From http://www.ascd.org/publications/newsletters/education_update/jul13/vol55/num07/In_the_Classroom_with_Liliana_X._Aguas@_The_Power_of_Theater_in_the_Dual-Immersion_Classroom.aspx
In the Classroom with Liliana X. Aguas: The Power of Theater in the Dual-Immersion Classroom
by Liliana X. Aguas
July 2013
As a dual-language immersion teacher, I constantly seek opportunities for my students to engage in rich language activities that promote academic and oral-language development. Dual-immersion programs are designed for native and nonnative English speaking students to become bilingual and biliterate individuals.
Two years ago, I received a grant that allowed me to host a Berkeley Repertory Theatre teaching artist to lead a theater workshop for my students. Our teaching artist was fully bilingual and delivered the workshop in Spanish. Under her guidance, my students wrote a 12-act play in Spanish, and it was a great success! Students were no longer reluctant to speak Spanish and loved every aspect of the play: making props, developing original characters and story, writing the script, rehearsing, and performing—all of which were done in Spanish. With Berkeley Rep's teaching artist, my students were also able to enhance their literacy-analysis skills by exploring the plot, setting, and characters of stories—all in Spanish.
Since witnessing the success of oral-language development with theater, I started to use readers theater in my classroom as well. If you want to jump right in, many scripts are readily available online.
Read the full article at http://www.ascd.org/publications/newsletters/education_update/jul13/vol55/num07/In_the_Classroom_with_Liliana_X._Aguas@_The_Power_of_Theater_in_the_Dual-Immersion_Classroom.aspx
July 28, 2013
Review of Language Dictionary Apps
From http://www.nytimes.com/2013/07/18/technology/personaltech/finding-the-right-word-in-two-tongues.html?_r=0
Finding Just the Right Word in Two Tongues
By KIT EATON
July 17, 2013
I’ve learned two foreign languages so far, and it’s been satisfying and useful. But there was one unexpected difficulty: the dictionaries. A good bilingual dictionary can be expensive, and too big and heavy to carry around. And riffling through a dictionary takes too much time when you’re midconversation.
Today the problems of bulk and page-riffling have largely been solved by bilingual smartphone dictionaries. They’re easy to use and searchable, and they weigh nothing.
Read on for a review of some language dictionary apps at http://www.nytimes.com/2013/07/18/technology/personaltech/finding-the-right-word-in-two-tongues.html?_r=0
Finding Just the Right Word in Two Tongues
By KIT EATON
July 17, 2013
I’ve learned two foreign languages so far, and it’s been satisfying and useful. But there was one unexpected difficulty: the dictionaries. A good bilingual dictionary can be expensive, and too big and heavy to carry around. And riffling through a dictionary takes too much time when you’re midconversation.
Today the problems of bulk and page-riffling have largely been solved by bilingual smartphone dictionaries. They’re easy to use and searchable, and they weigh nothing.
Read on for a review of some language dictionary apps at http://www.nytimes.com/2013/07/18/technology/personaltech/finding-the-right-word-in-two-tongues.html?_r=0
Puzzle Activity with Sticks Reinforces Commands and Spatial Descriptions
Here is a multi-stage activity that gets your students problem-solving as they practice spatial descriptions: http://www.teachingenglish.org.uk/activities/thinking-time-a-puzzle
Article about Task-Based Learning and Project-Based Learning
From http://www.teachingenglish.org.uk/articles
TBL and PBL: Two learner-centred approaches
by Sally Trowbridge
July 23, 2013
Many newly qualified or inexperienced teachers tend to base their lesson planning on the traditional PPP approach (Presentation, Practice, Production) because it is reliable and it is a valid framework around which to base a series of classroom activities. It is also usually the best way of covering all the lexical areas and grammar points in the course book or syllabus. All good and well. The problem is that PPP serves the teacher’s needs but it is debatable whether or not it fulfills the needs of the learner.
The language presented and practiced does not take into account the particular needs of each learner; the language content is almost always dictated by the coursebook and/or syllabus. For this reason, many teachers, having experimented with the PPP approach turn to more learner-centred approaches where the needs of the learner are central to the lesson content. Two such approaches are TBL (Task-Based Learning) and PBL (Project-Based Learning).
Read on to learn more about TBL and PBL: http://www.teachingenglish.org.uk/articles/tbl-pbl-two-learner-centred-approaches
TBL and PBL: Two learner-centred approaches
by Sally Trowbridge
July 23, 2013
Many newly qualified or inexperienced teachers tend to base their lesson planning on the traditional PPP approach (Presentation, Practice, Production) because it is reliable and it is a valid framework around which to base a series of classroom activities. It is also usually the best way of covering all the lexical areas and grammar points in the course book or syllabus. All good and well. The problem is that PPP serves the teacher’s needs but it is debatable whether or not it fulfills the needs of the learner.
The language presented and practiced does not take into account the particular needs of each learner; the language content is almost always dictated by the coursebook and/or syllabus. For this reason, many teachers, having experimented with the PPP approach turn to more learner-centred approaches where the needs of the learner are central to the lesson content. Two such approaches are TBL (Task-Based Learning) and PBL (Project-Based Learning).
Read on to learn more about TBL and PBL: http://www.teachingenglish.org.uk/articles/tbl-pbl-two-learner-centred-approaches
Five Tips for Getting the ESL Student Talking
From http://www.edutopia.org/blog/getting-the-ESL-student-talking-marc-anderson
Five Tips for Getting the ESL Student Talking
by Marc Anderson
July 18, 2013
Let's face it -- everyone has something to say some time or another. ESL learners are no different. As a teacher of either online English or classroom ESL instruction, it is important to make your students feel comfortable speaking. They may feel embarrassed about their inability to speak English fluently. Or perhaps they are just shy. As an instructor, you need to ask yourself how you are impacting the learning environment:
Are the students afraid to make mistakes?
Is your instruction on their level?
Do you state clear instructions with examples?
Do your lessons incorporate exciting material and ways to teach?
Are your students motivated and interested to learn?
After you ask yourself these questions and alter your teaching based on honest self-evaluation, you can incorporate more ways to encourage your students to learn English.
Read on at http://www.edutopia.org/blog/getting-the-ESL-student-talking-marc-anderson
Five Tips for Getting the ESL Student Talking
by Marc Anderson
July 18, 2013
Let's face it -- everyone has something to say some time or another. ESL learners are no different. As a teacher of either online English or classroom ESL instruction, it is important to make your students feel comfortable speaking. They may feel embarrassed about their inability to speak English fluently. Or perhaps they are just shy. As an instructor, you need to ask yourself how you are impacting the learning environment:
Are the students afraid to make mistakes?
Is your instruction on their level?
Do you state clear instructions with examples?
Do your lessons incorporate exciting material and ways to teach?
Are your students motivated and interested to learn?
After you ask yourself these questions and alter your teaching based on honest self-evaluation, you can incorporate more ways to encourage your students to learn English.
Read on at http://www.edutopia.org/blog/getting-the-ESL-student-talking-marc-anderson
PARCC Releases Final Version of Accommodations Policy for ELLs
From http://blogs.edweek.org/edweek/learning-the-language/2013/07/parcc_releases_final_version_o.html
PARCC Releases Final Version of Accommodations Policy for ELLs
By Lesli A. Maxwell
July 26, 2013
A final, edited version of the manual that outlines the slate of testing supports that will be available to English-language learners and students with disabilities who take the new PARCC assessments has been published.
The substance of the accessibility and accommodations manual had already been debated and approved last month by the group of states that make up the Partnership for the Assessment of Readiness for College and Careers. (You can read about the debate and vote of the governing board and catch up on the complex issues around testing supports for ELLs.)
The release late yesterday was of the clean, edited version of the manual.
PARCC is one of two groups of states designing common assessments to measure how well students are mastering the Common Core State Standards in English/language arts and mathematics.
Earlier this month, the U.S. Department of Education told both PARCC and Smarter Balanced—the other consortium of states working on new tests—that the unique needs of English-learners need more time and attention as the groups develop the new tests.
Access links to the manual and related articles at http://blogs.edweek.org/edweek/learning-the-language/2013/07/parcc_releases_final_version_o.html
Read a related article by the same author about potential costs of new language proficiency tests at http://blogs.edweek.org/edweek/learning-the-language/2013/07/what_will_new_english-language.html
PARCC Releases Final Version of Accommodations Policy for ELLs
By Lesli A. Maxwell
July 26, 2013
A final, edited version of the manual that outlines the slate of testing supports that will be available to English-language learners and students with disabilities who take the new PARCC assessments has been published.
The substance of the accessibility and accommodations manual had already been debated and approved last month by the group of states that make up the Partnership for the Assessment of Readiness for College and Careers. (You can read about the debate and vote of the governing board and catch up on the complex issues around testing supports for ELLs.)
The release late yesterday was of the clean, edited version of the manual.
PARCC is one of two groups of states designing common assessments to measure how well students are mastering the Common Core State Standards in English/language arts and mathematics.
Earlier this month, the U.S. Department of Education told both PARCC and Smarter Balanced—the other consortium of states working on new tests—that the unique needs of English-learners need more time and attention as the groups develop the new tests.
Access links to the manual and related articles at http://blogs.edweek.org/edweek/learning-the-language/2013/07/parcc_releases_final_version_o.html
Read a related article by the same author about potential costs of new language proficiency tests at http://blogs.edweek.org/edweek/learning-the-language/2013/07/what_will_new_english-language.html
English-Learner Population in U.S. Rises, Report Finds
From http://blogs.edweek.org/edweek/learning-the-language/2013/07/english-learner_population_in_.html
English-Learner Population in U.S. Rises, Report Finds
By Lesli A. Maxwell
July 25, 2013
Nine percent of the United States population ages 5 and older in 2011 was not proficient in English, an uptick from two decades earlier when that share was 6 percent, according to a new analysis from the Migration Policy Institute.
That translates to 25.3 million individuals—both foreign-born and U.S.-born—living here now with limited ability to communicate in English. The number of those folks has grown by 81 percent since 1990 when it totaled roughly 14 million, reports MPI.
Not surprisingly, California, Texas, and New York—longstanding immigrant gateway states—were home to about half of the individuals who did not speak English fluently in 2011. In California, nearly one in every five residents has limited English proficiency. In the state's K-12 public school system, the proportion is even higher by many calculations—closer to one in four.
Nationwide, 63 percent of those individuals who do not speak English proficiently are Latino in origin. The next biggest share, at 20 percent, is of Asian heritage.
The MPI's report, which slices, dices, and analyzes the data in many more useful ways, is based on data from the U.S. Census Bureau's 2011 American Community Survey.
Access links to the analysis at http://blogs.edweek.org/edweek/learning-the-language/2013/07/english-learner_population_in_.html
English-Learner Population in U.S. Rises, Report Finds
By Lesli A. Maxwell
July 25, 2013
Nine percent of the United States population ages 5 and older in 2011 was not proficient in English, an uptick from two decades earlier when that share was 6 percent, according to a new analysis from the Migration Policy Institute.
That translates to 25.3 million individuals—both foreign-born and U.S.-born—living here now with limited ability to communicate in English. The number of those folks has grown by 81 percent since 1990 when it totaled roughly 14 million, reports MPI.
Not surprisingly, California, Texas, and New York—longstanding immigrant gateway states—were home to about half of the individuals who did not speak English fluently in 2011. In California, nearly one in every five residents has limited English proficiency. In the state's K-12 public school system, the proportion is even higher by many calculations—closer to one in four.
Nationwide, 63 percent of those individuals who do not speak English proficiently are Latino in origin. The next biggest share, at 20 percent, is of Asian heritage.
The MPI's report, which slices, dices, and analyzes the data in many more useful ways, is based on data from the U.S. Census Bureau's 2011 American Community Survey.
Access links to the analysis at http://blogs.edweek.org/edweek/learning-the-language/2013/07/english-learner_population_in_.html
New Report on Urban English Language Learners
From http://languagemagazine.com/?p=6897
The English Language Learners (ELLs) attending schools in the member districts of the Council of the Great City Schools account for nearly one-quarter of all ELLs in the nation. Specifically, in 2007-08, Council-member districts enrolled about 1.2 million ELLs in grades K–12—or 23.8 percent of the 4.7 million estimated ELLs in the nation’s K-12 public schools (using the 2006–2008 U.S. Biennial Report on ELLs).
“English Language Learners in America’s Great City Schools: Demographics, Achievement and Staffing,” a new report by the Council presents the results of a yearlong effort to compile data on ELL enrollment and programs in the Great City School districts.
Read more about and access the full report at http://languagemagazine.com/?p=6897
The English Language Learners (ELLs) attending schools in the member districts of the Council of the Great City Schools account for nearly one-quarter of all ELLs in the nation. Specifically, in 2007-08, Council-member districts enrolled about 1.2 million ELLs in grades K–12—or 23.8 percent of the 4.7 million estimated ELLs in the nation’s K-12 public schools (using the 2006–2008 U.S. Biennial Report on ELLs).
“English Language Learners in America’s Great City Schools: Demographics, Achievement and Staffing,” a new report by the Council presents the results of a yearlong effort to compile data on ELL enrollment and programs in the Great City School districts.
Read more about and access the full report at http://languagemagazine.com/?p=6897
Report: Should Spanish-Speaking Students Be Taught in English Only?
Educators have struggled to improve students' reading proficiency in the mostly Latino school district of New Britain, Conn. When administrators decided to eliminate a dual-language program for native Spanish-speaking students, not everyone agreed with that tactic. Special correspondent John Tulenko of Learning Matters reports: http://www.pbs.org/newshour/bb/education/july-dec13/language_07-18.html
Tucson Revives Mexican-American Studies Program
From http://www.npr.org/blogs/codeswitch/2013/07/24/205058168/Tucson-Revives-Mexican-American-Studies-Program?ft=1&f=1013
Tucson Revives Mexican-American Studies Program
by Ted Robbins
July 24, 2013
Back in 2010, Tucson streets were filled with protestors. A month earlier, the law known as SB-1070. Then, legislators passed another law banning the Mexican-American studies classes. The state decided the classes promoted racism and classism toward Anglos, advocated ethnic solidarity and suggested the overthrow of the government.
The classes were part of a decades-old federal desegregation case aimed at providing equal education. Earlier this year, a federal court ordered the district to offer the Mexican-American high school classes once more, as well as African-American studies classes. So TUSD superintendent H.T. Sanchez says there's little choice.
"We want a successful course that meets our federal desegregation court order and doesn't violate the state law. It's a very narrow path," says Sanchez.
And it looks like a rocky path again: The district asked the state to look at the new classes. The state said they're unacceptable. John Huppenthal, the Arizona Superintendent of Public Instruction, agrees that the history of racial injustice needs to be taught, but says the Tucson curriculum is still inappropriate.
Read and listen to the entire report at http://www.npr.org/blogs/codeswitch/2013/07/24/205058168/Tucson-Revives-Mexican-American-Studies-Program?ft=1&f=1013
Tucson Revives Mexican-American Studies Program
by Ted Robbins
July 24, 2013
Back in 2010, Tucson streets were filled with protestors. A month earlier, the law known as SB-1070. Then, legislators passed another law banning the Mexican-American studies classes. The state decided the classes promoted racism and classism toward Anglos, advocated ethnic solidarity and suggested the overthrow of the government.
