-Lot and his hit “Baby Got Back” in simple English and includes a lesson on the modal verb “can” as well as a karaoke version of the song: http://eslhiphop.com/2013/05/modal-verb-can-with-sir-mix-a-lot
Explore this website at http://eslhiphop.com/home
Ideas for Celebrating the End of the School Year with Your English Language Learners
Larry Ferlazzo and Katherine Schulten share a long and well-described list of ideas and resources for helping English language learners to reflect on this last school year as it comes to a close: http://learning.blogs.nytimes.com/2013/05/02/ideas-for-english-language-learners-celebrating-the-end-of-the-school-year
Also last week Mr. Ferlazzo asked Education Week readers and invited guests to suggest ways to use class time during the last two weeks of school. Read their suggestions here: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2013/05/response_ways_to_use_class_time_during_the_last_two_weeks_of_school.html
Here’s another list of ways to digitally celebrate this last year, from Richard Byrne’s Free Technology for Teachers blog: http://www.freetech4teachers.com/2013/05/five-ways-to-digitally-celebrate-your.html#.UZ0cEetAuVU
Also last week Mr. Ferlazzo asked Education Week readers and invited guests to suggest ways to use class time during the last two weeks of school. Read their suggestions here: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2013/05/response_ways_to_use_class_time_during_the_last_two_weeks_of_school.html
Here’s another list of ways to digitally celebrate this last year, from Richard Byrne’s Free Technology for Teachers blog: http://www.freetech4teachers.com/2013/05/five-ways-to-digitally-celebrate-your.html#.UZ0cEetAuVU
SpinTX Video Archive for Texas Spanish
The SpinTX video archive provides a convenient web interface to search hundreds of short video clips extracted from the Spanish in Texas Corpus, a collection of interviews with bilingual speakers. The SpinTX video archive allows users to explore selected content from the corpus in order to learn about language and culture in Texas from local Spanish speakers. Each video clip in the archive is accompanied by a synchronized closed caption and a transcript that has been annotated for thematic content, vocabulary, grammatical and discourse features, and for information about the speaker. Users can search the video archive by keyword and filter their results using the different annotation levels. Educators can automatically highlight or hide selected words or grammatical features within the transcript, tag videos for features that match their interests, and share their favorite collections in playlists.
The SpinTX video archive is available at http://www.coerll.utexas.edu/spintx
Learn more about the Spanish in Texas Corpus at http://spanishintexas.org
The SpinTX video archive is available at http://www.coerll.utexas.edu/spintx
Learn more about the Spanish in Texas Corpus at http://spanishintexas.org
Games Night at the Goethe-Institut in Boston
From http://www.goethe.de/ins/us/bos/ver/en10921578v.htm?code=1305
Games Night
Wednesday, June 5, 2013, 8 pm
Goethe-Institut Boston
free admission
Do you want to join the Goethe-Institut for a games night in German? All course participants are welcome. They'll offer a German quiz and a variety of board games. Practice your communication skills and win some prizes! Snacks and light refreshments will be provided.
For more details go to http://www.goethe.de/ins/us/bos/ver/en10921578v.htm?code=1305
Games Night
Wednesday, June 5, 2013, 8 pm
Goethe-Institut Boston
free admission
Do you want to join the Goethe-Institut for a games night in German? All course participants are welcome. They'll offer a German quiz and a variety of board games. Practice your communication skills and win some prizes! Snacks and light refreshments will be provided.
For more details go to http://www.goethe.de/ins/us/bos/ver/en10921578v.htm?code=1305
BBC Poll: Germany Most Popular Country in the World
From http://www.bbc.co.uk/news/world-europe-22624104
Germany is the most positively viewed nation in the world in this year's annual Country Ratings Poll for the BBC World Service.
More than 26,000 people were surveyed internationally for the poll.
They were asked to rate 16 countries and the European Union on whether their influence in the world was "mainly positive" or "mainly negative".
Germany came out top, with 59% rating it positively. Iran was once again the most negatively viewed.
Read the full article at http://www.bbc.co.uk/news/world-europe-22624104
Germany is the most positively viewed nation in the world in this year's annual Country Ratings Poll for the BBC World Service.
More than 26,000 people were surveyed internationally for the poll.
They were asked to rate 16 countries and the European Union on whether their influence in the world was "mainly positive" or "mainly negative".
Germany came out top, with 59% rating it positively. Iran was once again the most negatively viewed.
Read the full article at http://www.bbc.co.uk/news/world-europe-22624104
2013 Chinese Bridge Delegation
The College Board and Hanban (Hanban/Confucius Institute Headquarters) are pleased to announce the 2013 Chinese Bridge Delegation — a one-week trip hosted by Hanban. The Chinese Bridge Delegation focuses on school visits, cultural activities and educational workshops with the aim of helping education decision-makers start and expand their Chinese language and culture programs.
Participants will:
• Visit Chinese K–12 schools and universities, meet with Chinese educators and observe classes.
• Establish meaningful partnerships with Chinese schools and network with colleagues.
• Attend presentations on best practices and learn about resources to build and support Chinese language and culture programs.
• Experience China firsthand and marvel at the rich traditional culture set against stunning modern development.
Eligible Participants
• K–12 district administrators, school leaders and other education decision-makers actively seeking to develop new and expanded Chinese programs.
• Higher education scholars and administrators with research and professional ties to Chinese language and culture.
Delegation dates: Nov. 6–14, 2013
Priority application deadline: June 17, 2013
To apply and for more information go to http://professionals.collegeboard.com/k-12/awards/chinese/bridge?ep_ch=PR&ep_mid=10746100&ep_rid=32806433
Participants will:
• Visit Chinese K–12 schools and universities, meet with Chinese educators and observe classes.
• Establish meaningful partnerships with Chinese schools and network with colleagues.
• Attend presentations on best practices and learn about resources to build and support Chinese language and culture programs.
• Experience China firsthand and marvel at the rich traditional culture set against stunning modern development.
Eligible Participants
• K–12 district administrators, school leaders and other education decision-makers actively seeking to develop new and expanded Chinese programs.
• Higher education scholars and administrators with research and professional ties to Chinese language and culture.
Delegation dates: Nov. 6–14, 2013
Priority application deadline: June 17, 2013
To apply and for more information go to http://professionals.collegeboard.com/k-12/awards/chinese/bridge?ep_ch=PR&ep_mid=10746100&ep_rid=32806433
Celebrate Chinese Culture Day with UMass Boston
From http://www.umb.edu/academics/caps/centers/cpc/chinese_culture_day
Chinese Culture Day is a day of arts, culture, history, food and fun! There will be three stages, numerous displays, UMass Boston Student-led Tours of Chinatown, and an iPad raffle. Learn Chinese language, Confucian themes, Asian-American family-life in Boston, and more. Did you know that June 1st is International Children’s Day? This is a great event for children and families; students and teachers. At the registration table you will be given “passports” with the day’s events with maps, stage schedules, and a list of restaurants offering 10% off lunch for Culture Day.
Where: Boston’s Chinatown Neighborhood
When: Saturday, June 1, 2013 from 10:00 a.m.—4:00 p.m.
For more details go to http://www.umb.edu/academics/caps/centers/cpc/chinese_culture_day
Chinese Culture Day is a day of arts, culture, history, food and fun! There will be three stages, numerous displays, UMass Boston Student-led Tours of Chinatown, and an iPad raffle. Learn Chinese language, Confucian themes, Asian-American family-life in Boston, and more. Did you know that June 1st is International Children’s Day? This is a great event for children and families; students and teachers. At the registration table you will be given “passports” with the day’s events with maps, stage schedules, and a list of restaurants offering 10% off lunch for Culture Day.
Where: Boston’s Chinatown Neighborhood
When: Saturday, June 1, 2013 from 10:00 a.m.—4:00 p.m.
For more details go to http://www.umb.edu/academics/caps/centers/cpc/chinese_culture_day
Learn about the History of the Hindu Kush and Afghanistan on the Homeland Afghanistan Website
From http://afghanistan.asiasociety.org/about/about-the-project
Homeland Afghanistan explores the geopolitical and cultural heritage of Afghanistan through a humanities perspective. The history is told through 75 video episodes, featuring leading experts–as well as hundreds of archaeological finds, paintings, literary works, music, photographs, and documentary films.
The Homeland Afghanistan website is available at http://afghanistan.asiasociety.org
Homeland Afghanistan explores the geopolitical and cultural heritage of Afghanistan through a humanities perspective. The history is told through 75 video episodes, featuring leading experts–as well as hundreds of archaeological finds, paintings, literary works, music, photographs, and documentary films.
The Homeland Afghanistan website is available at http://afghanistan.asiasociety.org
Online Resource Guide for Teaching the Modern Middle East
From http://resources.primarysource.org/middleeast
This online guide offers book, film, curriculum, and website resources for teaching and learning about the Modern Middle East. Use the blue tabs above to navigate through the guide.
For the purposes of this guide, the Middle East is the Arab World, Iran, Israel, and Turkey.
Access this guide at http://resources.primarysource.org/middleeast
This online guide offers book, film, curriculum, and website resources for teaching and learning about the Modern Middle East. Use the blue tabs above to navigate through the guide.
For the purposes of this guide, the Middle East is the Arab World, Iran, Israel, and Turkey.
Access this guide at http://resources.primarysource.org/middleeast
Resources for Teaching about Asia in Your Classroom
From http://blogs.edweek.org/edweek/global_learning/2013/05/asia_in_your_classroom.html
Asia in Your Classroom
By Anthony Jackson
May 15, 2013
In this age of Asia as an increasingly important international power, greater knowledge about countries across the Pacific will go far in creating a globally competent student.
As an educator plans curricula before each academic year, questions must arise, such as "how do I integrate this continent and where do I begin?"
Anthony Jackson presents a handful of resources that can be utilized by secondary history, physical geography, and visual arts teachers in this article: http://blogs.edweek.org/edweek/global_learning/2013/05/asia_in_your_classroom.html
Asia in Your Classroom
By Anthony Jackson
May 15, 2013
In this age of Asia as an increasingly important international power, greater knowledge about countries across the Pacific will go far in creating a globally competent student.
As an educator plans curricula before each academic year, questions must arise, such as "how do I integrate this continent and where do I begin?"
Anthony Jackson presents a handful of resources that can be utilized by secondary history, physical geography, and visual arts teachers in this article: http://blogs.edweek.org/edweek/global_learning/2013/05/asia_in_your_classroom.html
Article: How Bilinguals Switch Between Languages
From http://www.sciencedaily.com/releases/2013/05/130520163859.htm
How Bilinguals Switch Between Languages
May 20, 2013
Individuals who learn two languages at an early age seem to switch back and forth between separate "sound systems" for each language, according to new research conducted at the University of Arizona.
The research, to be published in a forthcoming issue of Psychological Science, a journal of the Association for Psychological Science, addresses enduring questions in bilingual studies about how bilingual speakers hear and process sound in two different languages.
Research on bilingualism has increased in recent years as the global climate has become more intermixed, co-author Andrew Lotto noted. These new findings challenge the idea that bilinguals always have one dominant language.
"This raises the possibility that bilinguals can perceive speech like a native speaker in both languages," said lead author Kalim Gonzales, whose own son is growing up learning English and Chinese simultaneously.
Read the full article at http://www.sciencedaily.com/releases/2013/05/130520163859.htm
How Bilinguals Switch Between Languages
May 20, 2013
Individuals who learn two languages at an early age seem to switch back and forth between separate "sound systems" for each language, according to new research conducted at the University of Arizona.
The research, to be published in a forthcoming issue of Psychological Science, a journal of the Association for Psychological Science, addresses enduring questions in bilingual studies about how bilingual speakers hear and process sound in two different languages.
Research on bilingualism has increased in recent years as the global climate has become more intermixed, co-author Andrew Lotto noted. These new findings challenge the idea that bilinguals always have one dominant language.
"This raises the possibility that bilinguals can perceive speech like a native speaker in both languages," said lead author Kalim Gonzales, whose own son is growing up learning English and Chinese simultaneously.
Read the full article at http://www.sciencedaily.com/releases/2013/05/130520163859.htm
Job: District Bilingual Program Facilitator in Minneapolis
From https://empapp.mpls.k12.mn.us/PreviewJob.aspx?qryJfliXNExv5Vh%2buY%2fDPqbwA%3d%3d
MPS seeks a highly qualified candidate with experience in dual language education and English learner programs to drive continuous improvement and to provide outstanding, individualized technical assistance and coaching and professional development to the dedicated principals and teachers in MPS elementary schools. Program facilitators work closely with teachers to deepen the teacher’s repertoire of classroom strategies, including using student data to drive differentiated instruction, and to bring relentless focus to accelerating student learning, especially in the areas of literacy and critical thinking. Bilingual Program Facilitator will also provide specific support to principals, teachers, schools, and other members of the MPS network around best practices and legal mandates for dual language instruction. The dual program facilitator will develop and deliver professional development to teachers across MPS’s networks, to contribute to the building and success of the network’s dual language program, and to participate in recruitment and other network-wide initiatives. All candidates must possess a commitment to deep levels of educational change and reform, resilience of spirit and an earnest respect and fondness for the children of our schools.
The application deadline is May 30, 2013.
See the full job posting at https://empapp.mpls.k12.mn.us/PreviewJob.aspx?qryJfliXNExv5Vh%2buY%2fDPqbwA%3d%3d
MPS seeks a highly qualified candidate with experience in dual language education and English learner programs to drive continuous improvement and to provide outstanding, individualized technical assistance and coaching and professional development to the dedicated principals and teachers in MPS elementary schools. Program facilitators work closely with teachers to deepen the teacher’s repertoire of classroom strategies, including using student data to drive differentiated instruction, and to bring relentless focus to accelerating student learning, especially in the areas of literacy and critical thinking. Bilingual Program Facilitator will also provide specific support to principals, teachers, schools, and other members of the MPS network around best practices and legal mandates for dual language instruction. The dual program facilitator will develop and deliver professional development to teachers across MPS’s networks, to contribute to the building and success of the network’s dual language program, and to participate in recruitment and other network-wide initiatives. All candidates must possess a commitment to deep levels of educational change and reform, resilience of spirit and an earnest respect and fondness for the children of our schools.