The classes were part of a decades-old federal desegregation case aimed at providing equal education. Earlier this year, a federal court ordered the district to offer the Mexican-American high school classes once more, as well as African-American studies classes. So TUSD superintendent H.T. Sanchez says there's little choice.
"We want a successful course that meets our federal desegregation court order and doesn't violate the state law. It's a very narrow path," says Sanchez.
And it looks like a rocky path again: The district asked the state to look at the new classes. The state said they're unacceptable. John Huppenthal, the Arizona Superintendent of Public Instruction, agrees that the history of racial injustice needs to be taught, but says the Tucson curriculum is still inappropriate.
Read and listen to the entire report at http://www.npr.org/blogs/codeswitch/2013/07/24/205058168/Tucson-Revives-Mexican-American-Studies-Program?ft=1&f=1013
Bibliography of Full Online Texts in Spanish
A large and somewhat annotated list of full texts that are available online is available from the University of Texas at Austin’s libraries at http://lib.utexas.edu/subject/iberian/fulltextspa.html
French Culture Guide Website for New York City
From http://www.frenchcultureguide.com/about-us
The French Culture Guide is the definitive source for all things French for the passionate New York Francophile. The French Culture Guide features articles written by a staff of New Yorkers, equipped with a taste and passion for the French civilization. The Guide provides essential insight on Culture, Cuisine, Nightlife, Education, Travel, and Shopping with a special section dedicated to the goings-on in Paris.
Browse the website at http://www.frenchcultureguide.com
The French Culture Guide is the definitive source for all things French for the passionate New York Francophile. The French Culture Guide features articles written by a staff of New Yorkers, equipped with a taste and passion for the French civilization. The Guide provides essential insight on Culture, Cuisine, Nightlife, Education, Travel, and Shopping with a special section dedicated to the goings-on in Paris.
Browse the website at http://www.frenchcultureguide.com
TV5 Monde Movies Now Available On Demand
Just last week, Comcast/Infinity added TV5MONDE Cinema On Demand to its services, at no extra charge to folks who subscribe to theTV5 COD premium channel ($9.95/month). The new on-demand service features award-winning French language films, including recent releases and classics; selections will change periodically; many of the films are subtitled. Look under Premium Channels and scroll down to "TV5MONDE Cinema" to see the list of films currently available, or go to http://www.tv5.org/cms/USA/CINEMA-ON-DEMAND/p-22481-lg3-TV5MONDE-CINEMA-ON-DEMAND.htm
For other French movie sources: Netflix has a large French film selection, Comcast sometimes has free French films in its movie libraries, and the Alliance Française de Portland has an extensive DVD library for members.
Quoi de neuf: Profiles of the American Tourist in Paris, French in the Summer and More. Alliance Française de Portland e-newsletter (info@afportland.org, 23 Jul 2013).
Read a French-language article about this opportunity at http://www.france-amerique.com/articles/2013/07/10/tv5_monde_lance_son_service_de_cinema_francophone_a_la_demande.html
Speaking of TV5 Monde, here’s a recent French-language article about TV5 Monde’s pedagogical resources: http://www.france-amerique.com/articles/2013/07/25/tv5_monde_la_tele_au_service_du_fle.html
For other French movie sources: Netflix has a large French film selection, Comcast sometimes has free French films in its movie libraries, and the Alliance Française de Portland has an extensive DVD library for members.
Quoi de neuf: Profiles of the American Tourist in Paris, French in the Summer and More. Alliance Française de Portland e-newsletter (info@afportland.org, 23 Jul 2013).
Read a French-language article about this opportunity at http://www.france-amerique.com/articles/2013/07/10/tv5_monde_lance_son_service_de_cinema_francophone_a_la_demande.html
Speaking of TV5 Monde, here’s a recent French-language article about TV5 Monde’s pedagogical resources: http://www.france-amerique.com/articles/2013/07/25/tv5_monde_la_tele_au_service_du_fle.html
Activity Idea: Designing a French Eatery
From http://www.thefrenchcorner.net
Here is a quick, fun, low-prep activity in which your students design their own French eatery; a template is provided: http://www.thefrenchcorner.net/2013/07/designing-french-eatery-fun-assignment.html
Here is a quick, fun, low-prep activity in which your students design their own French eatery; a template is provided: http://www.thefrenchcorner.net/2013/07/designing-french-eatery-fun-assignment.html
Editorial: Flipping an “Introduction to Ancient Rome” Class
Read about Jennifer Ebbeler’s experience flipping her 400-level "Introduction to Ancient Rome" course - both her unsuccessful first attempt and her successful second attempt - at http://chronicle.com/article/Introduction-to-Ancient/140475
“Flipping” a class refers to having students watch pre-recorded lectures outside of class so that class time can be used for discussion and problem-solving.
“Flipping” a class refers to having students watch pre-recorded lectures outside of class so that class time can be used for discussion and problem-solving.
2013-2014 American Philological Association Placement Service Now Open
From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/2013-2014_placement_service_now_open
The automated system for the 2013-2014 APA Placement Service is now open and accepting registrations by candidates, subscribers, and institutions. As was the case last year, registrants will need to create an account and then purchase the service(s) they wish. Registrants who used the Service last year may (but are not required to) adopt the same username and password as before; however, they will still need to create a new account.
For full details and information about changes from last year, go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/2013-2014_placement_service_now_open
The automated system for the 2013-2014 APA Placement Service is now open and accepting registrations by candidates, subscribers, and institutions. As was the case last year, registrants will need to create an account and then purchase the service(s) they wish. Registrants who used the Service last year may (but are not required to) adopt the same username and password as before; however, they will still need to create a new account.
For full details and information about changes from last year, go to http://apaclassics.org/index.php/apa_blog/apa_blog_entry/2013-2014_placement_service_now_open
Blog Post: How My Training in Classics Helps My Work as a Journalist
Learn how Juliette Harrisson, a lecturer in Classics and Ancient History, benefits from her background in the classics in her work as a journalist: http://classicalassociation.org/Blog/?p=548
Online Fairy Tale: Frau Holle
From http://learngermanwithg.wordpress.com
Here is a video of “Frau Holle” told in German, with a German transcript and English translation below: http://learngermanwithg.wordpress.com/2013/07/22/frau-holle-fairy-tale-by-brothers-grimm
Here is a video of “Frau Holle” told in German, with a German transcript and English translation below: http://learngermanwithg.wordpress.com/2013/07/22/frau-holle-fairy-tale-by-brothers-grimm
German Will Be Busuu.com’s August Language of the Month
Each month Busuu.com features a language and posts fun facts about it on social media. August’s Language of the Month will be German - now is a good time to plan how your students can benefit from this focus. Learn more at http://blog.busuu.com/discover-our-next-language-of-the-month
Article: The Brilliant, Troubled Legacy of Richard Wagner
From http://www.smithsonianmag.com/arts-culture/The-Brilliant-Troubled-Legacy-of-Richard-Wagner-216638401.html
The Brilliant, Troubled Legacy of Richard Wagner
As the faithful flock to the Bayreuth Festival in his bicentennial year, the spellbinding German composer continues to fascinate, inspire and infuriate
by Jamie Katz
July 24, 2013
From July 25 through August 28, the faithful will ascend the city’s famed Green Hill to the orange brick–clad Bayreuth Festival Theater—known globally as the Festspielhaus. It was built by Wagner himself to present his revolutionary works—among them his four-part Ring cycle, Tristan und Isolde and Parsifal—in the innovative architecture and stagings he felt they required. The Bayreuth Festival became the first full-fledged music festival of modern times, the granddaddy of everything from Salzburg and Spoleto to Bonnaroo, Burning Man and the Newport Jazz Festival. At Bayreuth, however, only Wagner’s works are presented. After his death in 1883, the festival and the theater became a hallowed shrine for his followers, many of whom embraced his ideology of fierce German nationalism, racial superiority and anti-Semitism.
Yet Wagner loyalists have not wavered, queuing up for a decade and more to attend. This year, for some 58,000 tickets offered for the five-week festival, there were 414,000 applications from 87 countries. The payoff, his admirers feel, is a direct encounter with the sublime. Set aside the associations with the Third Reich, they say, and allow this enthralling music and elemental drama to touch your soul.
Read more: http://www.smithsonianmag.com/arts-culture/The-Brilliant-Troubled-Legacy-of-Richard-Wagner-216638401.html#ixzz2aNx1QT00
The Brilliant, Troubled Legacy of Richard Wagner
As the faithful flock to the Bayreuth Festival in his bicentennial year, the spellbinding German composer continues to fascinate, inspire and infuriate
by Jamie Katz
July 24, 2013
From July 25 through August 28, the faithful will ascend the city’s famed Green Hill to the orange brick–clad Bayreuth Festival Theater—known globally as the Festspielhaus. It was built by Wagner himself to present his revolutionary works—among them his four-part Ring cycle, Tristan und Isolde and Parsifal—in the innovative architecture and stagings he felt they required. The Bayreuth Festival became the first full-fledged music festival of modern times, the granddaddy of everything from Salzburg and Spoleto to Bonnaroo, Burning Man and the Newport Jazz Festival. At Bayreuth, however, only Wagner’s works are presented. After his death in 1883, the festival and the theater became a hallowed shrine for his followers, many of whom embraced his ideology of fierce German nationalism, racial superiority and anti-Semitism.
Yet Wagner loyalists have not wavered, queuing up for a decade and more to attend. This year, for some 58,000 tickets offered for the five-week festival, there were 414,000 applications from 87 countries. The payoff, his admirers feel, is a direct encounter with the sublime. Set aside the associations with the Third Reich, they say, and allow this enthralling music and elemental drama to touch your soul.
Read more: http://www.smithsonianmag.com/arts-culture/The-Brilliant-Troubled-Legacy-of-Richard-Wagner-216638401.html#ixzz2aNx1QT00
New Anthology: Twenty-first Century Russian Poetry
From http://www.bigbridge.org/BB17/index.html
This anthology celebrates the Russian translator along with the Russian poet. All the work herein is translated from the Russian originals, with a few exceptions for "English-as-a-Second-Language" poems from noted bilinguals Philip Nikolayev (who provided many of the translations in this volume), Katia Kapovich, Irina Mashinski, and Andrey Gritsman (who also provided translations); there is also one English-language poem from Alexandr Skidan. Except where noted, all of this work is seen in English for the first time.
Access the online anthology at http://bigbridge.org/BB17/poetry/twentyfirstcenturyrussianpoetry/twenty-first-century-russian-poetry-contents.html
Read a review of this resource at http://rbth.ru/arts/2013/07/23/fifty_russian_poets_unveiled_in_online_anthology_28317.html
This anthology celebrates the Russian translator along with the Russian poet. All the work herein is translated from the Russian originals, with a few exceptions for "English-as-a-Second-Language" poems from noted bilinguals Philip Nikolayev (who provided many of the translations in this volume), Katia Kapovich, Irina Mashinski, and Andrey Gritsman (who also provided translations); there is also one English-language poem from Alexandr Skidan. Except where noted, all of this work is seen in English for the first time.
Access the online anthology at http://bigbridge.org/BB17/poetry/twentyfirstcenturyrussianpoetry/twenty-first-century-russian-poetry-contents.html
Read a review of this resource at http://rbth.ru/arts/2013/07/23/fifty_russian_poets_unveiled_in_online_anthology_28317.html
Yale’s Chinese Usage Dictionary and a Few Aids
From http://www.sinosplice.com/life/archives/2013/07/25/help-with-the-chinese-usage-dictionary
Yale University has a great Chinese Usage Dictionary with 85 entries. Only problem is that it uses the deprecated HTML practice of frames, and the links in the left sidebar are not right. You actually can get to the articles by hovering over the links, noting the HTML file it points to, and then editing the URL in your browser, but that’s a bit tedious.
To make access easier, AllSet Learning has added an index page for Yale’s Chinese Usage Dictionary, and at the same time, added a few relevant Chinese Grammar Wiki links as well. Check it out!
The Chinese Usage Dictionary isn’t a full dictionary in the sense of Pleco or MDBG, and it doesn’t stick strictly to vocabulary or grammar, alternating between the two. But if you like comparisons of similar words with examples of correct and incorrect usage, or want some exercises, then definitely give it a look.
For links to the resources mentioned, go to http://www.sinosplice.com/life/archives/2013/07/25/help-with-the-chinese-usage-dictionary
Yale University has a great Chinese Usage Dictionary with 85 entries. Only problem is that it uses the deprecated HTML practice of frames, and the links in the left sidebar are not right. You actually can get to the articles by hovering over the links, noting the HTML file it points to, and then editing the URL in your browser, but that’s a bit tedious.
To make access easier, AllSet Learning has added an index page for Yale’s Chinese Usage Dictionary, and at the same time, added a few relevant Chinese Grammar Wiki links as well. Check it out!
The Chinese Usage Dictionary isn’t a full dictionary in the sense of Pleco or MDBG, and it doesn’t stick strictly to vocabulary or grammar, alternating between the two. But if you like comparisons of similar words with examples of correct and incorrect usage, or want some exercises, then definitely give it a look.
For links to the resources mentioned, go to http://www.sinosplice.com/life/archives/2013/07/25/help-with-the-chinese-usage-dictionary
California State University Fullerton To Offer BA and Teaching Credential in Vietnamese
From http://www.scpr.org/blogs/education/2013/07/19/14303/university-to-offer-vietnamese-language-ba-and-tea
University to offer Vietnamese language BA and teaching credential
Adolfo Guzman-Lopez
July 19, 2013
There’s a huge interest among Vietnamese Americans in Southern California to keep the language and culture alive among their American born children and grandchildren. But doing that isn't so easy.
California State University Fullerton will soon be launching a program designed to help.
Starting next year, the university will offer classes for a bachelor’s degree in Vietnamese language and culture, as well as training teachers in Vietnamese as a foreign language.
Read the full article at http://www.scpr.org/blogs/education/2013/07/19/14303/university-to-offer-vietnamese-language-ba-and-tea
University to offer Vietnamese language BA and teaching credential
Adolfo Guzman-Lopez
July 19, 2013
There’s a huge interest among Vietnamese Americans in Southern California to keep the language and culture alive among their American born children and grandchildren. But doing that isn't so easy.
California State University Fullerton will soon be launching a program designed to help.
Starting next year, the university will offer classes for a bachelor’s degree in Vietnamese language and culture, as well as training teachers in Vietnamese as a foreign language.
Read the full article at http://www.scpr.org/blogs/education/2013/07/19/14303/university-to-offer-vietnamese-language-ba-and-tea
Portland Public Schools Considers Vietnamese Dual Language Immersion Program
From http://www.oregonlive.com/portland/index.ssf/2013/07/portland_public_schools_consid.html
Portland Public Schools considers Vietnamese dual language immersion program
By Nicole Dungca
July 19, 2013
In the coming years, Portland Public Schools may become one of the few school districts in the nation with a dual-language immersion program for Vietnamese. Supporters from the Vietnamese community say the effort could keep their culture alive in younger generations and help students with increasingly globalized industries; district officials say the effort could help better serve English Language Learners, though the program will be open to all students.
Read the full article at http://www.oregonlive.com/portland/index.ssf/2013/07/portland_public_schools_consid.html
Portland Public Schools considers Vietnamese dual language immersion program
By Nicole Dungca
July 19, 2013
In the coming years, Portland Public Schools may become one of the few school districts in the nation with a dual-language immersion program for Vietnamese. Supporters from the Vietnamese community say the effort could keep their culture alive in younger generations and help students with increasingly globalized industries; district officials say the effort could help better serve English Language Learners, though the program will be open to all students.
Read the full article at http://www.oregonlive.com/portland/index.ssf/2013/07/portland_public_schools_consid.html
2014 Institute on Collaborative Language Research
From http://linguistlist.org/issues/24/24-2975.html
The 2014 Institute on Collaborative Language Research (CoLang/InField) will be held at The University of Texas at Arlington in June and July 2014. The theme of the 2014 Institute will be oriented around Native American languages, but as with previous Institutes, there will be considerable international participation. The Institute takes place over a six week period in the summer, in years alternating with the LSA Summer Institute. It offers an opportunity for undergraduate and graduate students, practicing linguists, and indigenous community members to develop and refine skills and approaches to language documentation and revitalization. The Institute is designed to provide an opportunity for a diverse range of participants to become trained in a wide range of skills in community centered language documentation.
The Institute consists of two parts, lasting six weeks total. First, two weeks of intensive workshops focus on the practice and principles of documentary linguistics, ranging from new technology to interdisciplinary methods to best practices in ethical community collaborations. Following that, the Institute offers an optional four weeks of intensive field methods courses focused on several different endangered languages. These integrate the technology and documentation skills acquired during the preceding workshops. The entire six-week Institute thus offers those new to fieldwork the opportunity to put into practice the newly-acquired methods, technical skills, and collaborative approaches. Participants may choose to enroll only in the two week workshops. In terms of scheduling, we will convene during the following time periods: Workshops (June 16-27 2014), followed by the Field Methods/Practicum (June 30 – July 25, 2014).
Registration: 01-Oct-2013 to 01-May-2014
For full details go to http://linguistlist.org/issues/24/24-2975.html
The 2014 Institute on Collaborative Language Research (CoLang/InField) will be held at The University of Texas at Arlington in June and July 2014. The theme of the 2014 Institute will be oriented around Native American languages, but as with previous Institutes, there will be considerable international participation. The Institute takes place over a six week period in the summer, in years alternating with the LSA Summer Institute. It offers an opportunity for undergraduate and graduate students, practicing linguists, and indigenous community members to develop and refine skills and approaches to language documentation and revitalization. The Institute is designed to provide an opportunity for a diverse range of participants to become trained in a wide range of skills in community centered language documentation.
The Institute consists of two parts, lasting six weeks total. First, two weeks of intensive workshops focus on the practice and principles of documentary linguistics, ranging from new technology to interdisciplinary methods to best practices in ethical community collaborations. Following that, the Institute offers an optional four weeks of intensive field methods courses focused on several different endangered languages. These integrate the technology and documentation skills acquired during the preceding workshops. The entire six-week Institute thus offers those new to fieldwork the opportunity to put into practice the newly-acquired methods, technical skills, and collaborative approaches. Participants may choose to enroll only in the two week workshops. In terms of scheduling, we will convene during the following time periods: Workshops (June 16-27 2014), followed by the Field Methods/Practicum (June 30 – July 25, 2014).
Registration: 01-Oct-2013 to 01-May-2014
For full details go to http://linguistlist.org/issues/24/24-2975.html
Passage of Language Bill Praised by Chief of the Eastern Band of Cherokee Indians
From http://www.sacbee.com/2013/07/18/5576604/passage-of-language-bill-praised.html
Passage of Language Bill Praised by Chief of the Eastern Band of Cherokee Indians
by Eastern Band of Cherokee Indians
July 18, 2013
Michell Hicks, Principal Chief of the Eastern Band of Cherokee Indians, today called passage of a bill allowing the Cherokee language to satisfy foreign language requirements by UNC system students an important step in helping "preserve and promote our native language."
Thanking the bill's sponsors and legislative leaders for their support of the measure, Chief Hicks added: "It is a proud day when North Carolina again leads the way in helping strengthen our collective heritage in this important way."
Read Hicks’s full statement at http://www.sacbee.com/2013/07/18/5576604/passage-of-language-bill-praised.html
Passage of Language Bill Praised by Chief of the Eastern Band of Cherokee Indians
by Eastern Band of Cherokee Indians
July 18, 2013
Michell Hicks, Principal Chief of the Eastern Band of Cherokee Indians, today called passage of a bill allowing the Cherokee language to satisfy foreign language requirements by UNC system students an important step in helping "preserve and promote our native language."
Thanking the bill's sponsors and legislative leaders for their support of the measure, Chief Hicks added: "It is a proud day when North Carolina again leads the way in helping strengthen our collective heritage in this important way."
Read Hicks’s full statement at http://www.sacbee.com/2013/07/18/5576604/passage-of-language-bill-praised.html
What Toddlers Can Teach Us About Language Learning
From http://newsletter.clscholarship.org/2013/07/what-toddlers-can-teach-us-about.html
What Toddlers Can Teach Us About Language Learning
By Kacy Kostiuk
July 23, 2013
Young kids pick up language quickly, but there's a lot we adults can learn from the way toddlers learn language. If we follow their lead (minus the tantrums!), we might be able to improve our own language learning abilities.
Here are a few tips I've picked up from my toddler:
Study words /grammar that matter to you.
What can you do to motivate yourself?
Have fun!
Make it a game!
Watch other people.
Test out new words and concepts.
Read the full article at http://newsletter.clscholarship.org/2013/07/what-toddlers-can-teach-us-about.html
What Toddlers Can Teach Us About Language Learning
By Kacy Kostiuk
July 23, 2013
Young kids pick up language quickly, but there's a lot we adults can learn from the way toddlers learn language. If we follow their lead (minus the tantrums!), we might be able to improve our own language learning abilities.
Here are a few tips I've picked up from my toddler:
Study words /grammar that matter to you.
What can you do to motivate yourself?
Have fun!
Make it a game!
Watch other people.
Test out new words and concepts.
Read the full article at http://newsletter.clscholarship.org/2013/07/what-toddlers-can-teach-us-about.html
Articles: Language Learning Helps with Careers
Here are two recent articles about the career advantages of speaking a second language, and two different personal perspectives on becoming multilingual and fostering multilingualism:
The Best Education Money Cannot Buy
http://www.huffingtonpost.com/yumi-kuwana/the-best-education-money-_b_3604743.html
Is only speaking English enough to compete in the jobs market?
http://careers.guardian.co.uk/english-language-jobs-market
The Best Education Money Cannot Buy
http://www.huffingtonpost.com/yumi-kuwana/the-best-education-money-_b_3604743.html
Is only speaking English enough to compete in the jobs market?
http://careers.guardian.co.uk/english-language-jobs-market
Call for Proposals for Development of an Uzbek Advanced Textbook
From http://linguistlist.org/issues/24/24-2956.html
The Center for Languages of the Central Asian Region (CeLCAR) at Indiana University is calling for proposals for experienced Uzbek language specialists to develop a textbook aiming to teach Uzbek at the advanced level, suitable for use both in American higher education settings and for self-study.
Successful proposals will begin as soon as possible and will produce a finished and tested product to be considered for publication by Georgetown University Press or another major publisher. CeLCAR will provide the developers with compensation in line with qualifications and as benchmarks are met. Successful applicants will also be expected to participate as instructors in IU’s well-known eight-week intensive summer program (with additional pay), and participate in pre- and post-session workshops. Graduate students specializing in language education/language acquisition are also invited to apply, and may be given a GA position.
Developers must be self-motivated and able to meet strict project deadlines with minimal supervision. They will also receive assistance from CeLCAR’s staff in establishing scope and sequence, printing, lay-out, preparing audio-visual materials for inclusion in the textbook, and English editing and polishing.
Applicants must be native speakers of Uzbek from Uzbekistan with linguistic or pedagogical training, and preferably have experience teaching Uzbek as a second language (preferably in the United States or other English-speaking environment), and TOEFL scores of 500 or equivalent.
Please send your proposal by August 12, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-2956.html
The Center for Languages of the Central Asian Region (CeLCAR) at Indiana University is calling for proposals for experienced Uzbek language specialists to develop a textbook aiming to teach Uzbek at the advanced level, suitable for use both in American higher education settings and for self-study.
Successful proposals will begin as soon as possible and will produce a finished and tested product to be considered for publication by Georgetown University Press or another major publisher. CeLCAR will provide the developers with compensation in line with qualifications and as benchmarks are met. Successful applicants will also be expected to participate as instructors in IU’s well-known eight-week intensive summer program (with additional pay), and participate in pre- and post-session workshops. Graduate students specializing in language education/language acquisition are also invited to apply, and may be given a GA position.
Developers must be self-motivated and able to meet strict project deadlines with minimal supervision. They will also receive assistance from CeLCAR’s staff in establishing scope and sequence, printing, lay-out, preparing audio-visual materials for inclusion in the textbook, and English editing and polishing.
Applicants must be native speakers of Uzbek from Uzbekistan with linguistic or pedagogical training, and preferably have experience teaching Uzbek as a second language (preferably in the United States or other English-speaking environment), and TOEFL scores of 500 or equivalent.
Please send your proposal by August 12, 2013.
View the full job posting at http://linguistlist.org/issues/24/24-2956.html
Employment Opportunity: English Language Learners (ELL) Coaches, Hartford Public Schools, CT
The Hartford Public Schools (HPS) is a portfolio district of distinctive schools of choice in the state capital of Hartford, Connecticut. HPS is committed to continuous improvement with a focus on highly effective instructional practices that result in student achievement success. HPS has been nationally recognized for its steadfast progress in narrowing the achievement gap and preparing our students for college and lifelong learning. Reform efforts have made Hartford Public Schools one of the most improved districts in Connecticut.
Hartford Public Schools is seeking nine (9) School Based ELL Coaches and two (2) District Based ELL Coaches. The ELL coaches will work collaboratively with literacy coaches and provide support to principals, teachers, paraprofessionals, and parents to ensure the successful implementation of the ELL literacy initiatives.
Some coaches will be placed at the elementary level, and others will be placed at the high school level. Candidates must hold ESL/TESOL certification and have experience conducting professional development sessions. Ideal candidates would have had coaching experience and taught ELL students. Bilingual certification is desirable but not required.
Complete posting and application information for Job Id 1674 is available at http://www.applitrack.com/hartford/onlineapp
Employment Opportunity: English Language Learners (ELL) Coaches, Hartford Public Schools, CT. NCELA List (NCELA@HERMES.GWU.EDU, 23 Jul 2013).
Hartford Public Schools is seeking nine (9) School Based ELL Coaches and two (2) District Based ELL Coaches. The ELL coaches will work collaboratively with literacy coaches and provide support to principals, teachers, paraprofessionals, and parents to ensure the successful implementation of the ELL literacy initiatives.
Some coaches will be placed at the elementary level, and others will be placed at the high school level. Candidates must hold ESL/TESOL certification and have experience conducting professional development sessions. Ideal candidates would have had coaching experience and taught ELL students. Bilingual certification is desirable but not required.
Complete posting and application information for Job Id 1674 is available at http://www.applitrack.com/hartford/onlineapp
Employment Opportunity: English Language Learners (ELL) Coaches, Hartford Public Schools, CT. NCELA List (NCELA@HERMES.GWU.EDU, 23 Jul 2013).
Chinese Flagship Program Coordinator/Confucius Classroom Coordinator at Portland Public Schools
POSITION PURPOSE:
Chinese Flagship Program Coordination: Working with principals, teachers and other key staff in the K-12 Chinese Flagship Program, facilitate communications within the program and with collaborating partners at the UO Chinese Flagship, document and disseminate grant project successes and challenges to partners and the greater K-12 Chinese immersion field, and support planning and implementation of grant project activities. Furthermore, this project specialist will play a major role in organizing and supporting the planning and implementing of a new Mandarin dual language immersion program slated to open in Fall 2014.
Confucius Classroom Coordination: Working with principals and classroom teachers at all eleven PPS Confucius Classroom (CC) sites to develop plans and support volunteer teachers and site specific activities. Plan and implement all site collaborative Confucius Classroom activities. Assist schools in identifying extension activities for volunteer teachers in the community.
Key Responsibilities:
1. Facilitate communications with partners, parents, other programs visitor delegations, and community agencies.
2. Document and disseminate grant project successes and challenges including tracking of program data.
3. Coordinate and lead tours of Mandarin immersion program.
4. Prepare reports for grant projects.
5. Support principals, teachers and specialists with curriculum, professional and program development projects and activities.
6. Plan and implement all site collaborative Confucius Classroom activities.
7. Identify host families for CC interns and provide communication and support to host families.
8. Provide guidance and support for CC visiting and volunteer teachers.
9. Coordinate orientation and professional development for CC visiting and volunteer teachers.
10. Coordinate program administrative tasks such as curriculum orders, travel logistics, insurance policies, etc.
11. Organize and support new Mandarin immersion program planning and implementation efforts.
12. Perform other duties as assigned.
Minimum Qualifications:
1. Minimum of BA or BS
2. Organizing and implementing projects
3. Worked with professionals in K-12 education
4. Experience developing communications
5. Extensive experience working cross-culturally and linguistically with Chinese of differing dialects
7. Advanced to Superior level of fluency in Mandarin Chinese in all four skill areas
8. Advanced level fluency in Cantonese and/or Taishanese
9. Web 2.0 technology skills
10. Highly proficient communication and analysis skills
Preferred Qualifications:
-Advanced studies in Chinese language and culture
-Experience writing and implementing grant projects.
https://employment.pps.k12.or.us/ats/job_board_frame?COMPANY_ID=00002736
Chinese Flagship Program Coordination: Working with principals, teachers and other key staff in the K-12 Chinese Flagship Program, facilitate communications within the program and with collaborating partners at the UO Chinese Flagship, document and disseminate grant project successes and challenges to partners and the greater K-12 Chinese immersion field, and support planning and implementation of grant project activities. Furthermore, this project specialist will play a major role in organizing and supporting the planning and implementing of a new Mandarin dual language immersion program slated to open in Fall 2014.
Confucius Classroom Coordination: Working with principals and classroom teachers at all eleven PPS Confucius Classroom (CC) sites to develop plans and support volunteer teachers and site specific activities. Plan and implement all site collaborative Confucius Classroom activities. Assist schools in identifying extension activities for volunteer teachers in the community.
Key Responsibilities:
1. Facilitate communications with partners, parents, other programs visitor delegations, and community agencies.
2. Document and disseminate grant project successes and challenges including tracking of program data.
3. Coordinate and lead tours of Mandarin immersion program.
4. Prepare reports for grant projects.
5. Support principals, teachers and specialists with curriculum, professional and program development projects and activities.