The application deadline is May 30, 2013.
See the full job posting at https://empapp.mpls.k12.mn.us/PreviewJob.aspx?qryJfliXNExv5Vh%2buY%2fDPqbwA%3d%3d
Eva Helwing Memorial Scholarship Supports Careers in Bilingual Education
From http://www.nabe.org/resources/Documents/Forms/Eva%20Helwing%202014%20Application.pdf
The purpose of the NABE Eva Helwing Memorial Scholarship is to provide support to university students pursuing a career in bilingual education. The 2014 award amount is
$2000. The José Martí Scholarship will contribute $1000 of the $2000 scholarship.
The entire award will be sent to the recipient’s postsecondary institution as a tuition contribution.
Applications are due by September 6, 2013.
For full details, including eligibility criteria and the application procedure, go to http://www.nabe.org/resources/Documents/Forms/Eva%20Helwing%202014%20Application.pdf
The purpose of the NABE Eva Helwing Memorial Scholarship is to provide support to university students pursuing a career in bilingual education. The 2014 award amount is
$2000. The José Martí Scholarship will contribute $1000 of the $2000 scholarship.
The entire award will be sent to the recipient’s postsecondary institution as a tuition contribution.
Applications are due by September 6, 2013.
For full details, including eligibility criteria and the application procedure, go to http://www.nabe.org/resources/Documents/Forms/Eva%20Helwing%202014%20Application.pdf
ACTFL Florence Steiner Award for Leadership in Foreign Language Education, K-12
From http://www.actfl.org
The Florence Steiner Award honors the memory of a teacher, department chair, professional speaker, and ACTFL President-Elect who was widely known and appreciated for her professional knowledge, her ability to communicate with teachers, and her wit. Each recipient will receive a $500 cash award provided by ACTFL.
Criteria for Selection
The recipient must be a current ACTFL member.
The recipients must have a minimum of five years teaching experience with at least half of each year's assignment in the area of foreign language education.
The recipients must submit evidence of excellence in teaching, such as program descriptions and supporting letters from students, colleagues, school or institutional officers; and/or
The recipients must submit evidence of service to the school, community, and state, as well as to state, regional, and national professional organizations.
In the case of administrators or supervisors, the recipient must submit evidence of instructional leadership.
Nominations must be submitted on or before May 28, 2013.
For full details go to http://www.actfl.org/about-the-american-council-the-teaching-foreign-languages/awards/other-awards/the-actfl-florence
The Florence Steiner Award honors the memory of a teacher, department chair, professional speaker, and ACTFL President-Elect who was widely known and appreciated for her professional knowledge, her ability to communicate with teachers, and her wit. Each recipient will receive a $500 cash award provided by ACTFL.
Criteria for Selection
The recipient must be a current ACTFL member.
The recipients must have a minimum of five years teaching experience with at least half of each year's assignment in the area of foreign language education.
The recipients must submit evidence of excellence in teaching, such as program descriptions and supporting letters from students, colleagues, school or institutional officers; and/or
The recipients must submit evidence of service to the school, community, and state, as well as to state, regional, and national professional organizations.
In the case of administrators or supervisors, the recipient must submit evidence of instructional leadership.
Nominations must be submitted on or before May 28, 2013.
For full details go to http://www.actfl.org/about-the-american-council-the-teaching-foreign-languages/awards/other-awards/the-actfl-florence
COERLL's June Webinar Series
The Center for Open Educational Resources and Language Learning offers webinars this June for professional development and collaboration amongst foreign language educators. All events are free and offer CPE credits. To receive CPE credits, you must pre-register and participate in the webinar at the times listed below. But, you have the freedom to join in from anywhere and using any type of internet-enabled device.
Finding Open Media for Foreign Language Instruction
Wednesday, June 12, 3 p.m. - 4 p.m.
Presenter: Garin Fons (COERLL), Nathalie Steinfeld Childre (COERLL)
The Practice of Using and Teaching with OER
Wednesday, June 19, 3 p.m. - 4 p.m.
Presenters: Garin Fons (COERLL), Amanda Dalola (UT Dept. of French and Italian)
A Focus on SpinTX: an Open Video Archive for Language Learning
Wednesday, June 26, 3 p.m. - 4 p.m.
Presenters: Garin Fons (COERLL), Rachael Gilg (COERLL)
This following link will take you to the login page for the webinar where you can join the event at the time it is held: https://meeting.austin.utexas.edu/coerll-june-webinars
Remember, if you are interested in CPE credits, please pre-register at https://docs.google.com/forms/d/1eFiObjF3ZJ-MIwvinEJwqWib2Uzk9a8lnT-a0NLblZ8/viewform
Finding Open Media for Foreign Language Instruction
Wednesday, June 12, 3 p.m. - 4 p.m.
Presenter: Garin Fons (COERLL), Nathalie Steinfeld Childre (COERLL)
The Practice of Using and Teaching with OER
Wednesday, June 19, 3 p.m. - 4 p.m.
Presenters: Garin Fons (COERLL), Amanda Dalola (UT Dept. of French and Italian)
A Focus on SpinTX: an Open Video Archive for Language Learning
Wednesday, June 26, 3 p.m. - 4 p.m.
Presenters: Garin Fons (COERLL), Rachael Gilg (COERLL)
This following link will take you to the login page for the webinar where you can join the event at the time it is held: https://meeting.austin.utexas.edu/coerll-june-webinars
Remember, if you are interested in CPE credits, please pre-register at https://docs.google.com/forms/d/1eFiObjF3ZJ-MIwvinEJwqWib2Uzk9a8lnT-a0NLblZ8/viewform
Workshop for German Teachers: Paper Theater in a Shoebox
From http://www.goethe.de/ins/us/ney/lhr/en10724146v.htm
Teacher Workshop: Paper theater in a shoe box
06/08/13
1:30pm-6:00pm
Goethe-Institut New York
At the beginning of our workshop, author and illustrator Barbara Steinitz and musician Björn Kollin present their musical paper theater out of an old suitcase. After the performance, participants will learn how to create their own figures, how to play with them and how to integrate their stories into their language classes. This workshop is intended for teachers and educators as well as parents and anyone interested in paper theater.
A detailed description can be found in the workshop program: http://www.goethe.de/mmo/priv/10858552-STANDARD.pdf
Teacher Workshop: Paper theater in a shoe box
06/08/13
1:30pm-6:00pm
Goethe-Institut New York
At the beginning of our workshop, author and illustrator Barbara Steinitz and musician Björn Kollin present their musical paper theater out of an old suitcase. After the performance, participants will learn how to create their own figures, how to play with them and how to integrate their stories into their language classes. This workshop is intended for teachers and educators as well as parents and anyone interested in paper theater.
A detailed description can be found in the workshop program: http://www.goethe.de/mmo/priv/10858552-STANDARD.pdf
American Indian Language Development Institute National Conference
From http://us4.campaign-archive2.com/?u=2ea9374bd710eeab9db0bbeca&id=e864f5b2d7&e=961c078c9e
American Indian Language Development Institute
Revisiting the State of Indigenous Languages
June 17th-18th, 2013
University of Arizona, Tucson
The American Indian Language Development Institute (AILDI) announces a two-day conference to address the current state of Indigenous languages in the United States and particularly to question what progress has or has not been made since the passage of the Native American Language Act in 1990 and 1992.
The conference will convene Native language speakers, educators, activists, students, linguists and others for reflection and dialogue. The conference addresses three key questions related to the vitality of U.S. Indigenous languages:
1. Where have we been?
2. What do we know?
3. Where are we going?
Early registration ends May 31st.
Visit the conference website and register at http://aildi.arizona.edu/national-conference-2013
American Indian Language Development Institute
Revisiting the State of Indigenous Languages
June 17th-18th, 2013
University of Arizona, Tucson
The American Indian Language Development Institute (AILDI) announces a two-day conference to address the current state of Indigenous languages in the United States and particularly to question what progress has or has not been made since the passage of the Native American Language Act in 1990 and 1992.
The conference will convene Native language speakers, educators, activists, students, linguists and others for reflection and dialogue. The conference addresses three key questions related to the vitality of U.S. Indigenous languages:
1. Where have we been?
2. What do we know?
3. Where are we going?
Early registration ends May 31st.
Visit the conference website and register at http://aildi.arizona.edu/national-conference-2013
Book: English Language Pedagogies for a Northeast Asian Context
From http://www.routledge.com/books/details/9780415806909
English Language Pedagogies for a Northeast Asian Context: Developing and Contextually Framing the Transition Theory
By Michael Hadzantonis
Published by Routledge, Taylor & Francis Group
Description: This book investigates, from a sociocultural, linguistic, and pedagogical perspective, the conceptual and pragmatic frameworks that characterize secondary language learning in a Northeast Asian context. Hadzantonis contextualizes these salient domains through an engagement with social and cultural themes such as the familial, political, as well as cultural commodities and socioeducational structures. In this way, the text employs tools such as transnational theory and performativity and develops a model that contributes to the resolution of one of the greatest economic issues of the time, that of ineffective secondary language learning.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415806909
English Language Pedagogies for a Northeast Asian Context: Developing and Contextually Framing the Transition Theory
By Michael Hadzantonis
Published by Routledge, Taylor & Francis Group
Description: This book investigates, from a sociocultural, linguistic, and pedagogical perspective, the conceptual and pragmatic frameworks that characterize secondary language learning in a Northeast Asian context. Hadzantonis contextualizes these salient domains through an engagement with social and cultural themes such as the familial, political, as well as cultural commodities and socioeducational structures. In this way, the text employs tools such as transnational theory and performativity and develops a model that contributes to the resolution of one of the greatest economic issues of the time, that of ineffective secondary language learning.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415806909
Book: Inclusive Language Education and Digital Technology
From http://www.multilingual-matters.com/display.asp?isb=9781847699725
Inclusive Language Education and Digital Technology
By Elina Vilar Beltrán, Chris Abbott, and Jane Jones
Published by Multilingual Matters
Summary: This volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practicing and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699725
Inclusive Language Education and Digital Technology
By Elina Vilar Beltrán, Chris Abbott, and Jane Jones
Published by Multilingual Matters
Summary: This volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practicing and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699725
Book: Constructing the Heritage Language Learner
From http://www.degruyter.com/view/product/204181?format=G
Constructing the Heritage Language Learner: Knowledge, Power and New Subjectivities
By Neriko Doerr and Kiri Lee
Published by de Gruyter
Description: Heritage language education is a relatively new field developed as "heritage" has become an important trope of belonging, legitimacy and commodification. Many recent studies treat the "heritage language learner" as an objective category. However, it is a social construct, whose meaning is contested by researchers, school administrators and the students themselves. Based on ethnographic fieldwork in 2007-2011 at a weekend Japanese language school in the United States, this monograph investigates the construction of the heritage language learner at the intersections of the knowledge-power complex, ideologies of language and national belonging, and politics of schooling. It examines the ways individuals become, resist and negotiate their new subjectivity as heritage language learners through becoming objects of study, being caught in nationalist aspirations and school politics regarding what to teach to whom, and negotiating with peers with various linguistic proficiency and family backgrounds. The volume proposes a new approach to view the notion of heritage language learner as a site of negotiation regarding the legitimate knowledge of language and ways of belonging, while offering practical suggestions for schools.
Visit the publisher’s website at http://www.degruyter.com/view/product/204181?format=G
Constructing the Heritage Language Learner: Knowledge, Power and New Subjectivities
By Neriko Doerr and Kiri Lee
Published by de Gruyter
Description: Heritage language education is a relatively new field developed as "heritage" has become an important trope of belonging, legitimacy and commodification. Many recent studies treat the "heritage language learner" as an objective category. However, it is a social construct, whose meaning is contested by researchers, school administrators and the students themselves. Based on ethnographic fieldwork in 2007-2011 at a weekend Japanese language school in the United States, this monograph investigates the construction of the heritage language learner at the intersections of the knowledge-power complex, ideologies of language and national belonging, and politics of schooling. It examines the ways individuals become, resist and negotiate their new subjectivity as heritage language learners through becoming objects of study, being caught in nationalist aspirations and school politics regarding what to teach to whom, and negotiating with peers with various linguistic proficiency and family backgrounds. The volume proposes a new approach to view the notion of heritage language learner as a site of negotiation regarding the legitimate knowledge of language and ways of belonging, while offering practical suggestions for schools.
Visit the publisher’s website at http://www.degruyter.com/view/product/204181?format=G
May 19, 2013
Video - How to Use Audacity and Other Tools to Create Podcasts
From http://www.freetech4teachers.com/2013/05/video-how-to-use-audacity-and-other.html#.UY6bEIJAuVU
Have you been thinking about creating your own podcasts? Would you like your students to create and publish their own podcasts? Not sure how to get started? Here is a video from Dr. Wesley Fryer walks you through how to create multiple track podcasts using free tools including Audacity and AudioBoo: http://www.youtube.com/watch?v=9jXgmqtGhNs
Have you been thinking about creating your own podcasts? Would you like your students to create and publish their own podcasts? Not sure how to get started? Here is a video from Dr. Wesley Fryer walks you through how to create multiple track podcasts using free tools including Audacity and AudioBoo: http://www.youtube.com/watch?v=9jXgmqtGhNs
Suggestions for Increasing Your Vocabulary
From http://spanish.about.com
Readers of About.com’s Spanish Language area have suggested lots of ways that they increase their vocabulary. Read them here: http://spanish.about.com/u/ua/spanishvocabulary/growing_vocabulary.htm?nl=1
Readers of About.com’s Spanish Language area have suggested lots of ways that they increase their vocabulary. Read them here: http://spanish.about.com/u/ua/spanishvocabulary/growing_vocabulary.htm?nl=1
Beginners' Guide To Using Technology in Language Lessons
This week the Guardian in England has been focusing on language teaching. Here is one of their articles, a short summary of blogging, wikis, podcasting, QR codes, e-publishing and digital storytelling, video and video conferencing, and Twitter; and how a language teacher can use them: http://www.guardian.co.uk/teacher-network/teacher-blog/2013/may/18/language-lessons-technology-beginners-guide
See more teachers’ ideas in the Guardian at http://www.guardian.co.uk/education/teacher-blog/2013/may/13/language-learning-classroom-resources
See more teachers’ ideas in the Guardian at http://www.guardian.co.uk/education/teacher-blog/2013/may/13/language-learning-classroom-resources
Ideas for Elementary Language Teachers
This week the Guardian in England has been focusing on language teaching. One article is a collection of tips for teaching primary school students, from different language teachers and administrators in Europe: http://www.guardian.co.uk/teacher-network/teacher-blog/2013/may/15/primary-language-lesson-ideas
See more teachers’ ideas in the Guardian at http://www.guardian.co.uk/education/teacher-blog/2013/may/13/language-learning-classroom-resources
See more teachers’ ideas in the Guardian at http://www.guardian.co.uk/education/teacher-blog/2013/may/13/language-learning-classroom-resources
Ten Powerful Ways to Involve Families of ELLs
Here is a list of ten ways to empower the families of English language learners to be involved in their children's education: http://eslamplified.blogspot.com/2013/05/ell-family-resources.html
Tip Sheets from Head Start: The Importance of Home Language Series
This series of tip sheets is designed to provide families and staff with basic information on topics related to young children learning two or more languages. The series, available in English and Spanish, emphasizes the benefits of being bilingual and the importance of maintaining the home language. The tip sheets were created by Head Start's National Center on Cultural and Linguistic Responsiveness in partnership with Colorín Colorado.