6. Plan and implement all site collaborative Confucius Classroom activities.
7. Identify host families for CC interns and provide communication and support to host families.
8. Provide guidance and support for CC visiting and volunteer teachers.
9. Coordinate orientation and professional development for CC visiting and volunteer teachers.
10. Coordinate program administrative tasks such as curriculum orders, travel logistics, insurance policies, etc.
11. Organize and support new Mandarin immersion program planning and implementation efforts.
12. Perform other duties as assigned.
Minimum Qualifications:
1. Minimum of BA or BS
2. Organizing and implementing projects
3. Worked with professionals in K-12 education
4. Experience developing communications
5. Extensive experience working cross-culturally and linguistically with Chinese of differing dialects
7. Advanced to Superior level of fluency in Mandarin Chinese in all four skill areas
8. Advanced level fluency in Cantonese and/or Taishanese
9. Web 2.0 technology skills
10. Highly proficient communication and analysis skills
Preferred Qualifications:
-Advanced studies in Chinese language and culture
-Experience writing and implementing grant projects.
https://employment.pps.k12.or.us/ats/job_board_frame?COMPANY_ID=00002736
Online Course: English Language Learners and the Common Core State Standards
From http://shop.ascd.org
To successfully acquire both proficiency in English and content area knowledge, many English language learners (ELLs) require additional time, instructional support, and aligned assessments. In this course, you'll explore instructional and assessment strategies teachers can apply to their classrooms to support ELLs' reading, writing, speaking, and listening skills as they work to acquire knowledge and skills aligned with the Common Core State Standards. Through video examples, in-depth readings, and downloadable applications, you'll learn practical ways to help your ELLs attain rigorous grade-level expectations for literacy and mathematics, preparing them for college and careers.
Purchase this course at http://shop.ascd.org/Default.aspx?TabID=55&ProductId=77093113&English-Language-Learners-and-the-Common-Core-State-Standards
To successfully acquire both proficiency in English and content area knowledge, many English language learners (ELLs) require additional time, instructional support, and aligned assessments. In this course, you'll explore instructional and assessment strategies teachers can apply to their classrooms to support ELLs' reading, writing, speaking, and listening skills as they work to acquire knowledge and skills aligned with the Common Core State Standards. Through video examples, in-depth readings, and downloadable applications, you'll learn practical ways to help your ELLs attain rigorous grade-level expectations for literacy and mathematics, preparing them for college and careers.
Purchase this course at http://shop.ascd.org/Default.aspx?TabID=55&ProductId=77093113&English-Language-Learners-and-the-Common-Core-State-Standards
Call for Papers: Usage-based Approaches to Language, Language Learning, and Multilingualism
From http://www8.georgetown.edu/college/gurt/2014/index.html
Georgetown University Round Table on Languages and Linguistics
Usage-based Approaches to Language, Language Learning, and Multilingualism
March 14-16, 2014
Georgetown University, Washington, D.C.
In conjunction with GURT 2014 is also CASPSLaP 2014 (Current Approaches to Spanish and Portuguese Second Language Phonology).
GURT 2014 will bring together research from various usage-based perspectives in order to explore (a) how communicative context and language use, in interaction with general cognitive processes, shape the properties of language, language change, and language learning and (b) the consequences of bilingualism and multilingualism for usage-based theorizing and investigation.
The organizers invite submissions in all areas relevant to the usage-based study of language, language learning, and multilingualism and reflective of the theoretical and empirical diversity that exists in current usage-based perspectives.
Submission deadline: October 1, 2013
View the full call for papers at http://www8.georgetown.edu/college/gurt/2014/submission.html
Georgetown University Round Table on Languages and Linguistics
Usage-based Approaches to Language, Language Learning, and Multilingualism
March 14-16, 2014
Georgetown University, Washington, D.C.
In conjunction with GURT 2014 is also CASPSLaP 2014 (Current Approaches to Spanish and Portuguese Second Language Phonology).
GURT 2014 will bring together research from various usage-based perspectives in order to explore (a) how communicative context and language use, in interaction with general cognitive processes, shape the properties of language, language change, and language learning and (b) the consequences of bilingualism and multilingualism for usage-based theorizing and investigation.
The organizers invite submissions in all areas relevant to the usage-based study of language, language learning, and multilingualism and reflective of the theoretical and empirical diversity that exists in current usage-based perspectives.
Submission deadline: October 1, 2013
View the full call for papers at http://www8.georgetown.edu/college/gurt/2014/submission.html
New Issue of SCENARIO, a Bilingual Journal for Drama and Theatre
The 13th issue of SCENARIO, the bilingual (English and German) Journal for Drama and Theatre in Second and Foreign Language Teaching, has been released, containing the following contributions:
- Theresa Birnbaum, Die Rolle von kooperativem Lernen und Dramapädagogik in Bezug auf das fremdsprachliche Handeln;
- Michaela Sambanis et al., Drama to go! Hints and hands-on activities for the classroom;
- Manfred Schewe, Taking Stock and Looking Ahead: Drama Pedagogy as a Gateway to a Performative Teaching and Learning Culture;
- Karel Zdarek, Radio role-play – the use of a simulated readio studio in TEFL.
The issue also features an interview with Gorki Theatre director Antú Romero Nunes, a report from the German as a Foreign Language Conference at the Universidad Nacional Autónoma de México (UNAM) in Mexico City, and four book reviews.
Access the latest issue at http://research.ucc.ie/scenario/current
Even, S. [AATG-L] New SCENARIO issue released! AATG-L listserv (m.schewe@ucc.ie, 21 Jul 2013).
- Theresa Birnbaum, Die Rolle von kooperativem Lernen und Dramapädagogik in Bezug auf das fremdsprachliche Handeln;
- Michaela Sambanis et al., Drama to go! Hints and hands-on activities for the classroom;
- Manfred Schewe, Taking Stock and Looking Ahead: Drama Pedagogy as a Gateway to a Performative Teaching and Learning Culture;
- Karel Zdarek, Radio role-play – the use of a simulated readio studio in TEFL.
The issue also features an interview with Gorki Theatre director Antú Romero Nunes, a report from the German as a Foreign Language Conference at the Universidad Nacional Autónoma de México (UNAM) in Mexico City, and four book reviews.
Access the latest issue at http://research.ucc.ie/scenario/current
Even, S. [AATG-L] New SCENARIO issue released! AATG-L listserv (m.schewe@ucc.ie, 21 Jul 2013).
Book: Collaborative Writing in L2 Classrooms
From http://www.multilingual-matters.com/display.asp?isb=9781847699930
Collaborative Writing in L2 Classrooms
By Neomy Storch
Published by Multilingual Matters
In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699930
Collaborative Writing in L2 Classrooms
By Neomy Storch
Published by Multilingual Matters
In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699930
Book: Thematising Multilingualism in the Media
From http://benjamins.com/#catalog/books/bct.49/main
Thematising Multilingualism in the Media
Edited by Helen Kelly-Holmes and Tommaso M. Milani
Published by the John Benjamins Publishing Company
This volume analyses the complex relations between multilingualism and the media: how the media manage multilingualism; how multilingualism is presented and used as media content; and how the media are discursive sites where debates about multilingualism and other language-related issues unfold. It is precisely this inter-relatedness that we want to flag up when we talk about “thematising” multilingualism in the media. More specifically, the focus of this volume is on the empirical and theoretical opportunities and challenges posed by the thematisation of multilingualism in the media. The volume, originally published as a special issue of the Journal of Language and Politics 10:4 (2011), presents a number of case studies from a variety of linguistic, media, political, social, and economic contexts: from print-media debates on trilingual policies in Luxembourg to “new media” discussions about the “sexiness” of Irish or the “national” value of Welsh; from issues of linguistic “authority” and “authenticity” in an American television programme to Wikipedia’s multilingual policy and practice.
Visit the publisher’s website at http://benjamins.com/#catalog/books/bct.49/main
Thematising Multilingualism in the Media
Edited by Helen Kelly-Holmes and Tommaso M. Milani
Published by the John Benjamins Publishing Company
This volume analyses the complex relations between multilingualism and the media: how the media manage multilingualism; how multilingualism is presented and used as media content; and how the media are discursive sites where debates about multilingualism and other language-related issues unfold. It is precisely this inter-relatedness that we want to flag up when we talk about “thematising” multilingualism in the media. More specifically, the focus of this volume is on the empirical and theoretical opportunities and challenges posed by the thematisation of multilingualism in the media. The volume, originally published as a special issue of the Journal of Language and Politics 10:4 (2011), presents a number of case studies from a variety of linguistic, media, political, social, and economic contexts: from print-media debates on trilingual policies in Luxembourg to “new media” discussions about the “sexiness” of Irish or the “national” value of Welsh; from issues of linguistic “authority” and “authenticity” in an American television programme to Wikipedia’s multilingual policy and practice.
Visit the publisher’s website at http://benjamins.com/#catalog/books/bct.49/main
Book: Technology in Interlanguage Pragmatics Research and Teaching
From http://benjamins.com/#catalog/books/lllt.36/main
Technology in Interlanguage Pragmatics Research and Teaching
Edited by Naoko Taguchi and Julie M. Sykes
Published by the John Benjamins Publishing Company
Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-meditated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction.
Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.36/main
Technology in Interlanguage Pragmatics Research and Teaching
Edited by Naoko Taguchi and Julie M. Sykes
Published by the John Benjamins Publishing Company
Technology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-meditated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction.
Visit the publisher’s website at http://benjamins.com/#catalog/books/lllt.36/main
July 21, 2013
Spellic: Online Vocabulary Games
From http://spellic.com/eng/about.html
Spellic is a free online service for learning words in foreign languages, although registration is required. Access a variety of exercises in a wide variety of languages; teachers can set up group logins for easier tracking and selection.
Learn about and explore Spellic at http://spellic.com
Spellic is a free online service for learning words in foreign languages, although registration is required. Access a variety of exercises in a wide variety of languages; teachers can set up group logins for easier tracking and selection.
Learn about and explore Spellic at http://spellic.com
Online Resources for Free Audio Books
Recently FLTEACH listerv users shared some links to resources for free audio books available in a variety of languages. Here are a few of the suggestions:
http://www.booksshouldbefree.com/language-menu
http://librivox.org
http://www.gutenberg.org/wiki/Gutenberg:The_Audio_Books_Project
http://www.doabooks.org/doab?func=advancedSearch
http://www.booksshouldbefree.com/language-menu
http://librivox.org
http://www.gutenberg.org/wiki/Gutenberg:The_Audio_Books_Project
http://www.doabooks.org/doab?func=advancedSearch
Voices for Openness: Using Open Educational Resources in Language Teaching
From http://sites.la.utexas.edu/voices
Voices for Openness is a professional development project from the Center for Open Educational Resources and Language Learning (COERLL). On the Voices for Openness website educators share their experiences using open educational resources (web-based learning materials which can be accessed freely by the public) in language teaching.
Get some ideas and consider contributing your own experiences at http://sites.la.utexas.edu/voices
Voices for Openness is a professional development project from the Center for Open Educational Resources and Language Learning (COERLL). On the Voices for Openness website educators share their experiences using open educational resources (web-based learning materials which can be accessed freely by the public) in language teaching.
Get some ideas and consider contributing your own experiences at http://sites.la.utexas.edu/voices
Curriculum Sample Units Aligned with Colorado Academic Standards
From http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp
Working with facilitator Toni Theisen this past fall, educators came together to translate the Colorado Academic Standards (CAS) into curriculum. As resources for districts’ voluntary-use, these curriculum samples offer possible options for sequencing the concepts, skills, and content of the CAS across a course or year.
The template upon which all of the samples are based derived from research and was designed and refined by Colorado educators to highlight what students should understand, know and be able to do at the end of a given unit or plan of study.
Access the sample units at http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp
Working with facilitator Toni Theisen this past fall, educators came together to translate the Colorado Academic Standards (CAS) into curriculum. As resources for districts’ voluntary-use, these curriculum samples offer possible options for sequencing the concepts, skills, and content of the CAS across a course or year.
The template upon which all of the samples are based derived from research and was designed and refined by Colorado educators to highlight what students should understand, know and be able to do at the end of a given unit or plan of study.
Access the sample units at http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp
Activity: Goodbye Game
From http://www.teachingenglish.org.uk/activities
Here is an activity description in which students brainstorm how they would say goodbye in different situations and then act out their dialogues: http://www.teachingenglish.org.uk/activities/goodbye-game
Here is an activity description in which students brainstorm how they would say goodbye in different situations and then act out their dialogues: http://www.teachingenglish.org.uk/activities/goodbye-game
New Corpus of L2 English writings: EF Cambridge Open Language Database
From http://linguistlist.org/issues/24/24-2935.html
L2 English writings, the EF Cambridge Open Language Database (EFCamDat) has just been released. EFCamDat was developed at the Dept. of Theoretical and Applied Linguistics, at the University of Cambridge in collaboration with EF Education First, an international educational organization. EFCamDat contains writings submitted to Englishtown, EF’s online school, accessed daily by thousands of learners worldwide. The database currently contains 412K scripts from 76K learners summing up 32 million words.
EFCamDat is freely available to the academic community, subject to an end-user agreement protecting copyright. It can be accessed through a web based interface at: http://corpus.mml.cam.ac.uk/efcamdat
For more information go to http://linguistlist.org/issues/24/24-2935.html
L2 English writings, the EF Cambridge Open Language Database (EFCamDat) has just been released. EFCamDat was developed at the Dept. of Theoretical and Applied Linguistics, at the University of Cambridge in collaboration with EF Education First, an international educational organization. EFCamDat contains writings submitted to Englishtown, EF’s online school, accessed daily by thousands of learners worldwide. The database currently contains 412K scripts from 76K learners summing up 32 million words.
EFCamDat is freely available to the academic community, subject to an end-user agreement protecting copyright. It can be accessed through a web based interface at: http://corpus.mml.cam.ac.uk/efcamdat
For more information go to http://linguistlist.org/issues/24/24-2935.html
Helping English Language Learners Decode Complex Text Required in the Common Core
Rebecca Blum-Martínez offers a strategy to help English learners cope with the more complex language requirements of the Common Core in this article: http://languagemagazine.com/?page_id=6826
Two Upcoming Online Courses from TESOL for English Teachers
TESOL has two online courses to help develop the metalinguistic competence--and confidence--necessary to discuss grammar in the classroom.
Grammar 1: Phrasal Structures
29 July – 25 August 2013
Learn how to define the basic grammatical terms, identify grammatical structures within sentence, explain the structure of noun phrases, the structure of verb phrases, and the functions of the English verb tenses, incorporate communicative practice into your teaching plans, and write teaching plans for grammar points. Registration closes 21 July.
Read more at http://www.tesol.org/attend-and-learn/online-courses-seminars/grammar-1-phrasal-structures
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Grammar 2: Multiclause Structures
29 July – 25 August 2013
Explore grammar principles like active and passive voice, participial phrases, subjunctive mood, conditional clauses, and more! Identify the structures most likely to be difficult for your students to master, and write teaching plans for complex grammatical structures. Registration closes 21 July.
Read more at http://www.tesol.org/attend-and-learn/online-courses-seminars/grammar-2-multiclause-structures
For more information regarding any of the programming lists above, email edprograms at tesol dot org. Please put the course title in the subject line.
Moran, M. Educational Opportunities: TESOL Course Information. NCELA listserv (NCELA@HERMES.GWU.EDU, 16 Jul 2013).