Access the tip sheets here: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/home-language.html
Access the tip sheets here: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/center/home-language.html
Dual Language in Early Education Best for Youngest ELLs, Report Says
From http://blogs.edweek.org/edweek/learning-the-language/2013/05/dual_language_in_early_educati.html
Dual Language in Early Education Best for Youngest ELLs, Report Says
By Lesli A. Maxwell
May 14, 2013
Young English-language learners who are still developing oral and literacy skills in their home languages benefit most in early-childhood programs that regularly expose them to both languages.
That's one of several major takeaways in a new federally funded analysis of the large, and growing, population of dual-language learners, ranging from birth to 5, already enrolled in, or headed for, early-childhood-education programs.
The analysis, released today, also underscores that dual-language learners develop language skills differently than their monolingual, English-speaking peers. Young dual-language learners, who are using two separate language systems, will take longer to reach proficiency in both languages than their peers learning only one.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/05/dual_language_in_early_educati.html
Access the report at http://www.edweek.org/media/policypaper-05-10-13-learning-the-language.pdf
Dual Language in Early Education Best for Youngest ELLs, Report Says
By Lesli A. Maxwell
May 14, 2013
Young English-language learners who are still developing oral and literacy skills in their home languages benefit most in early-childhood programs that regularly expose them to both languages.
That's one of several major takeaways in a new federally funded analysis of the large, and growing, population of dual-language learners, ranging from birth to 5, already enrolled in, or headed for, early-childhood-education programs.
The analysis, released today, also underscores that dual-language learners develop language skills differently than their monolingual, English-speaking peers. Young dual-language learners, who are using two separate language systems, will take longer to reach proficiency in both languages than their peers learning only one.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/05/dual_language_in_early_educati.html
Access the report at http://www.edweek.org/media/policypaper-05-10-13-learning-the-language.pdf
Denver Public Schools Wants Colorado To Make Training To Teach English Learners Mandatory
From http://www.denverpost.com/news/ci_23224739/dps-wants-state-make-training-teach-english-learners
DPS wants Colorado to make training to teach English learners mandatory
By Zahira Torres
May 12, 2013
Colorado has a shortage of teachers with specialized English-learner training, as well as classrooms that may have an insufficient curriculum for teaching the growing population of students who need help with English, according to a report released Tuesday by Gov. John Hickenlooper and Lt. Gov. Joe Garcia.
Two DPS board members said the district must take a tougher stance in pushing for changes, including insisting that universities train teachers to work with English learners before they graduate.
"When the second-largest district in our state declines to hire graduates from our local universities because they don't meet our qualifications, you can bet that those programs are going to be retooling quickly," board member Andrea Merida said. "We have the political power to insist on the very best for our children."
Representatives for teacher training programs, including Metropolitan State University of Denver, said they are not against requiring that teachers have a linguistically diverse endorsement, which is a certification to teach English learners, on their licenses before they graduate.
But Metro officials said the school is bound by state requirements that a bachelor's degree in teaching requires no more than 120 hours of course work. A certification to teach English learners requires about 24 credit hours. Universities would have to eliminate other classes to make the certification a requirement for a degree.
Read more: http://www.denverpost.com/news/ci_23224739/dps-wants-state-make-training-teach-english-learners#ixzz2ThQ3GUsh
DPS wants Colorado to make training to teach English learners mandatory
By Zahira Torres
May 12, 2013
Colorado has a shortage of teachers with specialized English-learner training, as well as classrooms that may have an insufficient curriculum for teaching the growing population of students who need help with English, according to a report released Tuesday by Gov. John Hickenlooper and Lt. Gov. Joe Garcia.
Two DPS board members said the district must take a tougher stance in pushing for changes, including insisting that universities train teachers to work with English learners before they graduate.
"When the second-largest district in our state declines to hire graduates from our local universities because they don't meet our qualifications, you can bet that those programs are going to be retooling quickly," board member Andrea Merida said. "We have the political power to insist on the very best for our children."
Representatives for teacher training programs, including Metropolitan State University of Denver, said they are not against requiring that teachers have a linguistically diverse endorsement, which is a certification to teach English learners, on their licenses before they graduate.
But Metro officials said the school is bound by state requirements that a bachelor's degree in teaching requires no more than 120 hours of course work. A certification to teach English learners requires about 24 credit hours. Universities would have to eliminate other classes to make the certification a requirement for a degree.
Read more: http://www.denverpost.com/news/ci_23224739/dps-wants-state-make-training-teach-english-learners#ixzz2ThQ3GUsh
TED Talks for Spanish Teachers
From http://www.todoele.net/lista_ted.html
TED is a nonprofit devoted to Ideas Worth Spreading. The two annual TED conferences, on the North American West Coast and in Edinburgh, Scotland, bring together the world's most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes or less).
Here is a collection of TED talks of special interest to Spanish teachers; some are about language learning in general and other specifically about Spanish. The collection is available at http://www.todoele.net/lista_ted.html
TED is a nonprofit devoted to Ideas Worth Spreading. The two annual TED conferences, on the North American West Coast and in Edinburgh, Scotland, bring together the world's most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes or less).
Here is a collection of TED talks of special interest to Spanish teachers; some are about language learning in general and other specifically about Spanish. The collection is available at http://www.todoele.net/lista_ted.html
Warm up activity: Ten Celebrities Who Speak Another Language Well
From http://spanishconnect.edublogs.org
Here is a warmup article for Spanish students, based on an English-language article about celebrities who speak other languages. The blog post includes handouts and a presentation with embedded video of the celebrities speaking.
http://spanishconnect.edublogs.org/2013/05/04/warm-up-activity-ten-celebrities-who-speak-another-language-well
Here is a warmup article for Spanish students, based on an English-language article about celebrities who speak other languages. The blog post includes handouts and a presentation with embedded video of the celebrities speaking.
http://spanishconnect.edublogs.org/2013/05/04/warm-up-activity-ten-celebrities-who-speak-another-language-well
Star Trek Week on Zambombazo
Attention Trekkie teachers and teachers of Trekkie students! Last week was Star Trek Week on the Zambombazo website. Find the usual Zambombazo activities and resources based on cultural realia, but with a special focus on the Star Trek series: http://zachary-jones.com/zambombazo/tag/star-trek
French Reading Tips
From http://french.about.com
Reading in French is an excellent way to learn new vocabulary and get familiar with French syntax, while at the same time learning about some topic, be it politics, culture, or a favorite hobby. Here are some suggestions for ways improve your French reading skills, depending on your level: http://french.about.com/od/lessons/a/reading.htm?nl=1
Reading in French is an excellent way to learn new vocabulary and get familiar with French syntax, while at the same time learning about some topic, be it politics, culture, or a favorite hobby. Here are some suggestions for ways improve your French reading skills, depending on your level: http://french.about.com/od/lessons/a/reading.htm?nl=1
Cannes Film Festival
The Cannes Film Festival started on May 15th and will run through May 26th this year. Get your students ready to follow the festival with this list of movie vocabulary from About.com: http://french.about.com/od/vocabulary/a/movie.htm?nl=1
Then follow the festival on its official website: http://www.festival-cannes.fr/en.html
Then follow the festival on its official website: http://www.festival-cannes.fr/en.html
Another Cartoon about Teenage Life in Ancient Rome
Last November we described a new video depicting the life of an upper-class teenage boy in ancient Rome: http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=15223
Now there is a second video in the series, this one dealing with the lives of four upper-class sisters in Ancient Rome. Meet Domitia and her sister Domitia and her sister Domitia and her sister Domitia at http://ed.ted.com/lessons/four-sisters-in-ancient-rome-ray-laurence
Now there is a second video in the series, this one dealing with the lives of four upper-class sisters in Ancient Rome. Meet Domitia and her sister Domitia and her sister Domitia and her sister Domitia at http://ed.ted.com/lessons/four-sisters-in-ancient-rome-ray-laurence
Germany.info Spot the Bus Contest in Washington, D.C.
From http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2013/05/10-SpottheBus-announcement.html
Three Washington, DC, Metrobuses have been wrapped in distinctive designs, one featuring the works of Albrecht Dürer and promoting the current National Gallery of Art exhibition and two featuring Richard Wagner, whose 200th birthday is being commemorated this year. These buses will be traveling the streets of the city on normal WMATA Metrobus routes through the end of July 2013. Website visitors will also find a “virtual bus” on the pages of www.Germany.info during that time.
As has become a tradition, Germany.info is asking people in Washington, DC, and around the country to “spot the bus,” take a picture or a screenshot, and submit it online. They’ll send everyone who submits a valid bus photo or screenshot a special Germany.info gift.
Learn more and enter at http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2013/05/10-SpottheBus-announcement.html
Three Washington, DC, Metrobuses have been wrapped in distinctive designs, one featuring the works of Albrecht Dürer and promoting the current National Gallery of Art exhibition and two featuring Richard Wagner, whose 200th birthday is being commemorated this year. These buses will be traveling the streets of the city on normal WMATA Metrobus routes through the end of July 2013. Website visitors will also find a “virtual bus” on the pages of www.Germany.info during that time.
As has become a tradition, Germany.info is asking people in Washington, DC, and around the country to “spot the bus,” take a picture or a screenshot, and submit it online. They’ll send everyone who submits a valid bus photo or screenshot a special Germany.info gift.
Learn more and enter at http://www.germany.info/Vertretung/usa/en/__pr/P__Wash/2013/05/10-SpottheBus-announcement.html
Exhibition: Japanese Porcelain and Prints at Oglethorpe University Museum of Art in Atlanta
From http://www.jfny.org/event_calendar/calendar_list.php?dyear=1&query_page=1#item0
Exhibition: Jiki to Hanga: Japanese Porcelain and Prints at Oglethorpe University Museum of Art / Atlanta, GA
05/12/2013 - 08/25/2013
Japanese color woodcuts by painter/printmaker Hiroshi Yoshida (1876-1950), widely regarded as one of the masters of the shin-hanga style, will be featured in this exhibition, together with porcelain from the 17th to 19th century and other Japanese ephemera like a paint box, silk painting and many books.
Learn more about the exhibition at http://museum.oglethorpe.edu/exhib.htm
Exhibition: Jiki to Hanga: Japanese Porcelain and Prints at Oglethorpe University Museum of Art / Atlanta, GA
05/12/2013 - 08/25/2013
Japanese color woodcuts by painter/printmaker Hiroshi Yoshida (1876-1950), widely regarded as one of the masters of the shin-hanga style, will be featured in this exhibition, together with porcelain from the 17th to 19th century and other Japanese ephemera like a paint box, silk painting and many books.
Learn more about the exhibition at http://museum.oglethorpe.edu/exhib.htm
Hawaiian Immersion Lottery at Pāʻia School Postponed
From http://mauinow.com/2013/05/06/video-hawaiian-immersion-lottery-at-pa%CA%BBia-school-postponed
Hawaiian Immersion Lottery at Pāʻia School Postponed
by Wendy Osher
May 6th, 2013
A controversial lottery for placement in Pāʻia Elementary School’s Hawaiian Immersion kindergarten program has been postponed.
“The selection process for Papa Mālaaʻo scheduled for Monday, May 6th has been postponed to allow the district office and OHA to continue their efforts which hopefully result in a viable alternative to this process,” school Principal, Susan Alivado stated in an email to Nā Leo Kākoʻo O Maui, the nonprofit group that organized a demonstration opposed to the planned lottery.
Keiki were among those holding signs at a demonstration this morning that was organized in protest of the planned lottery for placement in the Hawaiian language immersion kindergarten at Pāʻia Elementary School on Maui. Photo by Wendy Osher.
Those opposed to the lottery say the system denies children the right to Hawaiian language immersion education and restricts the growth of language revitalization.
Read the full article at http://mauinow.com/2013/05/06/video-hawaiian-immersion-lottery-at-pa%CA%BBia-school-postponed
Hawaiian Immersion Lottery at Pāʻia School Postponed
by Wendy Osher
May 6th, 2013
A controversial lottery for placement in Pāʻia Elementary School’s Hawaiian Immersion kindergarten program has been postponed.
“The selection process for Papa Mālaaʻo scheduled for Monday, May 6th has been postponed to allow the district office and OHA to continue their efforts which hopefully result in a viable alternative to this process,” school Principal, Susan Alivado stated in an email to Nā Leo Kākoʻo O Maui, the nonprofit group that organized a demonstration opposed to the planned lottery.
Keiki were among those holding signs at a demonstration this morning that was organized in protest of the planned lottery for placement in the Hawaiian language immersion kindergarten at Pāʻia Elementary School on Maui. Photo by Wendy Osher.
Those opposed to the lottery say the system denies children the right to Hawaiian language immersion education and restricts the growth of language revitalization.
Read the full article at http://mauinow.com/2013/05/06/video-hawaiian-immersion-lottery-at-pa%CA%BBia-school-postponed
Illinois Bill Would Create Seal of Biliteracy
From http://multilingualchicago.org/node/64
SB1221 is currently under study in the Education Committee of the Illinois Senate. SB 1221, sponsored by State Senator Iris Martinez, would establish a process whereby high school students who are biliterate in English and a second language would receive official recognition at graduation.
Read the text of the bill and follow its status at http://www.ilga.gov/legislation/BillStatus.asp?DocNum=1221&GAID=12&DocTypeID=SB&LegID=&SessionID=85&SpecSess=&Session=&GA=98
SB1221 is currently under study in the Education Committee of the Illinois Senate. SB 1221, sponsored by State Senator Iris Martinez, would establish a process whereby high school students who are biliterate in English and a second language would receive official recognition at graduation.
Read the text of the bill and follow its status at http://www.ilga.gov/legislation/BillStatus.asp?DocNum=1221&GAID=12&DocTypeID=SB&LegID=&SessionID=85&SpecSess=&Session=&GA=98
New Non-Profit DLI Foundation To Push Language Education
From http://www.montereycountyweekly.com/news/2013/may/09/language-arts/#.UYvudZGGK6Y.twitter
DLI Foundation launches plan to foster multi-lingual learning, keeping DLI at arm’s length
By Sara Rubin
May 9, 2013
In 1995, California Gov. Pete Wilson made Monterey Bay’s claim as the “language capital of the world” official.
“We’re the center of the language universe,” says … David Armanasco, president of Armanasco Public Relations. Armanasco is now vice chair of a new nonprofit pushing language education, the Defense Language Institute Foundation.
“The main purpose is to promote foreign language learning in K-12,” Armanasco says. “We think the U.S. needs to devote more resources to offering language training to kids.”
The organization officially formed in 2011, but it’s just recently becoming active. The board has met twice, rented a Monterey office, and on April 25, appointed retired DLI Commandant Donald Fischer as president.
Read the full article at http://www.montereycountyweekly.com/news/2013/may/09/language-arts/#.UYvudZGGK6Y.twitter
DLI Foundation launches plan to foster multi-lingual learning, keeping DLI at arm’s length
By Sara Rubin
May 9, 2013
In 1995, California Gov. Pete Wilson made Monterey Bay’s claim as the “language capital of the world” official.
“We’re the center of the language universe,” says … David Armanasco, president of Armanasco Public Relations. Armanasco is now vice chair of a new nonprofit pushing language education, the Defense Language Institute Foundation.
“The main purpose is to promote foreign language learning in K-12,” Armanasco says. “We think the U.S. needs to devote more resources to offering language training to kids.”
The organization officially formed in 2011, but it’s just recently becoming active. The board has met twice, rented a Monterey office, and on April 25, appointed retired DLI Commandant Donald Fischer as president.
Read the full article at http://www.montereycountyweekly.com/news/2013/may/09/language-arts/#.UYvudZGGK6Y.twitter
Smithsonian Folklife Festival Program to Raise Awareness of Global Language Loss
From http://www.newswise.com/articles/smithsonian-folklife-festival-program-to-raise-awareness-of-global-language-loss
The United Nation’s Educational, Scientific and Cultural Organization estimates that of the more than 7,000 languages in the world, nearly half of them are in danger of becoming extinct by the end of this century. The Smithsonian’s Folklife Festival program “One World, Many Voices: Endangered Languages and Cultural Heritage” will focus attention on this urgent issue of global language loss by bringing together communities from around the world that are fighting to save their native tongues and cultural traditions.
“One World, Many Voices” is produced in collaboration with UNESCO, the National Geographic Society’s Enduring Voices Project and the Smithsonian’s Recovering Voices Initiative.
The Festival will be held Wednesday, June 26, through Sunday, June 30, and Wednesday, July 3, through Sunday, July 7, outdoors on the National Mall between Seventh and 14th streets. All events are free. Festival hours are from 11 a.m. to 5:30 p.m. each day with evening events such as concerts and dance parties beginning at 6 p.m. The Festival is co-sponsored by the National Park Service.
Learn more about the festival at http://www.festival.si.edu/2013/One_World_Many_Voices/index.aspx
The United Nation’s Educational, Scientific and Cultural Organization estimates that of the more than 7,000 languages in the world, nearly half of them are in danger of becoming extinct by the end of this century. The Smithsonian’s Folklife Festival program “One World, Many Voices: Endangered Languages and Cultural Heritage” will focus attention on this urgent issue of global language loss by bringing together communities from around the world that are fighting to save their native tongues and cultural traditions.
“One World, Many Voices” is produced in collaboration with UNESCO, the National Geographic Society’s Enduring Voices Project and the Smithsonian’s Recovering Voices Initiative.
The Festival will be held Wednesday, June 26, through Sunday, June 30, and Wednesday, July 3, through Sunday, July 7, outdoors on the National Mall between Seventh and 14th streets. All events are free. Festival hours are from 11 a.m. to 5:30 p.m. each day with evening events such as concerts and dance parties beginning at 6 p.m. The Festival is co-sponsored by the National Park Service.
Learn more about the festival at http://www.festival.si.edu/2013/One_World_Many_Voices/index.aspx
Houston ISD Hiring Spanish Bilingual Teachers
Houston Independent School District (HISD) has openings for motivated bilingual teachers who are invested in making an impact on student achievement. Top candidates are encouraged to submit applications at http://schools.houstonisd.org/careers by the Early Application deadline of 5/22/13. Candidates that apply early will have the best chance of securing early contracts for the 2013-14 school year.
HISD is a diverse, student-centered school district that's just as innovative as the nation's top charter schools. HISD is looking for teachers who are excited by innovation, committed to inspire and motivate all learners, and dedicated to unlocking the potential of every student.
The current starting salary for a 10-month teacher with a Bachelor's degree is $45,887. HISD offers a comprehensive benefits package to teachers, including medical, dental, vision, disability, and life insurance, flexible spending account options, and vacation time.
$5,000.00 incentives are available, while they last, for teachers hired for the 2013-2014 school year to teach in critical shortage areas including: Bilingual (Spanish), Spanish, secondary math, secondary science, and special education areas such as Autism, Life skills, Preschool Program for Children with Disabilities, DeafEd, and Behavior Support.
By filling out one application, applicants gain access to a network of nearly 300 diverse schools looking for qualified, experienced teachers. Candidates must have a Bachelor's degree, hold a valid Texas teaching certification (or reciprocal out-of-state certification), and pass a background check. HISD is committed to diversity in hiring and employment practices and encourages all qualified candidates to apply.
We share HISD's belief that an effective teacher in every classroom is our city's best chance for a bright future.
To apply to teach with HISD, please visit HISD's online application at http://schools.houstonisd.org/careers
Vaughan, A. [LIM-A] Houston ISD Hiring Spanish Bilingual Teachers now! LIM-A listserv (LIM-A@LISTS.UMN.EDU, 15 May 2013).
HISD is a diverse, student-centered school district that's just as innovative as the nation's top charter schools. HISD is looking for teachers who are excited by innovation, committed to inspire and motivate all learners, and dedicated to unlocking the potential of every student.
The current starting salary for a 10-month teacher with a Bachelor's degree is $45,887. HISD offers a comprehensive benefits package to teachers, including medical, dental, vision, disability, and life insurance, flexible spending account options, and vacation time.
$5,000.00 incentives are available, while they last, for teachers hired for the 2013-2014 school year to teach in critical shortage areas including: Bilingual (Spanish), Spanish, secondary math, secondary science, and special education areas such as Autism, Life skills, Preschool Program for Children with Disabilities, DeafEd, and Behavior Support.
By filling out one application, applicants gain access to a network of nearly 300 diverse schools looking for qualified, experienced teachers. Candidates must have a Bachelor's degree, hold a valid Texas teaching certification (or reciprocal out-of-state certification), and pass a background check. HISD is committed to diversity in hiring and employment practices and encourages all qualified candidates to apply.
We share HISD's belief that an effective teacher in every classroom is our city's best chance for a bright future.
To apply to teach with HISD, please visit HISD's online application at http://schools.houstonisd.org/careers
Vaughan, A. [LIM-A] Houston ISD Hiring Spanish Bilingual Teachers now! LIM-A listserv (LIM-A@LISTS.UMN.EDU, 15 May 2013).
Nominate a Colleague for NYS TESOL Awards
From http://www.nystesol.org/award.html
New York State TESOL is calling for nominations for its different awards, to be given at the annual conference in November. Nominations are due by October 13, 2013. See a list of the available awards at http://www.nystesol.org/award.html
New York State TESOL is calling for nominations for its different awards, to be given at the annual conference in November. Nominations are due by October 13, 2013. See a list of the available awards at http://www.nystesol.org/award.html
Fall Workshop - Strategies to Increase Proficiency of Arabic Language Learners
From http://www.concordialanguagevillages.org/newsite/Programs/Educators/Professional_Development/qatar1/Workshops.php
Fall Workshop - “Strategies to Increase Proficiency of Arabic Language Learners.”
ورشة عمل الخريف: "استراتيجيات لرفع الكفاءة اللغوية لدى متعلمي العربية"
October 10 – 13, 2013
Participants will learn how to set realistic performance targets for Arabic language students based on the ACTFL Performance and Proficiency Guidelines. Participants will then select and incorporate activities designed to build proficiency into the sample lessons. Finally, participants will identify how students can assess their own growth in communicating in Arabic using the CLVisa, Concordia Language Villages’ self-assessment tool for villagers.
Registration for the Qatar Professional Development Workshops is based on a first-come, first-served basis.
Learn more at http://www.concordialanguagevillages.org/newsite/Programs/Educators/Professional_Development/qatar.php
Fall Workshop - “Strategies to Increase Proficiency of Arabic Language Learners.”
ورشة عمل الخريف: "استراتيجيات لرفع الكفاءة اللغوية لدى متعلمي العربية"
October 10 – 13, 2013
Participants will learn how to set realistic performance targets for Arabic language students based on the ACTFL Performance and Proficiency Guidelines. Participants will then select and incorporate activities designed to build proficiency into the sample lessons. Finally, participants will identify how students can assess their own growth in communicating in Arabic using the CLVisa, Concordia Language Villages’ self-assessment tool for villagers.
Registration for the Qatar Professional Development Workshops is based on a first-come, first-served basis.
Learn more at http://www.concordialanguagevillages.org/newsite/Programs/Educators/Professional_Development/qatar.php
ACTFL Summer OPI Assessment Workshop at Middlebury College
From http://www.actfl.org/news/press-releases/actfl-summer-opi-assessment-workshop-middlebury-college-now-open
The American Council on the Teaching of Foreign Languages is proudly announcing the summer OPI assessment workshop that will be held at Middlebury College, Middlebury, VT, from July 18-21, 2013 for the following languages: Spanish, Hebrew, German, French, Portuguese, and Chinese.
The ACTFL Oral Proficiency Interview (OPI) Assessment Workshop is a four-day course in professional development to introduce language educators to the Oral Proficiency Interview, ACTFL rating scale and techniques for conducting and evaluating oral proficiency interviews.
The workshop consists of daily plenary presentations which are then reinforced by practical, language-specific, break-out sessions. These sessions utilize model interviews, hands-on rating activities and live practice in conducting and rating mock interviews. The practice interviews and their respective ratings are then critiqued and discussed within language-specific focus groups. Upon completion of the workshop program, eligible participants may pursue OPI Tester Certification.
Participation in the workshop helps teachers understand the essential elements of teaching and testing for proficiency. In learning the assessment method most widely used today in the U.S., teachers are more aptly prepared to evaluate a student’s speaking ability and determine if pupils have achieved a specific benchmark level in accordance with individual districts or states.
Learn more about this opportunity at http://www.actfl.org/professional-development/professional-development-workshops/actfl-sponsored-workshops
The American Council on the Teaching of Foreign Languages is proudly announcing the summer OPI assessment workshop that will be held at Middlebury College, Middlebury, VT, from July 18-21, 2013 for the following languages: Spanish, Hebrew, German, French, Portuguese, and Chinese.
The ACTFL Oral Proficiency Interview (OPI) Assessment Workshop is a four-day course in professional development to introduce language educators to the Oral Proficiency Interview, ACTFL rating scale and techniques for conducting and evaluating oral proficiency interviews.
The workshop consists of daily plenary presentations which are then reinforced by practical, language-specific, break-out sessions. These sessions utilize model interviews, hands-on rating activities and live practice in conducting and rating mock interviews. The practice interviews and their respective ratings are then critiqued and discussed within language-specific focus groups. Upon completion of the workshop program, eligible participants may pursue OPI Tester Certification.
Participation in the workshop helps teachers understand the essential elements of teaching and testing for proficiency. In learning the assessment method most widely used today in the U.S., teachers are more aptly prepared to evaluate a student’s speaking ability and determine if pupils have achieved a specific benchmark level in accordance with individual districts or states.
Learn more about this opportunity at http://www.actfl.org/professional-development/professional-development-workshops/actfl-sponsored-workshops
Call for Papers: Assessment in English for Academic Purposes
Call for Papers -- Journal of English for Academic Purposes
The Journal of English for Academic Purposes intends to publish a Special Issue on the topic of Assessment in EAP. The issue will appear in 2015 and I aim for a collection of papers that will show how theory, principles and practices of assessment (broadly defined) are applied in English for Academic Purposes environments, to support learning and academic language development. Studies with empirical data and practical classroom projects in and for EAP are particularly welcome. If you are interested in contributing a paper based on a project you've been working on, you are welcome to email me with a summary of what you might submit and I am happy to comment on whether it is likely to fit the scope of the Issue.
Please make sure you have read the Guidelines for Authors on the Journal website at http://www.journals.elsevier.com/journal-of-english-for-academic-purposes
Please send expressions of interest, with an abstract or summary of your intended paper, to co-editor Liz Hamp-Lyons at liz.hamp-lyons at beds dot ac dot uk by July 30th 2013.
Hamp-Lyons, L. [LTEST-L] Call for Papers-JEAP. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 17 May 2013).
The Journal of English for Academic Purposes intends to publish a Special Issue on the topic of Assessment in EAP. The issue will appear in 2015 and I aim for a collection of papers that will show how theory, principles and practices of assessment (broadly defined) are applied in English for Academic Purposes environments, to support learning and academic language development. Studies with empirical data and practical classroom projects in and for EAP are particularly welcome. If you are interested in contributing a paper based on a project you've been working on, you are welcome to email me with a summary of what you might submit and I am happy to comment on whether it is likely to fit the scope of the Issue.