Grammar 1: Phrasal Structures
29 July – 25 August 2013
Learn how to define the basic grammatical terms, identify grammatical structures within sentence, explain the structure of noun phrases, the structure of verb phrases, and the functions of the English verb tenses, incorporate communicative practice into your teaching plans, and write teaching plans for grammar points. Registration closes 21 July.
Read more at http://www.tesol.org/attend-and-learn/online-courses-seminars/grammar-1-phrasal-structures
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Grammar 2: Multiclause Structures
29 July – 25 August 2013
Explore grammar principles like active and passive voice, participial phrases, subjunctive mood, conditional clauses, and more! Identify the structures most likely to be difficult for your students to master, and write teaching plans for complex grammatical structures. Registration closes 21 July.
Read more at http://www.tesol.org/attend-and-learn/online-courses-seminars/grammar-2-multiclause-structures
For more information regarding any of the programming lists above, email edprograms at tesol dot org. Please put the course title in the subject line.
Moran, M. Educational Opportunities: TESOL Course Information. NCELA listserv (NCELA@HERMES.GWU.EDU, 16 Jul 2013).
Phonetically Intuitive English Project: Free Software Helps with Pronunciation
Phonetically Intuitive English (PIE) is a free software project which provides a novel approach to teaching word pronunciation and meaning. The software can automatically add diacritics to English words in a learner's Chrome web browser to show pronunciation. As soon as the learner masters a one-page scheme, he would be able to acquire words' correct pronunciation as he browses the Web. The software also provides three modes (Full, Lite, Extra Lite) that progressively show fewer diacritics as the learner advances his English level. The diacritics alone only show pronunciation but not meaning. To address this need, the project also provides an associated free Chrome extension "PIE-Friendly Translator,” which can show an English word's meaning to an ESL learner in his native language, when he points his mouse at that English word.
Besides transforming web pages to the diacritically marked form in real time, PIE can also be used to produce bilingually aligned, diacritically marked books intended for ESL learners. Such books tell a story in both English and the learner's native language, and the English part is marked with diacritics, so that the learner can acquire all three elements—spelling, pronunciation and meaning—as he reads the story.
Get the free software directly from here (requires the Chrome browser): https://chrome.google.com/webstore/detail/pie-international/jafbohhbdpejlcfpkbbpkegglokegjid
Or visit the project website for more information: https://sites.google.com/site/phoneticallyintuitiveenglish
Yao, Z. Free and innovative software to teach ESL receives positive feedback. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 16 Jul 2013)
ELLs and the Debate Over the No Child Left Behind Rewrite
From http://blogs.edweek.org/edweek/learning-the-language/2013/07/ells_and_the_debate_over_the_n.html
ELLs and the Debate Over the No Child Left Behind Rewrite
By Lesli A. Maxwell
July 18, 2013
The full U.S. House of Representatives is edging ever so much closer to voting on a Republican-written overhaul of the Elementary Secondary and Education Act, and a large coalition of education and advocacy organizations are urging members of Congress to reject it on the grounds that English-language learners and Hispanic students would be irreparably harmed by its passage.
The Hispanic Education Coalition, which brings together 20 civil rights and education advocacy groups such as the Mexican American Legal Defense and Educational Fund and the League of United Latin American Citizens, has sent a letter to all members of the House this morning warning members that a vote for the Student Success Act, sponsored by U.S. Rep. John Kline, a Minnesota Republican, would allow states to return to the past and "ignore the educational disparities of racial and ethnic minorities, ELs, economically disadvantaged students, and students with disabilities."
Read on at http://blogs.edweek.org/edweek/learning-the-language/2013/07/ells_and_the_debate_over_the_n.html
ELLs and the Debate Over the No Child Left Behind Rewrite
By Lesli A. Maxwell
July 18, 2013
The full U.S. House of Representatives is edging ever so much closer to voting on a Republican-written overhaul of the Elementary Secondary and Education Act, and a large coalition of education and advocacy organizations are urging members of Congress to reject it on the grounds that English-language learners and Hispanic students would be irreparably harmed by its passage.
The Hispanic Education Coalition, which brings together 20 civil rights and education advocacy groups such as the Mexican American Legal Defense and Educational Fund and the League of United Latin American Citizens, has sent a letter to all members of the House this morning warning members that a vote for the Student Success Act, sponsored by U.S. Rep. John Kline, a Minnesota Republican, would allow states to return to the past and "ignore the educational disparities of racial and ethnic minorities, ELs, economically disadvantaged students, and students with disabilities."
Read on at http://blogs.edweek.org/edweek/learning-the-language/2013/07/ells_and_the_debate_over_the_n.html
Spanish and Bilingual Storytime Selections
Here is a librarian’s review of some Spanish and Spanish-English children’s books and other media along with activity suggestions: http://www.slj.com/2013/07/books-media/collection-development/libro-por-libro/bilingual-storytime-selections-libro-por-libro-july-2013
Spanish Poetry for Children
From http://nanitas.es/Pagina-de-inicio
Nanitas is a website full of Spanish poetry for children, written by teacher, poet, author, and musician Francisco Rodríguez Gómez. Access poetry, sayings, tunes, and more at http://nanitas.es/Pagina-de-inicio
Read about how a Spanish teacher uses certain poems from the site at http://www.spanishplayground.net/spanish-poems-children-nanitas
Nanitas is a website full of Spanish poetry for children, written by teacher, poet, author, and musician Francisco Rodríguez Gómez. Access poetry, sayings, tunes, and more at http://nanitas.es/Pagina-de-inicio
Read about how a Spanish teacher uses certain poems from the site at http://www.spanishplayground.net/spanish-poems-children-nanitas
Using iFaketext in a French Class
From http://www.thefrenchcorner.ne
iFaketext is a web-based application that allows users to create a fake text message exchange on an iPhone. Read this blog post for a description of a language activity in which students use iFaketext to draft a text conversation: http://www.thefrenchcorner.net/2013/07/using-ifaketext-in-french-class.html
iFaketext is available at http://ifaketext.com
iFaketext is a web-based application that allows users to create a fake text message exchange on an iPhone. Read this blog post for a description of a language activity in which students use iFaketext to draft a text conversation: http://www.thefrenchcorner.net/2013/07/using-ifaketext-in-french-class.html
iFaketext is available at http://ifaketext.com
Google’s New Eiffel Tower Virtual Exhibit
From http://www.freetech4teachers.com/2013/07/explore-eiffel-tower-with-google-street.html#.UerVI1O9yC8
Earlier today Google released the latest addition to the Google Cultural Institute. That addition is all about the Eiffel Tower. The new Eiffel Tower virtual exhibit includes Street View imagery not only around the Eiffel Tower but inside the tower and the views from the Eiffel Tower. In addition to the Street View imagery the exhibit includes lots of historical imagery and drawings of the tower.
Access the new virtual exhibit at https://www.google.com/culturalinstitute/collection/tour-eiffel?projectId=historic-moments
Read a full review of this resource at http://www.freetech4teachers.com/2013/07/explore-eiffel-tower-with-google-street.html#.UerVI1O9yC8
Earlier today Google released the latest addition to the Google Cultural Institute. That addition is all about the Eiffel Tower. The new Eiffel Tower virtual exhibit includes Street View imagery not only around the Eiffel Tower but inside the tower and the views from the Eiffel Tower. In addition to the Street View imagery the exhibit includes lots of historical imagery and drawings of the tower.
Access the new virtual exhibit at https://www.google.com/culturalinstitute/collection/tour-eiffel?projectId=historic-moments
Read a full review of this resource at http://www.freetech4teachers.com/2013/07/explore-eiffel-tower-with-google-street.html#.UerVI1O9yC8
Saxa Loquuntur: A Website on Greek and Latin Epigraphy
From http://ancientworldonline.blogspot.com/2013/07/saxa-loquuntur-website-on-greek-and.html
This site by Onno van Nijf brings together a number of resources that are available for the study of epigraphic texts. The focus is on Greek inscriptions, but Latin texts are not excluded. Resources include links to searching and finding resources, an online version of “The Absolute Beginners' Guide to Greek and Roman Epigraphy,” links to corpora and reportoria, and reference tools.
Saxa Loquuntur is available at http://www.saxa-loquuntur.nl
This site by Onno van Nijf brings together a number of resources that are available for the study of epigraphic texts. The focus is on Greek inscriptions, but Latin texts are not excluded. Resources include links to searching and finding resources, an online version of “The Absolute Beginners' Guide to Greek and Roman Epigraphy,” links to corpora and reportoria, and reference tools.
Saxa Loquuntur is available at http://www.saxa-loquuntur.nl
Lexicon of Greek Personal Names
The Lexicon of Greek Personal Names (LGPN) was established to collect and publish all ancient Greek personal names, drawing on the full range of written sources from the 8th century B.C. down to the late Roman Empire.
Available at http://www.lgpn.ox.ac.uk
Available at http://www.lgpn.ox.ac.uk
Resource Center for the Teaching of Italian at UCLA
From http://www.international.ucla.edu/languages/italian
The Resource Center for the Teaching of Italian at UCLA is funded by the Consulate General of Italy in Los Angeles, in collaboration with Fondazione Italia, a non-profit organization. The Resource Center houses a comprehensive library dedicated to supporting and enriching the teaching of Italian language and culture at the K-16 levels in Southern California. The Resource Center provides interactive learning materials such as activity kits, audio tapes, music CDs, and VHS and DVDs, as well as textbooks, dictionaries and workbooks. The Center will also serve as a base for continuing education seminars and workshops for teachers from elementary to AP Italian levels.
Visit the Center’s website at http://www.international.ucla.edu/languages/italian
The Resource Center for the Teaching of Italian at UCLA is funded by the Consulate General of Italy in Los Angeles, in collaboration with Fondazione Italia, a non-profit organization. The Resource Center houses a comprehensive library dedicated to supporting and enriching the teaching of Italian language and culture at the K-16 levels in Southern California. The Resource Center provides interactive learning materials such as activity kits, audio tapes, music CDs, and VHS and DVDs, as well as textbooks, dictionaries and workbooks. The Center will also serve as a base for continuing education seminars and workshops for teachers from elementary to AP Italian levels.
Visit the Center’s website at http://www.international.ucla.edu/languages/italian
Russian Materials at the University of Kansas
From http://russianportal.wordpress.com/2013/07/15/russian-materials-at-ku
The University of Kansas Russian department has developed this website featuring short stories and excerpts from literature by Tolstoy, Pushkin, and Chekhov. The stories and excerpts contain audio files and glosses for difficult vocabulary words, so you can listen and follow along.
Access the university’s materials at http://www2.ku.edu/~russian/materials.shtml
The University of Kansas Russian department has developed this website featuring short stories and excerpts from literature by Tolstoy, Pushkin, and Chekhov. The stories and excerpts contain audio files and glosses for difficult vocabulary words, so you can listen and follow along.
Access the university’s materials at http://www2.ku.edu/~russian/materials.shtml
Lesson on Japanese Particles: Wa Vs. Ga
From http://japanese.about.com
Here is a lesson about the when to use wa and when to use ga in Japanese: http://japanese.about.com/library/weekly/aa051301a.htm?nl=1
Here is a lesson about the when to use wa and when to use ga in Japanese: http://japanese.about.com/library/weekly/aa051301a.htm?nl=1
Teaching Ramadan – News and Resources Round Up from the Guardian
Millions of Muslims around the world have begun a month-long fast during daylight hours for Ramadan. Here are some resources to help you explore the festival in class: http://www.guardian.co.uk/teacher-network/teacher-blog/2013/jul/14/ramadan-education-news-resources
Editorial: Why I'll Be Studying Spanish Forever - Language Learning in Middle Age
From http://www.forbes.com/sites/nextavenue/2013/07/12/why-ill-be-studying-spanish-forever
Why I'll Be Studying Spanish Forever
By Beth Reiber
July 12, 2013
Today I am fluent in German, speak passable Japanese and remember bits of French, but studying Spanish in a twice-weekly class feels like the hardest language I’ve ever tried to learn. While I have some of the same motivations as I did with other languages — to enrich my life and travels — now, at midlife, I am also conscious that I’m doing something positive for my brain.
At different stages of life, different tools are employed to learn languages. Young children, for instance, often play games and sing songs. Teenagers muscle through rote memorization and adults often find study easier with books, audio programs, handwritten notes and other methods they’ve grown comfortable with over the years.
Read on at http://www.forbes.com/sites/nextavenue/2013/07/12/why-ill-be-studying-spanish-forever
Why I'll Be Studying Spanish Forever
By Beth Reiber
July 12, 2013
Today I am fluent in German, speak passable Japanese and remember bits of French, but studying Spanish in a twice-weekly class feels like the hardest language I’ve ever tried to learn. While I have some of the same motivations as I did with other languages — to enrich my life and travels — now, at midlife, I am also conscious that I’m doing something positive for my brain.
At different stages of life, different tools are employed to learn languages. Young children, for instance, often play games and sing songs. Teenagers muscle through rote memorization and adults often find study easier with books, audio programs, handwritten notes and other methods they’ve grown comfortable with over the years.
Read on at http://www.forbes.com/sites/nextavenue/2013/07/12/why-ill-be-studying-spanish-forever
Position Paper: The Advanced Speaker: An Overview of the Issues in Heritage Language Teaching
From http://nhlrc.ucla.edu
Here is a new position paper from the National Heritage Language Resource Center.
“The purpose of this position paper is to further our understanding of the linguistic needs
of heritage language learners (HLLs) who desire to reach advanced level proficiency. These students are represented in most Flagship programs and may present a challenge because of their linguistic range and the differences between them and L2 learners. Assessment and administrative and pedagogical challenges associated with this population will also be explored.
“…This position paper, while also touching on linguistic elements, will begin to take us in the direction of pedagogy associated with the teaching of HLLs, in which this incomplete system is addressed in a classroom setting.”
Read the position paper at http://nhlrc.ucla.edu/pdf/CarreiraPositionPaperFinal.pdf
Here is a new position paper from the National Heritage Language Resource Center.
“The purpose of this position paper is to further our understanding of the linguistic needs
of heritage language learners (HLLs) who desire to reach advanced level proficiency. These students are represented in most Flagship programs and may present a challenge because of their linguistic range and the differences between them and L2 learners. Assessment and administrative and pedagogical challenges associated with this population will also be explored.
“…This position paper, while also touching on linguistic elements, will begin to take us in the direction of pedagogy associated with the teaching of HLLs, in which this incomplete system is addressed in a classroom setting.”
Read the position paper at http://nhlrc.ucla.edu/pdf/CarreiraPositionPaperFinal.pdf
TED Talk: No Child Left Monolingual: Advocating for Heritage Languages
From http://nhlrc.ucla.edu
Kim Potowski is Associate Professor of Spanish linguistics at the University of Illinois at Chicago, where she directs the Spanish heritage language program. Watch her TED talk about heritage language speakers and how the United States can benefit from their linguistic potential at http://www.youtube.com/watch?v=pSs1uCnLbaQ
Kim Potowski is Associate Professor of Spanish linguistics at the University of Illinois at Chicago, where she directs the Spanish heritage language program. Watch her TED talk about heritage language speakers and how the United States can benefit from their linguistic potential at http://www.youtube.com/watch?v=pSs1uCnLbaQ
Article: Do Small Businesses Need to be Multilingual?