Please make sure you have read the Guidelines for Authors on the Journal website at http://www.journals.elsevier.com/journal-of-english-for-academic-purposes
Please send expressions of interest, with an abstract or summary of your intended paper, to co-editor Liz Hamp-Lyons at liz.hamp-lyons at beds dot ac dot uk by July 30th 2013.
Hamp-Lyons, L. [LTEST-L] Call for Papers-JEAP. LTEST-L listserv (LTEST-L@LISTS.PSU.EDU, 17 May 2013).
Call for Papers: International Conference on Multilingualism
From http://linguistlist.org/issues/24/24-2104.html
International Conference on Multilingualism: Linguistic Challenges and Neurocognitive Mechanisms
October 24-25, 2013
Montreal, Quebec, Canada
The conference examines recent advances in our understanding of multilingualism, including simultaneous bilingualism, language learning mechanisms, transfer effects, sign language, brain plasticity and critical periods, focusing on current developments in this field. One important goal of this conference is to facilitate and inspire the interdisciplinary exchange of ideas among researchers and students from different backgrounds and to promote collaborative research projects in the future.
Researchers in the areas of linguistics, psycholinguistics, cognitive science, neuroscience, neurolinguistics, speech language pathology and related fields are invited to submit abstracts that report on relevant work in the field of bilingualism and multilingualism.
Call Deadline: 30-Jun-2013
View the full call for papers at http://linguistlist.org/issues/24/24-2104.html
International Conference on Multilingualism: Linguistic Challenges and Neurocognitive Mechanisms
October 24-25, 2013
Montreal, Quebec, Canada
The conference examines recent advances in our understanding of multilingualism, including simultaneous bilingualism, language learning mechanisms, transfer effects, sign language, brain plasticity and critical periods, focusing on current developments in this field. One important goal of this conference is to facilitate and inspire the interdisciplinary exchange of ideas among researchers and students from different backgrounds and to promote collaborative research projects in the future.
Researchers in the areas of linguistics, psycholinguistics, cognitive science, neuroscience, neurolinguistics, speech language pathology and related fields are invited to submit abstracts that report on relevant work in the field of bilingualism and multilingualism.
Call Deadline: 30-Jun-2013
View the full call for papers at http://linguistlist.org/issues/24/24-2104.html
Book: The Affective Dimension in Second Language Acquisition
From http://www.multilingual-matters.com/display.asp?isb=9781847699688
The Affective Dimension in Second Language Acquisition
By Danuta Gabry?-Barker and Joanna Bielska
Published by Multilingual Matters
Summary: Affectivity is at the core of everything we do in life. Thus, its development is also central to learning/acquisition and is important for educational contexts. The studies presented in this volume consider the different contexts of language learning and examine different types of participants in this process. Most of them look at a formal instruction context, while others look beyond the classroom and even report on the author's own affectivity and its involvement in learning experiences. Affectivity is discussed here in relation to learners but also to teachers in their own professional contexts of teaching foreign languages. In the majority of cases, affectivity is explored in the case of bilinguals, but there are also articles which focus on multilingual language users and their affectivity as an evolving factor.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699688
The Affective Dimension in Second Language Acquisition
By Danuta Gabry?-Barker and Joanna Bielska
Published by Multilingual Matters
Summary: Affectivity is at the core of everything we do in life. Thus, its development is also central to learning/acquisition and is important for educational contexts. The studies presented in this volume consider the different contexts of language learning and examine different types of participants in this process. Most of them look at a formal instruction context, while others look beyond the classroom and even report on the author's own affectivity and its involvement in learning experiences. Affectivity is discussed here in relation to learners but also to teachers in their own professional contexts of teaching foreign languages. In the majority of cases, affectivity is explored in the case of bilinguals, but there are also articles which focus on multilingual language users and their affectivity as an evolving factor.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699688
Book: Language Online: Investigating Digital Texts and Practices
From http://www.routledge.com/books/details/9780415524957
Language Online: Investigating Digital Texts and Practices
By David Barton and Carmen Lee
Published by Routledge, Taylor & Francis Group
Description:
In Language Online, David Barton and Carmen Lee investigate the impact of the online world on the study of language.
The effects of language use in the digital world can be seen in every aspect of language study, and new ways of researching the field are needed. In this book the authors look at language online from a variety of perspectives, providing a solid theoretical grounding, an outline of key concepts, and practical guidance on doing research.
Chapters cover topical issues including the relation between online language and multilingualism, identity, education and multimodality, then conclude by looking at how to carry out research into online language use. Throughout the book many examples are given, from a variety of digital platforms, and a number of different languages, including Chinese and English.
Written in a clear and accessible style, this is a vital read for anyone new to studying online language and an essential textbook for undergraduates and postgraduates working in the areas of new media, literacy and multimodality within language and linguistics courses.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415524957
Language Online: Investigating Digital Texts and Practices
By David Barton and Carmen Lee
Published by Routledge, Taylor & Francis Group
Description:
In Language Online, David Barton and Carmen Lee investigate the impact of the online world on the study of language.
The effects of language use in the digital world can be seen in every aspect of language study, and new ways of researching the field are needed. In this book the authors look at language online from a variety of perspectives, providing a solid theoretical grounding, an outline of key concepts, and practical guidance on doing research.
Chapters cover topical issues including the relation between online language and multilingualism, identity, education and multimodality, then conclude by looking at how to carry out research into online language use. Throughout the book many examples are given, from a variety of digital platforms, and a number of different languages, including Chinese and English.
Written in a clear and accessible style, this is a vital read for anyone new to studying online language and an essential textbook for undergraduates and postgraduates working in the areas of new media, literacy and multimodality within language and linguistics courses.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415524957
Book: Issues in Second Language Teaching
From https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=468
Issues in Second Language Teaching
By Alessandro G. Benati
Published by Equinox Publishing
Description: Issues in Second Language Teaching is a textbook written to help both novice and more experienced teachers reflect on topics related to second language learning and language teaching. It provides readers with a better understanding of the interface between second language learning theory and research and language teaching practices.
The main objective of this book is to develop and enhance theoretical and practical understanding of how teachers should approach the way they teach languages in the classroom. Readers are asked to reflect on the implications of second language learning research and theory on language teaching by providing an analysis of how the principles derived from research can be applied in the language classroom when it comes to issues such as teaching grammar, correcting errors, providing ‘good’ input, developing output activities and encouraging interaction between learners. This book does not support a particular methodology for language teaching, focusing instead on specific themes in relation to language teaching.
Visit the publisher’s website at https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=468
Issues in Second Language Teaching
By Alessandro G. Benati
Published by Equinox Publishing
Description: Issues in Second Language Teaching is a textbook written to help both novice and more experienced teachers reflect on topics related to second language learning and language teaching. It provides readers with a better understanding of the interface between second language learning theory and research and language teaching practices.
The main objective of this book is to develop and enhance theoretical and practical understanding of how teachers should approach the way they teach languages in the classroom. Readers are asked to reflect on the implications of second language learning research and theory on language teaching by providing an analysis of how the principles derived from research can be applied in the language classroom when it comes to issues such as teaching grammar, correcting errors, providing ‘good’ input, developing output activities and encouraging interaction between learners. This book does not support a particular methodology for language teaching, focusing instead on specific themes in relation to language teaching.
Visit the publisher’s website at https://www.equinoxpub.com/equinox/books/showbook.asp?bkid=468
May 11, 2013
Host an International High School Exchange Student Sponsored by the U.S. Department of State
Host an International High School Exchange Student Sponsored by the U.S. Department of State
The U.S. Department of State invites you to make a difference by hosting an international high school exchange student in your home starting this fall. Approximately 2,000 Department of State-sponsored exchange students from over 50 countries, all of whom have undergone a competitive, merit-based selection process, will spend the 2013-14 academic year in communities across the United States. These exchanges students live with American families, attend American high schools, and participate in American culture, leadership activities, and community service. Exchange students can help bring the world into your home and community.
We seek host families from all over the United States. Learn more or submit an interest form at http://go.usa.gov/TUk5 and please share this announcement with others. You can also email us at youthprograms at state dot gov.
Carol A. Radomski, PhD
Program Officer
National Security Language Initiative for Youth (NSLI-Y)
Youth Programs Division
Bureau of Educational and Cultural Affairs
U.S. Department of State
Telephone: 202-632-9354
Email: RadomskiCA at State dot Gov
Visit at http://www.nsliforyouth.org
Radomski, C. [ILR-INFO] Host a State Department - sponsored high school exchange student. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 1 May 2013).
The U.S. Department of State invites you to make a difference by hosting an international high school exchange student in your home starting this fall. Approximately 2,000 Department of State-sponsored exchange students from over 50 countries, all of whom have undergone a competitive, merit-based selection process, will spend the 2013-14 academic year in communities across the United States. These exchanges students live with American families, attend American high schools, and participate in American culture, leadership activities, and community service. Exchange students can help bring the world into your home and community.
We seek host families from all over the United States. Learn more or submit an interest form at http://go.usa.gov/TUk5 and please share this announcement with others. You can also email us at youthprograms at state dot gov.
Carol A. Radomski, PhD
Program Officer
National Security Language Initiative for Youth (NSLI-Y)
Youth Programs Division
Bureau of Educational and Cultural Affairs
U.S. Department of State
Telephone: 202-632-9354
Email: RadomskiCA at State dot Gov
Visit at http://www.nsliforyouth.org
Radomski, C. [ILR-INFO] Host a State Department - sponsored high school exchange student. ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 1 May 2013).
English-Learners Need More Philanthropic Investment, Report Says
From http://blogs.edweek.org/edweek/learning-the-language/2013/05/english-learners_need_more_philanthropic_investment.html
English-Learners Need More Philanthropic Investment, Report Says
By Lesli A. Maxwell
May 2, 2013
English-learners are the fastest-growing subgroup of students in public schools and will likely be so for the next decade, but education philanthropy dollars targeted toward the unique needs of these students haven't kept pace, a new report says.
The Portland, Ore.-based Grantmakers for Education, a membership organization for public and private education-related philanthropies, has just published an analysis of the current state of grantmaking meant to improve educational outcomes for English-learners. The main finding: The level of investment in ELLs is "relatively small" and "small in comparison to the magnitude of this population and the depth of educational need.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/05/english-learners_need_more_philanthropic_investment.html
English-Learners Need More Philanthropic Investment, Report Says
By Lesli A. Maxwell
May 2, 2013
English-learners are the fastest-growing subgroup of students in public schools and will likely be so for the next decade, but education philanthropy dollars targeted toward the unique needs of these students haven't kept pace, a new report says.
The Portland, Ore.-based Grantmakers for Education, a membership organization for public and private education-related philanthropies, has just published an analysis of the current state of grantmaking meant to improve educational outcomes for English-learners. The main finding: The level of investment in ELLs is "relatively small" and "small in comparison to the magnitude of this population and the depth of educational need.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/05/english-learners_need_more_philanthropic_investment.html
Article: English Learners and 21st-Century Literacy
From http://www.edutopia.org/blog/english-learners-twenty-first-century-learning
English Learners and 21st-Century Literacy
Anne OBrien
April 30, 2013
One challenge: better educating students who speak English as a second language. One opportunity: leveraging the strengths that these students offer to improve schools for all. And research by Dr. Mary Amanda "Mandy" Stewart, who recently completed a dissertation that highlights the 21st-century skills and cultural resources of immigrant youth, provides guidance on how to do both.
In her dissertation, which won PDK International's 2012-2013 Outstanding Doctoral Dissertation Award, Stewart examined the life and literacy of four 17- to 20-year-old students from Mexico, El Salvador, and Guatemala. In doing so, she uncovered multiple ways in which these students are leveraging their out-of-school competencies to improve their English and develop and demonstrate 21st-century skills.
Read on for a summary of Dr. Stewart’s findings at http://www.edutopia.org/blog/english-learners-twenty-first-century-learning
English Learners and 21st-Century Literacy
Anne OBrien
April 30, 2013
One challenge: better educating students who speak English as a second language. One opportunity: leveraging the strengths that these students offer to improve schools for all. And research by Dr. Mary Amanda "Mandy" Stewart, who recently completed a dissertation that highlights the 21st-century skills and cultural resources of immigrant youth, provides guidance on how to do both.
In her dissertation, which won PDK International's 2012-2013 Outstanding Doctoral Dissertation Award, Stewart examined the life and literacy of four 17- to 20-year-old students from Mexico, El Salvador, and Guatemala. In doing so, she uncovered multiple ways in which these students are leveraging their out-of-school competencies to improve their English and develop and demonstrate 21st-century skills.
Read on for a summary of Dr. Stewart’s findings at http://www.edutopia.org/blog/english-learners-twenty-first-century-learning
Arizona State School Board To Wade into English-immersion Program Fight
From http://cronkitenewsonline.com/2013/05/state-school-board-to-wade-into-english-immersion-program-fight
State school board to wade into English-immersion program fight
By Connor Radnovich
May 3, 2013
Vince Yanez understands what the Arizona Board of Education could be getting in to this year when it begins a “systematic review” of the state’s English Language Learner program.
“Since the models had been created, there have been very strong opinions on both sides,” said Yanez, the board’s executive director.
“The models” he is referring to are Structured English Immersion, a state-mandated program that puts non-English-speaking students into English class for four hours a day.
“The opinions” include supporters who say the program quickly moves students into mainstream classes and critics who say it does not. The critics say that segregating children into language-only classes denies those students hours of class time in other subjects every day.
Arizona is the only state that mandates a four-hour block of English for all non-English-speaking students, regardless of their age or proficiency.
Read the full article at http://cronkitenewsonline.com/2013/05/state-school-board-to-wade-into-english-immersion-program-fight
Meanwhile, here is a recent feature on a Spanish immersion program in Arizona: http://www.wftv.com/news/ap/education/s-ariz-grade-school-offers-spanish-immersion/nXgqG
State school board to wade into English-immersion program fight
By Connor Radnovich
May 3, 2013
Vince Yanez understands what the Arizona Board of Education could be getting in to this year when it begins a “systematic review” of the state’s English Language Learner program.
“Since the models had been created, there have been very strong opinions on both sides,” said Yanez, the board’s executive director.
“The models” he is referring to are Structured English Immersion, a state-mandated program that puts non-English-speaking students into English class for four hours a day.
“The opinions” include supporters who say the program quickly moves students into mainstream classes and critics who say it does not. The critics say that segregating children into language-only classes denies those students hours of class time in other subjects every day.
Arizona is the only state that mandates a four-hour block of English for all non-English-speaking students, regardless of their age or proficiency.
Read the full article at http://cronkitenewsonline.com/2013/05/state-school-board-to-wade-into-english-immersion-program-fight
Meanwhile, here is a recent feature on a Spanish immersion program in Arizona: http://www.wftv.com/news/ap/education/s-ariz-grade-school-offers-spanish-immersion/nXgqG
Free Apps for English Language Learners
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Read Monica Burns’s reviews in Edutopia of four apps that can support English language learners’ vocabulary acquisition: http://www.edutopia.org/blog/apps-support-ELL-vocabulary-acquisition-monica-burns
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Here is an article with two ideas on how to use Tellegami, another free app, with English language learners: http://eltplustech.blogspot.com.au/2013/05/lesson-idea-using-tellagami-app.html
Read Monica Burns’s reviews in Edutopia of four apps that can support English language learners’ vocabulary acquisition: http://www.edutopia.org/blog/apps-support-ELL-vocabulary-acquisition-monica-burns
---
Here is an article with two ideas on how to use Tellegami, another free app, with English language learners: http://eltplustech.blogspot.com.au/2013/05/lesson-idea-using-tellagami-app.html
Resources for Spanish Teachers on Janet Glass’s Website
From http://www.senoraglass.com
Last week we reported on some resources from 2008 ACTFL Teacher of the Year Janet Glass’s website. This week we draw attention to resources specifically for Spanish teachers:
A Tour of Latin Music A Tour of Latin Music: Using Google maps for a virtual tour of Latin music - http://www.senoraglass.com/music
Videos of Nikolás: Follow videos of young Nikolás Ramírez as he narrates for us in Spanish - http://www.senoraglass.com/niko
A TPRS Script and Pictures about Sor Juana Inés de la Cruz - http://www.senoraglass.com/sorJuana
A photographic tour of the Galápagos Islands - http://www.senoraglass.com/Galapagos
Ms. Glass’s homepage is available at http://www.senoraglass.com
Last week we reported on some resources from 2008 ACTFL Teacher of the Year Janet Glass’s website. This week we draw attention to resources specifically for Spanish teachers:
A Tour of Latin Music A Tour of Latin Music: Using Google maps for a virtual tour of Latin music - http://www.senoraglass.com/music
Videos of Nikolás: Follow videos of young Nikolás Ramírez as he narrates for us in Spanish - http://www.senoraglass.com/niko
A TPRS Script and Pictures about Sor Juana Inés de la Cruz - http://www.senoraglass.com/sorJuana
A photographic tour of the Galápagos Islands - http://www.senoraglass.com/Galapagos
Ms. Glass’s homepage is available at http://www.senoraglass.com
Twitter-Based Worksheet: School Materials and -er Verbs
Here’s another nice activity from the Zambombazo website. This is a Twiccionario activity (based on Tweets in Spanish) that focuses on school materials and -er verbs: http://zachary-jones.com/zambombazo/twiccionario-los-verbos-er-y-los-utiles-escolares
Article: Will Spanish Thrive Or Decline In The U.S.?
From http://www.npr.org/blogs/codeswitch/2013/04/29/179816884/as-americas-latino-population-grows-will-spanish-thrive-in-the-u-s
Will Spanish Thrive Or Decline In The U.S.?
by Luis Clemens
April 29, 2013
Watch enough of the programming produced in the U.S. by Telemundo or Univision and you will hear snippets of English spoken by guests who lack the vocabulary or knowledge of grammar to provide a complete answer in Spanish.
The Premios Billboard had two active Twitter feeds during the music awards ceremony, one in Spanish and the other in English. The need for the two Twitter feeds reflects a generational shift and illustrates the cultural question of the moment for Latinos: Will Spanish survive as a language widely spoken by Latinos in the United States?
Read or listen to the full article at http://www.npr.org/blogs/codeswitch/2013/04/29/179816884/as-americas-latino-population-grows-will-spanish-thrive-in-the-u-s
Will Spanish Thrive Or Decline In The U.S.?
by Luis Clemens
April 29, 2013
Watch enough of the programming produced in the U.S. by Telemundo or Univision and you will hear snippets of English spoken by guests who lack the vocabulary or knowledge of grammar to provide a complete answer in Spanish.
The Premios Billboard had two active Twitter feeds during the music awards ceremony, one in Spanish and the other in English. The need for the two Twitter feeds reflects a generational shift and illustrates the cultural question of the moment for Latinos: Will Spanish survive as a language widely spoken by Latinos in the United States?
Read or listen to the full article at http://www.npr.org/blogs/codeswitch/2013/04/29/179816884/as-americas-latino-population-grows-will-spanish-thrive-in-the-u-s
Activity Idea for Commands: Your Conscience
Here’s a fun and creative idea for presenting and practicing commands - let your conscience (good and bad) give you advice about a situation. See examples and a full explanation at http://spanishplans.org/2013/05/02/commands
American Classical League Leadership Positions Open
ACL Leadership Positions Open
The American Classical League invites and encourages applications for several key leadership positions. If you would like to contribute significantly to ACL’s national efforts in promoting the study of Latin, Greek, and Classics, you may apply for one or more of these positions. Details on each position may be found on the ACL webpage at http://aclclassics.org/visitors.php/pages/executive-qualifications
Director, National Latin and Greek Teacher Placement Service
Associate Director, Teaching Materials and Resource Center
Editor, The ACL Newsletter
Please submit your application(s) by June 1. The Executive Committee hopes to name these three positions in time to recommend them to the ACL Council for approval at the annual ACL Institute in Memphis at the end of June.
Apply today and make a difference!
Chochola, J. [IllinoisClassics] ACL Positions Open. Illinois Classics listserv (IllinoisClassics@yahoogroups.com, 2 May 2013).
The American Classical League invites and encourages applications for several key leadership positions. If you would like to contribute significantly to ACL’s national efforts in promoting the study of Latin, Greek, and Classics, you may apply for one or more of these positions. Details on each position may be found on the ACL webpage at http://aclclassics.org/visitors.php/pages/executive-qualifications
Director, National Latin and Greek Teacher Placement Service
Associate Director, Teaching Materials and Resource Center
Editor, The ACL Newsletter
Please submit your application(s) by June 1. The Executive Committee hopes to name these three positions in time to recommend them to the ACL Council for approval at the annual ACL Institute in Memphis at the end of June.
Apply today and make a difference!
Chochola, J. [IllinoisClassics] ACL Positions Open. Illinois Classics listserv (IllinoisClassics@yahoogroups.com, 2 May 2013).
Free Online Translation Course This Summer
From https://sites.google.com/a/swarthmore.edu/medieval-latin-summer-2013-the-gesta-francorum
In the summer of 2013 Professors William Turpin (Swarthmore College, Classics) and Bruce Venarde (University of Pittsburgh, History) will be offering a free online Latin translation course, meeting on Google Hangout. The class will meet once a week starting on Monday, June 3, at 8-10 p.m. EST and will continue for perhaps ten weeks. We will be translating and discussing the Gesta Francorum, an anonymous first-hand account of the First Crusade written in relatively straightforward medieval Latin. A sample is offered below.
The course is intended for students who have completed a year or so of classical Latin at the college level, or the equivalent in high school. It should also be suitable for those whose Latin may be a little rusty, or for those particularly interested in medieval Latin. Google Hangout will allow eight active participants (i.e. people who may wish to translate a particular section of text) and an unlimited number of auditors (who will be able to submit questions and comments by email).
Full details about the course are available at https://sites.google.com/a/swarthmore.edu/medieval-latin-summer-2013-the-gesta-francorum , or see updates at http://blogs.dickinson.edu/dcc/2013/05/01/medieval-latin-open-online-course
In the summer of 2013 Professors William Turpin (Swarthmore College, Classics) and Bruce Venarde (University of Pittsburgh, History) will be offering a free online Latin translation course, meeting on Google Hangout. The class will meet once a week starting on Monday, June 3, at 8-10 p.m. EST and will continue for perhaps ten weeks. We will be translating and discussing the Gesta Francorum, an anonymous first-hand account of the First Crusade written in relatively straightforward medieval Latin. A sample is offered below.
The course is intended for students who have completed a year or so of classical Latin at the college level, or the equivalent in high school. It should also be suitable for those whose Latin may be a little rusty, or for those particularly interested in medieval Latin. Google Hangout will allow eight active participants (i.e. people who may wish to translate a particular section of text) and an unlimited number of auditors (who will be able to submit questions and comments by email).
Full details about the course are available at https://sites.google.com/a/swarthmore.edu/medieval-latin-summer-2013-the-gesta-francorum , or see updates at http://blogs.dickinson.edu/dcc/2013/05/01/medieval-latin-open-online-course
Atlantik-Brücke Seeks Southern California Teachers for Study Trip to Germany
From http://www.germany.info/Vertretung/usa/en/__pr/GKs/LOSA/2013/05/01AB.html?archive=1998708
The Atlantik-Brücke Study Trip program seeks to bring American social studies and German history teachers as well as German language instructors - who may never have visited the country - to Germany, in order for them to gain a vivid perception of modern Germany to share with students, colleagues and friends. During their week-long study trip, teachers will learn about Germany’s society, political institutions, history and culture first-hand by visiting schools, museums and memorials, meeting with German politicians, journalists, business representatives, colleagues in education and Germany’s young generation. Teachers do not need to speak German in order to apply for the program. Though preference is given to middle and high school teachers, elementary teachers are also welcome to apply.
This year’s program is offered in cooperation with the German Consulate General in Los Angeles, California and Germany’s Central Agency for Schools Abroad, a representative from which will serve as the program contact in the U.S. and will accompany participants on the study trip.
For further information about the program, and to apply for this year’s study trip (deadline May 31, 2013), please download this pdf: http://www.germany.info/contentblob/3876460/Daten/3237703/AtlantikBrcke.pdf
The Atlantik-Brücke Study Trip program seeks to bring American social studies and German history teachers as well as German language instructors - who may never have visited the country - to Germany, in order for them to gain a vivid perception of modern Germany to share with students, colleagues and friends. During their week-long study trip, teachers will learn about Germany’s society, political institutions, history and culture first-hand by visiting schools, museums and memorials, meeting with German politicians, journalists, business representatives, colleagues in education and Germany’s young generation. Teachers do not need to speak German in order to apply for the program. Though preference is given to middle and high school teachers, elementary teachers are also welcome to apply.
This year’s program is offered in cooperation with the German Consulate General in Los Angeles, California and Germany’s Central Agency for Schools Abroad, a representative from which will serve as the program contact in the U.S. and will accompany participants on the study trip.
For further information about the program, and to apply for this year’s study trip (deadline May 31, 2013), please download this pdf: http://www.germany.info/contentblob/3876460/Daten/3237703/AtlantikBrcke.pdf
German Faculty Seminar on Curriculum Development
From http://www.aatg.org/content/faculty-seminar-curriculum-development
Faculty Seminar on Curriculum Development
Meeting Tomorrow’s Needs in College German Programs
3-Day Faculty Seminar on Curriculum Development at the College Level
October 11—13, 2013, Georgetown University, Washington, DC
The AATG is hosting a 3-day seminar for college/university German department faculty focused on developing strategies to enhance and update their curriculum.
This workshop will provide a unique professional development opportunity for faculty in post-secondary German programs to develop curricular frameworks and methodologies that enhance educational opportunities for their students, position the study of German at the forefront of innovative teaching, learning, and assessment practices, and enable them to contribute to the educational mission of their institutions.
Deadline for application is June 1, 2013. The seminar is limited to 20 participants.
For full details go to http://www.aatg.org/content/faculty-seminar-curriculum-development
Faculty Seminar on Curriculum Development
Meeting Tomorrow’s Needs in College German Programs
3-Day Faculty Seminar on Curriculum Development at the College Level
October 11—13, 2013, Georgetown University, Washington, DC
The AATG is hosting a 3-day seminar for college/university German department faculty focused on developing strategies to enhance and update their curriculum.
This workshop will provide a unique professional development opportunity for faculty in post-secondary German programs to develop curricular frameworks and methodologies that enhance educational opportunities for their students, position the study of German at the forefront of innovative teaching, learning, and assessment practices, and enable them to contribute to the educational mission of their institutions.
Deadline for application is June 1, 2013. The seminar is limited to 20 participants.
For full details go to http://www.aatg.org/content/faculty-seminar-curriculum-development
AP German Language and Culture Professional Development Stipend
From http://www.aatg.org/AP_German_Workshop_Stipend
The AATG in collaboration with the College Board’s Advanced Placement Program is offering financial assistance in the amount of up to $500 for AATG members to participate in an AP German Language and Culture summer institute or workshop. This professional development opportunity is funded through a generous gift from an AATG member.
Applicants may select from a wide variety of summer institutes and workshops available this summer!
Deadline for application is June 7, 2012.
More information and the application form are available from http://www.aatg.org/files/2013_Summer_AP_Application.pdf
The AATG in collaboration with the College Board’s Advanced Placement Program is offering financial assistance in the amount of up to $500 for AATG members to participate in an AP German Language and Culture summer institute or workshop. This professional development opportunity is funded through a generous gift from an AATG member.
Applicants may select from a wide variety of summer institutes and workshops available this summer!
Deadline for application is June 7, 2012.