From http://news.thomasnet.com/IMT/2013/07/11/do-small-businesses-need-to-be-multilingual
Do Small Businesses Need to be Multilingual?
by David Sims
July 11, 2013
Language services are a $20 billion industry, according to Hans Fenstermacher, CEO of The Globalization and Localization Association (GALA). These services, which he says are offered largely to small and mid-sized companies, support approximately $1.5 trillion in exports. This causes some to speculate that improving foreign language skills among American businesses could boost exports and narrow the trade gap.
The benefits of knowing more than one language are well-attested. Antonella Sorace, an Italian-born University of Edinburgh professor of developmental linguistics, recently noted in the Financial Times that speaking another language is good for business and the brain. “Hire more multilingual employees, because these employees can communicate better, have better intercultural sensitivity, are better at cooperating, negotiating, compromising. But they can also think more efficiently,” he said.
Read the full article at http://news.thomasnet.com/IMT/2013/07/11/do-small-businesses-need-to-be-multilingual
Do Small Businesses Need to be Multilingual?
by David Sims
July 11, 2013
Language services are a $20 billion industry, according to Hans Fenstermacher, CEO of The Globalization and Localization Association (GALA). These services, which he says are offered largely to small and mid-sized companies, support approximately $1.5 trillion in exports. This causes some to speculate that improving foreign language skills among American businesses could boost exports and narrow the trade gap.
The benefits of knowing more than one language are well-attested. Antonella Sorace, an Italian-born University of Edinburgh professor of developmental linguistics, recently noted in the Financial Times that speaking another language is good for business and the brain. “Hire more multilingual employees, because these employees can communicate better, have better intercultural sensitivity, are better at cooperating, negotiating, compromising. But they can also think more efficiently,” he said.
Read the full article at http://news.thomasnet.com/IMT/2013/07/11/do-small-businesses-need-to-be-multilingual
Input Sought on Revision of Indiana’s Academic Standards for World Languages
From http://www.doe.in.gov/achievement/curriculum/ias-evaluation-updated-world-languages-standards
You can help in reviewing the proposed revision of Indiana’s Academic Standards for World Languages. The standards are important not only in defining what student should know and be able to do, but also in supporting quality world language education in Indiana schools. Please post your reactions and comments no later than Friday, July 26, 2013.
Access the standards and post your feedback at http://www.doe.in.gov/achievement/curriculum/ias-evaluation-updated-world-languages-standards
You can help in reviewing the proposed revision of Indiana’s Academic Standards for World Languages. The standards are important not only in defining what student should know and be able to do, but also in supporting quality world language education in Indiana schools. Please post your reactions and comments no later than Friday, July 26, 2013.
Access the standards and post your feedback at http://www.doe.in.gov/achievement/curriculum/ias-evaluation-updated-world-languages-standards
CAL’s Two Way Immersion Directory – Updates in Progress
CAL has re-opened its Two-Way Immersion Directory to continue to gather information about dual language and two-way immersion programs around the country. It is important to include all programs in order to comprehensively promote bilingual, dual language, and two-way immersion education with policy makers and stakeholders.
Please help keep the directory current by adding or updating your program.
Learn more and connect to the TWI directory at http://www.cal.org/twi/directory
Please help keep the directory current by adding or updating your program.
Learn more and connect to the TWI directory at http://www.cal.org/twi/directory
Singing in a Foreign Language Can Help with Learning
From http://languagemagazine.com/?p=6883
Singing in a foreign language can significantly improve learning how to speak it, according to a new study carried out at the University of Edinburgh’s Institute for Music in Human and Social Development in Scotland.
Adults who listened to short Hungarian phrases and then sang them back performed better than those who spoke the phrases, researchers found. People who sang the phrases back also fared better than those who repeated the phrases by speaking them rhythmically.
Three randomly assigned groups of twenty adults took part in a series of five tests as part of a study conducted by researchers at the University of Edinburgh’s Reid School of Music. The singing group performed the best in four of the five tests. In one test, participants who learned through singing performed twice as well as participants who learned by speaking the phrases. Those who learned by singing were also able to recall the Hungarian phrases with greater accuracy in the longer term.
Hungarian was chosen because it is unfamiliar to most English speakers and a difficult language to master, with a completely different structure and sound system to the Germanic or Romance languages, such as Spanish and French.
Dr Karen M. Ludke, who conducted the research as part of her PhD, said: “This study provides the first experimental evidence that a listen-and-repeat singing method can support foreign language learning, and opens the door for future research in this area. One question is whether melody could provide an extra cue to jog people’s memory, helping them recall foreign words and phrases more easily.”
The full study is being published in the journal Memory & Cognition.
Singing in a foreign language can significantly improve learning how to speak it, according to a new study carried out at the University of Edinburgh’s Institute for Music in Human and Social Development in Scotland.
Adults who listened to short Hungarian phrases and then sang them back performed better than those who spoke the phrases, researchers found. People who sang the phrases back also fared better than those who repeated the phrases by speaking them rhythmically.
Three randomly assigned groups of twenty adults took part in a series of five tests as part of a study conducted by researchers at the University of Edinburgh’s Reid School of Music. The singing group performed the best in four of the five tests. In one test, participants who learned through singing performed twice as well as participants who learned by speaking the phrases. Those who learned by singing were also able to recall the Hungarian phrases with greater accuracy in the longer term.
Hungarian was chosen because it is unfamiliar to most English speakers and a difficult language to master, with a completely different structure and sound system to the Germanic or Romance languages, such as Spanish and French.
Dr Karen M. Ludke, who conducted the research as part of her PhD, said: “This study provides the first experimental evidence that a listen-and-repeat singing method can support foreign language learning, and opens the door for future research in this area. One question is whether melody could provide an extra cue to jog people’s memory, helping them recall foreign words and phrases more easily.”
The full study is being published in the journal Memory & Cognition.
Online Course: Methods in Elementary School World Language Instruction
Iowa State University will offer “Methods in Elementary School World Language Instruction” as an online course in Fall 2013. This course is designed for practicing teachers and pre-service teachers who have studied a world language extensively. Marcia H. Rosenbusch, Ph.D. originally put this course together by inviting a team of 14 leading national experts in elementary school world language education to teach course components in their areas of expertise. The collaborators, including practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. The course is available for three undergraduate or graduate credits.
To register: http://courses.elo.iastate.edu/WLC/486/XW/2013/fall/overview
Glass, J. Re: [nandu] Methods in Elementary School World Language Instruction online! Improving Early Language Programs listserv (nandu@caltalk.cal.org, 19 Jul 2013).
To register: http://courses.elo.iastate.edu/WLC/486/XW/2013/fall/overview
Glass, J. Re: [nandu] Methods in Elementary School World Language Instruction online! Improving Early Language Programs listserv (nandu@caltalk.cal.org, 19 Jul 2013).
SOPA Fall 2013 Online Training Courses
From http://www.cal.org/ela
Online training courses teach participants how to administer and rate students’ oral language using the SOPA (Student Oral Proficiency Assessment).
Registration is open until 10.16.13 for the Fall 2013 Moderated Introduction to the SOPA and the Moderated Introduction to the SOPA-Chinese online courses. Courses open on 8.15.13 and must be completed by 11.30.13. Learn more and register at http://www.cal.org/ela/profdev/onlinetraining.html
Online training courses teach participants how to administer and rate students’ oral language using the SOPA (Student Oral Proficiency Assessment).
Registration is open until 10.16.13 for the Fall 2013 Moderated Introduction to the SOPA and the Moderated Introduction to the SOPA-Chinese online courses. Courses open on 8.15.13 and must be completed by 11.30.13. Learn more and register at http://www.cal.org/ela/profdev/onlinetraining.html
Request for Participation: Less Commonly Taught Languages Assessments Field Testing
The American Councils for International Education has been selected to develop proficiency assessment tools for ten less commonly taught languages. We are currently inviting foreign language professors, university and professional students, and language speakers to participate in the exciting online field testing of reading and listening comprehension assessments in:
· Brazilian Portuguese
· Hindi
· Korean
· Mandarin Chinese
· Modern Standard Arabic
· Persian (Farsi)
· Russian
· Swahili
· Turkish
· Urdu
Participant Eligibility
· US-based university student or graduate (not currently enrolled in a Flagship or CLS program)
· Enrolled in second year or higher of college level target language OR Elementary-level proficiency equivalent to Level 1 or above on the ILR scale OR Intermediate low level or above on the ACTFL scale
· Heritage and native language speakers welcome to participate
Assessment participants will each receive a $20 Amazon.com e-gift card upon assessment completion. Proctoring professors will receive acknowledgement on the American Councils’ website and project-related technical reports, preliminary scores, and an honorarium $100.
Assessment Window
Tests will be available for administration online starting September 16, 2013 through October 14, 2013.
For more information, go to http://www.americancouncils.org/news/kf/Invitation_to_Participate_in_New_Proficiency_Assessments_for_Less_Commonly_Taught_Languages_
· Brazilian Portuguese
· Hindi
· Korean
· Mandarin Chinese
· Modern Standard Arabic
· Persian (Farsi)
· Russian
· Swahili
· Turkish
· Urdu
Participant Eligibility
· US-based university student or graduate (not currently enrolled in a Flagship or CLS program)
· Enrolled in second year or higher of college level target language OR Elementary-level proficiency equivalent to Level 1 or above on the ILR scale OR Intermediate low level or above on the ACTFL scale
· Heritage and native language speakers welcome to participate
Assessment participants will each receive a $20 Amazon.com e-gift card upon assessment completion. Proctoring professors will receive acknowledgement on the American Councils’ website and project-related technical reports, preliminary scores, and an honorarium $100.
Assessment Window
Tests will be available for administration online starting September 16, 2013 through October 14, 2013.
For more information, go to http://www.americancouncils.org/news/kf/Invitation_to_Participate_in_New_Proficiency_Assessments_for_Less_Commonly_Taught_Languages_
Call for ACTFL/CAEP (formerly NCATE) Program Reviewers
From http://www.actfl.org/professional-development/actfl-caep/call-actflcaep-program-reviewers
As a member of the Council for Accreditation of Educator Preparation (CAEP), which was formerly National Council for Accreditation of Teacher Education (NCATE), ACTFL invites individuals to apply to become program reviewers. Program reviewers are trained to examine the reports and data submitted by institutions seeking CAEP recognition of their foreign language teacher education programs through ACTFL. Serving in this capacity is a professional service, and there is no remuneration to reviewers or to ACTFL.
Upon successful completion of a one-day training workshop, held on Thursday, November 21, 2013, prior to the ACTFL Convention, individuals will be assigned by CAEP to a three-person program review team. One member of the team is designated the lead reviewer and is responsible for compiling the review of the program report for submission to ACTFL/CAEP. The entire review is conducted online. No travel is required. Reviewers agree to participate in at least one review per semester.
Who may apply:
Educators from schools, universities or colleges/departments of education, departments of languages, cultures, and literatures in a variety of institutions. Program reviewers should reflect a range of language, ethnic, and experiential backgrounds.
For full details go to http://www.actfl.org/professional-development/actfl-caep/call-actflcaep-program-reviewers
As a member of the Council for Accreditation of Educator Preparation (CAEP), which was formerly National Council for Accreditation of Teacher Education (NCATE), ACTFL invites individuals to apply to become program reviewers. Program reviewers are trained to examine the reports and data submitted by institutions seeking CAEP recognition of their foreign language teacher education programs through ACTFL. Serving in this capacity is a professional service, and there is no remuneration to reviewers or to ACTFL.
Upon successful completion of a one-day training workshop, held on Thursday, November 21, 2013, prior to the ACTFL Convention, individuals will be assigned by CAEP to a three-person program review team. One member of the team is designated the lead reviewer and is responsible for compiling the review of the program report for submission to ACTFL/CAEP. The entire review is conducted online. No travel is required. Reviewers agree to participate in at least one review per semester.
Who may apply:
Educators from schools, universities or colleges/departments of education, departments of languages, cultures, and literatures in a variety of institutions. Program reviewers should reflect a range of language, ethnic, and experiential backgrounds.
For full details go to http://www.actfl.org/professional-development/actfl-caep/call-actflcaep-program-reviewers
Language and Public Policy Call for Papers
From http://www.linguisticsociety.org/content/language-and-public-policy-call-papers
Language and Public Policy, a new online section of the Linguistic Society of America (LSA) journal Language, invites submissions of original, high quality scholarship exploring and analyzing areas of public policy that benefit from the findings and methods of linguistics.
Submissions may deal with public policy concerns in the social sciences, education, medicine, and law, among other disciplines, from any level (local to international), that involve language as the topic (as in language policy itself), a focus (as in education policies), an instrument (as in legal policies), or a relevant variable (as in labor or civil rights policies). The section aims to highlight the relevance of language and linguistics to the policy arena through discussion of issues that bring them together. Multi-disciplinary and international contributions are welcome.
For full details go to http://www.linguisticsociety.org/content/language-and-public-policy-call-papers
Language and Public Policy, a new online section of the Linguistic Society of America (LSA) journal Language, invites submissions of original, high quality scholarship exploring and analyzing areas of public policy that benefit from the findings and methods of linguistics.
Submissions may deal with public policy concerns in the social sciences, education, medicine, and law, among other disciplines, from any level (local to international), that involve language as the topic (as in language policy itself), a focus (as in education policies), an instrument (as in legal policies), or a relevant variable (as in labor or civil rights policies). The section aims to highlight the relevance of language and linguistics to the policy arena through discussion of issues that bring them together. Multi-disciplinary and international contributions are welcome.
For full details go to http://www.linguisticsociety.org/content/language-and-public-policy-call-papers
Book: Linguistic and Cultural Acquisition in a Migrant Community
From http://www.multilingual-matters.com/display.asp?isb=9781847699893
Linguistic and Cultural Acquisition in a Migrant Community
By David Singleton, Vera Regan, Ewelina Debaene
Published by Multilingual Matters
Summary: This book provides a linguistic and cultural profile of the Polish diasporic communities in three different European countries: Ireland, France and Austria. The eight contributing chapters present original research on the acquisition and use of the languages of the respective host communities and also explore related elements of cultural acquisition. A number of aspects of second language acquisition are considered, notably the acquisition of phonology, lexicon and discourse, as well as aspects of sociolinguistic competence. In addition, varying approaches and research methods are reported on, each of which was chosen in consideration of the particular research issue addressed and the particular circumstances under which the research was carried out. These range from psycholinguistic approaches to second language acquisition to variationist approaches, and include both quantitative and qualitative methodologies.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699893
Linguistic and Cultural Acquisition in a Migrant Community
By David Singleton, Vera Regan, Ewelina Debaene
Published by Multilingual Matters
Summary: This book provides a linguistic and cultural profile of the Polish diasporic communities in three different European countries: Ireland, France and Austria. The eight contributing chapters present original research on the acquisition and use of the languages of the respective host communities and also explore related elements of cultural acquisition. A number of aspects of second language acquisition are considered, notably the acquisition of phonology, lexicon and discourse, as well as aspects of sociolinguistic competence. In addition, varying approaches and research methods are reported on, each of which was chosen in consideration of the particular research issue addressed and the particular circumstances under which the research was carried out. These range from psycholinguistic approaches to second language acquisition to variationist approaches, and include both quantitative and qualitative methodologies.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699893
Book: Self and Identity in Adolescent Foreign Language Learning
From http://www.multilingual-matters.com/display.asp?isb=9781847699985
Self and Identity in Adolescent Foreign Language Learning
By Florentina Taylor
Published by Multilingual Matters
Summary: This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699985
Self and Identity in Adolescent Foreign Language Learning
By Florentina Taylor
Published by Multilingual Matters
Summary: This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847699985
Book: New Prospects and Perspectives for Educating Language Mediators
From http://www.narr-shop.de/index.php/new-prospects-and-perspectives-for-educating-language-mediators.html?___store=shop_en&___from_store=default
New Prospects and Perspectives for Educating Language Mediators
Edited by Don Kiraly, Silvia Hansen-Schirra, Karin Maksymski
Published by Narr Francke Attempto Verlag
Revolving around the topic of innovative translator and interpreter education, this volume covers a wide range of pedagogical issues, from curriculum design to translator competence and from classroom practice to research techniques. The authors represent a number of countries. Their proposals come mainly from an interpretivist rather than an empiricist epistemological perspective, and are sure to resonate with educators around the world. While none of the authors claims to have found the holy grail of how to train translators and interpreters, their contributions all serve as fine examples of just how multi-facetted and refreshing language mediation pedagogy and research on pedagogy can be.