More information and the application form are available from http://www.aatg.org/files/2013_Summer_AP_Application.pdf
Haircuts and Hair Vocabulary in Russian
From http://www.sras.org
Here is a mini-lesson full of vocabulary specific to getting a hair cut (including different kinds of hairstyles) as well as cultural information about getting a haircut in Russia: http://www.sras.org/mini_lessons_2013#haircut
Here is a mini-lesson full of vocabulary specific to getting a hair cut (including different kinds of hairstyles) as well as cultural information about getting a haircut in Russia: http://www.sras.org/mini_lessons_2013#haircut
Chinese Dialogues Podcast Series
From http://www.coerll.utexas.edu/coerll/sites/coerll.utexas.edu.coerll/files/COERLL-Newsletter-Spring-2013.pdf
The “Gateway to Chinese” project announces a new podcast series consisting of simple dialogue exchanges. The listening materials help beginners take the first step toward becoming proficient listeners and are based on beginning level Chinese curriculum. They are creative yet realistic scenarios on topics that listeners can relate to, such as the social, family, and school aspects of one’s life. Full transcripts in both traditional and simplified characters as well as English translations are provided as downloadable PDF documents. The podcast format enables a generation of increasingly “mobile” learners to study the material “on-the-go.”
Subscribe at http://podcasts.coerll.utexas.edu/collection/chinese-dialogues
The “Gateway to Chinese” project announces a new podcast series consisting of simple dialogue exchanges. The listening materials help beginners take the first step toward becoming proficient listeners and are based on beginning level Chinese curriculum. They are creative yet realistic scenarios on topics that listeners can relate to, such as the social, family, and school aspects of one’s life. Full transcripts in both traditional and simplified characters as well as English translations are provided as downloadable PDF documents. The podcast format enables a generation of increasingly “mobile” learners to study the material “on-the-go.”
Subscribe at http://podcasts.coerll.utexas.edu/collection/chinese-dialogues
Pitch Perfect Pinyin: Mandarin Pronunciation Practice Added
In a past InterCom article (http://casls.uoregon.edu/intercom/site/view-article.php?ArticleID=13724 ) we described Pitch Perfect Pinyin, a website with interactive exercises for Mandarin Chinese pronunciation. The site has recently added practice exercises. Try them out at http://www.laits.utexas.edu/ppp
Webinar on Interdisciplinary Approaches to Studying the Arab Uprisings
From http://cmes.hmdc.harvard.edu/node/3398
Join Harvard University’s Center for Middle Eastern Studies Visiting Scholar Melani Cammet and MIT researcher Todd Mostak for this two-session webinar for K-12 educators to explore how twitter feeds, GIS mapping, and demographic data inform their own innovative research. Educators will gain insight into ongoing political change in the Middle East and North Africa, as well as skill building in analysis of graphs, maps, and close reading of new media sources.
The first webinar will be May 14, 2013 - 7:00pm - 8:00pm; and the second will be May 21, 2013 at the same time.
For more details and information about how to register, go to http://cmes.hmdc.harvard.edu/node/3398 (for the May 14 session) and http://cmes.hmdc.harvard.edu/node/3399 (for the May 21 session).
Join Harvard University’s Center for Middle Eastern Studies Visiting Scholar Melani Cammet and MIT researcher Todd Mostak for this two-session webinar for K-12 educators to explore how twitter feeds, GIS mapping, and demographic data inform their own innovative research. Educators will gain insight into ongoing political change in the Middle East and North Africa, as well as skill building in analysis of graphs, maps, and close reading of new media sources.
The first webinar will be May 14, 2013 - 7:00pm - 8:00pm; and the second will be May 21, 2013 at the same time.
For more details and information about how to register, go to http://cmes.hmdc.harvard.edu/node/3398 (for the May 14 session) and http://cmes.hmdc.harvard.edu/node/3399 (for the May 21 session).
Middle East Outreach Council Photo Gallery
The Middle East Outreach Council (http://www.meoc.us ) has a growing archive of member contributed photographs taken in the Middle East. These copyright-friendly photographs are licensed for use in the classroom or for non-commercial projects.
Browse the gallery at http://www.meoc.us/meoc/gallery/browse
Browse the gallery at http://www.meoc.us/meoc/gallery/browse
Native Languages Resource Directory
From http://www.ilinative.org/directory/index.php?title=Main_Page
Indigenous Language Institute’s Native Languages Resource Directory is a list of Language Programs, Organizations, and Funding Sources that promote revitalization, stabilization and documentation of indigenous languages. This online Directory is an updated version of the hardcopy that was first published in 1998, and since that time, the number of programs and organizations that work towards language revitalization have increased manifold. The data in the new Directory includes updates to existing programs as well as entries of newly established ones.
The purpose of the Directory is to make it easier for users to contact each other, to find resources relevant to users, and to facilitate networking among language workers. Each entry will have annotations describing the type of program and projects. There are multiple ways to find information using the Search function.
ILI’s Language Resource Directory is a “work in progress” because:
ILI invites all language programs, organizations and funders from all continents to include their information in the Directory;
The Directory enables those who are listed to update information about their organizations and programs; and
ILI continues to gather and enter data on new programs, organizations and funding sources to include in the Directory.
The Directory is linked to the Endangered Languages Project (ELP), which is a worldwide online resource for language revitalization and documentation. This worldwide resource language samples, and it is a site where you can share your language information.
Access the directory at http://www.ilinative.org/directory/index.php?title=Main_Page
Read a recent article about enhancements to the directory at http://www.santafenewmexican.com/news/local_news/article_d47b99d0-5417-5ff0-bcce-bbff5a85142b.html
Indigenous Language Institute’s Native Languages Resource Directory is a list of Language Programs, Organizations, and Funding Sources that promote revitalization, stabilization and documentation of indigenous languages. This online Directory is an updated version of the hardcopy that was first published in 1998, and since that time, the number of programs and organizations that work towards language revitalization have increased manifold. The data in the new Directory includes updates to existing programs as well as entries of newly established ones.
The purpose of the Directory is to make it easier for users to contact each other, to find resources relevant to users, and to facilitate networking among language workers. Each entry will have annotations describing the type of program and projects. There are multiple ways to find information using the Search function.
ILI’s Language Resource Directory is a “work in progress” because:
ILI invites all language programs, organizations and funders from all continents to include their information in the Directory;
The Directory enables those who are listed to update information about their organizations and programs; and
ILI continues to gather and enter data on new programs, organizations and funding sources to include in the Directory.
The Directory is linked to the Endangered Languages Project (ELP), which is a worldwide online resource for language revitalization and documentation. This worldwide resource language samples, and it is a site where you can share your language information.
Access the directory at http://www.ilinative.org/directory/index.php?title=Main_Page
Read a recent article about enhancements to the directory at http://www.santafenewmexican.com/news/local_news/article_d47b99d0-5417-5ff0-bcce-bbff5a85142b.html
Workshop: Language Immersion Planning and Methodology
INDIGENOUS LANGUAGE INSTITUTE / Consortium of Indigenous Language Organizations (CILO) is pleased to announce
Language Immersion Planning and Methodology:
Early Childhood/Head Start and K-12 Age Workshop
June 29 - July 1, 2013
Three-day workshop focusing on training effective language immersion practices for teachers, parents and caregivers for ages 0-19
Venue: Desert Diamond Hotel and Casino, Tucson, AZ
May 31, 2013, is the deadline to register.
This three day workshop will train parents, grandparents, caregivers, teachers and community people who interact regularly with early childhood / Head Start and K-12 age groups where Native language is the main language of activity. The workshop provides hands-on experience on how to prepare long range plans for language and culture transmission (curriculum), daily plans of activities, and materials development.
For Registration form: http://www.ilinative.org/cilo/JuneCiloImmersionPlanningRegistrationForm4.26.13.pdf
For Draft Agenda (subject to change): http://ilinative.org/cilo/EarlyCImmersionWSAgenda3.27.13.pdf
Indigenous Language Institute: Native Language News. (ili@ilinative.org, 2 May 2013).
Language Immersion Planning and Methodology:
Early Childhood/Head Start and K-12 Age Workshop
June 29 - July 1, 2013
Three-day workshop focusing on training effective language immersion practices for teachers, parents and caregivers for ages 0-19
Venue: Desert Diamond Hotel and Casino, Tucson, AZ
May 31, 2013, is the deadline to register.
This three day workshop will train parents, grandparents, caregivers, teachers and community people who interact regularly with early childhood / Head Start and K-12 age groups where Native language is the main language of activity. The workshop provides hands-on experience on how to prepare long range plans for language and culture transmission (curriculum), daily plans of activities, and materials development.
For Registration form: http://www.ilinative.org/cilo/JuneCiloImmersionPlanningRegistrationForm4.26.13.pdf
For Draft Agenda (subject to change): http://ilinative.org/cilo/EarlyCImmersionWSAgenda3.27.13.pdf
Indigenous Language Institute: Native Language News. (ili@ilinative.org, 2 May 2013).
Sign Language Courses Are Increasingly Popular in U.S. Colleges
From http://www.insidebayarea.com/breaking-news/ci_23159213/sign-language-courses-college-increasingly-popular
Sign language courses in U.S. colleges increasingly popular
By Katy Murphy Oakland Tribune
May 2, 2013
Every year, more college students in the U.S. are learning a new language without uttering a word.
American Sign Language has become one of the most popular language classes, ranking fourth in the latest Modern Language Association Survey -- and nearly shoving German from third place. The number of students taking the language has risen by more than 50 percent in the past decade.
In 1990, few U.S. colleges taught it. Now, the study of American Sign Language is attracting students in fields such as health care, education and linguistics, in addition to those motivated by personal reasons or curiosity.
Interest has been building over the more than two decades since the American Disabilities Act passed, requiring hospitals and agencies to communicate effectively with the deaf and hard of hearing and banning workplace discrimination against people with disabilities.
Read the full article at http://www.insidebayarea.com/breaking-news/ci_23159213/sign-language-courses-college-increasingly-popular?source=most_emailed
Sign language courses in U.S. colleges increasingly popular
By Katy Murphy Oakland Tribune
May 2, 2013
Every year, more college students in the U.S. are learning a new language without uttering a word.
American Sign Language has become one of the most popular language classes, ranking fourth in the latest Modern Language Association Survey -- and nearly shoving German from third place. The number of students taking the language has risen by more than 50 percent in the past decade.
In 1990, few U.S. colleges taught it. Now, the study of American Sign Language is attracting students in fields such as health care, education and linguistics, in addition to those motivated by personal reasons or curiosity.
Interest has been building over the more than two decades since the American Disabilities Act passed, requiring hospitals and agencies to communicate effectively with the deaf and hard of hearing and banning workplace discrimination against people with disabilities.
Read the full article at http://www.insidebayarea.com/breaking-news/ci_23159213/sign-language-courses-college-increasingly-popular?source=most_emailed
Finding Language Practice Groups in the Seattle Area
From http://seattletimes.com/html/travel/2020902154_travelwiselanguagesxml.html
Travel Wise / Language-learning made fun, and cheap, for Seattle travelers
Casual and fun ways to learn a bit of a language before traveling.
By Carol Pucci
May 4, 2013
Whether it’s memorizing a few words and phrases in Thai or Japanese or striving to become semi-conversational in Italian or Spanish, making the effort to learn a bit of the local language before traveling always pays off, either in the spirit of general friendliness or outright necessity.
We’re lucky in the Seattle area to have community colleges and private language schools that offer excellent classes. But for those looking for less of a commitment in time or money, there are other ways for travelers to practice and learn.
Read on at http://seattletimes.com/html/travel/2020902154_travelwiselanguagesxml.html
Travel Wise / Language-learning made fun, and cheap, for Seattle travelers
Casual and fun ways to learn a bit of a language before traveling.
By Carol Pucci
May 4, 2013
Whether it’s memorizing a few words and phrases in Thai or Japanese or striving to become semi-conversational in Italian or Spanish, making the effort to learn a bit of the local language before traveling always pays off, either in the spirit of general friendliness or outright necessity.
We’re lucky in the Seattle area to have community colleges and private language schools that offer excellent classes. But for those looking for less of a commitment in time or money, there are other ways for travelers to practice and learn.
Read on at http://seattletimes.com/html/travel/2020902154_travelwiselanguagesxml.html
Summer Job Opportunity: Aldeen-Startalk Teacher Assistant Program
Aldeen-Startalk Teacher Assistant Program (Pasadena, CA) is looking for summer-time teaching assistants for the "Stay Fit and Healthy" program, June 24-July 5. Sophomore and junior college students are needed to help students improve their Arabic skills. Stipend is $750. Application deadline is June 1, 2013. To apply: aldeenstartalk09 at aldeenfoundation dot org
NCLRC Arabic K-12 Bulletin - May 6, 2013. (arabick12@gmail.com, 6 May 2013).
NCLRC Arabic K-12 Bulletin - May 6, 2013. (arabick12@gmail.com, 6 May 2013).
Job: Career Instructor in French Language and Culture at the University of Oregon
From http://linguistlist.org/issues/24/24-2003.html
The Department of Romance Languages at the University of Oregon anticipates hiring a full-time Career Instructor in French Language and Culture to teach and coordinate undergraduate language and culture classes at the first-year level. The position also includes supervision of Graduate Teaching Fellows and cooperative program articulation across language levels. The contract start date is September 15, 2013 and is renewable based on excellent performance, need and funding.
A full course load for a language supervisor is two classes per quarter (six per year) in addition to first-year French language program coordination and supervision. Salary is commensurate with experience within the range $40,000-$44,000.
Minimum Requirements: M.A. in applied linguistics, French or related field in hand before start date, professional-level proficiency in both French and English, and documented successful college-level teaching experience.
To ensure consideration, please submit application materials by June 4, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-2003.html
The Department of Romance Languages at the University of Oregon anticipates hiring a full-time Career Instructor in French Language and Culture to teach and coordinate undergraduate language and culture classes at the first-year level. The position also includes supervision of Graduate Teaching Fellows and cooperative program articulation across language levels. The contract start date is September 15, 2013 and is renewable based on excellent performance, need and funding.
A full course load for a language supervisor is two classes per quarter (six per year) in addition to first-year French language program coordination and supervision. Salary is commensurate with experience within the range $40,000-$44,000.
Minimum Requirements: M.A. in applied linguistics, French or related field in hand before start date, professional-level proficiency in both French and English, and documented successful college-level teaching experience.
To ensure consideration, please submit application materials by June 4, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-2003.html
Job: Principal, Mandarin Dual Language Immersion Program, Washington
From https://employment.bsd405.org/JobPosting.aspx?JPID=3708
Certificated Position Opening
ELEMENTARY PRINCIPAL 2013-14, MANDARIN DUAL LANGUAGE PROGRAM
Opening Date: 5/2/2013
Location: Bellewood (Bellevue, Washington)
Responsibilities:
• Leading staff to work collaboratively in professional learning communities to foster, grow, and implement an effective two-way Mandarin Chinese Dual Language Program and continually improve instructional practices.
• Establishing and maintaining a positive learning environment.
• Running an efficient and highly organized school.
• Communicating frequently and effectively with all stakeholders, including staff, parents, local and broad community.
• Ensuring human and fiscal resources are directed to the improvement of student learning striving towards excellence at all levels.
View the full job posting at https://employment.bsd405.org/JobPosting.aspx?JPID=3708
Certificated Position Opening
ELEMENTARY PRINCIPAL 2013-14, MANDARIN DUAL LANGUAGE PROGRAM
Opening Date: 5/2/2013
Location: Bellewood (Bellevue, Washington)
Responsibilities:
• Leading staff to work collaboratively in professional learning communities to foster, grow, and implement an effective two-way Mandarin Chinese Dual Language Program and continually improve instructional practices.
• Establishing and maintaining a positive learning environment.
• Running an efficient and highly organized school.
• Communicating frequently and effectively with all stakeholders, including staff, parents, local and broad community.
• Ensuring human and fiscal resources are directed to the improvement of student learning striving towards excellence at all levels.
View the full job posting at https://employment.bsd405.org/JobPosting.aspx?JPID=3708
Financial Aid for Study Abroad in and Study of Russia and other Former Soviet States
From http://www.sras.org
From the School of Russian and Asian Studies, here is a list of every scholarship, aid, and grant program that SRAS knows of that can help fund study abroad to Russia and other former Soviet states. Most are specifically for US citizens.
http://www.sras.org/grants_and_scholarships_for_russia
From the School of Russian and Asian Studies, here is a list of every scholarship, aid, and grant program that SRAS knows of that can help fund study abroad to Russia and other former Soviet states. Most are specifically for US citizens.
http://www.sras.org/grants_and_scholarships_for_russia
Workshop: Technology as the Core of Standards-Based Arabic Instruction
Occidental College is offering Technology as the Core of Standards-Based Arabic Instruction, a workshop for teachers at California State University, Long Beach, June 20-26. Participants will learn to effectively use technology to enhance a standards-based approach, including locating authentic materials on the web; using technologies to make authentic materials accessible to students; facilitating interpersonal communication through instant messaging, video, audio and written chats, emails, interactive assignments and homework; supporting presentational communication using online postings, webpages and GoogleDrive. For more information, contact Iman Hashem ihashem at oxy dot edu.
NCLRC Arabic K-12 Bulletin - May 6, 2013. (arabick12@gmail.com, 6 May 2013).
NCLRC Arabic K-12 Bulletin - May 6, 2013. (arabick12@gmail.com, 6 May 2013).
Training for Teachers of Arabic, Dari, Hindi, Persian, or Urdu
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. The workshops will take place June 10-21, 2013.
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.
Applicants to either course must be fluent speakers of English and one of the subject languages—Arabic, Dari, Hindi, Persian, or Urdu. They should hold at least a bachelor's degree, and their language proficiency is expected to be at the superior to native level on the ACTFL scale.
Those currently enrolled in an accredited bachelor's degree program who are planning to be teachers also are invited to apply.
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. The workshops will take place June 10-21, 2013.
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.
Applicants to either course must be fluent speakers of English and one of the subject languages—Arabic, Dari, Hindi, Persian, or Urdu. They should hold at least a bachelor's degree, and their language proficiency is expected to be at the superior to native level on the ACTFL scale.
Those currently enrolled in an accredited bachelor's degree program who are planning to be teachers also are invited to apply.
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
2013 TESOL Advocacy & Policy Summit
From http://www.tesol.org/events-landing-page/2013/02/27/2013-tesol-advocacy-policy-summit
2013 TESOL Advocacy & Policy Summit
16 June 2013
Arlington, Virginia
The only event of its kind in the United States, the TESOL Advocacy & Policy Summit is an unparalleled professional development opportunity for educators to learn about U.S. federal education issues and advocate for policies that support English learners and the field of English language education. The summit will feature policy experts, leadership training, and an opportunity to network with advocates and colleagues from across the country.
For full details go to http://www.tesol.org/events-landing-page/2013/02/27/2013-tesol-advocacy-policy-summit
2013 TESOL Advocacy & Policy Summit
16 June 2013
Arlington, Virginia
The only event of its kind in the United States, the TESOL Advocacy & Policy Summit is an unparalleled professional development opportunity for educators to learn about U.S. federal education issues and advocate for policies that support English learners and the field of English language education. The summit will feature policy experts, leadership training, and an opportunity to network with advocates and colleagues from across the country.
For full details go to http://www.tesol.org/events-landing-page/2013/02/27/2013-tesol-advocacy-policy-summit
Call for Submissions: Teachers’ Forum, L2 Journal
From http://linguistlist.org/issues/24/24-1894.html
Since its establishment in 2009, L2 Journal has published a variety of quality research papers on different aspects of language learning and teaching, reaching a wide audience of interested scholars, educators, and students. The journal has also published several special issues on important topics in applied linguistics and second language acquisition. This fall, we are proud to announce the introduction of a new section in the journal, Teachers' Forum, specifically geared towards language lecturers and graduate student instructors. With Rick Kern as designated editor, the Teachers' Forum will offer a platform to share brief, refereed reports on second and foreign language pedagogical activities and research.
As with the other submissions, the Teachers' Forum reports will be published on a rotating basis throughout the year. After publication, the reports will be downloadable directly and for free from the L2 Journal website.
View the full call for submissions at http://linguistlist.org/issues/24/24-1894.html
Since its establishment in 2009, L2 Journal has published a variety of quality research papers on different aspects of language learning and teaching, reaching a wide audience of interested scholars, educators, and students. The journal has also published several special issues on important topics in applied linguistics and second language acquisition. This fall, we are proud to announce the introduction of a new section in the journal, Teachers' Forum, specifically geared towards language lecturers and graduate student instructors. With Rick Kern as designated editor, the Teachers' Forum will offer a platform to share brief, refereed reports on second and foreign language pedagogical activities and research.
As with the other submissions, the Teachers' Forum reports will be published on a rotating basis throughout the year. After publication, the reports will be downloadable directly and for free from the L2 Journal website.
View the full call for submissions at http://linguistlist.org/issues/24/24-1894.html
New Book Series: New Approaches to Applied Linguistics
From http://linguistlist.org/issues/24/24-1910.html
Peter Lang Oxford is pleased to announce the launch of the new book series
New Approaches to Applied Linguistics
This series provides an outlet for academic monographs and edited volumes that offer a contemporary and original contribution to applied linguistics. Applied linguistics is understood in a broad sense, to encompass language pedagogy and second-language learning, discourse analysis, bi- and multilingualism, language policy and planning, language use in the internet age, lexicography, professional and organizational communication, literacies, forensic linguistics, pragmatics, and other fields associated with solving real-life language and communication problems. Interdisciplinary contributions, and research that challenges disciplinary assumptions, are particularly welcomed. The series does not impose limitations in terms of methodology or genre and does not support a particular linguistic school. Whilst the series volumes are of a high scholarly standard, they are intended to be accessible to researchers in other fields and to the interested general reader.
The series editors welcome proposals for monographs and edited volumes.
For more information go to http://linguistlist.org/issues/24/24-1910.html
Peter Lang Oxford is pleased to announce the launch of the new book series
New Approaches to Applied Linguistics
This series provides an outlet for academic monographs and edited volumes that offer a contemporary and original contribution to applied linguistics. Applied linguistics is understood in a broad sense, to encompass language pedagogy and second-language learning, discourse analysis, bi- and multilingualism, language policy and planning, language use in the internet age, lexicography, professional and organizational communication, literacies, forensic linguistics, pragmatics, and other fields associated with solving real-life language and communication problems. Interdisciplinary contributions, and research that challenges disciplinary assumptions, are particularly welcomed. The series does not impose limitations in terms of methodology or genre and does not support a particular linguistic school. Whilst the series volumes are of a high scholarly standard, they are intended to be accessible to researchers in other fields and to the interested general reader.
The series editors welcome proposals for monographs and edited volumes.
For more information go to http://linguistlist.org/issues/24/24-1910.html
Call for Papers: Older Adult Language Learners
From http://linguistlist.org/issues/24/24-1935.html
Older Adult Language Learners
22-Mar-2014 - 25-Mar-2014
Portland, Oregon, USA
As the population of physically and mentally active older adults (e.g., age 55+) increases worldwide, interest in the interaction between aging and language learning is also on the increase. From a cognitive viewpoint of second language acquisition (SLA), changes in cognition due to healthy aging may have important ramifications for SLA. From a social perspective, older adults’ views of themselves and their mental capacity may equally inform learning processes. Both perspectives are crucial for developing best practices for instructing older adults and understanding older adult SLA. In addition, both cognitive and social approaches can investigate related topics such as re-learning an attrited L1 or maintenance of active bilingualism in older age. This colloquium will investigate topics such as these to bring together the fledgling research projects in the area and suggest directions for research in the near future.
Call Deadline: 01-Jun-2013
View the full call for papers at http://linguistlist.org/issues/24/24-1935.html
Older Adult Language Learners
22-Mar-2014 - 25-Mar-2014
Portland, Oregon, USA
As the population of physically and mentally active older adults (e.g., age 55+) increases worldwide, interest in the interaction between aging and language learning is also on the increase. From a cognitive viewpoint of second language acquisition (SLA), changes in cognition due to healthy aging may have important ramifications for SLA. From a social perspective, older adults’ views of themselves and their mental capacity may equally inform learning processes. Both perspectives are crucial for developing best practices for instructing older adults and understanding older adult SLA. In addition, both cognitive and social approaches can investigate related topics such as re-learning an attrited L1 or maintenance of active bilingualism in older age. This colloquium will investigate topics such as these to bring together the fledgling research projects in the area and suggest directions for research in the near future.
Call Deadline: 01-Jun-2013
View the full call for papers at http://linguistlist.org/issues/24/24-1935.html
Book: Statistical Analyses for Language Testers
From http://www.palgrave.com/products/title.aspx?pid=572484
Statistical Analyses for Language Testers
By Rita Green
Published by Palgrave Macmillan
Description: 'SALT' provides a step-by-step approach to the most useful statistical analyses for language test developers and researchers based on the programs IBM SPSS, Winsteps and Facets. Each chapter focuses on one particular type of analysis, for example, analyzing how items in a test are performing or investigating the relationship between two variables. Each chapter begins with an introduction as to why this particular analysis is important for the language tester and then provides explanations about the terms and concepts which the reader will meet in the chapter.
The method for carrying out each analysis is then described in a systematic manner guiding the reader through the procedure for that particular analysis. The main aspects of the output files are then investigated and the results explained. Eleven of the book's appendices provide further opportunities for the reader to repeat many of the statistical procedures on different data sets. Questions guide the reader in checking their understanding of the statistical procedures and output tables.
Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?pid=572484
Statistical Analyses for Language Testers
By Rita Green
Published by Palgrave Macmillan
Description: 'SALT' provides a step-by-step approach to the most useful statistical analyses for language test developers and researchers based on the programs IBM SPSS, Winsteps and Facets. Each chapter focuses on one particular type of analysis, for example, analyzing how items in a test are performing or investigating the relationship between two variables. Each chapter begins with an introduction as to why this particular analysis is important for the language tester and then provides explanations about the terms and concepts which the reader will meet in the chapter.
The method for carrying out each analysis is then described in a systematic manner guiding the reader through the procedure for that particular analysis. The main aspects of the output files are then investigated and the results explained. Eleven of the book's appendices provide further opportunities for the reader to repeat many of the statistical procedures on different data sets. Questions guide the reader in checking their understanding of the statistical procedures and output tables.
Visit the publisher’s website at http://www.palgrave.com/products/title.aspx?pid=572484
Book: Bilingual Education and Language Policy in the Global South
From http://www.routledge.com/books/details/9780415503068
Bilingual Education and Language Policy in the Global South
Edited by Jo Arthur Shoba, Feliciano Chimbutane
Published by Routledge Taylor & Francis Group
Description: This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415503068
Bilingual Education and Language Policy in the Global South
Edited by Jo Arthur Shoba, Feliciano Chimbutane
Published by Routledge Taylor & Francis Group
Description: This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415503068
May 1, 2013
Take a Virtual Trip: Scholastic's Global Trek
From http://teacher.scholastic.com/activities/globaltrek/tguide.htm
Scholastic's Global Trek is a way for students to travel to countries around the world without ever having to leave their classroom.
When students arrive in the country of their choice they are supplied with a suggested travel itinerary. This itinerary offers them links to background information and a chance to read about the country's people. Students also have a chance to meet the people of the country they visit through Scholastic's Classport. Classport is an online community of learners that provides tools such as instant translation, so you can communicate easily even if you don't speak the same language.
Some countries have special itineraries where students can join the journey of Tim Kent, a sailor who is racing around the world alone in his sailboat. Students can also "tour" through other relevant activities including Scholastic Explorers, Scholastic News, and other activities.
As students travel through the countries they keep a journal of their thoughts and experiences. These journals can be graded and displayed.
This project is suitable for students from grades 4–8. See Lesson Planning Suggestions for a prescribed plan on using Global Trek with your students.
The main webpage for this project is available at http://teacher.scholastic.com/activities/globaltrek
Scholastic's Global Trek is a way for students to travel to countries around the world without ever having to leave their classroom.
When students arrive in the country of their choice they are supplied with a suggested travel itinerary. This itinerary offers them links to background information and a chance to read about the country's people. Students also have a chance to meet the people of the country they visit through Scholastic's Classport. Classport is an online community of learners that provides tools such as instant translation, so you can communicate easily even if you don't speak the same language.
Some countries have special itineraries where students can join the journey of Tim Kent, a sailor who is racing around the world alone in his sailboat. Students can also "tour" through other relevant activities including Scholastic Explorers, Scholastic News, and other activities.
As students travel through the countries they keep a journal of their thoughts and experiences. These journals can be graded and displayed.
This project is suitable for students from grades 4–8. See Lesson Planning Suggestions for a prescribed plan on using Global Trek with your students.
The main webpage for this project is available at http://teacher.scholastic.com/activities/globaltrek
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