Visit the publisher’s website at http://www.narr-shop.de/index.php/new-prospects-and-perspectives-for-educating-language-mediators.html
New Prospects and Perspectives for Educating Language Mediators
Edited by Don Kiraly, Silvia Hansen-Schirra, Karin Maksymski
Published by Narr Francke Attempto Verlag
Revolving around the topic of innovative translator and interpreter education, this volume covers a wide range of pedagogical issues, from curriculum design to translator competence and from classroom practice to research techniques. The authors represent a number of countries. Their proposals come mainly from an interpretivist rather than an empiricist epistemological perspective, and are sure to resonate with educators around the world. While none of the authors claims to have found the holy grail of how to train translators and interpreters, their contributions all serve as fine examples of just how multi-facetted and refreshing language mediation pedagogy and research on pedagogy can be.
Visit the publisher’s website at http://www.narr-shop.de/index.php/new-prospects-and-perspectives-for-educating-language-mediators.html
July 13, 2013
Differentiated Instructional Strategies
From http://tonitheisen.wikispaces.com
Colorado teacher and ACTFL President Toni Theisen has put together a collection of resources for differentiating instruction on her wiki. Go to http://tonitheisen.wikispaces.com/Differentiated+Instructional+Strategies for links and documents that will give you guidance and ideas for differentiating instruction in your classroom.
Colorado teacher and ACTFL President Toni Theisen has put together a collection of resources for differentiating instruction on her wiki. Go to http://tonitheisen.wikispaces.com/Differentiated+Instructional+Strategies for links and documents that will give you guidance and ideas for differentiating instruction in your classroom.
Global Curricula: How to Choose and What to Use
From http://blogs.edweek.org/edweek/global_learning/2013/07/global_curricula_how_to_choose_and_what_to_use.html
Global Curricula: How to Choose and What to Use
by Anthony Jackson
July 10, 2013
It's promising that there are a number of organizations dedicated to creating teacher resources that ultimately help students understand this complex world. But what's the best way to judge their quality?
Here are some questions to consider when reviewing global issues curricula:
Does the curriculum use primary resources and respectable secondary resources, such as perspectives from academic experts?
Does it lead students to deeper learning through critical analysis of a wide range of evidence?
Is the essential question something experts grapple with in the real world, where there is no clear answer?
Are there case studies from different areas of the world? Or allow students to model similar investigations of new case studies?
Does the curriculum allow learners to examine the roots and diverse perspectives that surround the global issue?
Does the curriculum promote project-based learning?
Does the curriculum have room for students to connect with experts and peers around the world?
Can your students apply their learning in a real-world way that makes a difference locally, regionally, or globally?
Read on for descriptions of notable global curricula: http://blogs.edweek.org/edweek/global_learning/2013/07/global_curricula_how_to_choose_and_what_to_use.html
Global Curricula: How to Choose and What to Use
by Anthony Jackson
July 10, 2013
It's promising that there are a number of organizations dedicated to creating teacher resources that ultimately help students understand this complex world. But what's the best way to judge their quality?
Here are some questions to consider when reviewing global issues curricula:
Does the curriculum use primary resources and respectable secondary resources, such as perspectives from academic experts?
Does it lead students to deeper learning through critical analysis of a wide range of evidence?
Is the essential question something experts grapple with in the real world, where there is no clear answer?
Are there case studies from different areas of the world? Or allow students to model similar investigations of new case studies?
Does the curriculum allow learners to examine the roots and diverse perspectives that surround the global issue?
Does the curriculum promote project-based learning?
Does the curriculum have room for students to connect with experts and peers around the world?
Can your students apply their learning in a real-world way that makes a difference locally, regionally, or globally?
Read on for descriptions of notable global curricula: http://blogs.edweek.org/edweek/global_learning/2013/07/global_curricula_how_to_choose_and_what_to_use.html
Fifteen Uses for Mini Whiteboards
From http://www.thefrenchcorner.net
Middle school French teacher Samantha Decker writes,
“I love using mini whiteboards in my classroom because I see my students automatically become more invested in an activity when they have the opportunity to write on a whiteboard. It's also a great way to formatively assess students all at once. That said, a little goes a long way and sometimes students can get bored if you don't change up what you're doing every time you bring out the whiteboards.
“Any of these activities in my list below could be done as a whole-class activity, with the teacher or a student volunteer doing the speaking, or a pair or small group activity, with students taking turns being the teacher (in some cases you may need to make up envelopes with cards to read). These activities are best for practicing listening or writing skills, but a lot of them could be done as oral exercises as well by eliminating the white boards.”
Read on for Ms. Decker’s activity ideas: http://www.thefrenchcorner.net/2013/07/15-uses-for-mini-whiteboards.html
Middle school French teacher Samantha Decker writes,
“I love using mini whiteboards in my classroom because I see my students automatically become more invested in an activity when they have the opportunity to write on a whiteboard. It's also a great way to formatively assess students all at once. That said, a little goes a long way and sometimes students can get bored if you don't change up what you're doing every time you bring out the whiteboards.
“Any of these activities in my list below could be done as a whole-class activity, with the teacher or a student volunteer doing the speaking, or a pair or small group activity, with students taking turns being the teacher (in some cases you may need to make up envelopes with cards to read). These activities are best for practicing listening or writing skills, but a lot of them could be done as oral exercises as well by eliminating the white boards.”
Read on for Ms. Decker’s activity ideas: http://www.thefrenchcorner.net/2013/07/15-uses-for-mini-whiteboards.html
How to Create Placemarks and Tours in Google Earth
From http://www.freetech4teachers.com
Richard Byrne explains how you can use Google Earth in your lessons in this blog post: http://www.freetech4teachers.com/2013/07/how-to-create-placemarks-and-tours-in.html#.UeHcUVO9yC8
Richard Byrne explains how you can use Google Earth in your lessons in this blog post: http://www.freetech4teachers.com/2013/07/how-to-create-placemarks-and-tours-in.html#.UeHcUVO9yC8
ELLs Need More Attention in Common Assessment Groups, Reports Say
From http://blogs.edweek.org/edweek/learning-the-language/2013/07/ells_need_more_attention_in_co.html
ELLs Need More Attention in Common Assessment Groups, Reports Say
by Lesli A. Maxwell
July 8, 2013
The two groups of states working to design new common assessments need to devote more time and attention to English-language learners and students with disabilities, conclude new reviews from the U.S. Department of Education.
In its first-ever technical reviews of the test-development efforts underway by two state consortia—the Partnership for the Assessment of Readiness for College and Careers, or PARCC, and Smarter Balanced—the federal education department is calling for both groups to focus more sharply on developing test items that all students, including those who are still learning English, can fully access regardless of their level of language proficiency.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/07/ells_need_more_attention_in_co.html
ELLs Need More Attention in Common Assessment Groups, Reports Say
by Lesli A. Maxwell
July 8, 2013
The two groups of states working to design new common assessments need to devote more time and attention to English-language learners and students with disabilities, conclude new reviews from the U.S. Department of Education.
In its first-ever technical reviews of the test-development efforts underway by two state consortia—the Partnership for the Assessment of Readiness for College and Careers, or PARCC, and Smarter Balanced—the federal education department is calling for both groups to focus more sharply on developing test items that all students, including those who are still learning English, can fully access regardless of their level of language proficiency.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/07/ells_need_more_attention_in_co.html
Supporting English Learners in the Primary Classroom
From https://www.teachingchannel.org/blog/2013/07/10/supporting-english-learners-in-the-primary-classroom
Jane Fung, a National Board Certified Teacher in urban Los Angeles, writes
“Common Core Standards ask students to construct viable arguments and critique the reasoning of others in math; ask and answer questions about key details in a text; and participate in collaborative conversations about topics and texts. Students are expected to explain their thinking and build on others’ talk in conversation.
“But what if your students don’t speak English?
“When teachers shift into Common Core Standards mode this fall, we must remember that although the standards are common, the students we teach are not.
“As a former English learner (EL) and a teacher of ELs, I know the challenges our EL students face. And the stakes are higher today then they have ever been. How do we ensure that our EL students not only gain access to the core curriculum but also succeed in meeting standards like their native-speaker counterparts?
“Many teachers working with ELs have experienced little or no preparation or professional development for this challenging task. Here’s a quick guide to classroom elements that matter in supporting EL achievement.”
Read on at https://www.teachingchannel.org/blog/2013/07/10/supporting-english-learners-in-the-primary-classroom
Jane Fung, a National Board Certified Teacher in urban Los Angeles, writes
“Common Core Standards ask students to construct viable arguments and critique the reasoning of others in math; ask and answer questions about key details in a text; and participate in collaborative conversations about topics and texts. Students are expected to explain their thinking and build on others’ talk in conversation.
“But what if your students don’t speak English?
“When teachers shift into Common Core Standards mode this fall, we must remember that although the standards are common, the students we teach are not.
“As a former English learner (EL) and a teacher of ELs, I know the challenges our EL students face. And the stakes are higher today then they have ever been. How do we ensure that our EL students not only gain access to the core curriculum but also succeed in meeting standards like their native-speaker counterparts?
“Many teachers working with ELs have experienced little or no preparation or professional development for this challenging task. Here’s a quick guide to classroom elements that matter in supporting EL achievement.”
Read on at https://www.teachingchannel.org/blog/2013/07/10/supporting-english-learners-in-the-primary-classroom
Education for Adult English-Learners Faltering, Report Asserts
From http://blogs.edweek.org/edweek/learning-the-language/2013/07/education_for_adult_ells_falte.html
Education for Adult English-Learners Faltering, Report Asserts
By Lesli A. Maxwell
July 11, 2013
The prevailing system for educating adult English-language learners is falling woefully short in helping students reach proficiency in the language, a new report asserts.
With just around 40 percent of adults who are enrolled in English-as-a-Second-Language (ESL) courses demonstrating improvement in their proficiency each year, the federal and state-funded adult ESL programs need a major overhaul, argues the Lexington Institute, a conservative public policy think tank based in Arlington, Va.
The report—written by Sean Kennedy and John Walters—cites U.S. Census data that 23 million adults in the United States lack "adequate" English proficiency. More than 2 million of those are American-born. That, they argue, is already, and will continue to be, a "severe hindrance for both the economic mobility and assimilation of these immigrants and some native-born Americans, who are trapped in generational linguistic isolation."
The main reason for those disappointing outcomes, the report says, is that many adult ESL programs—the majority of them run by government agencies—are not at all designed to meet the needs of the learners themselves.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/07/education_for_adult_ells_falte.html
Education for Adult English-Learners Faltering, Report Asserts
By Lesli A. Maxwell
July 11, 2013
The prevailing system for educating adult English-language learners is falling woefully short in helping students reach proficiency in the language, a new report asserts.
With just around 40 percent of adults who are enrolled in English-as-a-Second-Language (ESL) courses demonstrating improvement in their proficiency each year, the federal and state-funded adult ESL programs need a major overhaul, argues the Lexington Institute, a conservative public policy think tank based in Arlington, Va.
The report—written by Sean Kennedy and John Walters—cites U.S. Census data that 23 million adults in the United States lack "adequate" English proficiency. More than 2 million of those are American-born. That, they argue, is already, and will continue to be, a "severe hindrance for both the economic mobility and assimilation of these immigrants and some native-born Americans, who are trapped in generational linguistic isolation."
The main reason for those disappointing outcomes, the report says, is that many adult ESL programs—the majority of them run by government agencies—are not at all designed to meet the needs of the learners themselves.
Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/07/education_for_adult_ells_falte.html
Printable Spanish Activities – Looking and Listening Walks
From http://www.spanishplayground.net
Take your young Spanish students for a walk and give them these pre-made printables to track what they see or hear: http://www.spanishplayground.net/printable-spanish-activities-looking-listening-walks
Take your young Spanish students for a walk and give them these pre-made printables to track what they see or hear: http://www.spanishplayground.net/printable-spanish-activities-looking-listening-walks
Show French Films on Your Campus
From http://highereducation.frenchculture.org
With the aim of furthering appreciation for French film and culture, the Tournées Festival offers grants to American Universities seeking to host their own French film festival. Universities select five films from a diverse list of new French and Francophone releases to be screened as part of their Tournées Festival.
Any department, film club, student organization, or cultural institution affiliated with your university may apply.
For full details, including upcoming application deadlines, go to http://highereducation.frenchculture.org/news/show-french-films-on-your-campus!
With the aim of furthering appreciation for French film and culture, the Tournées Festival offers grants to American Universities seeking to host their own French film festival. Universities select five films from a diverse list of new French and Francophone releases to be screened as part of their Tournées Festival.
Any department, film club, student organization, or cultural institution affiliated with your university may apply.
For full details, including upcoming application deadlines, go to http://highereducation.frenchculture.org/news/show-french-films-on-your-campus!
Website Dedicated to National Monuments of France
From http://www.monuments-nationaux.fr
The Centre des Monument Nationaux website is available in French, English, and Spanish. Read the latest news about national monuments, learn about each monument using an interactive map, send an e-card (or have your students send e-cards) with a photo of a national monument, and more: http://www.monuments-nationaux.fr/en
The Centre des Monument Nationaux website is available in French, English, and Spanish. Read the latest news about national monuments, learn about each monument using an interactive map, send an e-card (or have your students send e-cards) with a photo of a national monument, and more: http://www.monuments-nationaux.fr/en
Jobs and German: The German Skills Initiative
From http://www.germany.info/Vertretung/usa/en/07__Climate__Business__Science/02__Bus__w__Germany/skills-initiative.html
Are you looking for more reasons that people in the United States should learn German language and culture? One reason is to learn from German-style job training, and that’s what the German Skills Initiative does.
A program of the German Embassy in Washington, DC, the Skills Initiative is bringing together German and American businesses and local education/training providers with the aim of developing training programs best suited to businesses’ needs. The Embassy launched the Skills Initiative to identify and spread best practices in sustainable workforce development in the USA.
Learn more about the Initiative and associated events at http://www.germany.info/Vertretung/usa/en/07__Climate__Business__Science/02__Bus__w__Germany/skills-initiative.html
Are you looking for more reasons that people in the United States should learn German language and culture? One reason is to learn from German-style job training, and that’s what the German Skills Initiative does.
A program of the German Embassy in Washington, DC, the Skills Initiative is bringing together German and American businesses and local education/training providers with the aim of developing training programs best suited to businesses’ needs. The Embassy launched the Skills Initiative to identify and spread best practices in sustainable workforce development in the USA.
Learn more about the Initiative and associated events at http://www.germany.info/Vertretung/usa/en/07__Climate__Business__Science/02__Bus__w__Germany/skills-initiative.html
German Fest in Milwaukee Is Coming Up
From http://germanfest.com
German Fest Milwaukee is Southeast Wisconsin’s premier German ethnic festival and “Milwaukee’s Original Haus Party” held at the Summerfest Grounds in downtown Milwaukee, WI. German Fest occurs during the last full weekend in July from Thursday, July 25th to Sunday, July 28th, 2013.
Visit the festival’s website at http://germanfest.com to see what will be happening.
German Fest Milwaukee is Southeast Wisconsin’s premier German ethnic festival and “Milwaukee’s Original Haus Party” held at the Summerfest Grounds in downtown Milwaukee, WI. German Fest occurs during the last full weekend in July from Thursday, July 25th to Sunday, July 28th, 2013.
Visit the festival’s website at http://germanfest.com to see what will be happening.
SCOLA Trial Access for AATG Members in July
From http://www.aatg.org/files/AATGNLJune2013.pdf
SCOLA (http://www.scola.org ) is offering free access to their wide range of services and
materials for American Association of Teachers of German members until the end of July 2013 and at a reduced rate thereafter, as part of AATG’s affiliation with JNCL-NCLIS.
SCOLA provides online and mobile device access to foreign language broadcasting from more than 150 countries in more than 175 languages as well as an array of unique educational resources based on this authentic foreign content. These services include: Learning/Assessment Objects, specially produced programming, foreign text (periodicals, textbooks, etc.), hard to find radio programs, archived content, and many more services designed for communicative language teaching and learning, specializing in the less commonly taught languages. SCOLA also secures broad-spectrum educational use permissions that allow SCOLA users to archive the content and to build their own learning tools with the content.
See full details of page three of the AATG June newsletter, available from http://www.aatg.org/files/AATGNLJune2013.pdf
SCOLA (http://www.scola.org ) is offering free access to their wide range of services and
materials for American Association of Teachers of German members until the end of July 2013 and at a reduced rate thereafter, as part of AATG’s affiliation with JNCL-NCLIS.
SCOLA provides online and mobile device access to foreign language broadcasting from more than 150 countries in more than 175 languages as well as an array of unique educational resources based on this authentic foreign content. These services include: Learning/Assessment Objects, specially produced programming, foreign text (periodicals, textbooks, etc.), hard to find radio programs, archived content, and many more services designed for communicative language teaching and learning, specializing in the less commonly taught languages. SCOLA also secures broad-spectrum educational use permissions that allow SCOLA users to archive the content and to build their own learning tools with the content.
See full details of page three of the AATG June newsletter, available from http://www.aatg.org/files/AATGNLJune2013.pdf
Apply To Be a German Center of Excellence
From http://www.aatg.org/coe
AATG’s German Centers of Excellence program identifies and honors excellence at all levels of instruction K-16. The designation is presented to a well-established and growing German program with strong support from the administration, colleagues, alumni, parents, and students.
The German program at a German Center of Excellence is clearly student-centered and has credentialed faculty which demonstrates evidence of continuing professional development. The curriculum is standards-based with a clear, articulated sequence of instruction which reflects current methodologies. Classes are conducted in German. The materials and classroom routines are culturally authentic and appropriate to the instructional level of the students. Meaningful cultural activities are integrated into the curriculum at all levels.
An exemplary German program reflects a clearly organized structure determined by the instructional needs of the students. The diverse learning styles of students are respected through varied instructional and assessment techniques. Regular, differentiated assessments result in above average student performance.
Interested in having your school recognized as a German Center of Excellence? Applications are due August 30, 2013.
Learn more at http://www.aatg.org/coe
AATG’s German Centers of Excellence program identifies and honors excellence at all levels of instruction K-16. The designation is presented to a well-established and growing German program with strong support from the administration, colleagues, alumni, parents, and students.
The German program at a German Center of Excellence is clearly student-centered and has credentialed faculty which demonstrates evidence of continuing professional development. The curriculum is standards-based with a clear, articulated sequence of instruction which reflects current methodologies. Classes are conducted in German. The materials and classroom routines are culturally authentic and appropriate to the instructional level of the students. Meaningful cultural activities are integrated into the curriculum at all levels.
An exemplary German program reflects a clearly organized structure determined by the instructional needs of the students. The diverse learning styles of students are respected through varied instructional and assessment techniques. Regular, differentiated assessments result in above average student performance.
Interested in having your school recognized as a German Center of Excellence? Applications are due August 30, 2013.
Learn more at http://www.aatg.org/coe
Performance: Bang on a Can: New Music from Japan
From http://www.jfny.org/event_calendar/calendar_list.php?dyear=0&query_page=1#item0
Featuring The Bang on a Can All-Stars with Vicki Ray, piano, Bang on a Can presents New Music from Japan at Hunter Auditorium of the Massachusetts Museum of Contemporary Art, MASS MoCA on July 23 at 4:30 PM. Free with Museum admission. Works by Somei Satoh, Ryuichi Sakamoto, Mamoru Fujieda and Akiko Ushijima will be played.
Featuring The Bang on a Can All-Stars with Vicki Ray, piano, Bang on a Can presents New Music from Japan at Hunter Auditorium of the Massachusetts Museum of Contemporary Art, MASS MoCA on July 23 at 4:30 PM. Free with Museum admission. Works by Somei Satoh, Ryuichi Sakamoto, Mamoru Fujieda and Akiko Ushijima will be played.
2013 Chinese Bridge Delegation to China
From http://professionals.collegeboard.com/k-12/awards/chinese/bridge
The College Board is pleased to announce the 2013 Chinese Bridge Delegation, a weeklong program in China to help educators start or strengthen their institution's Chinese programs and partnerships. Highlights include school visits, cultural activities and educational workshops. Leaders from K-12 and higher education institutions are invited to apply for this unique educational trip to China as guests of Hanban/Confucius Institute Headquarters (Hanban).
The delegation provides an opportunity to:
Visit Chinese K-12 schools and postsecondary institutions, meet with Chinese educators, observe classes and interact with students
Establish meaningful partnerships with Chinese education institutions and network with U.S. colleagues
Attend presentations on best practices and gather 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
Dates: November 6–14, 2013
Selection priority will be given to:
K-12 district administrators, school leaders, and other education decision-makers actively seeking to develop new/expanded Chinese programs. Selected participants are expected to be actively involved in, and able to speak about, their institution's efforts to build or expand a Chinese language and culture program.
Higher education scholars and administrators with professional and/or research links to Chinese language and culture.
Multiple applicants from the same institution will be considered but each applicant is required to submit an individual application.
For more information and to apply go to http://professionals.collegeboard.com/k-12/awards/chinese/bridge
The College Board is pleased to announce the 2013 Chinese Bridge Delegation, a weeklong program in China to help educators start or strengthen their institution's Chinese programs and partnerships. Highlights include school visits, cultural activities and educational workshops. Leaders from K-12 and higher education institutions are invited to apply for this unique educational trip to China as guests of Hanban/Confucius Institute Headquarters (Hanban).
The delegation provides an opportunity to:
Visit Chinese K-12 schools and postsecondary institutions, meet with Chinese educators, observe classes and interact with students
Establish meaningful partnerships with Chinese education institutions and network with U.S. colleagues
Attend presentations on best practices and gather 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
Dates: November 6–14, 2013
Selection priority will be given to:
K-12 district administrators, school leaders, and other education decision-makers actively seeking to develop new/expanded Chinese programs. Selected participants are expected to be actively involved in, and able to speak about, their institution's efforts to build or expand a Chinese language and culture program.
Higher education scholars and administrators with professional and/or research links to Chinese language and culture.
Multiple applicants from the same institution will be considered but each applicant is required to submit an individual application.
For more information and to apply go to http://professionals.collegeboard.com/k-12/awards/chinese/bridge
Hindi Lessons in Demand in United States
From http://tinyurl.com/nrmpvb5
Namaste USA! Hindi Lessons a Hit Abroad
By Preetika Rana
June 8, 2013
A decade ago, when the U.S. Department of State named Hindi as one of the world’s must-learn languages, it was mainly aspiring government servants who were keen to pick up the Indian tongue because doing so gained them bonus points in the U.S. foreign service exam. The Federal Bureau of Investigation and the Central Investigative Agency also offered better jobs to employees who had learnt the language.
But with India poised to be a global superpower, experts say the demand for Hindi classes has shot up in recent years, particularly in the U.S.
“Definitely, more and more programs and courses relating to India, specifically Hindi, have come up over the last few years,” Richard Delacy, a Hindi professor at Harvard University, said in a recent interview with The Wall Street Journal.
Last year, for instance, the student body of Medford-based Tufts University in the U.S. demanded Hindi be made part of their curriculum after a campus survey found at least a fifth of 1,100 students would opt for it as a foreign language.
Popular schools, including Illinois-based Northwestern University and The Ohio State University, recently opened applications for Hindi professors.
Read the full article at http://tinyurl.com/nrmpvb5
Namaste USA! Hindi Lessons a Hit Abroad
By Preetika Rana
June 8, 2013
A decade ago, when the U.S. Department of State named Hindi as one of the world’s must-learn languages, it was mainly aspiring government servants who were keen to pick up the Indian tongue because doing so gained them bonus points in the U.S. foreign service exam. The Federal Bureau of Investigation and the Central Investigative Agency also offered better jobs to employees who had learnt the language.
But with India poised to be a global superpower, experts say the demand for Hindi classes has shot up in recent years, particularly in the U.S.
“Definitely, more and more programs and courses relating to India, specifically Hindi, have come up over the last few years,” Richard Delacy, a Hindi professor at Harvard University, said in a recent interview with The Wall Street Journal.
Last year, for instance, the student body of Medford-based Tufts University in the U.S. demanded Hindi be made part of their curriculum after a campus survey found at least a fifth of 1,100 students would opt for it as a foreign language.
Popular schools, including Illinois-based Northwestern University and The Ohio State University, recently opened applications for Hindi professors.
Read the full article at http://tinyurl.com/nrmpvb5
Book: Sign Language Research, Uses and Practices
From http://www.degruyter.com/view/product/182719?format=G
Sign Language Research, Uses and Practices: Crossing Views on Theoretical and Applied Sign Language Linguistics
Edited by Laurence Meurant, Aurélie Sinte, Mieke Van Herreweghe, Mieke, and Myriam Vermeerbergen
Published by de Gruyter
The uses and practices of sign languages are strongly related to scientific research on sign languages and vice versa. Conversely, sign linguistics cannot be separated from Deaf community practices, including practices in education and interpretation. Therefore, the current volume brings together work on sign language interpreting, the use of spoken and sign language with deaf children with cochlear implants and early language development in children exposed to both a spoken and sign language, and reports on recent research on aspects of sign language structure. It also includes papers addressing methodological issues in sign language research.
The book presents papers by "more seasoned" researchers and "new kids on the block", as well as papers in which the two collaborate. The contributions will be of interest to all those interested in linguistics, sociolinguistics, cultural studies, interpreting and education. It will have particular relevance to those interested in sign linguistics, sociolinguistics of deaf communities, Deaf studies, Deaf culture, sign language interpretation, sign language teaching, and (spoken/signed) bilingualism. Given the scarcity of literature on "Deaf studies", the book will also appeal widely beyond the traditional academic milieu. As a result, it has relevance for those teaching and learning sign languages, for professional and student interpreters and for teachers of the deaf.
Visit the publisher’s website at http://www.degruyter.com/view/product/182719?format=G
Sign Language Research, Uses and Practices: Crossing Views on Theoretical and Applied Sign Language Linguistics
Edited by Laurence Meurant, Aurélie Sinte, Mieke Van Herreweghe, Mieke, and Myriam Vermeerbergen
Published by de Gruyter
The uses and practices of sign languages are strongly related to scientific research on sign languages and vice versa. Conversely, sign linguistics cannot be separated from Deaf community practices, including practices in education and interpretation. Therefore, the current volume brings together work on sign language interpreting, the use of spoken and sign language with deaf children with cochlear implants and early language development in children exposed to both a spoken and sign language, and reports on recent research on aspects of sign language structure. It also includes papers addressing methodological issues in sign language research.
The book presents papers by "more seasoned" researchers and "new kids on the block", as well as papers in which the two collaborate. The contributions will be of interest to all those interested in linguistics, sociolinguistics, cultural studies, interpreting and education. It will have particular relevance to those interested in sign linguistics, sociolinguistics of deaf communities, Deaf studies, Deaf culture, sign language interpretation, sign language teaching, and (spoken/signed) bilingualism. Given the scarcity of literature on "Deaf studies", the book will also appeal widely beyond the traditional academic milieu. As a result, it has relevance for those teaching and learning sign languages, for professional and student interpreters and for teachers of the deaf.
Visit the publisher’s website at http://www.degruyter.com/view/product/182719?format=G
Business Schools Value Multilingualism
From http://www.businessweek.com/articles/2013-07-01/b-schools-are-speaking-the-language-of-business
B-Schools Are Speaking the Language of Business
By Matt Symonds
July 1, 2103
A growing number of business schools seem to be taking the view that a degree of fluency in at least one other major language is essential for the next generation of corporate leaders, despite the fact that most of their international programs are now conducted in English.
One of those committed to this trend is the Moore School of Business at the University of South Carolina. Its international MBA program puts students through intensive language training starting with a one-month introductory module, backed up by between four months and a full year of immersion overseas.
In Europe, every London Business School MBA student must achieve competency in one language other than English by graduation, while INSEAD requires candidates for the France and Singapore campuses to demonstrate at least a practical knowledge of another language before starting the program and a basic knowledge of a third language before graduating.
Read the full article at http://www.businessweek.com/articles/2013-07-01/b-schools-are-speaking-the-language-of-business
B-Schools Are Speaking the Language of Business
By Matt Symonds
July 1, 2103
A growing number of business schools seem to be taking the view that a degree of fluency in at least one other major language is essential for the next generation of corporate leaders, despite the fact that most of their international programs are now conducted in English.
One of those committed to this trend is the Moore School of Business at the University of South Carolina. Its international MBA program puts students through intensive language training starting with a one-month introductory module, backed up by between four months and a full year of immersion overseas.
In Europe, every London Business School MBA student must achieve competency in one language other than English by graduation, while INSEAD requires candidates for the France and Singapore campuses to demonstrate at least a practical knowledge of another language before starting the program and a basic knowledge of a third language before graduating.
Read the full article at http://www.businessweek.com/articles/2013-07-01/b-schools-are-speaking-the-language-of-business
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